eurocall teacher education sig workshop 2010 presentation jean-claude bertin
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Teacher Education SIG Workshop 2010
Jean-Claude Bertin
UMR 6228 IDEES –CIRTAI (Université du Havre)
A didactic ergonomics approach to ICT integration and the evolving roles of the teacher
Introductory remarks
Introduction : a few remarks from the social sciences and education (Annoot 2007)
Technology does not as a rule challenge traditional practices Initial impact of technology at process level Distance new publics New forms of control of teacher activity
Presentation outline
A didactic ergonomics approach to CALL Epistemological considerations Constructing the model
Deconstructing the model focus on mediation focus on systemic aspects Identifying roles : teacher and tutor
Conclusion: perspectives for teacher education
Epistemological stance (1): a systemic approach to CALL
p ro ce ss
acto r 1 acto r 2
acto r 3
Epistemological stance (1): complex thought (Edgar Morin)
fie ld A field B field C
? ?
Holistic perspective
Constructing the didactic ergonomics CALL model
com puter
Ma crota sk" re a l-w o r ld ta s k"
Microtaskslin g u is tic /c u ltu ra l
mo d e l
LanguageCulture
Teacher
Learner
SLA theoriesTeaching methodologies
Language theories
TutorMonitoring
Peers
Contex t
Cultural & language objectives
Direct interactionswith language/culture
Direct interactionswith teacher
Teacher interface
Learner interface
Syste
m re
gu
latio
n
Deconstructing the model – focus on mediation
Pedagogic mediation : a constant.
« an individual’s knowledge is described as a personal construction mediated by teachers or peers. Distance [and technology] will not affect the individual’s construction of knowledge, but may make mediation and social interaction more complex »
(Narcy-Combes in Bertin et al 2010)
Pedagogic mediation in the model
Technological mediation
Mediation by distance
The “analyzer” concept (Lapassade 1971; Petit 1991)
“… anything that causes truth to emerge of what is hidden; anything may refer to a group, an individual, a situation, an event, a scandal […]” (Lapassade, 1971, p. 15)
L ang uag e
L e arne r
T e ac he r
P e d ag o g icm e d iatio n
s e le c tio n o f in p u t(lang uag e m e d iatio n)
s e le c tio n o ftas ks (m ac ro /m ic ro )
fo llo w-up
C ontext
languageculture teacher
learner
macro-task" re a l-w o r ld ta s k"
c u ltu ra l p e rs p e c tiv e smicro-tasks
lin g u is tic /c u ltu ra lmo d e lsdirect interaction
dire
ct in
tera
ctio
n
computer
L ang uag e
L e arne r
T e ac he r
P e d ag o g icm e d iatio n
s e le c tio n o f in p u t(lang uag e m e d iatio n)
fo llo w-up
s e le c tio n o ftas ks (m ac ro /m ic ro )
L ang uag e
L e arne r
T e ac he r
P e d ag o g icm e d iatio n
s e le c tio n o f in p u t(lang uag e m e d iatio n)
fo llo w-up
D is tanc e
s e le c tio n o ftas ks (m ac ro /m ic ro )
Deconstructing the model – sub-systems and the teacher (1)
language teacher
M a c ro-ta s k
M ic ro-ta s k s
con
strain
tscre
ativity
con
strain
tscre
ativity
learn ingobjectives
learner
Sub-system 1: teacher-centred
- Process organization of materials and pedagogic mediation
computer
teacher in terface
Competence in:
• Course design
• Task design (including technological constraints and potential)
• Materials design
• Environment design
• Computer literacy / team organizer
•Follow-up
• organization & planning
• provision of monitoring devices
Mo
nito
ring
Deconstructing the model – sub-systems and the teacher (2)
teacher
computer
learner
peers
input language interaction
language
Sub-system 2: learner-centred
• Process language learning
• Competences:
• Mediated presence of the teacher
• Physical presence blended learning
monitoringtutor
Asynchronous articulation between SS1 and SS2
• Teacher-centred system organization & planning (virtual, latent)
• Learner-centred system only when learner interacts with materials
Deconstructing the model – sub-systems and the teacher (3)
SS1 and SS2 : 2 different perspectives Teacher pedagogy driven +
representations of the computer Learner individual representations of
language learning and of technology
Potential gaps between didactic intention and practices Need for data on system’s operation
Teacher and monitoring Generate information on learner activity Process this information
Objectives of follow-up Individual level: learner evaluation, feedback
and support Systemic level: system regulation
computer
learner
monitoringtutor
Com puter-m ediatedlearning s pac e
teacherdesigner
sy
ste
mre
gu
latio
n
Teacher and tutor Little real distinction in the literature
My position = identification through: Position in the system Roles defined by these positions +
interactions between the 5 poles of the model
Teacher Course design Task design Learning environment design (social/pedagogic) management of direct
interactions with learner ‘tutoring’ skills
Develop “new literacies” (Lamy & Hampel 2007)
Tutor Focus on mediation A compound activity (Bertin & Narcy-
Combes 2007) Skills
pa rtic ipa ntinte ra c tion
Ta s k s Te c hnology
Context
New literacy
C ontext
languageculture teacher
computer
learner
theories o f language
language/c u ltu ra l ob jec tives
teac her-interfac e
macro-task" rea l-w o r ld ta s k"
c u ltu ra l pe rs pe c tiv e smicro-tasks
lin gu is tic /c u ltu ra lmo de lsdirect interaction
S LA theories
ac c u ltu ra tion theories
peers
dire
ct in
tera
ctio
n
monitoringtutor
a ge nt
learner-interfac e
“The notion of literacy has served to conceptualize this understanding (by the users) of the tools in their environment” (Lamy & Hampel, 2007 : 43)
• Technical skills (provide assistance)
• Guidance (choice of materials and organization of learning, metacognitive support)
• Social skills (animation)
• Disciplinary competence (for acceptance and recognition by learners)
• Adaptability (different situations, different learners,…)
C ontext
languageculture teacher
computer
learner
theories o f language
language/c u ltu ra l ob jec tives
teac her-interfac e
macro-task" re a l-w o r ld ta s k"
c u ltu ra l p e rs p e c tiv e smicro-tasks
lin g u is tic /c u ltu ra lmo d e lsdirect interaction
S LA theories
ac c u ltu ra tion theories
peers
dire
ct in
tera
ctio
n
monitoringtutor
a ge nt
learner-interfac e
“where the technological means are a consideration underpinning the construction of all research questions, i.e. the influence of the ‘how’ (means/medium) on the ‘what’ (product event, outcome)”
(Lamy & Hampel, 2007 : 43)
pa rtic ipa ntinte ra c tion
Ta s k s Te c hnology
New literacy
• Learner• Peers• Teacher• Tutor
Conclusion Teacher training depends on
identification of roles and skills
Increased complexity Blurring of roles according to context Difficulty to identify competences Who performs these roles? Sharing
roles?
Two perspectives for teacher training
A dynamic and flexible perspective Teacher as researcher An action-research training programme A long-term perspective : from “teacher
training” to “teacher education”
“Managing their multiple roles within online environments and coping with learner demands for individualized feedback requires flexibility and may initially go against their posture as a teacher”
(Lamy & Hampel, 2007: 62)
“ training is a formal and institutionalized process of preparation towards the achievement of pre-specified outcomes and the development of skills for predictable situations…”
“…teacher education is more flexible in its formats and is seen as a life-long pursuit in order to be able to cope with new and unpredictable situations which require both a reformulation of beliefs and conceptions and the modification of established patterns”. (Richards & Nunan, 1990)
Thank you for your attention !