meaningful interaction across the borders for all

CLIL Conference, Utrecht, 10 November 2015

Kristi Jauregi & TILA communityUtrecht University

Meaningful Interaction

Across the Borders

for ALL

Carrying out

projects across the border

with peers with a different cultural and linguistic

background

can contribute to enhance

foreign language acquisition

knowledge construction

intercultural awareness

These international projects can easily be organized in

the

CLIL classroom of the 21st century,

by resorting to digital communication environments. 2© 2015 TILA CLIL Conference, Utrecht, 10 November 2015

© 2015 TILA

Information Exchange

Exchange information in groups about your background & discuss the following questions concerning your CLIL teaching

What are you specially proud of?

What would you like to change / improve in your teaching? Why?

What does your school do in terms of internationalisation?

Do you use interactive digital applications in your classes?


© 2015 TILA

Workshop structure

Digital collaboration across borders:

Which digital safe tools can be used for facilitating collaboration

among minors across the borders

Which interaction tasks can we give to our pupils that stimulate

meaningful interaction

How can these projects be integrated in a blended approach to

learning,

What conditions must be met for conducting successful

telecollaboration experiences and

What are the effects of such projects are on pupils and on

teachers.

CLIL Conference, Utrecht, 10 November 2015 4

© 2015 TILA

TILA 2013-2015

5

Telecollaboration

Intercultural

Language

Acquisition

Intercultural


https://www.youtube.com/watch?v=fAalQF0Md88


© 2015 TILA

TILA 2013-2015

6

Telecollaboration

Intercultural

Language

Acquisition

“Internet-based intercultural

exchange between groups of

learners of different cultural /

national backgrounds set up

in an institutional blended-

learning context with the aim

of developing both language

skills and intercultural

communicative competence”

(Guth & Helm, 2012: 42)


© 2015 TILA

TILA 2013-2015

7

Telecollaboration

Intercultural

Language

Acquisition

Interaction

Cooperation

Communication

Negotiation

Creation

Reflection

Problem solving


© 2015 TILA

TILA 2013-2015

8

Telecollaboration

Intercultural

Language

Acquisition

Interaction

Cooperation

Communicatio

n

Negotiation

Creation

Reflection

Problem

solving

mind42.com

TasksInternational

johnspear.me

thegeekdaily.com

http://mind42.com/public/8576360a-c3ef-4e50-9689-23100670a0e8

http://johnspear.me/category/international/

http://thegeekdaily.com/automate-dialy-tasks-in-firefox-with-imacros-add-on/

© 2015 TILA

TILA short impression


Link

1.5 Video - TILA Telecollaboration for Intercultural Language Acquisition.mp4

© 2015 TILA

(1) To innovate, enrich and make FLT more

meaningful by integrating telecollaboration

activities in secondary schools across Europe.

(2) To empower (student) teachers and assist them

in developing ICT literacy skills as well as

organisational, pedagogical and intercultural

competences to guarantee adequate integration

of telecollaboration practices.

(3) To study the added value of telecollaboration.

Project goals

10CLIL Conference, Utrecht, 10 November 2015

© 2015 TILA

TILA activities

Teacher training

Needs analysis

Development of Training Materials

Criteria for TC task design & assessment

Training Workshops to 269 teachers

300 student teachers engaged in

TeleCollaboration

550 hours of Coaching

Teacher guides11

T I L A W o r k s h o p s i n P a r i s , L o n d o n a n d S a g u n t o ( S p a i n ) , J u n e & S e p t e m b e r 2 0 1 3


© 2015 TILA

TILA activities

Telecollabotation

sessions

837 pupils (1x1)

27 schools

48 teachers

Development of:

55 TC tasks

Assessment instruments12CLIL Conference, Utrecht, 10 November 2015



© 2015 TILA

Digital tools?






learning,




teachers.


© 2015 TILA

Which digital applications?

14

Moodle

PrivacySafe

environmentMinor

Chat


Forum Blog

Wiki

© 2015 TILA

Videocommunicatio

n

BigBlueButton

Discussion Forum

in Moodle

Chat in MoodleVirtual Worlds

Open Sim

Which digital applications?

© 2015 TILA

o TANDEM:

presence of a native speaker

two languages involved

switch of languages in one task or per task

German pupil learning Dutch & Dutch pupil learning German

o LINGUA FRANCA:

target language is a foreign language for both parties

no native speakers involved

Dutch pupil & Finnish pupil communicate in English

Communication constellation


© 2015 TILA

Tools & communication in TILA

Telecollaboration constellation

Tools used


Challenges of synchronous visual communication

18

Time dependence: schedules

Video Communication & Virtual Worlds:

-Technical concerns:

- good computers and

- stable bandwidth Internet connections with cable

- headsets with microphone

- technical tests not only at your school, but also at

your partner’s school (interdependence)

- Organization: not all pupils can simultaneously

participate in the sessions (Internet overload )

© 2015 TILA

Tasks






learning




teachers


Importance of tasks in telecollaboration

20

chsweb.lr.k12.nj.us

Meaningful

Engaging Adequate

Useful

Collaboration between

teachers


https://www.google.nl/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAYQjB1qFQoTCPOwiuGGg8YCFQGiFAod_EUANg&url=http://chsweb.lr.k12.nj.us/dprocida/procidawebquest/task.htm&ei=GBd3VfPEAoHEUvyLgbAD&bvm=bv.95039771,d.d24&psig=AFQjCNHOCHaNozjDYNRaA23J0qzjzJx7Xw&ust=1433954404523500

Criteria for developing tasks

21

chsweb.lr.k12.nj.us

Intercultural

focus

Language

learning

potential

Learner

centeredness

Communicative

focus

Pedagogical

orientation

Focus on

technology

Content Focus



Learner centeredness in task design

Telecollaboration tasks

Need to be relevant to the learners’ needs, interests.

Have to be attractive, engaging and motivating for the

pupils.

Need to respect specific learner idiosyncrasies.


Content learning potential in task design


Problem solving

Comparison & analysis

Development & creation

Presentation & argumentation

Synthesis & reflection


Intercultural focus in task design

24

Telecollaboration tasks should

Stimulate learners to address their partners in a way that supports

openness and empathy and enhances curiosity for otherness.

Prompt learners to acknowledge & understand others’ values and

perspectives.

Support the learning of cultural knowledge and social practices.

Prompt awareness about their own culture and social practices.

Stimulate the discovery of new, similar or different aspects of the

participants’ cultures

Prompt learners to compare and interpret artefacts from different

cultures and discover relationships among them


Communication focus in task design


Are meaning and communication oriented.

Include an information and/or opinion gap.

Require a two-way information exchange: learners need to use

the information they receive from their peers to complete the

task adequately and jointly achieve the task goals.

Stimulate the learners to use the language to engage in

activities involving real-world processes of language use

(authenticity).

Prompt negotiation of meaning.


Technology in task design


Should exploit optimally the specific affordances of the digital environment or

application being used

Should contribute to enhance learners’ ICT-literacy skills (tutorial)

Telecollaboration

exchanges organised in the

classroom setting:

accessibility and usability

Are hardware & software up to date and are

network connections robust enough to allow for

good communication exchanges?

Are there enough computers / laptops for pupils

to carry out the task?

When using video communication or virtual

worlds have measures been taken to facilitate

qualitative sound exchanges (headsets, not too

many pupils talking in the same physical

space)?

Telecollaboration

exchanges organised as

homework and being

carried out from home:

usability

Have hardware and software been checked and

are internet connections good?

Has sound been checked and does it work

properly? 26CLIL Conference, Utrecht, 10 November 2015

Pedagogical focus in task design

27

Pedagogical Issues related to Task design

Are the task objectives clearly formulated?

Are task instructions clear?

Are task demands well addressed by providing enough support

(linguistic, communicative, intercultural, interpersonal, ICT)

Are learner handouts and other necessary resources provided?

Have intended task outcomes been clearly specified?

Are the 3 task phases well integrated in a blended approach:

o Pre-Task: Preparatory stage

o Task (telecollaboration exchange)

o Post-task (product creation, reflection about intercultural,

communicative, linguistics or ICT concerns, consolidation)


Pedagogical focus in task design

28

chsweb.lr.k12.nj.us

Integration in the

curriculum

Blending in/out

class & online

activities

Task sequences Preparatory task

Main task

Follow-up task



TILA general task template

Title of TILA task

Partner team

Thematic description

Target language

CEF level

Learning objectives (content,

linguistic, communicative, and

intercultural)

Description of blended learning

approach

Task outcome(s)

(products produced by students)

Technical specifications (tools

that will be used)

29

Task Template


Preparatory Phase

30

Preparation for the

main task

Intercultural

issues

Collaboration

issues

Strategic

issues Technological

concerns

Communicativ

e issues Content issues


Main task phase

Follow up phase

32

Activities designed for

consolidating and sharing

what has been learned and

reflecting about the exchange

Peer assessment

and reflection

Reflective

interviewsPortfolios

Reporting back to

the class

Follow-up

discussions in

class or a forum


Presented by P. Hoffstaedter at TILA Conference, Utrecht, 16 April 2015

The conversation task

Example of a conversation in BBB

33

Students from Spain and Germany

Age: 15

Level:A2/B1

© 2015 TILA

Example: BBB


Spanish LF

A2

German &

English

pupils

© 2015 TILA

Example: Serious Game

In OpenSim

36

With an intercultural dimension in the interaction

Game & Gamification elements: points & time


© 2015 TILA

Game in OpenSim

Task: Cultural Game

• Action

• Problem solving,

• Cooperation

• Strategy planning

• Spontaneous talk

• Personal information exchange

Ashcombe College (UK)

Pleincollege Nuenen

(NL)

Eindhoven 2030German as LF,

A1


https://www.youtube.com/watch?v=EySpzi_Z0Do

https://www.youtube.com/watch?v=EySpzi_Z0Do

© 2015 TILA

Overall experience

_____________________________ _____________________

Mean___ SD_

It was easy to use the tool 3.65 1

Sound was good (if applicable) 2.4

1.3

I like to communicate and interact in this tool environment 4 0.9

I like to meet students from other countries in this tool environment 4.1 0.8

I like to learn in this tool environment 3.8

0.8

I felt comfortable in the interaction 3.7 0.85

I enjoyed communicating with students from another country 4 0.9

I found motivating to communicate with students from another country 3.9 0.8

I felt nervous when speaking in the target language 2.85

1.2

I enjoyed the online task 3.6 1.0

I found the task interesting for interaction with peers of other countries 3.7

1.0

I would like to use tasks with students from other countries more often 3.6

1.0


© 2015 TILA

Overall positive evaluation


Specific for OpenSim

Feels slightly weird... But probably works better than

skype as there is less pressure when you can't see

who are you talking to.

I really love meeting students

from other countries in this way -

it is a lot of fun, and also very

informative

Cela était amusant

de parler avec des

étrangers par

ordinateur

Es una buena idea

para mejorar el

idioma

© 2015 TILA

Open comments: negative aspects


Muy mala calidad de

sonido, que provocó falta

de entendimiento.

Se oía muy mal.

On n’entend pas très

bien.

Je n'ai pas pu me

connecter.

© 2015 TILA

Teachers

Enthusiastic if conditions are met


I am so enthusiastic that I am willing to spend some time and energy on it, because I can really see that it

contributes to the learning process of the students. So last year, I ran pilots for the first time. I have run two pilots,

one in the fourth year of havo and one in the fourth year of vwo. Students were very enthusiastic, but we did

encounter many technical difficulties. (Elvira)

© 2015 TILA

Conditions

Teaching context

Need for supportive institutions

Allow time for innovation

Reliable Telecollaboration partner

Rich tasks

Importance of coaching

Robust school networks

Successful synchronous collaborations

Finding adequate timelots

Promote autonomous learning

Telecollaboration from home


https://seanhamptoncole.wordpress.com/2012/11/22/learning-styles-and-the-mozart-effect/comment-page-1/

https://seanhamptoncole.wordpress.com/2012/11/22/learning-styles-and-the-mozart-effect/comment-page-1/

© 2015 TILA

TILA has pioneered a pedagogical innovative change

in secondary education by looking at sustainable ways

to integrate TC in FL curricula, while studying the

effects that such exchanges may have on the

intercultural communicative competence and

motivation of pupils.

First results indicate:

• Task-driven TC exchanges have a positive impact in

the development of ICC of pupils and on their

motivation.

Conclusions


© 2015 TILA

CLIL inclusion

Are you interested in experimenting with

Telecollaboration?

TILA continues!


Visit our site: tilaproject.eu

© 2015 TILA 52

Thank you for your attention!!

www.tilaproject.eu

Tilaproject

@tilaproject

[email protected]

http://www.tilaproject.eu/

meaningful interaction across the borders for all

Education