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Internationalisation and the initial
teacher education curriculum’
Ton Koenraad (TELLConsult)
European Platform CILO Network Meeting,
Amsterdam, November 2014
2011 – present
TELLConsult
Technology Enhanced
Lifelong & Language Learning
2005
1990 – 2011
Hogeschool Utrecht University of Applied Sciences Faculty of Education
Ton Koenraad
Op weg naar een ICT- rijke Lerarenopleiding
2005
2009 Kennisbasis-ICT
Hogeschool Utrecht :
Vakdidacticus MVT, ICT-Coordinator Talen, Projectleider,
Presentation Contents
• Classroom technologies
• WebConferencing and 3D worlds in (Language) education & teacher training
• Telecollaboration
Find this document and more
references to related web
resources here:
http://tinyurl.com/CILO2014
Approaches and results of two EU projects
promoting effective interactive whiteboard
use in language and vocational education.
ITILT
INTERACTIVE TECHNOLOGIES IN
LANGUAGE TEACHING
2011 - 2013
CLASSROOM TECHNOLOGIES
Aim of the iTILT project
Helping language teachers make the most of interactive whiteboards
• produce effective IWB training materials for language teachers
• inform teachers of IWB actual practice based on research
• provide a support network for teachers and schools
• bring together teachers from all sectors (primary, secondary,
vocational, tertiary) of education
• encourage the sharing of example lesson plans and resources
• promote reflective practice with IWBs
project data
7 countries
6 languages
website with video examples
of IWB-supported classroom
practice with additional
materials
Dutch
English
French
Spanish
Turkish
Welsh
Belgium
France
Germany
Netherlands
Spain
Turkey
UK
primary
secondary
university
vocational
4 sectors
44 teachers, 81 films, 267 clips
Development of the project
IWB Training
Data Collection
Website
January 2011
April 2013
The iTILT
Training Manual
introduction to IWBs
examples of activities for teaching the various skills & Focus on Form (grammar & vocab)
criteria for the selection and design of IWB-based language teaching materials
Electronic Flipcharts • description of the activity and
steps to be taken by teacher and students
activity
• aim of the activity
• learning goals aim
• explains how the flipchart was designed design
• potential of the activity in comparison to former methods
potential
Data Collection
teacher interviews
video stimulated reflection
learner reflections
group interviews with 4-5 students
class filming
2 visits to 6 teachers in 7 partner countries
Practice Reports as
Learning Objects
Practice Reports Database
• More than 250 practice reports
• 6 languages (EN, CY, FR, ES,
TR, NL)
• different educational sectors
P
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Criteria for the design of IWB-based Material
www.itilt.eu
Materials promote learning by doing as opposed to lecture content
Materials allow learners to demonstrate understanding and help teachers to evaluate learning
Materials create opportunities for learners to assess their own performance without teacher intervention
Methodological Principles
Criteria for the design of IWB-based Material
www.itilt.eu
Activities have a clear language learning objective; they are not only designed for enjoyment
Materials provide linguistic and/or cognitive support to help learners understand input
Materials provide linguistic and/or cognitive support to maximise learners' language production
Pedagogical Activities
Project related research
Has the introduction of new classroom technologies led to innovative
MFL pedagogical approaches? Cutrim Schmid, E. and Whyte, S. (2012) ‘Interactive whiteboards in state
school settings: teacher responses to socio-constructivist hegemonies.’ Language
Learning and Technology, 16(2), pp. 65 – 86.
Exploring how teachers use IWB for language teaching: Whyte, S., Beauchamp, G., & Hillier, E. (2012). Perceptions of the IWB for
second language teaching and learning: the iTILT project.
In L. Bradley & S. Thouesny (Eds.), CALL: Using, Learning, Knowing,
EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp.
320-6).
Challenges and opportunities arising during the development of OERs Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M.
(2013). Open educational resources for CALL teacher education: the iTILT interactive
whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148.
More References in the paper & handout
Hillier, E., Beauchamp, G., & Whyte, S. (2013). A study of self-efficacy in
the use of interactive whiteboards across educational settings: a
European perspective from the iTILT project. Educational Futures, 5 (2)
http://www.educationstudies.org.uk/materials/emily_hillier_besav3.pdf
Koenraad, A.L.M. (2008). Interactive Whiteboards in educational
practice: the research literature reviewed.
http://www.elearningeuropa.info/files/media/media24055.pdf
Koenraad, A.L.M. (2012). Needs analysis research report. EU Project
SmartVET.
Whyte, S. (2013). Interaction and interactivity in technology-rich second
language classrooms: the iTILT project in France. WorldCALL, 11-13
July, 2013.
Whyte, S., & Alexander, J. (2013). Learning to Use Interactive
Technologies for Language Teaching: Video Diaries for Teacher Support
in the iTILT Project. Atelier didactique SAES, Dijon, France,18 May.
iTILT Project #2 (2014 – 2017):
IWB + MALL (Mobile Assisted Language Learning)
APPS for: -Dictionaries -Text comprehension -Games -Grammar-focus -Listening -Reading (Literature) -Vocab development (flashcards)
-Access to LMS (Moodle, courseware)
Interested in getting involved?
Supporting Continuous Professional
Development of VET teachers in the use of
Interactive Whiteboards
• EU-Project Leonardo TOI programme 2011-2013
SmartVET
Rationale
(Kennewell, 2006; Higgins et al., 2007; Koenraad, 2008;
Thomas & Cutrim Schmid, 2010)
Limited uptake in specific
subject areas and
educational sectors
Teacher skills key in
realising added value
IWB underused in Irish
VET sector
Aims
✤Research training
needs
✤IWB train-the-
trainers programme
+ materials
✤CPD model for Irish
VET sector
✤CoP
Training
Training Activities
Training Materials
Training Activities
Training Materials
Oral synchronous
communication
3D worlds for cultural info & ICC competence development through encounters and events
Wat zijn virtuele werelden en wat kan je
ermee in het onderwijs?
Kristi Jauregi (Fontys Hogescholen, Uni. Utrecht)
Ton Koenraad (TELLConsult)
30
Link
Toegevoegde waarde VW (1)
Verscheidenheid aan scenario’s Realistische weergave werkelijkheid
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33
d
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Vakspecifieke omgevingen
Vak- en thema gerelateerde sims
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Toegevoegde waarde (2)
Communicatie
Toegevoegde waarde (3)
Actie
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Navigatie controle:
zitten, lopen, rennen
vliegen…
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Interactie met objecten
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Programmeerbare Objecten
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Je kunt
foto’s,video’s,PowerPoints
uploaden
46
Avatar: je tweede ik?
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Toegevoegde waarde (4): rollen en identiteiten
EXPLORING IDENTITY: Customization of avatars – Second Life ‘residents’
can create highly detailed 'virtual selves'
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Toegevoegde waarde (5)
Inclusive learning: Virtual Ability Island
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Navam Abramovic:
Kat Klata
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Toegevoegde waarde (6)
Veel mogelijkheden om je onderwijs te verrijken
Onderwijs op afstand
Blended learning
Flipping the classroom
Telecollaboration
Stage begeleiding
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Virtuele labs
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Socializen /
Informeel leren 55
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Online
Conferenties
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OpenSim Conference
The ViTAAL Project
• R & D for 3 Activity Formats:
1. Language Village:
training & testing
2. Interactive narrative
LanguageQuest
3. Events and
Fun Activities
Format 1: Virtual Language Village
Pupils
•Teachers
• Student
Teachers &
Trainers
•Fellow pupils
Virtual Language Village: Organisation
• Production / Mentor Team A’dam student teachers (n=18)
• Materials: paper based prep. activities, CEF Level A1-A2 194 pp.
• Participants 2 schools, 1 class each Age: 13-14 Student teacher mentored groups (size: n=3)
Digischool: Parolay
The Interactive LanguageQuest
• Rationale: Enhance the WebQuest concept using story development and embedding ‘live’ interaction
• Design principles
- LanguageQuest design criteria
- Competitive pupil teams (n=5)
- teacher-coached f2f team sessions & in-world meetings with story characters (student mentors)
- formal assessment of interim products & final team results by teacher
Interactive LanguageQuest: Organisation
• Production / Actor Team A’dam student teachers (n=7)
• Materials: - Original storyline, - CEF-based inputs & tasks ( A2 – B1) - specifically designed LQuest template
• Participants - 1 school, 1 class Age: 16-17 - 1st year student teachers (n=7)
Evaluation:
Student teacher perspective
• Great learning opportunity: - designing materials - getting peer-feedback on design issues
• Practicing teaching skills: - giving feedback to pupils
- doing assessments
• Design task very time consuming
• Organisational problems: - pupil presence - teamwork
• Technical issues: - voice - AW- interface skills
Evaluation:
Teacher educator perspective
• Great chance for linking theory to practice
• Implementation of experiential learning in teacher ed.
• Collaboration with schools is vital
• Current module is too demanding: further phasing of curriculum content
• Critical trainer’s skills: - coaching student production teams - personal ICT / AW skills
(student) Teacher professional
development for SCMC enhanced
language teaching and research
(student) Teacher professional development for SCMC-
enhanced language teaching and research
NIFLAR project aims
• Exploring the added value of video-web communication (VWC) and virtual worlds (VW) for the development of intercultural communicative and competence in L2 Development of design principles for effective L2 tasks in VWC and VW
• Learning Blend: Focus on (language) learners AND student teachers
Task aims for language learners and
student teachers
• Enhancing FL intercultural communicative competence (ICC): authentic and fucntional NS – NNS interaction
• Promoting pedagogical awareness on: Intercultural communicative competence
Challenges and opportunities of VWC and/or VW
by participation in task design and action research
NIFLAR’s 3D Learning Enviroments:
Second Life Open Simulator
Student teacher roles
• task designers
• task implementers
• NS interlocutors
• researchers of task effects: – on interaction
– on language development
– on intercultural development
– on motivation
• researchers of VLE-related challenges and pitfalls
Examples of tasks developed
by pre-service teachers
Meaningful interaction: task 1
Exchanging info about appartment
Sharing info about pictures
Example Clips
Evaluation pre-service teachers
• Use & implement SCMC-tools to enhance
authentic interaction
• Task design to promote ICC
• Greater awareness of problems learners face in
L2 communication
• Support learners using pedagogical strategies &
multimodal affordances of the specific
environment.
The EUROVERSITY network is funded under the grant agreement
number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education,
Audiovisual and Culture Executive Agency, European Union.
This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the
information contained therein.
77
• Project: 3-year (2011 – 2014) multilateral & transversal network LLP KA3 (ICT)
• Origin: synergies between related EU projects (Avalon, AVATAR, NIFLAR, etc.)
• Coordinator: University of HULL
• Network: 19 partners, 14 countries & > 20 associated partners
78
Aims of the Project
• Collect examples of good practice in teaching and
learning in virtual worlds from different subjects and
contexts
• Facilitate the transfer of core
• knowledge to new contexts
• Exploitation of existing
partner resources
79
Case studies:
http://euroversity.pbworks.com/
The EUROVERSITY network is funded under the grant agreement
number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education,
Audiovisual and Culture Executive Agency, European Union.
This publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be
made of the information contained therein.
EUROVERSITY gaat verder
als stichting. Word lid! 80
Telecollaboration
Ton Koenraad (TELLConsult)
Nationale Conferentie Virtuele
Werelden
13 november 2014, Tilburg
Netherlands
Machinima in het taalonderwijs. Virtuele werelden als studio’s voor de productie van
video lesmateriaal.
Aims and Objectives
1. Create, test & share machinima exploring the role of
visual communication in language learning
2. Produce guidelines & training about how to create
them
3. Promote teacher autonomy and blended learning
4. Create an online community of practice
MFL Pedagogical
Functions
• Introduce a new topic
• Introduce special /
CLIL language
content
• Visualise meaning
• Model language use
• Promote extensive
reading motivation
• The eye
• If I could fly…
• Making a call
• Professional skills
training
• Book trailer
MFL Pedagogical
Functions
• Provide context for
tasks & projects
• Telecollaborative
projects
• Subtitling,
synchronous
reporting processes,
content presentation
• Transmedia
storytelling
• Blended: 2D + 3D
activities
• Intercultural
exchanges,
What if …
Machinima as input for learning
objects: with content processing scaffolds
For blended learning &
classroom flipping
Machinima as input for learning objects: Focus on form activities & comprehension
assessment
MFL Pedagogical
Functions
• Learner generated
content for:
– Telecollaborative
projects
– Feedback provision
– Portfolio content
Credits: Christel Schneider
More info on:
- Practitioner reports
- Camelot film productions
- Training options
- Joining the Camelot network
CAMELOT Language Learning with Machinima
My Associate Partner Projects
Registration for Summercourses at:
www.tellconsult.eu
• ICT for oral skills
&
telecollaboration
• IWB - in
Education
• Promoting
Dialogue using
the IWB
Again in 2015. Here in...?
