Post on 17-Jan-2016
Tele-Language Training Project: Victories and Challenges
Project Overview : Video
Project structure
Equipment installation Staff training Curriculum adaptation Class 1: point-to-point class delivery Class 2: multipoint class delivery Project Evaluation
Why Video Conferencing?
Importance of spontaneous and synchronous audio-visual interaction for effective language learning
Video conferencing as the most information-rich technology-based learning environment
Ability to provide effective language learning experience
Student enjoyment of video-conferencing based learning experiences
Course Materials
An Instructor Manual with curriculum outline, lesson plans and all activity materials
Implementation Guide A Participant Manual Audio-visual material (CD, DVD) Laptop and DVD player Nursing journals Hands on activity materials
Orientation
Background knowledge on the TLT project Get-to-know-you activities Get-to-know- various-features of video
conferencing delivery activities Use of the remote control
Class structure
Class 1 : 12 classes over 12 successive weeks and 3 make-up classes
Class 2: 12 classes over 6 weeks and 3 make-up classes
Length: 4 hours Communication via email Additional participant time before and after class
Class management
Setting the rules at the orientation or in the first class Being on time ( pulling the chairs, rustling papers, taking
off the coat are very disruptive) Stepping out or leaving early ( eye contact, head nodding,
hand waiving) Break time ( mike on mute, private presets and the
picture of the clock on the screen) video examples( start of class and lunch break)
Turn taking while conversing (overlapping comments, hand raising)
Importance of time before and after class for private discussions
Comfort level of the participants using the remote control
Pronunciation The focus on intonation, stress, rhythm, and
linking in the curriculum Repeating after the teacher or audio ( sound
delay) Use of various gestures for reinforcing rising
and falling intonation, speaking at a slower pace, articulating some sounds in an exaggerated way, tapping on the desk for stress.
Using of the whiteboard to practice the pronunciation of medical abbreviations
Big reliance on the E-learning lounge for pronunciation work and very detailed corrective feedback and modeling on the instructor’s part.
Speaking ( pair and group work) Less control and fewer opportunities to observe
group or pair work. Restricted movement of the instructor and more
responsibility and control for the participants.( Far end control of the camera is possible only in point-to-point calls).
Pairing up participants from different locations ( close to the camera and moving the microphone; the rest work at the back so that their voices don’t interfere with the work of the pair at the front; participant rotation to have a chance to work with someone from another site).
Speaking ( pair and group work) Cont’d Presentation and feedback at the end of activity. More time consuming speaking activities and
timing when planning Encouragement to talk to other sites when doing
cloze activities or fill-in the blanks so that they feel a part of the same group and classroom while being in separate locations. (detachment of the instructor through volume control).
Technology Use
Laptop for presentations or any type of feedback Use of the white board DVD/CD player ( excellent quality, no sound
delay, very effective) Technology is an excellent tool , not a
substitution More energy taking type of teaching ( conductor
of the orchestra) Bonding with the participants and ambience in
the classroom
Challenges Punctuality of participants Sound delay and time of activities Pronunciation activities (e-learning lounge) Role of the on-site administrator (e.g.
communicating with two on-site administrators instead of one was more time-consuming)
The logistics of distributing and collecting materials (e.g. couriering materials from two sites instead of one were time consuming and not cost effective)
Reliability of technology
Victories
All activities ( individual/pair/group work) worked effectively
Participants had a successful learning experience Participants demonstrated language improvement
over the course of delivery Participants demonstrated enjoyment of the
language learning experience via video conferencing
Participants were able to effectively manage the video conferencing technology at their sites through the remote control
The TLT Instructor demonstrated comfort and confidence with the technology ( innovation and creativity)
Participant Feedback All participants enjoyed participating in the
course because it was a new experience All participants felt they significantly improved
their workplace communication skills Some participants felt that their familiarity with
video conferencing technology would benefit them in the future
Participants would take another language course via video conferencing
Ontario receives support for some skills training programs from the Government of Canada
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