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

THANK YOU

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