ENJEUX, OUTILS ET MTHODOLOGIE DE CONSTITUTION DE CORPUS DAPPRENTISSAGE

An asymmetrical telecollaborative project and the evolution of its learning design: the Universit Blaise Pascal London School of Economics experienceCiara R. Wigham, Helen Mayer & Matteo Fumagalli

Interactions, Corpus, Apprentissages, Reprsentations (ICAR), Universit Lumire Lyon 2Language Centre, London School of Economics

1Telecollaboration in University Foreign Language Education, 12-14 Feb 2014 LonDownload PPT: http://edutice.archives-ouvertes.fr/edutice-00877553A reflective teaching account

1Telecollaboration - symmetric learning situationBreak away from the teacher-student routine of classroom exchanges (Bouyssi & Nissen, 2013)

Learners have symmetry of status (cf. Zourou, 2009)Same status as language learners Equal amounts of time using each of two languages

Learners have symmetry of knowledge (cf. Dillenbourg, 1999) Experts in own languageSimilar L2 levels

2Asymmetry institutional level3UBP, FranceLSE, UKStatus of University within country

TES World rankings TES World rankings not ranked 32Curricular integrationLanguage CentreProgrammes not so flexible Align topics with course modulesApproaches to language teaching10-week semester beginning mid-September 30/20 week programmes depending on course (degree/extra-curricular)Institutional valorisationAsymmetry course level4UBP, FranceLSE, UKCompulsory course (specific group)Voluntary basisObjectives interactional & cultural (semester abroad)Objectives practise language in context to complement courseApplied foreign language degreeStudents of other disciplines enrolled on language courses10 weeks, 20 hours, 2,5 ECTS5 weeks, 5 hoursAssessment in line with other Spoken English courses

No assessmentPart of Tandem Learning programme

Asymmetry participants5UBP, FranceLSE, UKGroups language teacher Teaching and learning facilitators (learning support)Mostly native speakers of FrenchMany non-native speakers of EnglishSpent at least six-months in Anglophone countryMay not have spent time in a French-speaking countryMotivation?Highly motivated (volunteers)Two-year participationCommitment to 5 sessions onlyStudentsUs!preparation of study guides (evaluated)Reconciliation of calendar differences6 12345678910UBP, FranceLSE, UKcourse introductionsynchronous online exchange sessionssynchronous online exchange sessionsplatform introduction- whole classPlatform introduction- individual training and inductionout-of-class Voice Forum reflection (evaluated)recruitment campaign!Online exchange sessionsCommunicative approachAlternate languagesDiscussion based on questions produced by UBP students7

Evolution of the projectPlatform

Content

Grouping8Year One: Second Life

9Evolution Second LifePros:

AnonymousCreative/Task BasedEase of Navigation

Cons:

Less personal Technical IssuesTraining

10Year Two: Skype

11Evolution - SkypePros:SimpleLess Technical IssuesEase of Navigation Less TrainingAdditional Functions

Cons:

Not immersiveLess room for creativityNot task basedNo group conversation available (pay-for Premium account only)

12Year Three: Adobe Connect13

Evolution Adobe ConnectPros:UBP had the platform alreadyTechnical: More reliable, more stable, quality of sound including video much betterAdditional functionalities: Teacher in control of Groups Ease of Navigation: Similar format to Skype

ConsExpensive: Need for at least one party to buy software licence

14Evolution synchronous sessions contentContent as expedient to trigger dynamic conversation

Course topics / academic interest

Cultural issues, current affairs

Feedback: interesting topics were key for success15Evolution synchronous sessions contentTopics covered:2010: Bizutage (hazing), national stereotypes, binge drinking, language, social inequality

2011: Arab Spring, London Riots, social networks, banking crisis

2012: Language as a political instrument, Commonwealth / Organisation Internationale de la Francophonie, suburbs, national identity

2013: debate over a seven day shopping week, stereotypes French African Vs African American, political protest around the retirement age reform, British vs. French stereotypes

I found them extremely useful, especially because of the themes treated during the lessons, which allowed me and my French counterparts to discuss actual issues and share our opinions and points of view. (LSE student)

16Learning design - Study Guides17Evolution groupingSecond LifeMoving avatarsFlexiblelocation-based

Skype1-2-1fixed groupspremium

Adobe connectclass spaces (2+2)18Conclusion practical leads & strategies for reconciling asymmetrical set upsNegotiate calendar

Understand student motivation

Distribution of tasks (preparing materials)

Manage expectations

Strong commitment from tutors!19Student experience of telecollaborationCommunication

Generally a seamless communicative experienceThere was a fluid, dynamic interchange between languages

The tandems provide a very easy and accessible opportunity to simply talk with a French native speaker. If anything, I find speaking regularly to be more useful than study.

Its the best way to practice a language you feel you have a grasp of, to me

I were corrected sometimes when I speaked it wrong (!!!)

20Student experience of telecollaborationStudy Guides

The study guides were useful in providing a focus to each session, and the videos were helpful in providing the context. I feel that more resources could be given to place the issues in more context and perhaps websites that talk about the issues so that we have more arguments to give during our tandem sessions

21Students experience of platformMultimodality: linguistic breakdowns

Adobe Connect seems to be perfect software for such communication: whenever there were misunderstandings, we would type messages to each other or even share files

Sometimes we would go on the internet to send a link to explain

22Students feedback on asymmetryObligation to participate not felt by LSE students.

I feel that although the students from the UBP receive a credit, they were still really interested in communicating with us and exchanging cultures.

In my opinion, it did not. It never felt like the French side felt any obligation to be participating in this tandem: it was a very friendly experience.

23UBP - General opinion that the asymmetry didnt affect the interactions

Impressed by the fact the LSE students volunteerenthusiastic motivated every time really involved in the exchanges very active

24Asymmetry of action (differences in task distribution) felt by 50% of the LSE students concerning the focus of interactions

The only difference I felt was that while I was interested in learning more about them and their culture, they were more focused on the study guides and did not digress from the topics at hand at all.

25EXTRA SLIDES FOR QUESTIONS26Evaluation (UBP students only)Spoken English courseRecordings mark /20fluency, accent, accuracy, idiomatic expressions, interest, communicative style

Impossible to observe each groups interactionStudents uneasy with session recordingsVoiceForum (Fynn, 2007) reflection after session for UBP students

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