meaningful interaction across the borders for all
TRANSCRIPT
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?
CLIL Conference, Utrecht, 10 November 2015
© 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
CLIL Conference, Utrecht, 10 November 2015
© 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)
CLIL Conference, Utrecht, 10 November 2015
© 2015 TILA
TILA 2013-2015
7
Telecollaboration
Intercultural
Language
Acquisition
Interaction
Cooperation
Communication
Negotiation
Creation
Reflection
Problem solving
CLIL Conference, Utrecht, 10 November 2015
© 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
© 2015 TILA
TILA short impression
CLIL Conference, Utrecht, 10 November 2015
Link
© 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
CLIL Conference, Utrecht, 10 November 2015
© 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?
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 13
© 2015 TILA
Which digital applications?
14
Moodle
PrivacySafe
environmentMinor
Chat
CLIL Conference, Utrecht, 10 November 2015
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
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© 2015 TILA
Tools & communication in TILA
Telecollaboration constellation
Tools used
17CLIL Conference, Utrecht, 10 November 2015
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
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 19
Importance of tasks in telecollaboration
20
chsweb.lr.k12.nj.us
Meaningful
Engaging Adequate
Useful
Collaboration between
teachers
CLIL Conference, Utrecht, 10 November 2015
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
CLIL Conference, Utrecht, 10 November 2015
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.
22CLIL Conference, Utrecht, 10 November 2015
Content learning potential in task design
Telecollaboration tasks
Problem solving
Comparison & analysis
Development & creation
Presentation & argumentation
Synthesis & reflection
23CLIL Conference, Utrecht, 10 November 2015
Intercultural focus in task design
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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
CLIL Conference, Utrecht, 10 November 2015
Communication focus in task design
Telecollaboration tasks
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.
25CLIL Conference, Utrecht, 10 November 2015
Technology in task design
Telecollaboration tasks
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
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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)
CLIL Conference, Utrecht, 10 November 2015
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
CLIL Conference, Utrecht, 10 November 2015
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)
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Task Template
CLIL Conference, Utrecht, 10 November 2015
Preparatory Phase
30
Preparation for the
main task
Intercultural
issues
Collaboration
issues
Strategic
issues Technological
concerns
Communicativ
e issues Content issues
CLIL Conference, Utrecht, 10 November 2015
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
CLIL Conference, Utrecht, 10 November 2015
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
CLIL Conference, Utrecht, 10 November 2015
Spanish LF
A2
German &
English
pupils
© 2015 TILA
Debating: English LF
14-18
years old
B2
OpenSim
Dutch &
Finnish
pupils
CLIL Conference, Utrecht, 10 November 2015
© 2015 TILA
Example: Serious Game
In OpenSim
36
With an intercultural dimension in the interaction
Game & Gamification elements: points & time
CLIL Conference, Utrecht, 10 November 2015
© 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
CLIL Conference, Utrecht, 10 November 2015
© 2015 TILA
Game in Virtual Worlds
CLIL Conference, Utrecht, 10 November 2015
© 2015 TILA
Game in Virtual Worlds
CLIL Conference, Utrecht, 10 November 2015
© 2015 TILA
Game in Virtual Worlds
CLIL Conference, Utrecht, 10 November 2015
© 2015 TILA
Find tasks at the TILA website
CLIL Conference, Utrecht, 10 November 2015 41
tilaproject.eu
© 2015 TILA
Effects
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 are the effects of such projects are on pupils and on teacher
What conditions must be met for conducting successful
telecollaboration experiences and
CLIL Conference, Utrecht, 10 November 2015 42
© 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
43CLIL Conference, Utrecht, 10 November 2015
© 2015 TILA
Overall positive evaluation
CLIL Conference, Utrecht, 10 November 2015 44
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
CLIL Conference, Utrecht, 10 November 201545
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
CLIL Conference, Utrecht, 10 November 2015 46
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
Teachers
Enthusiastic if conditions are met
CLIL Conference, Utrecht, 10 November 2015 47
© 2015 TILA
Conditions
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 are the effects of such projects are on pupils and on
teachers
What conditions must be met for conducting successful
telecollaboration experiences
CLIL Conference, Utrecht, 10 November 2015 48
© 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
49CLIL Conference, Utrecht, 10 November 2015
© 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
CLIL Conference, Utrecht, 10 November 2015
© 2015 TILA
CLIL inclusion
Are you interested in experimenting with
Telecollaboration?
TILA continues!
CLIL Conference, Utrecht, 10 November 2015
Visit our site: tilaproject.eu
© 2015 TILA 52
Thank you for your attention!!
www.tilaproject.eu
Tilaproject
@tilaproject