Video conferencing within a frame of innovative

learning infrastructures Libor Štěpánek, Alena Hradilová, Hana Katrňáková, John Morgan,

Janice de Haaff, Jo Eastlake

Masaryk University, Brno, Czech Republic& University of Wales Aberystwyth

Outline

• Course typology Traditional lectures/seminars Experimental sessions Transversal sessions

• INVITE materials Organisation skills Technical skills Social/Cultural Skills Language Skills

Course typology

• “Traditional“ interactive VC lectures/seminars

• Experimental sessions (e.g. design-centred, asymetric)

• Transversal VC sessions

“Traditional“ VCs

• Teacher-Students (Students-Students)

• Lectures/Seminars/Presentations +Discussions

Experimental sessions

• Students-Students

• Team work/Project work

• Combination of synchronic and asynchronic (blog/email/web pages) student communication

• http://mu-uwa-secondterm.blogspot.com/

• http://www.diychartshow.com/InviteForum/viewtopic.php?t=12

FREQUENCY: > 2 per term < every week

ACTIVITIES: structured, sequenced interactive tasks

students:

Students-Students Design-Centred

Transversal VC sessions

• Professionals –Students

• Project work / Team work

INDIVIDUAL SESSIONS SPECIFIC TOPICS

Českomoravský Cement-MU+UWA professionals - students

INVITE module course book

(II) ORGANISATIONAL SKILLS

(IV) TECHNICAL SKILLS

(III) SOCIAL/CULTURAL SKILLS

(I) LANGUAGE SKILLS

VIDEOCONFERENCING

SKILL LEVELS

• Level 1

Input of theoretical rules/principles Basic practice

• Level 2

Discussing typical or/and difficult situations, style and content Practice based on theoretical pressumptions

• Level 3

Experience based practice Critical analysis of negotiated practice

LANGUAGE SKILLS

• Presentations-formality (L1)

Watch three examples of presentation introductions and order them according

to the level of their formality:

LANGUAGE SKILLS

• Presentations-BL (L1)

LANGUAGE SKILLS

Level 2

ORGANISATION SKILLS• Students´ Design (L3)

TECHNICAL SKILLS

• Level 1

TECHNICAL SKILLS

• Level 3

SOCIO/CULTURAL SKILLS

SOCIAL SITUATIONS (L2)

SOCIO/CULTURAL SKILLS

CULTURAL SITUATIONS (L3)

VIDEO CONFERENCING LITERACIES

communication theories

project research

teaching theories ICT skills

learning theories

Sources:

Constable, G. (date not provided). “Guidelines for Successful Video Conferencing” [online]. Available from: http://users.aber.ac.uk/ccc/vc-guidelines.pdf (Accessed 7th June, 2005).

Goodfellow, R. et al. (1996): Face-to-face language learning at a distance? A study of a videoconference try-out. ReCALL, 18,2, str.5-16

McAndrew, P. et al. (1996): Videoconferencing in a language learning application. Interacting with computers, 8,2, str. 207-217.

Motteram, G. (2006): Teaching and Learning with desktop Video Conferencing: Towards Effective Practice, DIVERSE Conference, Glasgow, UK

Temple, B. (2006) Multi-cultural Teaching Using Video Conference and Shared Workspace, DIVERSE Conference, Glasgow, UK

Video Technology Advisory Service (date not provided). “UKERNA Video Conferencing Meetings User Guide: A General Guide for Participants, Facilitators and Chairpersons” [online]. Available from http://www.video.ja.net/usrg/ (Accessed 7th June, 2005).

Kress, G. & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.

Morgan, J. (2005). "Video conferencing as an evolving literacy practice in higher education" [online] http://www.wvn.ac.uk/bd20051117.htm

European INVITE project http://invite.lingua.muni.czMU subject village pages http://lingua.muni.cz/videoconferencing/ UWA subject village pages http://users.aber.ac.uk/jpm/el21010/el2.htmlMU-UWA course blogs http://mu-uwa-secondterm.blogspot.com

http://thaiczechproject.blogspot.com