Tila Teacher Training Teacher roles in Telecollaboration Advantages
Tila Teacher Training Teacher roles in Telecollaboration Advantages of Telecollaboration for Intercultural Language Learning © © 2013 TILA Teacher roles in Telecollaboration 1 1
Tila Teacher Training Overview l This presentation is NOT about the role of teachers – - in the planning stage (WP 2) – - in the aftermath of the course (WP 2) – - in relation to other teachers and roles except if it has to do with students’ performance (WP 2) l This presentation IS about – - the multiple roles of teachers during the course especially with regard to students © © 2013 TILA Teacher roles in Telecollaboration 2
Tila Teacher Training Overview In telecollaboration (TC) teachers do not overtly teach a language. They provide students with the opportunity to acquire it. At the same time they offer students the chance to interact with peers from different countries and different cultures. l According to Hootstein (2002) the main role of a teacher is, from a holistic point of view, a facilitator, a person who is an administrative, technical, academic, and social emoderator. l No description of roles is perfect, one problem may call for the facilitator’s intervention as both a technical and academic emoderator; for example, the technical constraints of a piece of software might affect its pedagogical affordances and both technical and/or pedagogical solutions may have to be sought. l © © 2013 TILA Teacher roles in Telecollaboration 3
Tila Teacher Training A teacher as a facilitator has four main roles (adapted from Hootstein 2002) Programme Director (administrative emoderator) • Directs the agenda, timetable, deadlines, decides on types of tools Technical Director (technical emoderator/coach) • Helps students to become comfortable with systems & software; prepares learners to overcome technical difficulties Instructor Role (academic emoderator/coach) • Guides learning in a problem- and project-based learning environment (Dooly, 2010: 294) Social Director (social emoderator) • Creates and fosters a collaborative environment © © 2013 TILA Teacher roles in Telecollaboration 4
Tila Teacher Training Programme director (administrative emoderator) (Hotstein 2012; O’Dowd 2012; Dooly 2010) l l l Liaises with other teachers, partners and students to facilitate and improve students’ performance and avoid or solve problems Keeps students up-to-date and on course with regard to deadlines Modifies task objectives, deadlines, etc. , if problems arise or persist Determines levels Organizes and maintains peer exchange structures © © 2013 TILA Teacher roles in Telecollaboration 5
Tila Teacher Training Technical director (Technical emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Instructs students in the use of platforms, systems and software and/or informs them where to find information from technical personnel or online. l Protects students’ safety and privacy by selecting correct software and advising on its use. l © © 2013 TILA Teacher roles in Telecollaboration 6
Tila Teacher Training Technical director (Technical emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) l Helps students to l overcome difficulties with platforms, systems and software and/or informs them where to find support from technicians or online. l understand affordances and constraints of specific applications (Compton, 2009: 78) l become autonomous with regard to ICTs. © © 2013 TILA Teacher roles in Telecollaboration 7
Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Teacher’s main role is to facilitate comunicative competence (Compton, 2009: 81/84), to ensure high quality online interaction (Lai, Zhao, & Li, 2009: 90) and to provide authentic communicative input l Makes sure that pedagogy takes precedence over technology l Designs tasks, activities, exchanges l Instructs learners on peer correction procedures (when, how, what) l © © 2013 TILA Teacher roles in Telecollaboration 8
Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) l Helps students to l reflect on cultural aspects of TC and facilitate intercultural understanding l identify the relevance of the tasks from a cultural and/or linguistic point of view. l to identify and use communication strategies (paraphrasing, etc. ) l to use adequate language © © 2013 TILA Teacher roles in Telecollaboration 9
Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) l Explains l learning outcomes l rubrics and assessment processes l student objectives in exchanges, tasks, activities © © 2013 TILA Teacher roles in Telecollaboration 10
Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Organizes and presents information (Compton, 2009: 87) l Guides students in their selection of learning options (Compton, 2009: 87) l Highlights the useful aspects of tasks/course vis-à-vis their place in the students’ curriculum l © © 2013 TILA Teacher roles in Telecollaboration 11
Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Provides scaffolding and support for students personally or through guidance online or through third parties l Provides linguistic and cultural feedback l Fosters in students the ability to make autonomous decisions l Allows students’ creativity and choice in use of language. (Chapelle & Hegelheimer 2004) l © © 2013 TILA Teacher roles in Telecollaboration 12
Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Monitors students’ academic progress to pre-empt possible problems l Assesses students’ performance taking into account shared meaning construction and new communicative skills (Dooly, 2010: 295). l Promotes self- and peer-assessment l © © 2013 TILA Teacher roles in Telecollaboration 13
Tila Teacher Training Social Director (social/affective emoderator) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Throughout TC attempts to create, foster and monitor: l a safe and collaborative environment (community building skills Compton, 2009: 77) l empathy between peers l Makes sure l the student is the centre of the TC process l intercultural issues are a central part of the TC l © © 2013 TILA Teacher roles in Telecollaboration 14
Tila Teacher Training Social Director (social/affective emoderator) (Hotstein 2012; O’Dowd 2012; Dooly 2010) l Takes on board students’ suggestions, opinions and criticisms l Acts as troubleshooter with regard to cultural misunderstandings © © 2013 TILA Teacher roles in Telecollaboration 15
Tila Teacher Training References Chapelle, C. A. , & Hegelheimer, V. (2004). The language teacher in the 21 st century. In S. Fotos & C. M. Browne (Eds. ), New Perspectives on CALL for Second Language Classrooms Mahwah, NJ: Lawrence Erlbaum Associates, 299– 316. Compton, L. K. L. (2009): Preparing language teachers to teach language online: a look at skills, roles, and responsibilities, Computer Assisted Language Learning, 22/1: 73 -99. Dooly, M. (2010) Teacher 2. 0. In Telecollaboration 2. 0. Language, Literacies and Intercultural Learning in the 21 st Century, S. Guth & F. Helm (Eds. ) in Telecollaboration in Education Series. Bern: Peter Lang, 277 -303. Hootstein, E. (2012) Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators. <<http: //net. educause. edu/ir/library/pdf/eqm 0223. pdf>> (Retrieved 12/02/2013) Lai, C. , Zhao, Y. , & Li, N. (2008). Designing a distance foreign language learning environment. In S. Goertler & P. Winke (Eds. ), Opening doors through distance language education: Principles, perspectives, and practices. CALICO Monograph Series (Vol. 7, pp. 85– 108). Texas: Computer Assisted Language Instruction Consortium (CALICO). Lewis, Tim et alii (2011). “Multilateral online exchanges for languages and culture learning”, Language Learning & Technology, 15, 1: 3 -9. O’Dowd, Robert (2012) The Competences of the Telecollaborative Teacher. << http: //www. slideshare. net/dfmro/barcelona-2011 -odowd>> (Retrieved 01/04/2013) Salmon, G. (ed. ) (2000). E-moderating: The Key to Teaching and Learning Online. London: Kogan © © 2013 TILA Teacher roles in Telecollaboration 16
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