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  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