1. © 2013 TILA Teacher roles in Telecollaboration 1 Advantages of Telecollaboration for Intercultural Language Learning 1 Tila Teacher Training Teacher roles in Telecollaboration

2. © 2013 TILA Teacher roles in Telecollaboration 2 Tila Teacher Training Overview This presentation is NOT about the role of teachers – - in the planning stage (WP2) – - in the aftermath of the course (WP2) – - in relation to other teachers and roles except if it has to do with students’ performance (WP2) This presentation IS about – - the multiple roles of teachers during the course especially with regard to students

3. © 2013 TILA Teacher roles in Telecollaboration 3 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. 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. 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.

4. © 2013 TILA Teacher roles in Telecollaboration 4 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 Social Director (social emoderator) Creates and fosters a collaborative environment 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)

5. © 2013 TILA Teacher roles in Telecollaboration 5 Tila Teacher Training Programme director (administrative emoderator) (Hotstein 2012; O’Dowd 2012; Dooly 2010) 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

6. © 2013 TILA Teacher roles in Telecollaboration 6 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. Protects students’ safety and privacy by selecting correct software and advising on its use.

7. © 2013 TILA Teacher roles in Telecollaboration 7 Tila Teacher Training Technical director (Technical emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Helps students to overcome difficulties with platforms, systems and software and/or informs them where to find support from technicians or online. understand affordances and constraints of specific applications (Compton, 2009: 78) become autonomous with regard to ICTs.

8. © 2013 TILA Teacher roles in Telecollaboration 8 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 Makes sure that pedagogy takes precedence over technology Designs tasks, activities, exchanges Instructs learners on peer correction procedures (when, how, what)

9. © 2013 TILA Teacher roles in Telecollaboration 9 Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Helps students to reflect on cultural aspects of TC and facilitate intercultural understanding identify the relevance of the tasks from a cultural and/or linguistic point of view. to identify and use communication strategies (paraphrasing, etc.) to use adequate language

10. © 2013 TILA Teacher roles in Telecollaboration 10 Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Explains learning outcomes rubrics and assessment processes student objectives in exchanges, tasks, activities

11. © 2013 TILA Teacher roles in Telecollaboration 11 Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Organizes and presents information (Compton, 2009: 87) Guides students in their selection of learning options (Compton, 2009: 87) Highlights the useful aspects of tasks/course vis-à-vis their place in the students’ curriculum

12. © 2013 TILA Teacher roles in Telecollaboration 12 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 Provides linguistic and cultural feedback Fosters in students the ability to make autonomous decisions Allows students’ creativity and choice in use of language. (Chapelle & Hegelheimer 2004)

13. © 2013 TILA Teacher roles in Telecollaboration 13 Tila Teacher Training Instructor Role (academic emoderator/coach) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Monitors students’ academic progress to pre-empt possible problems Assesses students’ performance taking into account shared meaning construction and new communicative skills (Dooly, 2010: 295). Promotes self- and peer-assessment

14. © 2013 TILA Teacher roles in Telecollaboration 14 Tila Teacher Training Social Director (social/affective emoderator) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Throughout TC attempts to create, foster and monitor: a safe and collaborative environment (community building skills - Compton, 2009: 77) empathy between peers Makes sure the student is the centre of the TC process intercultural issues are a central part of the TC

15. © 2013 TILA Teacher roles in Telecollaboration 15 Tila Teacher Training Social Director (social/affective emoderator) (Hotstein 2012; O’Dowd 2012; Dooly 2010) Takes on board students’ suggestions, opinions and criticisms Acts as troubleshooter with regard to cultural misunderstandings

16. © 2013 TILA Teacher roles in Telecollaboration 16 Tila Teacher Training References Chapelle, C.A., & Hegelheimer, V. (2004). The language teacher in the 21st 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 21st 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. > (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. > (Retrieved 01/04/2013) http://www.slideshare.net/dfmro/barcelona-2011-odowd Salmon, G. (ed.) (2000). E-moderating: The Key to Teaching and Learning Online. London: Kogan