Paper Presented at 8th National Council of Less Commonly Taught Languages Conference
NCOLCTL Conference, April
14th -17th , 2005
http://www.councilnet.org/conf/conf2005/schedule.htm
"Teaching Less Commonly Taught Languages via Videoconferencing: a case study on teaching Turkish" by Tuncer Can
NCOLCTL 2005, Madison WI
Tuncer Can
Teaching
Less Commonly Taught Languages via
Videoconferencing: a case study on
teaching Turkish
Agenda
l Videoconferencing
l Class
l Technology
l Advantages and Advantages for LCTL
l Constraints
l Planning a Lesson
l Interaction
l Evaluation
Videoconferencing
Videoconferencing can be defined as communication in which all parties can send-and-receive audio-and-video to-and-from each other. All other types of electronic communication (including typing, electronic drawing, the viewing and manipulating of websites, the playing of prerecorded video, etc.) can occur within, or concurrently with, a videoconference. Videoconferencing is a form of interactive television. (Miller, 2002)
A Videoconferencing Class
l Support - Technician
l Materials
l Monitor
l Microphones
l Cameras
l Document Camera
l Computer and VCR
Videoconferencing Technology
l ISDN lines (ISDN is communication protocol used to provide audio, video, and data over a 64Kbps or higher channels)
l IP - Based (internet protocol)
Used for:
l person to person , person to group, person to several groups, group to group
Advantages of Videoconferencing
l Distance
l Real time interaction
l Enables connection with external world and resources
l Addresses different learning styles
l Supports diverse media
l Employs a facilitator
Advantages of VC for LCTL
l Distance
l Real time interaction
l Enables connection with external world and resources
l Addresses different learning styles
l Supports diverse media
l Employs a facilitator
Constraints
l Audio and video delays (ghosting, echoing and clipping)
l Technical issues
Planning a Lesson
l Set expectations
l Engage learners with interaction and variety
l Reduce distructions
l Methods and activities
l Encourage dialogue
l Time
l Materials
http://www.ingilish.com/learn-turkish.htm
l Rapport with remote learners
l Plan B
Interaction
l Pre-planning
l Teacher to facilitator planning
l Setting a real goal
l Facilitator on both ends
l Relevance to student learning
l Question-Answer time
l Hands on activities on both ends
l Student preparation on content area
l Open ended questions
l Excitement about the subject
l Videotaping sessions for critique
l Collaborative learning
l Novelty and variety
What works?
l talk very slowly (That way entire words will not be lost)
l talk loud and distinct
l vary the tone of your voice (talk with passion)
l Use various media
What doesn’t?
l Too much lecturing (15 min’)
l Lack of visuals
l Teacher dominance
l Excessive movement and actions
l Weak, monotonous voice, mumbling
l Multiple distractions
l Audio problems, delays
l Physical accomodation
Evaluation
l Written Exams
l Presentations
l Internet Resources
l Projects
Tuncer Can, Syracuse University, e-mail: admin@ingilish.com
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