Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of. Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands

1. Internationalisation and the initial
teacher education curriculum’
Ton Koenraad (TELLConsult)
European Platform CILO Network Meeting,
Amsterdam, November 2014

2. 2011 – present
TELLConsult
Technology
Enhanced
Lifelong & Language
Learning
2005
1990 – 2011
Hogeschool Utrecht
University of Applied Sciences
Faculty of Education
Ton Koenraad

3. Op weg naar een ICT- rijke Lerarenopleiding
2005
2009 Kennisbasis-ICT
Hogeschool Utrecht :
Vakdidacticus MVT, ICT-Coordinator Talen, Projectleider,

4. Presentation Contents
• Classroom technologies
• WebConferencing and 3D worlds in (Language)
education & teacher training
• Telecollaboration

5. Find this document and more
references to related web
resources here:
http://tinyurl.com/CILO2014

6. Approaches and results of two EU projects
promoting effective interactive whiteboard
use in language and vocational education.

7. ITILT
INTERACTIVE TECHNOLOGIES IN
LANGUAGE TEACHING
2011 - 2013
CLASSROOM TECHNOLOGIES

8. Aim of the iTILT project
Helping language teachers make the most of
interactive whiteboards
• produce effective IWB training materials for language teachers
• inform teachers of IWB actual practice based on research
• provide a support network for teachers and schools
• bring together teachers from all sectors (primary, secondary,
vocational, tertiary) of education
• encourage the sharing of example lesson plans and resources
• promote reflective practice with IWBs

9. project data
7 countries
6 languages
website with video examples
of IWB-supported classroom
practice with additional
materials
Dutch
English
French
Spanish
Turkish
Welsh
Belgium
France
Germany
Netherlands
Spain
Turkey
UK
primary
secondary
university
vocational
4 sectors
44 teachers, 81 films, 267 clips

10. Development of the project
IWB
Training
Data
Collection
Website
January
2011
April
2013

11. The iTILT
Training Manual
 introduction to IWBs
 examples of activities for teaching the various
skills & Focus on Form (grammar & vocab)
 criteria for the selection and design of IWB-
based language teaching materials

12. Electronic Flipcharts
• description of the activity and
steps to be taken by teacher
and students
activity
• aim of the activity
• learning goalsaim
• explains how the flipchart
was designeddesign
• potential of the activity in
comparison to former
methods
potential

13. Data Collection
teacher interviews
video stimulated reflection
learner reflections
group interviews with 4-5 students
class filming
2 visits to 6 teachers in 7 partner countries

14. Practice Reports as
Learning Objects

16. Practice Reports Database
• More than 250 practice reports
• 6 languages (EN, CY, FR, ES,
TR, NL)
• different educational sectors
P
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R
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s

18. Criteria for the design of IWB-based Material
www.itilt.eu
Materials promote learning by doing as opposed to lecture
content
Materials allow learners to demonstrate understanding
and help teachers to evaluate learning
Materials create opportunities for learners to assess their
own performance without teacher intervention
Methodological Principles

19. Criteria for the design of IWB-based Material
www.itilt.eu
Activities have a clear language learning objective; they
are not only designed for enjoyment
Materials provide linguistic and/or cognitive support to help
learners understand input
Materials provide linguistic and/or cognitive support to
maximise learners' language production
Pedagogical Activities

20. Project related research
Has the introduction of new classroom technologies led to innovative
MFL pedagogical approaches?
Cutrim Schmid, E. and Whyte, S. (2012) ‘Interactive whiteboards in state
school settings: teacher responses to socio-constructivist hegemonies.’ Language
Learning and Technology, 16(2), pp. 65 – 86.
Exploring how teachers use IWB for language teaching:
Whyte, S., Beauchamp, G., & Hillier, E. (2012). Perceptions of the IWB for
second language teaching and learning: the iTILT project.
In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing,
EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp.
320-6).
Challenges and opportunities arising during the development of OERs
Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M.
(2013). Open educational resources for CALL teacher education: the iTILT interactive
whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148.

21. More References in the paper & handout
 Hillier, E., Beauchamp, G., & Whyte, S. (2013). A study of self-efficacy in
the use of interactive whiteboards across educational settings: a
European perspective from the iTILT project. Educational Futures, 5 (2)
http://www.educationstudies.org.uk/materials/emily_hillier_besav3.pdf
 Koenraad, A.L.M. (2008). Interactive Whiteboards in educational
practice: the research literature reviewed.
http://www.elearningeuropa.info/files/media/media24055.pdf
 Koenraad, A.L.M. (2012). Needs analysis research report. EU Project
SmartVET.
 Whyte, S. (2013). Interaction and interactivity in technology-rich second
language classrooms: the iTILT project in France. WorldCALL, 11-13
July, 2013.
 Whyte, S., & Alexander, J. (2013). Learning to Use Interactive
Technologies for Language Teaching: Video Diaries for Teacher Support
in the iTILT Project. Atelier didactique SAES, Dijon, France,18 May.

22. iTILT Project #2 (2014 – 2017):
IWB + MALL (Mobile Assisted Language Learning)
APPS for:
-Dictionaries
-Text comprehension
-Games
-Grammar-focus
-Listening
-Reading (Literature)
-Vocab development (flashcards)
-Access to LMS (Moodle, courseware)
Interested in getting involved?

23. Supporting Continuous Professional
Development of VET teachers in the use of
Interactive Whiteboards
• EU-Project Leonardo TOI programme 2011-2013
SmartVET

24. Rationale
(Kennewell, 2006; Higgins et al., 2007; Koenraad, 2008;
Thomas & Cutrim Schmid, 2010)
Limited uptake in specific
subject areas and
educational sectors
Teacher skills key in
realising added value
IWB underused in Irish
VET sector

25. Aims
✤Research training
needs
✤IWB train-the-
trainers programme
+ materials
✤CPD model for Irish
VET sector
✤CoP

26. Training
Training Activities
Training Materials
Training Activities
Training Materials

27. Train the Trainer approach

28. Oral synchronous
communication

29. 3D worlds for cultural info & ICC competence development
through encounters and events

30. Wat zijn virtuele werelden en wat kan je
ermee in het onderwijs?
Kristi Jauregi (Fontys Hogescholen, Uni. Utrecht)
Ton Koenraad (TELLConsult)
30
Link

31. Toegevoegde waarde VW (1)
Verscheidenheid aan scenario’s
Realistische weergave werkelijkheid
31

32. 32

33. 33

34. d
34
Vakspecifieke omgevingen

35. Vak- en thema gerelateerde sims
35

36. 36

37. 37

38. 38

39. 39

40. 40
Toegevoegde waarde (2)
Communicatie

41. Toegevoegde waarde (3)
Actie
41

42. 42

43. Navigatie controle:
zitten, lopen, rennen
vliegen…
43

44. Interactie met objecten
44

45. Programmeerbare Objecten
45

46. Je kunt
foto’s,video’s,PowerPoints
uploaden
46

47. Avatar: je tweede ik?
47
Toegevoegde waarde (4): rollen en identiteiten

48. EXPLORING IDENTITY:
Customization of avatars – Second Life ‘residents’
can create highly detailed 'virtual selves'
48

49. 49
Toegevoegde waarde (5)
Inclusive learning: Virtual Ability Island

50. 50
Navam Abramovic:
Kat Klata

51. 51
Toegevoegde waarde (6)
Veel mogelijkheden om je onderwijs te verrijken
Onderwijs op afstand
Blended learning
Flipping the classroom
Telecollaboration
Stage begeleiding

52. Simulaties
Beroepsvaardigheden
oefenen
52

53. 53

54. Virtuele labs
54

55. Socializen /
Informeel leren 55

56. 56

57. 57

58. Online
Conferenties
58
OpenSim Conference

59. The ViTAAL Project
• R & D for 3 Activity Formats:
1. Language Village:
training & testing
2. Interactive narrative
LanguageQuest
3. Events and
Fun Activities

60. Format 1: Virtual Language Village
Pupils
•Teachers
• Student
Teachers &
Trainers
•Fellow pupils

61. Virtual Language Village: Organisation
• Production / Mentor Team
A’dam student teachers (n=18)
• Materials:
paper based prep. activities,
CEF Level A1-A2
194 pp.
• Participants
2 schools, 1 class each
Age: 13-14
Student teacher mentored
groups (size: n=3)

62. Digischool: Chatterdale

63. Digischool: Parolay

64. The Interactive LanguageQuest
• Rationale:
Enhance the WebQuest concept
using story development and
embedding ‘live’ interaction
• Design principles
- LanguageQuest design criteria
- Competitive pupil teams (n=5)
- teacher-coached f2f team
sessions & in-world meetings with
story characters (student mentors)
- formal assessment of interim
products & final team results by
teacher

65. Interactive LanguageQuest: Organisation
• Production / Actor Team
A’dam student teachers (n=7)
• Materials:
- Original storyline,
- CEF-based inputs & tasks
( A2 – B1)
- specifically designed LQuest
template
• Participants
- 1 school, 1 class
Age: 16-17
- 1st year student teachers
(n=7)

66. Evaluation:
Student teacher perspective
• Great learning
opportunity:
- designing materials
- getting peer-feedback on
design issues
• Practicing teaching
skills:
- giving feedback to pupils
- doing assessments
• Design task very time
consuming
• Organisational
problems:
- pupil presence
- teamwork
• Technical issues:
- voice
- AW- interface skills

67. Evaluation:
Teacher educator perspective
• Great chance for
linking theory to
practice
• Implementation of
experiential learning
in teacher ed.
• Collaboration with
schools is vital
• Current module is too
demanding: further
phasing of curriculum
content
• Critical trainer’s skills:
- coaching student
production teams
- personal ICT / AW
skills

68. (student) Teacher professional
development for SCMC enhanced
language teaching and research
(student) Teacher professional
development for SCMC-
enhanced language teaching
and research

69. NIFLAR project aims
• Exploring the added value of video-web communication
(VWC) and virtual worlds (VW) for the development of
intercultural communicative and competence in L2
Development of design principles for effective L2 tasks
in VWC and VW
• Learning Blend:
Focus on (language) learners AND student teachers

70. Task aims for language learners and
student teachers
• Enhancing FL intercultural communicative
competence (ICC):
 authentic and fucntional NS – NNS interaction
• Promoting pedagogical awareness on:
 Intercultural communicative competence
 Challenges and opportunities of VWC and/or VW
by participation in task design and action research

72. NIFLAR’s 3D Learning Enviroments:
Second Life
Open Simulator

73. Student teacher roles
• task designers
• task implementers
• NS interlocutors
• researchers of task effects:
– on interaction
– on language development
– on intercultural development
– on motivation
• researchers of VLE-related challenges and
pitfalls

74. Examples of tasks developed
by pre-service teachers

75. Meaningful interaction: task 1
Exchanging info
about appartment
Sharing info about pictures
Example Clips

76. Evaluation pre-service teachers
• Use & implement SCMC-tools to enhance
authentic interaction
• Task design to promote ICC
• Greater awareness of problems learners face in
L2 communication
• Support learners using pedagogical strategies &
multimodal affordances of the specific
environment.

77. The EUROVERSITY network is funded under the grant agreement
number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education,
Audiovisual and Culture Executive Agency, European Union.
This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the
information contained therein.
77

78. • Project: 3-year (2011 – 2014) multilateral &
transversal network LLP KA3 (ICT)
• Origin: synergies between related EU projects
(Avalon, AVATAR, NIFLAR, etc.)
• Coordinator: University of HULL
• Network: 19 partners, 14 countries &
> 20 associated partners
78

79. Aims of the Project
• Collect examples of good practice in teaching and
learning in virtual worlds from different subjects and
contexts
• Facilitate the transfer of core
• knowledge to new contexts
• Exploitation of existing
partner resources
79
Case studies:
http://euroversity.pbworks.com/

80. The EUROVERSITY network is funded under the grant agreement
number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education,
Audiovisual and Culture Executive Agency, European Union.
This publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be
made of the information contained therein.
EUROVERSITY gaat verder
als stichting. Word lid! 80

81. Telecollaboration

82. Ton Koenraad (TELLConsult)
Nationale Conferentie Virtuele
Werelden
13 november 2014, Tilburg
Netherlands
Machinima in het taalonderwijs.
Virtuele werelden als studio’s voor de productie van
video lesmateriaal.

83. Aims and Objectives
1. Create, test & share machinima exploring the role of
visual communication in language learning
2. Produce guidelines & training about how to create
them
3. Promote teacher autonomy and blended learning
4. Create an online community of practice

84. MFL Pedagogical
Functions
• Introduce a new topic
• Introduce special /
CLIL language
content
• Visualise meaning
• Model language use
• Promote extensive
reading motivation
• The eye
• If I could fly…
• Making a call
• Professional skills
training
• Book trailer

85. MFL Pedagogical
Functions
• Provide context for
tasks & projects
• Telecollaborative
projects
• Subtitling,
synchronous
reporting processes,
content presentation
• Transmedia
storytelling
• Blended: 2D + 3D
activities
• Intercultural
exchanges,
What if …

86. Machinima as input for learning
objects:
with content processing scaffolds
For blended learning &
classroom flipping

87. Machinima as input for learning objects:
Focus on form activities & comprehension
assessment

88. MFL Pedagogical
Functions
• Learner generated
content for:
– Telecollaborative
projects
– Feedback provision
– Portfolio content
Credits: Christel Schneider

89. More info on:
- Practitioner reports
- Camelot film productions
- Training options
- Joining the Camelot network
CAMELOT
Language Learning with Machinima

90. My Associate Partner Projects

92. Registration for Summercourses at:
www.tellconsult.eu
• ICT for oral skills
&
telecollaboration
• IWB - in
Education
• Promoting
Dialogue using
the IWB
Again in 2015. Here in...?