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Videoconferencing A case study

Videoconferencing A case study. Esther Hardman Weald of Kent Grammar School Tonbridge. Videoconferencing. What is videoconferencing? Our case study What did we do? The importance of planning Language learning activities Managing a videoconference Learning outcomes

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Videoconferencing A case study

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  1. VideoconferencingA case study Esther Hardman Weald of Kent Grammar School Tonbridge

  2. Videoconferencing • What is videoconferencing? • Our case study • What did we do? • The importance of planning • Language learning activities • Managing a videoconference • Learning outcomes • Relevance to new secondary curriculum • Notes about “Flashmeeting” software • Moving forward • Online resources

  3. What is videoconferencing? • Connecting people in different locations via the internet • Web-cams enable participants to see and hear each other and hold a ‘virtual conference’

  4. What did we do? • Joint project between Weald of Kent Grammar School and St. Margaret Clitherow Primary School • Used a year 10 post-GCSE French group and a year 5/6 Primary class • A series of approx. 6 lessons • Developed speaking and listening activities for both primary and secondary students to improve their language skills

  5. The Importance of Planning • Planning by staff • face to face meetings • working with the primary school to develop ideas and activities • setting up a timetable • virtual meetings to practice using the equipment (internally and externally) • Preparing the Pupils • pupil practice sessions in English • pupil practice of activities without web-cam • pupil practice being in front of the web-cam

  6. Language Learning Activities • Pupil introductions • Pre-prepared questions asked by primary class to groups of secondary students in French • Role-plays performed in French by secondary students whilst primary students played vocabulary ‘Bingo’ • Activities differentiated • End of conference and evaluations

  7. Managing the Videoconference • Managing the lesson • Confidence with equipment • Using additional adults (ICT support, members of Dept.) • Consider group size and dynamics • Give all pupils a focus - peer assessment sheet • Videoconference skills • Language skills • Peer feedback • Whole class discussion – how to improve?

  8. Managing the Videoconference • Videoconferencing Etiquette • Pre-defined running order • Communication in case of equipment failure • Signs / signals • Instant messaging • Managing change-overs / on-screen traffic

  9. Learning Outcomes • KS2 • Facilitated language learning • KS4 • Practised and reinforced language knowledge • Built confidence in the target language • Skills – more than subject specific: • personal presentation skills; • public speaking skills; • ICT skills; • independent learning skills; • trouble shooting skills

  10. Relevance to KS2 Framework for Languages O 6.2 Perform to an audience. O 6.3 Understand longer and more complex phrases or sentences O 6.4 Use spoken language confidently to initiate and sustain conversations and to tell stories. IU 6.1 Compare attitudes towards aspects of everyday life

  11. Relevance to New Secondary Curriculum • Active learning • Creative use of ICT • Links with other subjects • ICT • Life Skills • Goes beyond classroom

  12. Notes about “Flashmeeting” Software • Hosted by E2BN: http://flashmeeting.e2bn.net/ • ICT requirements: IWB, PC, speakers and web-cam

  13. Notes about Software • Setting up • Register as a user with website • Complete online booking process • All participants then register via generated unique URL • All participants check equipment to check meet requirements • Combined webcam and microphone provide cost friendly approach 

  14. “Flashmeeting” in Practice • Advantages • Free and secure • Requires no downloading or installation • Only requirements are internet connection, web-cam, speakers and IWB if whole class activity. • Record the meeting for replay • Disadvantages • Entry level software • Only one person/class can speak (“broadcast”) at one time. • Only simultaneous communication via instant messaging or emoticons whilst queuing to speak – ordered / restrictive?

  15. Moving Forward • Plan to trial software akin to industrial / corporate level – allow spontaneity • Use Foreign Language Assistant • Involve real life communication with native speakers

  16. Online Resources • South East Grid for Learning • http://www.segfl.org.uk/casestudies/ • Select: “Kent schools using Flashmeeting for MFL” • TeachNet UK • http://www.teachnet-uk.org.uk/projects-languages.htm • “Flashmeeting” user guide: • http://www.kented.org.uk/ngfl/projects/Rivers/docs/flashmeeting%20sep3.pdf

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