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Designing a multi-cultural, multi-purpose video conferencing learning programme

Designing a multi-cultural, multi-purpose video conferencing learning programme. Libor Štěpánek, Alena Hradilová, Hana Katrňáková, John Morgan, Janice de Haaff, Jo Eastlake Masaryk University, Brno, Czech Republic & University of Wales Aberystwyth. Outline.

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Designing a multi-cultural, multi-purpose video conferencing learning programme

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  1. Designing a multi-cultural, multi-purpose videoconferencing learning programme Libor Štěpánek, Alena Hradilová, Hana Katrňáková, John Morgan, Janice de Haaff, Jo Eastlake Masaryk University, Brno, Czech Republic & University of Wales Aberystwyth

  2. Outline • Background to Masaryk University in Brno(Czech Republic) use of VC • INVITEproject (http://invite.lingua.muni.cz)Leonardo da Vinci Programme • Course typology • multi-cultural, multi-purpose video conferencing learning programme • common features/aims • different purposes/characteristics/aims • the INVITE teaching material

  3. Background • 2003 - 2004 • Preparatory communication phase (MU + UWA + Universitat Jaume I Castellón) • 2004 - 2005 • Research project “E-learning and multimedia learning” at MU • 2005 - 2006 • Pilot VC CJV MU + LLC UWA course • 2006 - 2007 • “Boom” of diverse VC learning activities at MU • CJV MU becoming the promoter of the European INVITE project (http://invite.lingua.muni.cz), Leonardo da Vinci Programme

  4. Masaryk University in Brno (Czech Republic) is the promoter of the European INVITE project (http://invite.lingua.muni.cz), Leonardo da Vinci Programme • AIMS: • to facilitate programmes of cooperation between learning groups from different professional and educational environments, cultures and disciplines with multi-purpose teaching objectives • to create a teaching material that covers key videoconferencing skills, namely organizational and technical skills, functional language and cultural competencies.

  5. Coursetypology • Lectures (traditional ones) • “Advanced Communication Course” • “English Multi-cultural Course” • “Experimental Course” • “VC Research Programme” • Blog examples: • http://mu-uwa-secondterm.blogspot.com/ • http://croesotouwameltingpot.blogspot.com/ • http://sgczech.blogspot.com/2007/03/debate-task-3.html • http://invite.lingua.muni.cz

  6. Common features/aims • ORGANISATION • Involving the students in real-life academic and professional situations • 90-minute videoconferences • Maximum of 12-15 students on each side • Combination of synchronic and anachronic student communication • ACADEMIC SKILLS • Individual research • Teamwork • ICT SKILLS • Video conferencing skills • Web (creating web-pages, blogging) • LANGUAGE SKILLS • English as a second language • Speaking and listening skills - (turn taking, politeness, clarification, rephrasing, negotiation, understanding foreign accents) • Writing skills

  7. Differentfeatures/aims • ORGANISATION • Technical support • Course aims and length • ACADEMIC SKILLS • Teamwork within or across universities • ICT SKILLS • Different VC facilities • Web creation as a part of the course x use of ready made web • LANGUAGE SKILLS • Speaking skills - just one part of their English course x their only English course • Presentations skills x VC skills • EVALUATION • Part of exam x credits x continuous assessment

  8. INVITE module course book

  9. (I) LANGUAGE SKILLSe.g. turn taking, interrupting, presentation skills, questions, reported speech... (II) ORGANISATIONAL SKILLSe.g. facilitator, coordinator, time organisation, session plans... (III) SOCIAL/CULTURAL SKILLSe.g. politeness, differences in accents, body language, team work... (IV) TECHNICAL SKILLSe.g. speaking to the mic, the camera, controlling background noises, clothes, speaking up, ...

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