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

Dive into the world of multicultural videoconferencing learning with insights on course typology, teaching materials, and common features. Discover how Masaryk University pioneers the INVITE project for international collaboration.

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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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