Teacher Education SIG Workshop 2010

Jean-Claude Bertin

UMR 6228 IDEES –CIRTAI (Université du Havre)

A didactic ergonomics approach to ICT integration and the evolving roles of the teacher

Introductory remarks

Introduction : a few remarks from the social sciences and education (Annoot 2007)

Technology does not as a rule challenge traditional practices Initial impact of technology at process level Distance new publics New forms of control of teacher activity

Presentation outline

A didactic ergonomics approach to CALL Epistemological considerations Constructing the model

Deconstructing the model focus on mediation focus on systemic aspects Identifying roles : teacher and tutor

Conclusion: perspectives for teacher education

Epistemological stance (1): a systemic approach to CALL

p ro ce ss

acto r 1 acto r 2

acto r 3

Epistemological stance (1): complex thought (Edgar Morin)

fie ld A field B field C

? ?

Holistic perspective

Constructing the didactic ergonomics CALL model

com puter

Ma crota sk" re a l-w o r ld ta s k"

Microtaskslin g u is tic /c u ltu ra l

mo d e l

LanguageCulture

Teacher

Learner

SLA theoriesTeaching methodologies

Language theories

TutorMonitoring

Peers

Contex t

Cultural & language objectives

Direct interactionswith language/culture

Direct interactionswith teacher

Teacher interface

Learner interface

Syste

m re

gu

latio

n

Deconstructing the model – focus on mediation

Pedagogic mediation : a constant.

« an individual’s knowledge is described as a personal construction mediated by teachers or peers. Distance [and technology] will not affect the individual’s construction of knowledge, but may make mediation and social interaction more complex »

(Narcy-Combes in Bertin et al 2010)

Pedagogic mediation in the model

Technological mediation

Mediation by distance

The “analyzer” concept (Lapassade 1971; Petit 1991)

“… anything that causes truth to emerge of what is hidden; anything may refer to a group, an individual, a situation, an event, a scandal […]” (Lapassade, 1971, p. 15)

L ang uag e

L e arne r

T e ac he r

P e d ag o g icm e d iatio n

s e le c tio n o f in p u t(lang uag e m e d iatio n)

s e le c tio n o ftas ks (m ac ro /m ic ro )

fo llo w-up

C ontext

languageculture teacher

learner

macro-task" re a l-w o r ld ta s k"

c u ltu ra l p e rs p e c tiv e smicro-tasks

lin g u is tic /c u ltu ra lmo d e lsdirect interaction

dire

ct in

tera

ctio

n

computer

L ang uag e

L e arne r

T e ac he r

P e d ag o g icm e d iatio n

s e le c tio n o f in p u t(lang uag e m e d iatio n)

fo llo w-up

s e le c tio n o ftas ks (m ac ro /m ic ro )

L ang uag e

L e arne r

T e ac he r

P e d ag o g icm e d iatio n

s e le c tio n o f in p u t(lang uag e m e d iatio n)

fo llo w-up

D is tanc e

s e le c tio n o ftas ks (m ac ro /m ic ro )

Deconstructing the model – sub-systems and the teacher (1)

language teacher

M a c ro-ta s k

M ic ro-ta s k s

con

strain

tscre

ativity

con

strain

tscre

ativity

learn ingobjectives

learner

Sub-system 1: teacher-centred

- Process organization of materials and pedagogic mediation

computer

teacher in terface

Competence in:

• Course design

• Task design (including technological constraints and potential)

• Materials design

• Environment design

• Computer literacy / team organizer

•Follow-up

• organization & planning

• provision of monitoring devices

Mo

nito

ring

Deconstructing the model – sub-systems and the teacher (2)

teacher

computer

learner

peers

input language interaction

language

Sub-system 2: learner-centred

• Process language learning

• Competences:

• Mediated presence of the teacher

• Physical presence blended learning

monitoringtutor

Asynchronous articulation between SS1 and SS2

• Teacher-centred system organization & planning (virtual, latent)

• Learner-centred system only when learner interacts with materials

Deconstructing the model – sub-systems and the teacher (3)

SS1 and SS2 : 2 different perspectives Teacher pedagogy driven +

representations of the computer Learner individual representations of

language learning and of technology

Potential gaps between didactic intention and practices Need for data on system’s operation

Teacher and monitoring Generate information on learner activity Process this information

Objectives of follow-up Individual level: learner evaluation, feedback

and support Systemic level: system regulation

computer

learner

monitoringtutor

Com puter-m ediatedlearning s pac e

teacherdesigner

sy

ste

mre

gu

latio

n

Teacher and tutor Little real distinction in the literature

My position = identification through: Position in the system Roles defined by these positions +

interactions between the 5 poles of the model

Teacher Course design Task design Learning environment design (social/pedagogic) management of direct

interactions with learner ‘tutoring’ skills

Develop “new literacies” (Lamy & Hampel 2007)

Tutor Focus on mediation A compound activity (Bertin & Narcy-

Combes 2007) Skills

pa rtic ipa ntinte ra c tion

Ta s k s Te c hnology

Context

New literacy

C ontext

languageculture teacher

computer

learner

theories o f language

language/c u ltu ra l ob jec tives

teac her-interfac e

macro-task" rea l-w o r ld ta s k"

c u ltu ra l pe rs pe c tiv e smicro-tasks

lin gu is tic /c u ltu ra lmo de lsdirect interaction

S LA theories

ac c u ltu ra tion theories

peers

dire

ct in

tera

ctio

n

monitoringtutor

a ge nt

learner-interfac e

“The notion of literacy has served to conceptualize this understanding (by the users) of the tools in their environment” (Lamy & Hampel, 2007 : 43)

• Technical skills (provide assistance)

• Guidance (choice of materials and organization of learning, metacognitive support)

• Social skills (animation)

• Disciplinary competence (for acceptance and recognition by learners)

• Adaptability (different situations, different learners,…)

C ontext

languageculture teacher

computer

learner

theories o f language

language/c u ltu ra l ob jec tives

teac her-interfac e

macro-task" re a l-w o r ld ta s k"

c u ltu ra l p e rs p e c tiv e smicro-tasks

lin g u is tic /c u ltu ra lmo d e lsdirect interaction

S LA theories

ac c u ltu ra tion theories

peers

dire

ct in

tera

ctio

n

monitoringtutor

a ge nt

learner-interfac e

“where the technological means are a consideration underpinning the construction of all research questions, i.e. the influence of the ‘how’ (means/medium) on the ‘what’ (product event, outcome)”

(Lamy & Hampel, 2007 : 43)

pa rtic ipa ntinte ra c tion

Ta s k s Te c hnology

New literacy

• Learner• Peers• Teacher• Tutor

Conclusion Teacher training depends on

identification of roles and skills

Increased complexity Blurring of roles according to context Difficulty to identify competences Who performs these roles? Sharing

roles?

Two perspectives for teacher training

A dynamic and flexible perspective Teacher as researcher An action-research training programme A long-term perspective : from “teacher

training” to “teacher education”

“Managing their multiple roles within online environments and coping with learner demands for individualized feedback requires flexibility and may initially go against their posture as a teacher”

(Lamy & Hampel, 2007: 62)

“ training is a formal and institutionalized process of preparation towards the achievement of pre-specified outcomes and the development of skills for predictable situations…”

“…teacher education is more flexible in its formats and is seen as a life-long pursuit in order to be able to cope with new and unpredictable situations which require both a reformulation of beliefs and conceptions and the modification of established patterns”. (Richards & Nunan, 1990)

Thank you for your attention !