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Monitoring the learner – who, why and what for? Jean-Claude Bertin, Université du Havre, France...
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Transcript of Monitoring the learner – who, why and what for? Jean-Claude Bertin, Université du Havre, France...
Monitoring the learner – Monitoring the learner – who, why and what for?who, why and what for?
Jean-Claude Bertin, Jean-Claude Bertin, Université du Havre, FranceUniversité du Havre, France
Jean-Paul Narcy-Combes, Jean-Paul Narcy-Combes, Université Université Paris 3 , FranceParis 3 , France
ContentContent
1.1. IntroductionIntroduction
2.2. Theoretical assumptionsTheoretical assumptions
3.3. Defining termsDefining terms
4.4. Technological mediationTechnological mediation
5.5. Understanding relations in the Understanding relations in the modelsmodels
6.6. Impact of theory on practical issues Impact of theory on practical issues
Epistemological position: Epistemological position: technological capacities must be technological capacities must be questioned in the terms of SLA theoryquestioned in the terms of SLA theory (Chapelle)(Chapelle)
Practical position: Practical position: monitoring must have clearly defined objectives monitoring must have clearly defined objectives
Monitoring depends on the theoretical model Monitoring depends on the theoretical model of the learning of the learning situation on which the system is based.situation on which the system is based.
Theoretical assumptionsTheoretical assumptions :Because of the very nature of the :Because of the very nature of the human faculty of language and its indissociable relationship with human faculty of language and its indissociable relationship with society,culture and human knowledge, our assumption is that L2 society,culture and human knowledge, our assumption is that L2 acquisition is made easier if learning activities combine real-world, acquisition is made easier if learning activities combine real-world, content-based, socially and culturally viable activities. Language content-based, socially and culturally viable activities. Language production is seen as the result of a dual-processing system (rule production is seen as the result of a dual-processing system (rule and exemplar-based)(Ellis, Skehan).and exemplar-based)(Ellis, Skehan).
IntroductionIntroduction
From didactic relation to taskFrom didactic relation to task(theoretical assumptions)(theoretical assumptions)
From a systemic perspective of language to communication and the European Framework.
Which indicators for a qualitative monitoring of learner activity + language production and mediation?
European action-based learning : sociocultural theory (Vygostki) and collaborative work.
From didactic relation to taskFrom didactic relation to task(theoretical assumptions)(theoretical assumptions)
Authenticity of task vs authenticity of documentAuthenticity of task vs authenticity of document
A shift in references: language production – from systemics to social A shift in references: language production – from systemics to social act.act.
Defining termsDefining terms
TEACHERTUTOR LEARNER
TASK
help(software)
aids(hardware)
monitoring MediationMediation HelpHelp AidsAids Monitoring Monitoring Follow-upFollow-up FeedbackFeedback ScaffoldingScaffolding
help(software)
follow-up feedback
scaffolding
human tutormachine tutor
retroaction on taskand/or form of mediation
mediation
Technological mediation and learning situationTechnological mediation and learning situation
Language Teacher
Com puter
Learner
L in g u is tic th e o rie s
In s titu tio n a l co n te xt
L a n g u a g e o b je c tive s
S L A th e o rie s
L e a rn in g a id s
L e a rn in g m a te ria ls
C o m p u te r-m e d ia te dle a rn in g e n viro n m e n t
In te ra c tivi ty :typ e o f in te ra c tio n
w ith la n g u a g e
In te ra c tivi ty :o rg a n is a tio n o f in te ra c tio n
w ith la n g u a g e
Ma crota skrea l-w o r ld ta s k Microtask
ling u is tic mo d e l
the learning cycle
The learning cycleThe learning cycle
Environment, objectives, individuality
LEARNING SYSTEM
Tutor/learner meetingsOrganizing « progress »
Interaction(macro-tasks)
CONTENTDISCIPLINE
Evaluation / critical informationIs noticing efficient ?
CONTENT : LANGUAGE INTEGRATION
(1)(2)RestructuringTraining(micro-tasks withDeep-processing)
LANGUAGE
Aids : yes / Help : yes
Feedback : yes
Scaffolding : by teacher
Monitoring : yes
Follow-up : yes
Objective : create needs
Aids : yes / Help : noFeedback : if problems
Scaffolding : by peers
Monitoring : yesFollow-up : yes
(2)
How distance plays on the modelHow distance plays on the model
nature/ f unctionof material
Disciplinelanguage
monit or ing
computer
lear ner
linguist ic ob j ec t ives
I nt egr at ion in global cour se
ot her t ypesof document s
vir t uallearning
environment
teachingagent
peers : virtual class
I nt eract ivit y? ? ?
t eacherdesigner
real- lif et ut or
CO N T E X T
f ollow- up
f eedback
Understanding relations in the modelsUnderstanding relations in the models (expliciting the meaning of the arrows)(expliciting the meaning of the arrows)
Focusing on the RELATIONS between the poles of the Focusing on the RELATIONS between the poles of the model.model.
Various types of guidance may co-exist within a learning Various types of guidance may co-exist within a learning environment.environment.
How does theory affect our How does theory affect our question: what is monitoring for?question: what is monitoring for?
What should be noticed (tracked) – knowledge or learning paths? What should be noticed (tracked) – knowledge or learning paths?
Learning paths: do they reveal learning strategies?Learning paths: do they reveal learning strategies?
Are these strategies of a linguistic (systemic), interactionnal or Are these strategies of a linguistic (systemic), interactionnal or pragmatic nature?pragmatic nature?
What is to be monitored ?What is to be monitored ?
Learner macro-activity Learner macro-activity
Learner micro-activity Learner micro-activity
In relation with the object of learning (SLA perspectives)In relation with the object of learning (SLA perspectives)
Data used for monitoring will depend on the answers to Data used for monitoring will depend on the answers to these questions. these questions.
Language used or strategies chosen? Language used or strategies chosen?
Putting theory into practice: ex. 1 Putting theory into practice: ex. 1 Writing task (Learning Lab Suite online)Writing task (Learning Lab Suite online)
Tutor /Peer feedbackTutor /Peer feedback
«Rule» Vs «Rule» Vs «Exemplars» «Exemplars» learninglearning
Putting theory into practice - example 2 Putting theory into practice - example 2 Cognitive agents (University of Le Havre)Cognitive agents (University of Le Havre)
Research programme : linguistics / education / computer sciences
Using multi-layer / multi-agents systems to monitor learner activity and offer individualized feedback in distant learning environments
”How to devise a cognitive agent for distance language learning” (Bertin, Gravé)
Conclusion… ?Conclusion… ?
Final objective of monitoring : trace features of socio-Final objective of monitoring : trace features of socio-cognitive and emotional conflicts (in order to provide help cognitive and emotional conflicts (in order to provide help for their resolution)for their resolution)
Suggesting (not controlling) alternative strategies and Suggesting (not controlling) alternative strategies and paths (scaffolfingpaths (scaffolfing
Monitoring modalities: human and/or technological Monitoring modalities: human and/or technological mediation – proaction/reactionmediation – proaction/reaction
Research perspectives : opening new grounds for Research perspectives : opening new grounds for monitoring systems in computer-mediated learning monitoring systems in computer-mediated learning environments…environments…
A few references…A few references…Jean-Paul Narcy-Combes : Jean-Paul Narcy-Combes : [email protected]@wanadoo.fr
Jean-Claude Bertin : Jean-Claude Bertin : [email protected]@univ-lehavre.fr
BERTIN Jean-Claude, BERTIN Jean-Claude, Des outils pour des langues - Multimédia et apprentissage des languesDes outils pour des langues - Multimédia et apprentissage des langues, Ellipses, Paris, 2001, Ellipses, Paris, 2001 BERTIN Jean-Claude, ANNOOT Emmanuelle, GRAVE Patrick, BERTIN Jean-Claude, ANNOOT Emmanuelle, GRAVE Patrick, « Quelles médiations dans les formations à distance avec les nouvelles « Quelles médiations dans les formations à distance avec les nouvelles
technologies dans l’Enseignement Supérieur ? »technologies dans l’Enseignement Supérieur ? », rapport de recherche IRSHS, Janvier 2005 , rapport de recherche IRSHS, Janvier 2005 http://perso.wanadoo.fr/jean-claude.bertin/SiteBertin.htmhttp://perso.wanadoo.fr/jean-claude.bertin/SiteBertin.htm
BERTIN Jean-Claude, GRAVE Patrick, « BERTIN Jean-Claude, GRAVE Patrick, « How to design a cognitive agent for distance language learning », How to design a cognitive agent for distance language learning », CALICO? University of Hawai CALICO? University of Hawai at Manoa, may 2006,at Manoa, may 2006, http://http://perso.wanadoo.frperso.wanadoo.fr//jean-claude.bertinjean-claude.bertin//SiteBertin.htmSiteBertin.htm
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