VISUALISING THE PARTICIPATION ENGAGEMENT
Transcript of VISUALISING THE PARTICIPATION ENGAGEMENT
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Supporting an Effective Review of Telecollaboration for Second Language Learning by
VISUALISING THE PARTICIPATIONAND ENGAGEMENT
Hyowon LeeMichael ScrineyAparajita Dey-Plissonneau Alan F. Smeaton
Insight Centre for Data Analytics School of Computing
School of Applied Language & Intercultural Studies
DUBLIN CITY UNIVERSITY
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Supporting an Effective Review of Telecollaboration for Second Language Learning by
VISUALISING THE PARTICIPATIONAND ENGAGEMENT
DUBLIN CITY UNIVERSITY
Hyowon LeeMichael ScrineyAparajita Dey-Plissonneau Alan F. Smeaton
Insight Centre for Data Analytics School of Computing
School of Applied Language & Intercultural Studies
• Human-Computer Interaction
• Interaction design
• Usability engineering
• Information visualization
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Supporting an Effective Review of Telecollaboration for Second Language Learning by
VISUALISING THE PARTICIPATIONAND ENGAGEMENT
DUBLIN CITY UNIVERSITY
Hyowon LeeMichael ScrineyAparajita Dey-Plissonneau Alan F. Smeaton
Insight Centre for Data Analytics School of Computing
School of Applied Language & Intercultural Studies
• Data warehousing• Data mining & analytics• Machine learning• Distributed systems
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Supporting an Effective Review of Telecollaboration for Second Language Learning by
VISUALISING THE PARTICIPATIONAND ENGAGEMENT
DUBLIN CITY UNIVERSITY
Hyowon LeeMichael ScrineyAparajita Dey-Plissonneau Alan F. Smeaton
Insight Centre for Data Analytics School of Computing
School of Applied Language & Intercultural Studies
• Computer-Assisted
Language Learning
• Videoconferencing for
language learning
• Online learning and
teaching
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Supporting an Effective Review of Telecollaboration for Second Language Learning by
VISUALISING THE PARTICIPATIONAND ENGAGEMENT
DUBLIN CITY UNIVERSITY
Hyowon LeeMichael ScrineyAparajita Dey-Plissonneau Alan F. Smeaton
Insight Centre for Data Analytics School of Computing
School of Applied Language & Intercultural Studies
• Multimedia analysis, indexing & retrieval• Information retrieval from very large collections (image, video, lifelog data,
etc.)
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Photo from: https://uwm.edu/news/zoom-troubles-communication-students-study-online-group-conflicts/
§ French Language Skills (Higher Intermediate level) in DCU
§ 3rd year in Humanities, Translation and Business
§ To develop interactional language skills and the awareness of contemporary French-speaking culture
§ Based on telecollaboration, facilitating conversational situations with native French speakers
THE COURSE
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Photo from: https://lifestyle.livemint.com/health/wellness/stanford-study-tells-you-exactly-why-zoom-meetings-are-fatiguing-111614401793181.html
How good was the session?...
1. What is a “good” session?
2. What visible/tangible/factual conclusions can be drawn?
3. What things are captured during the session?
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By turning “Audio transcript” on…
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… an audio transcript file (.vtt) becomes available after each session
• When each student spoke• How long each student spoke- for each utterance- during the entire session• Who spoke after whom
• Level of participation• Dynamics among the students• Level of spontaneity/ volatioity
Can this file alone be used to gain anything useful about how the session went?
By turning “Audio transcript” on…
YES!
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L2 system
I. REGISTRATION
II. ZOOM SESSIONAnalysis of conversation
- Counting of utterances & durations
- Turn-taking- Volatility- Participation rate
:
Register a planned session with emails of participants
Receive an invitation with session code
Cloud-recording of the session
Provide zoom recording URL + VTT transcript
III. REVIEW
HOW IT WORKS
Visualising how the session
went to help the students
reflect and do better
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Playback panel
Share
Flow
Volatility
Timelines
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Playback panel
Share
Flow
Volatility
Timelines
CONVERSATION VOLATILITY§ Degree of variation over time (SD of logarithmic changes of duration of each utterance)§ Applying it to speaker turn-taking, captures how irregular, dynamic, unpredictable and spontaneousthe conversation was during a given period§ Reveals one aspect of a conversation… useful factor to know along with % speech (Share)
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DEPLOYMENT§ Operational for 3 months (Feb
– Apr 2021)§ Total 105 students (60 DCU
students + 45 Universite PSL, France), into 30 teams
§ Each team doing the sessions once a week⎯ Total 210 sessions⎯ Review after each session
§ Post-semester interview with teams…
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DEPLOYMENT§ Operational for 3 months (Feb
– Apr 2021)§ Total 105 students (60 DCU
students + 45 Universite PSL, France), into 30 teams
§ Each team doing the sessions once a week⎯ Total 210 sessions⎯ Review after each session
§ Post-semester interview with teams…
OBSERVATION & FEEDBACK§ Initial Zoom setting… OK once done§ Timelines can be clicked… need better affordance§ Timelines are very useful to jump back and forth§ “Useful to see the amount I spoke… so I put more efforts to increase my speech portions”§ “Want to see my progress over time”
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DEPLOYMENT§ Operational for 3 months (Feb
– Apr 2021)§ Total 105 students (60 DCU
students + 45 Universite PSL, France), into 30 teams
§ Each team doing the sessions once a week⎯ Total 210 sessions⎯ Review after each session
§ Post-semester interview with teams…
OBSERVATION & FEEDBACK§ “Increased my confidence” § Helpful in reflection and learning§ Self-monitoring to regulate attrition rate & lack of motivation§ “…as I'm currently rewatching our sessions, I can easily identify the parts where I spoke the most/least and identify the reason why.”
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§ Use of existing infrastructure⎯ Audio transcript in Zoom⎯ Google Charts widgets
§ Fully automatic§ Reflection enabled/afforded by
technical possibilities
Cost-effective way of visualizing a conversation after it happened
SUMMARY
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§ Concrete visuaisation of participation: helped increase confidence & motivated to do better
§ Supported quantitative & qualitative self-assessment of learning (e.g. reflect on the reasons for low/high participation, long pauses, poor backchanneling, etc.)
§ Reduced the lecturer’s feedback burden
SUMMARY
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§ Concrete visuaisation of participation: helped increase confidence & motivated to do better
§ Supported quantitative & qualitative self-assessment of learning (e.g. reflect on the reasons for low/high participation, long pauses, poor backchanneling, etc.)
§ Reduced the lecturer’s feedback burden
SUMMARY
Dey-Plissonneau A, Scriney M, Pradier V, Lee H, Smeaton A and Riaz H. How visualising their participation rates with native speakers via video conferencing can help intermediate L2 learners reflect on their language learning? EuroCALL 2021.
Visual feedback
Check engagement & improve
Be motivated to improve
oral participation
Gain confidence,
regulate interaction,
include other
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§ v2 just completed!⎯ Scale-proof, UI bugs fixed⎯ Cross-session comparison UI
§ Deploying next week with TU Dublin, total 250 students
§ Pedagogically aligning the information, focusing on encouraging more engagement
THANK YOU!
FUTURE WORK