Teletandem as a complex learning environment: Looking for a model

Mompean, Annick Rivens; Cappellini, Marco

doi:10.1590/0102-4450430446379623426

DELTA

2015

DOI: 10.1590/0102-4450430446379623426

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Teletandem as a complex learning environment: Looking for a model

Annick Rivens Mompean

Marco Cappellini

Abstract: International audienceThis article presents a model of teletandem, i.e. tandem through desktop videoconferencing (Telles 2009). The aim of such a model is twofold: heuristic and pedagogical. It is heuristic because it enables us to understand teletandem at all its levels and partially to predict (in probabilistic terms) what can happen in a teletandem environment. It is also pedagogical because it helps us formulate plans of action to improve future use and environment design. To build this model, we have draw… Show more

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Cited by 4 publications

References 10 publications

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Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking

Cappellini¹,

Hsu²

2022

ReCALL

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Drawing on existing research with a holistic stance toward multimodal meaning-making, this paper takes an analytic approach to integrating eye-tracking data to study the perception and use of multimodality by teachers and learners. To illustrate this approach, we analyse two webconference tutoring sessions from a telecollaborative project involving pre-service teachers and learners of Mandarin Chinese. The tutoring sessions were recorded and transcribed multimodally, and our analysis of two types of conversational side sequences shows that the integration of eye-tracking data into an ecological approach provides richer results. Specifically, our proposed approach provided a window on the participants’ cognitive management of graphic and visual affordances during interaction and uncovered episodes of joint attention.

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Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking

Cappellini¹,

Hsu²

2022

ReCALL

Self Cite

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Sequences of normative evaluation in two telecollaboration projects: A comparative study of multimodal feedback through desktop videoconference

Cappellini

Azaoui

2017

Language Learning in Higher Education

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In our study we analyse how the same interactional dynamic is produced in two different pedagogical settings exploiting a desktop videoconference system. We propose to focus our attention on a specific type of conversational side sequence, known in the Francophone literature as sequences of normative evaluation. More particularly, we analyse data from two telecollaborative projects through desktop videoconference: a French-Chinese tandem, and a French-Irish telecollaboration between trainee teachers and learners of French as a foreign language. The comparison of two different pedagogical settings allows us to understand what types of interactional dynamics are co-constructed through the desktop videoconference environment and which characteristics are specific to each pedagogical setting. Within a socio-interactionist perspective, we analysed four hours of interactions, focusing particularly on the transmodal enactment of the sequences under scrutiny and its relation to learners’ uptake. Our results show on the one hand that there are some quantitative differences in the production of sequences of normative evaluation between the two pedagogical settings, and on the other hand that, contrary to our hypothesis, the co-construction of these sequences does not differ in multimodal density across the two contexts. We discuss these results and propose some tentative explanations for them.

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Analyser des compétences techno-sémio-pédagogiques d'apprentis tuteurs dans différents environnements numériques : résultats d'une étude exploratoire

Cappellini¹,

Combe²

2017

alsic

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Le présent article relate une étude exploratoire des compétences techno-sémio-pédagogiques d'apprentis tuteurs dans un dispositif de télécollaboration s'appuyant sur plusieurs environnements numériques. Plus précisément, l'un des objectifs de cette contribution est d'élaborer une méthode pour l'observation des traces des compétences techno-sémio-pédagogiques des tuteurs dans différents environnements. Ainsi, dans le cadre de la théorie de la pertinence, nous étudions les réalisations des régulations pédagogiques par un binôme d'apprentis tuteurs à travers les affordances, d'une part, d'une plateforme d'apprentissage asynchrone et, d'autre part, d'une plateforme de webconférence. En nous appuyant sur des données venant de la captation des échanges et de retours réflexifs des apprentis tuteurs, nous comparons les réalisations des régulations pédagogiques afin de comprendre si certaines dynamiques interactionnelles sont communes à plusieurs environnements. Nos analyses montrent qu'en ce qui concerne les consignes, les apprentis tuteurs spécialisent entièrement leurs actions en fonction des environnements. Au contraire, dans le cas des feedbacks, certaines dynamiques sont transversales aux deux environnements. Nous proposons enfin une discussion sur la portée épistémologique et méthodologique de l'étude et ses résultats.

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Teletandem as a complex learning environment: Looking for a model

Cited by 4 publications

References 10 publications

Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking

Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking

Sequences of normative evaluation in two telecollaboration projects: A comparative study of multimodal feedback through desktop videoconference

Analyser des compétences techno-sémio-pédagogiques d'apprentis tuteurs dans différents environnements numériques : résultats d'une étude exploratoire

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