Video conferencing within a frame of innovative learning infrastructures Libor Štěpánek, Alena Hradilová, Hana Katrňáková, John Morgan, Janice de Haaff, Jo Eastlake Masaryk University, Brno, Czech Republic & University of Wales Aberystwyth

Outline Course typology  Traditional lectures/seminars  Experimental sessions  Transversal sessions INVITE materials  Organisation skills  Technical skills  Social/Cultural Skills  Language Skills

Course typology “Traditional“ interactive VC lectures/seminars Experimental sessions (e.g. design-centred, asymetric) Transversal VC sessions

“Traditional“ VCs Teacher-Students (Students-Students) Lectures/Seminars/Presentations +Discussions

Experimental sessions Students-Students Team work/Project work Combination of synchronic and asynchronic (blog/ /web pages) student communication  FREQUENCY: > 2 per term < every week  ACTIVITIES: structured, sequenced interactive tasks

 students:

 Students-Students Design-Centred

Transversal VC sessions Professionals –Students Project work / Team work  INDIVIDUAL SESSIONS  SPECIFIC TOPICS

Českomoravský Cement-MU+UWA professionals - students

INVITE module course book VIDEO CONFERENCING (I) LANGUAGE SKILLS (III) SOCIAL/CULTURAL SKILLS (IV) TECHNICAL SKILLS (II) ORGANISATIONAL SKILLS

SKILL LEVELS Level 1  Input of theoretical rules/principles  Basic practice Level 2  Discussing typical or/and difficult situations, style and content  Practice based on theoretical pressumptions Level 3  Experience based practice  Critical analysis of negotiated practice

LANGUAGE SKILLS Presentations-formality (L1) Watch three examples of presentation introductions and order them according to the level of their formality:

LANGUAGE SKILLS Presentations-BL (L1)

LANGUAGE SKILLS Level 2

ORGANISATION SKILLS Students´ Design (L3)

TECHNICAL SKILLS Level 1

TECHNICAL SKILLS Level 3

SOCIO/CULTURAL SKILLS  SOCIAL SITUATIONS (L2)

SOCIO/CULTURAL SKILLS  CULTURAL SITUATIONS (L3)

VIDEO CONFERENCING LITERACIES communication theories project research teaching theories ICT skills learning theories

Sources: Constable, G. (date not provided). “Guidelines for Successful Video Conferencing” [online]. Available from: (Accessed 7th June, 2005). Goodfellow, R. et al. (1996): Face-to-face language learning at a distance? A study of a videoconference try-out. ReCALL, 18,2, str.5-16 McAndrew, P. et al. (1996): Videoconferencing in a language learning application. Interacting with computers, 8,2, str Motteram, G. (2006): Teaching and Learning with desktop Video Conferencing: Towards Effective Practice, DIVERSE Conference, Glasgow, UK Temple, B. (2006) Multi-cultural Teaching Using Video Conference and Shared Workspace, DIVERSE Conference, Glasgow, UK Video Technology Advisory Service (date not provided). “UKERNA Video Conferencing Meetings User Guide: A General Guide for Participants, Facilitators and Chairpersons” [online]. Available from (Accessed 7th June, 2005). Kress, G. & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold. Morgan, J. (2005). "Video conferencing as an evolving literacy practice in higher education" [online] European INVITE project MU subject village pages UWA subject village pages MU-UWA course blogs