Le développement des compétences techno-sémio-pédagogiques en télécollaboration
Telecollaboration has been widely used in teacher training (Dooly & Vinagre, 2022) and several research projects have explored this field. However, these have been either case studies of student online exchange data in a single type of telecollaboration (eg Dooly & Sadler, 2020), or large-sc...
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| Format: | Article |
| Language: | fra |
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Université Marc Bloch
2023-12-01
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| Series: | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| Subjects: | |
| Online Access: | https://journals.openedition.org/alsic/6816 |
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| Summary: | Telecollaboration has been widely used in teacher training (Dooly & Vinagre, 2022) and several research projects have explored this field. However, these have been either case studies of student online exchange data in a single type of telecollaboration (eg Dooly & Sadler, 2020), or large-scale studies relying on student self-evaluation in several telecollaborations (as with the Evolve project, 2019). Our proposal aims to present a research project on a large interactional dataset from four virtual exchanges in order to identify which techno-pedagogical skills (Guichon & Cohen, 2016) can be developed in telecollaboration. This project is based on 84 videoconferencing sessions, each lasting around an hour. Our approach followed a multimodal conversation analysis integrating eye-tracking (Cappellini & Hsu, 2022) and a comparative approach (Cappellini & Azaoui, 2017). We will show two studies that have been carried out on this corpus in which we were able to identify which skills are developed during telecollaboration and, among these, which techno-pedagogical skills require formal training to be developed. |
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| ISSN: | 1286-4986 |