The article describes how telecollaboration is implemented at the University of Salento (Italy). Particularly, it explores how teletandem, that is peer exchange for foreign language practice via VOIP (Voice Over Internet Protocol) technology, has become the nucleus for developing a socially situated pedagogical scenario, designed to promote basically oral interactional skills and learning in autonomy. The use of information and communication technology is relevant in the whole learning scenario which consists in 12 hrs of teletandem conversations and in workshops during which students do tasks based on the analysis of video-recordings of their virtual meetings in relation to several pedagogical aims. The whole learning scenario is learner-led and is based on students’ reflective discussion with peers. Language use and cognitive processes implemented by the task-based pedagogy are useful not only in institutional like situations but can be as well applied to the informal and self-directed learning experience, for instance, when the higher education curriculum is concluded.
Teletandem, Video-Recordings and Usage-Based Tasks: Developing a Socially Situated Scenario for Learning
LEONE, PAOLA
2014-01-01
Abstract
The article describes how telecollaboration is implemented at the University of Salento (Italy). Particularly, it explores how teletandem, that is peer exchange for foreign language practice via VOIP (Voice Over Internet Protocol) technology, has become the nucleus for developing a socially situated pedagogical scenario, designed to promote basically oral interactional skills and learning in autonomy. The use of information and communication technology is relevant in the whole learning scenario which consists in 12 hrs of teletandem conversations and in workshops during which students do tasks based on the analysis of video-recordings of their virtual meetings in relation to several pedagogical aims. The whole learning scenario is learner-led and is based on students’ reflective discussion with peers. Language use and cognitive processes implemented by the task-based pedagogy are useful not only in institutional like situations but can be as well applied to the informal and self-directed learning experience, for instance, when the higher education curriculum is concluded.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
