Workshops

All workshops will take place on Wednesday, 24th of August 2016 (half-day 10:00 – 13:00).

Please note that participants will be able to register for one conference workshop only. Click here for information regarding the registration process.

Workshop 1 (Commercial) – Bring Your Own Language Lab

Organiser: Jani Lankinen

jani.lankinen@renet.fi

Biography

Jani Lankinen is a Head of software development at Renet Oy Remote Network Ltd./ReLANpro Finland. He has designed and developed digital language labs and language testing systems since 1996.

Abstract

The purpose of the proposed half-day workshop is to give participants a BYOD (Bring Your Own Device) hands-on introduction to the ReLANpro Cloud Learning system. Although ReLANpro Cloud Learning provides the functionality of a full-fledged computer lab, it operates independently of any local server installation or technical support. All the central networking functions of the system are cloud-based, i.e., handled by a remote server accessible anywhere a broadband Internet connection is available. Applications installed on local client devices communicate with the cloud-based server as required.

Workshop participants will be given the opportunity to produce some lesson materials with the system, which they will then access in mobile student mode. They will thus need to supply their own laptop, or netbook (PC or Mac) or Windows-based tablet computer (preferably 9.7 inch or larger). They should also bring along their Android, iOS, or Chrome OS mobile device. Participants will be advised by email communication how to access and install all necessary software prior to the workshop. Audio-video materials will be provided for demonstration purposes, but participants are also invited to bring along a 1-2 minute audio (mp3) and/or video (mp4) clip of their own choosing for lesson creation.

Participants will learn to use ReLANpro Cloud Learning, which allows teachers to create classes, manage class enrollments, store lessons and set assignments. They will gain experience with Cloud & Class, which provides for the synchronous monitoring and control of student lab stations and intercommunication between the instructor and learners.
Participants will also be shown how to use the Cloud Manager to create lessons, correct submitted work and return it to students. The Cloud Manager allows two types of annotation, audio and text, to be added to the audio and video files in a lesson. These annotations then become an integral part of the files when they are accessed by students.

As part of their lesson creation activity, participants will gain experience using the GAP function, which pauses a file to allow the insertion of a voice recording at whatever point the lesson designer chooses. This can be used, for example, for giving oral instructions, making comments about the file or providing students with oral feedback of corrected work.
Similarly, participants will use the Bookmark function to create tooltip text annotations wherever a file has been paused. Tool tip annotations can provide instructions, make comments, give transcriptions, label sections of a file, etc. In video files, they can alternatively appear as on-screen subtitles.

All participants will be provided with a free 60-day trial license to allow them to further explore the ReLANpro Cloud Learning system on their own after the workshop.

Workshop 2 – Demystifying the daunting task of academic publishing: a workshop on openness

Organisers (3):

  • Sylvie Thouësny, Research-publishing.net, Ireland

sylvie.thouesny@research-publishing.net

Biography

Sylvie Thouësny holds a Ph.D. from DCU, Ireland. Besides being interested in corrective feedback, she is also passionate about open access publication, and founded Research-publishing.net, a not-for-profit association committed to making research a freely available resource (http://research-publishing.net/). Her work in publication continues with Cambridge University Press as the ReCALL journal administrator. To date, Sylvie has published numerous books in open access and co-edited, since 2012, the proceedings of the EUROCALL conference, amongst others.

  • Karine Fenix, Research-publishing.net, Ireland

karine.fenix@research-publishing.net

Biography

Karine Fenix has a varied curriculum; she currently works as a Project Manager and Marketing Executive for Research-publishing.net as well as a Global Account Partner for LinkedIn, which entails providing technical support for strategic accounts. She has a sundry background, mainly surrounding administration and finance; she also has an extensive customer service experience. Having worked in a wide variety of enterprises and sectors, she has a thorough understanding of the requirements for good communication and company representation.

  • Linda Bradley, Chalmers University of Technology, Sweden

linda.bradley@chalmers.se

Biography

Linda Bradley is a Senior Lecturer at the Division for Language and Communication at Department of Applied IT, Chalmers University of Technology. She holds a PhD in Education within the area of digital technology and learning. Her research interests are student online collaboration, peer reviewing, and intercultural learning within English for Specific Purposes in higher education. Currently, she is also engaged in a project within Mobile Assisted Language Learning for immigrants in Sweden.

Abstract

Whether a researcher, a designer of language learning systems, or a policy maker in computer-assisted language learning, academic publishing is part of life; it is a sine qua non condition to share innovations and contribute to knowledge, and equally important, to enjoy the satisfaction of accomplishment. Publishing is also part of any language teacher’s life, and helps to offer an account of what works best in the classroom. Yet, academic publishing can get quite confusing and intimidating, especially nowadays with the different options the researcher/practitioner is faced with, academic publishing currently transitioning from subscription-based to open access.

In this workshop, we will shed light on the different aspects and options in the publication world, with a particular focus on open access, explaining what it is and why it is becoming inevitable. More specifically, we will operate a side-by-side comparison between subscription-based and open access publishing, and explore what it implies in concrete terms for authors as well as readers. As such, we will cover a wide range of topics, including but not limited to gold versus green open access, copyright and copyright holders, copyrighted materials and authorisation to re-use, statements of authorship, contributor agreements, licences, author addenda, and article publishing charges.

In the course of the workshop, which will be half a day in duration, participants will have plenty of opportunities to interact and reflect on the latest developments with respect to openness in publication. For instance, participants will be asked to brainstorm, via role-playing games, the important steps, from submission to publication, necessary to achieve high quality academic publishing.

We will also discuss the publication process in general, more specifically from our perspective what happens after an article has been submitted, and parts of the process, such as peer review, may it be blind, open or post-publication, not always made transparent to the author that are extremely important in order to publish high quality papers. We will additionally cover the importance of indexing, referencing and DOIs in order to create increased online visibility, as opposed to just relying on social networks to extend the reach of academic research.

The aim of this workshop is to build the knowledge and confidence of the participants when it comes to choosing the best possible avenue for their publications, through the use of open discussion, group work and interactive quizzes and surveys. Attendees are invited to prepare questions, ensuring we cover any doubts they might have had regarding the daunting task that is academic publishing. To actively take part in this workshop, participants are invited to bring their own laptop or smartphone/tablet.

Workshop 3 – Exploring multimodality: annotating and transcribing data from online interactions (Limited Seats)

Maximum number of participants for this wokshop: 20

Organisers (6):

  • Nicolas Guichon, Université Lyon 2 – ICAR, France

n.guichon@orange.fr

Biography

Nicolas Guichon is a professor in language sciences at the University of Lyon 2 and belongs to the ICAR (Interactions, Corpus, Apprentissages, Représentations) research team. His research interests include teacher education in computer assisted language learning (CALL), the study of online interaction and materials design.

  • Benjamin Holt, ICAR, France

Benholt87@gmail.com

Biography

Originally from New Jersey, Ben Holt came to France in 2010 as a language assistant and has been interested in foreign language teaching ever since. He began studying computer-assisted language learning as a Master’s student at Aix-Marseille University, and is currently working on his PhD at the University of Lyon 2, specializing in multimodality and videoconferenced pedagogical interaction.

  • Ciara Wigham

Université Lyon 2 – ICAR, France

ciara.wigham@univ-lyon2.fr

Biography

Ciara R. Wigham teaches English at the Language Centre, Université Lumière Lyon 2, France, and is a member of the research laboratory Interactions, Corpus, Apprentissages, Représentations (ICAR). Her research interests are in the areas of multimodal pedagogical communication within online learning environments and methodologies to structure multimodal CMC corpora.

  • Müge Satar, Bogazici University, Turkey

muge.satar@boun.edu.tr

Biography

H. Müge Satar, PhD is a lecturer at Bogazici University, Istanbul. She teaches EFL and EAP as well as teacher training courses. Her research interests include multimodal meaning making, CMC and social presence.

  • Eugénie Duthoit, ENS Lyon – ICAR France

Eugenie.duthoit@gmail.com

Biography

Eugénie Duthoit received her Phd in Applied Linguistics from the University of Montpellier Paul Valéry. She is currently a temporary researcher and teaching assistant at ENS Lyon. Her research focuses on conversation analysis applied to language learning and explores the complex relationship between language-in-interaction, multimodality and appropriation of technologies.

  • Cathy Cohen

Université Lyon 1 – ICAR, France

cathy.cohen@ens-lyon.fr  

Biography

Cathy Cohen is an associate professor at the teacher training college at Lyon 1 University, France, and is a member of the ICAR research laboratory (Interactions, Corpus, Apprentissages, Représentations). Her research interests include language pedagogy, teacher education in computer-mediated communication and bilingual acquisition in children and young learners.

Abstract

Objectives: Multimodality makes sensory information accessible using a variety of meaning-making multimodal resources (spoken language, gesture, gaze, body posture, movement). CALL researchers can draw insights from the field of multimodal analysis of interactions (Norris, 2004; Jewitt, 2009; Sindoni, 2013) in order to describe and understand what is at stake in pedagogical interactions. The EuroCALL community may also benefit from researchers working on the same corpora: not only to reduce the costs and time-constraints that corpus building and multimodal annotation represent but also to provide researchers with opportunities to examine data using different research questions and with from different approaches.

This half-day workshop has several objectives. The introduction to the workshop will examine the interest of sharing multimodal corpora in order to build a research community. The main part of the workshop will be hands-on. Participants will be introduced to the free multimodal annotation software ELAN. Using a short video extract from an online videoconferencing interaction corpus between a native teacher of EFL and a learner, as a group we will explore different possible angles of analysis to study the data. Participants will then gain hands-on experience of how to import video data and transcribe verbal and co-verbal elements. This will allow us to examine how using annotation software can help researchers look at the data through different lenses. We will also export annotations from ELAN in order to produce a representation of the extract examined. This will lead us into a discussion about ways of producing multimodal transcripts to present research outcomes.

The session will include the following stages:

  • General introduction to multimodal analysis and sharing multimodal corpora
  • Group discussion of a short extract of an online videoconferencing interaction
  • Guided analysis of the extract with ELAN (importing video data, transcribing verbal and non-verbal elements, exporting annotations)
  • Reflection around different ways of producing multimodal transcripts to present research outcomes

Technical requirements: Participants are asked to bring their own laptop computers and headphones. Guidelines will be sent to participants before the workshop on how to install the ELAN software.

Workshop 4 (Commercial) – The second wave of the feedback tool

Organiser: Juhana Nieminen, Finned Oy, Finland

juhana@emended.com

Biography

Juhana Nieminen is the founder and managing director at Finned Oy, a Helsinki-based eduTech startup behind KungFuWriting and Emended; both are tools for teachers to give pinpoint feedback to student works. Juhana has over 15 years of experience in online course development, using blended & flipped methods in teaching and training staff. He has designed, set up, delivered blended and online training courses for many Finnish Universities and companies. He also has participated in several international training and education development projects on several continents.

Abstract

Targeted, personalized, constructive feedback is becoming a central role in the evaluation of electronic student works. For today’s teachers, it is important to be able to give constructive feedback to groups, students and individual written texts without using any more time than with the traditional red pen. The quantity and quality of feedback can be highly optimized by providing the right tools for a teacher t use. Many of the current e-learning environments only the support simple feedback. However, subject specific, targeted, directly tailored to the students’ needs and to some extent even predictive feedback is missing altogether from current systems. The theme of the workshop is to go through ways in making the feedback process more efficient with the use of available “big data”, analysis of given feedback and personalized contribution will be to enhance the student’s learning, and to raise the efficiency of the feedback provider during the evaluation of student work.

All workshop participants will receive three (3 months) complimentary access to the newly published feedback system.

Requirements: preferably the attendee has previous knowledge with giving electronic feedback, laptop computer (in case not enough desktops are available at venue).