P1252109253bnsyC

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Using streaming video and the content based
approach to develop professional communication
skills
Kitty Wortel, Tom Visscher
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Presentation schedule

• Introduction
  8 minutes
• Developing language skills
• The functions of streaming video
  3 minutes
• DiViDu ??BlackBoard
  2 minutes
• BlackBoard Course
  7 minutes
• Questions
  10 minutes
  

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CATSComputer Assistance for Language Competences
of Students
DiViDu
BlackBoard
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Why ?
Student characteristics
Higher education characteristics

• New groups enter HE
• secondary vocational
• More variety e.g. L1
• Lower language
• proficiency levels
• More drop-out

Competency based education Self directed
/ autonomous learners Discipline specific
language skills expected
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How ?

• Language support as add-on
• Limitations
• Not specific enough for this particular
• study and/or profession
• Transfer problem
• Language competencies NOT professional
  competencies

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Communicative Competence

• the ability to use the language correctly and
  appropriately
• to accomplish communication goals
• Linguistic competence
• the grammar, syntax, and vocabulary of a
  language
• Pragmatic competence
• language functions, conventions, style
• Strategic competence
• recognizing and managing communication
  breakdowns
• Canale Swain 1984

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How Then Better ?
Integrated approach to language development in
regular curriculum Content based language
instruction Integrated and concurrent teaching
of academic discipline content and second
language skills (Brinton, Snow, Wesche, 1989)
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Function of streaming video
Teacher Can show examples of good and bad
practices in her lecture Planning Bad
Practice She uses the virtual cutter to select
videoclips and link it in her PowerPoint
It should be easy to use!
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Function of streaming video

• Student can
• Analyse
• A professional in a practical situation
• Their own behavior in this practical situation
• Reflect
• On their own behavior
• Ask for feed back from peers
• Demonstrate
• their competencies

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How to make and use streaming video ?
Virtual cutter
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Which environment to use?
DiViDu
BlackBoard - VideoPoort
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Blackboard Course

• Analysis Learning Unit
• Theory
• Tasks to observe a professional / their own
  behavior
• Reflection Learning Unit
• Tasks to reflect on students behavior and peer
  feedback
• Assessment Learning Unit
• Tasks to demonstrate a competency

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Competences

• Identify the oral health needs of individuals
• Interview /gather information
• medical, dental and dental hygiene history
• Negotiate with and motivate patients/clients to
  make a
• commitment to assume  responsibility for their
  oral health

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PILOTS Dental hygiene

• INHOLLAND University Analysis module
• HU University Reflection module

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Evaluation

• Detailed observation is an effective task and
  promotes
• insight
• Excellent support for reflection and feedback
• Reflection module is self directive and
  motivating

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Some student reactions

• I watched the clips over and over again. Without
  those
• clips I would not have passed my exam
• My speaking skills are not as bad as I thought
• I now know what to pay attention to
• I feel more comfortable with clients now
• It was a kind of scary to look at yourself

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CATSQuestions?
Contact Kitty.Wortel_at_inholland.nl
Tom.Visscher_at_inholland.nl
Cats www.edia.nl/cats