Video+Conferencing

**Uses:** - 21st century pen-pal - home school/ instruction assistance - tele-conferencing: Submitted by Robynn B
 * __Skype in the Classroom__** ([]) : A video conference call program that enables classrooms to connect with each other across the street, city and globe. Allows students to interact with new cultures, languages and experts from across the globe without leaving the classroom, creating a virtual fieldtrip any day of the week!
 * * Students are able to communicate with students in other classrooms, schools and cities by the use of Skype.
 * This can help assist in second language development; by connecting an English language school with a French (or insert language here) school. Students are exposed to native speakers and can use their developing language skills to have conversations.
 * Offers visual exposure to new cultures that traditional pen and paper is not capable of
 * The texting portion of Skype can allow students to learn new vocabulary or elaborate on their conversation with words they are uncertain of how to pronounce ||
 * * One-on-one tutoring from subject specific teachers
 * Enables students to be part of the traditional classroom while at home, hospital, or other location
 * Virtual fieldtrips ||
 * * Allows students the opportunity to collaborate in group projects from the safety of their home
 * Enables teachers to share resources with teachers from other classroom, schools and cities ||

Google + Hangouts for Language Learning
[|Google Hangouts]are available to individuals with a Gmail account and Google Plus. Hangouts are video calls which can include up to 10 participants. Users can access Google documents together, watch videos, type in a text box and use their web-cams and microphones for a more interactive experience. Alternatively, the session can be broadcasted live if a [|Hangout on Air]is selected. Individuals from all over the world can connect for a live language lesson or an opportunity to simply practice the language with native speakers or others who are learning the same language. For the time being at least, this multi-user web conferencing platform can be used for free.

Here is an example of a Google + Community that has been created to allow language learners to connect with others who are interested in learning a language in exchange: []. Members of this community can coordinate hangouts to practice a language.


 * Other groups using Hangouts for language lessons**
 * [|Verbling] uses Hangouts on Air for language lessons delivered by TEFL (Teaching English as a Foreign Language) teachers. The following URL will bring you to a list of upcoming and previous classes (under the 'recorded' tab) as examples: []
 * Colingo
 * Learn French on Google Hangouts
 * Study More Chinese
 * Language Trainers - this site advertises drop-in language lessons over lunch-time

- Bridgette Atkins

=**Task Design for Distance Language Learning**= Videoconferencing-based tasks assigned to students in language learning should be evaluated based on prescribed criteria to determine the appropriateness of the task.

Criteria for Evaluating Meaning-focused Video Conferencing Tasks
 * Practicality: if the videoconferencing tool(s) are capable of supporting task completion
 * Language-learning potential: How much of the learner’s attention is directed to the forms of language and the learner’s improvement in the target language
 * Learner fit: if the level of difficulty of the task matches the proficiency of the learner
 * Authenticity: how much the videoconferencing activity and target language activity matches interests of learners outside the classroom
 * Positive impact: if the videoconference will increase the learner’s confidence in learning

Based on criteria used for CALL task appropriateness according to Chapelle (2001)

The article “Using Video Conferencing for Oral Language Learning” by Karen Lireman provides some creative ways to integrate videoconferencing into a primary classroom. For example, students use videoconferencing software to learn how to develop communication skills with professionals at app development companies or to speak with other students from around the world and read them stories to develop oral literacy.

Resource

Wang, Y. (2007). Task Design in Videoconferencing-supported Distance Language Learning. //CALICO Journal//, 24 (3), pp. 591-630.

(Submitted by Robyn Feeney)