Teletandem, Video-Recordings and UsageBased Tasks: Developing a Socially Situated Scenario for Learning
Keywords:
teletandem, interactional skills, learning autonomy, situated learning, interaction, telecollaboration, language learningAbstract
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.
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