To be Deaf and to learn foreign languages in a (m)OOC featuring two
sign languages and two written languages.

We would like to seize the occasion of the EuroCALL conference to present a report on our first (Massive) Open Online Course experimentation.

The E-SCALE project (deaf E-space for Signed Collaboration Abroad on Language E-learning) proposes an online learning environment aimed at Deaf learners who wish to improve their written English and ASL (American Sign Language) or their written French and LSF (French Sign Language). The (m)OOC lasts 8 weeks and will be scheduled twice, from April to June 2014 and again in 2015.

We hope to get interesting insights from a non-conventional CALL context with original exolinguistic situations (copresence of writing and signing, of vehicular and vernacular languages). E-SCALE proposes to broaden the usual investigation field to a population dealing with minority language issues and also, to a lesser extent, with disability – which induces different motivational, intercultural and pedagogical aspects (Ochse 2001, Plue 2003).

Teaching through a sign language and teaching sign language as a subject is already a challenge,
because of the visual-gestural nature, the non-linearity and the absence of a functional writing
system. But this challenge is even increased in case of a foreign language (Fusellier-Souza 2003):
if we don't want to teach Deaf people French as if it were a dead language, by training only
writing and reading skills, we have to ask ourselves what form of "oral" (and not necessarily
"vocal") communication we want to offer, possibly by having recourse to another sign language.
It's this latter choice we made in our project.

The setting developed for E-SCALE is based on multimodal interactions between participants in four languages, through synchronous and asynchronous activities. The pedagogical design is based on various tasks that have to be performed mainly by binational groups of four learners ("quadrems"), supervised by a tutor. The work is organized in three steps: preparation and first staggered interactions, followed by a simultaneous session, and then a synthetic work made asynchronously. The (m)OOC platform offers educational resources and brings in videochats, textchats, collaborative editing tools, etc. as well as tools that have been specifically created for sign languages.

We want to investigate which strategies are pursued by our learners (Pockock 1992), which modalities are favored and most effective (Millet & Esteve 2009), and if the introduction of an additional foreign sign language makes the overall learning process easier or more complicated (Plaza-Pust & Morales-Lopez 2008). This project should give some new insights about the order and the moment when to introduce signing and writing in a foreign language, which proportions both modalities shall occupy, which tools and alternatives to writing can be used; it will also offer valuable clues to the changes a visual-gestural language induces into language learning interactions in general.

From our research outcomes we will deduce which global architecture, which kind of pedagogical interventions and interactions are most efficient to allow Deaf sign language users to acquire foreign languages. In August 2014, the analyze of the first (m)OOC session and of the collected data will be the occasion to draw intermediate conclusions.

Keywords: MOOC, Deaf education, sign languages, multimodality
<figure><img src="image_1.png" /></figure>

interactively
& at a distance

# To be Deaf and practice foreign languages in a (m)OOC

first report about the E-SCALE project

Siglinde PAPE

PhD student at LRL

<figure><img src="image_2.png" /></figure>

Laboratoire de
Recherche sur le
Langage

Thierry CHANIER

Professor of Applied Linguistics,
director of the LRL

<figure><img src="image_3.png" /></figure>

Université Blaise
Pascal, France

EUROCALL
Groningen
22/08/2014

<figure><img src="image_4.png" /></figure>

Laboratoire de
recherche sur le
langage

UNI>ERSITE
BLAISE PASCAL
CLERMONT-FERRAND

<figure><img src="image_5.png" /></figure>

<figure><img src="image_6.png" /></figure>

maison des sciences
de l'homme
# To be Deaf and practice (interactively and at a distance) foreign languages in a (m)OOC: first report about the E-SCALE project

Siglinde Pape, Thierry Chanier

## ► To cite this version:

Siglinde Pape, Thierry Chanier. To be Deaf and practice (interactively and at a distance) foreign languages in a (m)OOC: first report about the E-SCALE project. EUROCALL Annual Conference - "CALL Design: Principles and Practice", European Association for Computer-Assisted Language Learning, Aug 2014, Groningen, Netherlands. edutice-01068052

HAL Id: edutice-01068052

https://edutice.hal.science/edutice-01068052

Submitted on 19 Feb 2015

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<figure><img src="image_1.png" /></figure>

Distributed under a Creative Commons Attribution - ShareAlike 4.0 International License
<figure><img src="image_7.png" /></figure>

(m) O O C

<figure><img src="image_8.png" /></figure>
# To be Deaf and practice (interactively and at a distance) foreign languages in a (m)OOC: first report about the E-SCALE project - summary of the presentation slides

*This symbol on the slides links to a chapter of the short accompanying video material.*

<figure><img src="image_2.png" /></figure>

The presented project is created under the direction of Thierry Chanier, with the support of Laboratoire de Recherche sur le Langage, Université Blaise Pascal and Maison des Sciences de l'Homme of Clermont-Ferrand, France.

The idea is to provide an online environment where Deaf learners from France and the US come together to practice foreign languages.

Deaf learners should be seen as a linguistic and cultural minority with special education needs – teaching must therefore address their visual way of thinking. Since most Deaf children are born into hearing, non-signing families, ensuring extensive sign languages’ acquisition is incumbent on the education system to make sure that they can become bimodal bilinguals. However, recovering from a century of oppression and attrition, sign languages are only very recently back in schools, legitimated in research, acknowledged as linguistic human rights and they are just starting to have appropriate tools provided. Our focus here lays more specifically on the foreign language learning tools.

Given the scattering of our target learners and the three-dimensional nature of signed languages, we opted for a connectivist sign language (massive) Open Online Course (c-SL-(m)OOC), where we provide interactive online learning activities, free and open to all, keeping a Deaf balance without the ambition to become massive. The connectivist dimension means that there are no recorded videolectures but hands-on activities requiring interaction (which can be seen as a practical and authentic complement to in-class lectures).

The objective of the E-SCALE project (*deaf E-space for Signed Collaboration Abroad on Language E-learning*) is to encourage intercultural communication and foreign language practice by means of collaborative exchange and learning together with Deaf peers from mainly France and the US (especially from Gallaudet, as the unique « Deaf university »). There are two kinds of involvement levels: as tutors (with a special pre-training provided) and as learners. There is no other requirement to participate than mastering at least one written and one signed language, in order to be able to exchange one's knowledge with the participants from the other country. Through webcam and keyboard the learners express themselves in the four working languages of the platform (American Sign Language, French Sign Language, written English, written French), either synchronously (during the Adobe Connect webcam meet-ups) or asynchronously (in Moodle forums, collaborative Prezis, Memrise lessons, etc.). Technically and pedagogically, handling the multimodality and the co-presence of four languages (including two non-written languages) is a challenge. Yet it is instructive to observe which choices a learner performs on which purpose, and when code-switching, code-mixing and code-blending or intercomprehension strategies and recourse to international signs happens. For the participants who wish to get involved in the enrichment of the learning resources, visual or signed tutorials explain how to create animated GIFs or post videomessages with translated subtitles for example.
Hearing test
The (m)OOC is scheduled over 2 x 4 weeks, preceded by optional 4 weeks of tutor training, between February and June (for more detailed numeric data and statistics, see slides). Several activities and language games have to be competed at each level and about once a week an optional synchronous session is scheduled where the learners can meet in a virtual video + text-chat room; at the beginning, most sessions are moderated by the tutors.

Learners get rewards in form of badges that can be displayed in social networks and for those who attend the whole (m)OOC, a certificate of participation is delivered.

The research component of the project investigates to what extend a Deaf conversation partner, who might master the foreign language only on an average, can induce a more productive participation and learning setting than a hearing teacher/expert/native speaker would do. Additionally, the mechanisms of Deaf intercultural communication and intercomprehension are analysed to get new insights about order and time to introduce writing and signing, as well as the suitable proportions of each modality in language learning settings.

The data collected during the (m)OOC is gathered into a LETEC-corpus (Learning and Teaching Corpora) that is made accessible online to be available for further researches. A teachers', tutors' and learners' community is also taking shape around the project idea, to share experiences, feedback and resources in a visual thinking/Deaf approach of interactive CALL and future SL-MOOCs.
# Hearing test

<figure><img src="image_9.png" /></figure>
# Hearing test

<figure><img src="image_10.png" /></figure>

dumb? doof?
# Hearing test

dumb? doof?

handicapped person

<figure><img src="image_11.png" /></figure>

<figure><img src="image_12.png" /></figure>
# Hearing test

<figure><img src="image_13.png" /></figure>

dumb? doof?

handicapped person

hearing and speech impaired

<figure><img src="image_14.png" /></figure>
# Hearing test

<figure><img src="image_15.png" /></figure>

dumb? doof?

handicapped person

hearing and speech impaired

can not...

<figure><img src="image_16.png" /></figure>

<figure><img src="image_17.png" /></figure>
# Hearing test

<figure><img src="image_18.png" /></figure>

<figure><img src="image_19.png" /></figure>

dumb? doof?

handicapped person

hearing and speech impaired

can not...

deficit to be fixed

<figure><img src="image_20.png" /></figure>
# Hearing test

<figure><img src="image_21.png" /></figure>

<figure><img src="image_22.png" /></figure>

can not...

dumb? doof?

handicapped person

hearing and speech impaired

deficit to be fixed

<figure><img src="image_23.png" /></figure>

normative thinking

<figure><img src="image_24.png" /></figure>
# Hearing test

<figure><img src="image_25.png" /></figure>

<figure><img src="image_26.png" /></figure>

<figure><img src="image_27.png" /></figure>

dumb? doof?
handicapped person
hearing and speech impaired

can not...
deficit to be fixed

<figure><img src="image_28.png" /></figure>

normative thinking

deafness

<figure><img src="image_29.png" /></figure>
# Hearing test

<figure><img src="image_30.png" /></figure>

DEAF !

dumb? doof?

handicapped person

hearing and speech impaired

can not...

deficit to be fixed

<figure><img src="image_31.png" /></figure>

normative thinking

deafness

<figure><img src="image_32.png" /></figure>

<figure><img src="image_33.png" /></figure>
# Hearing test

## linguistic and cultural minority

handicapped person

hearing and speech impaired

can not...

deficit to be fixed

<figure><img src="image_34.png" /></figure>

normative thinking

deafness

<figure><img src="image_35.png" /></figure>

DEAF !

<figure><img src="image_36.png" /></figure>
# Hearing test

linguistic and cultural minority
communicational handicap
→ shared

hearing and speech impaired

can not...

deficit to be fixed

<figure><img src="image_37.png" /></figure>

normative thinking

deafness

<figure><img src="image_38.png" /></figure>

DEAF !

<figure><img src="image_39.png" /></figure>
# Hearing test

linguistic and cultural minority

communicational handicap

→ shared

Deaf gain

can not...

deficit to be fixed

<figure><img src="image_40.png" /></figure>

normative thinking

deafness

<figure><img src="image_41.png" /></figure>

DEAF !

<figure><img src="image_42.png" /></figure>
# Hearing test

linguistic and cultural minority

communicational handicap

→ shared

Deaf gain

**SL/Deaf community:**
life experience, values,
norms, history, traditions,
culture, skills...

deafness

<figure><img src="image_43.png" /></figure>

DEAF !
# Hearing test

linguistic and cultural minority

communicational handicap

→ shared

Deaf gain

**SL/Deaf community:**
life experience, values,
norms, history, traditions,
culture, skills...

**Deafhood**

<figure><img src="image_44.png" /></figure>

DEAF !
# Hearing test

linguistic and cultural minority

communicational handicap

→ shared

Deaf gain

**SL/Deaf community:**
life experience, values,
norms, history, traditions,
culture, skills...

**Deafhood**

<figure><img src="image_45.png" /></figure>

<figure><img src="image_46.png" /></figure>

DEAF !
<figure><img src="image_47.png" /></figure>
<figure><img src="image_48.png" /></figure>

Deaf learner
<figure><img src="image_49.png" /></figure>

Deaf learner
Deaf learner

no intellectual deficit
yet huge amount of
illiterates
Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs
Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking
<figure><img src="image_50.png" /></figure>

Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

Sign Languages
<figure><img src="image_51.png" /></figure>

Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

Sign Languages
Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

Sign Languages

full-fledged
## Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

## Sign Languages

lexis
full-fledged
syntax
grammar
## Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

## Sign Languages

lexis
full-fledged
syntax
grammar

natural
natural... ...and therefore different

LIS

<figure><img src="image_52.png" /></figure>

NGT

<figure><img src="image_53.png" /></figure>

РЖЯ

<figure><img src="image_54.png" /></figure>

ASL

<figure><img src="image_55.png" /></figure>

BSL

<figure><img src="image_56.png" /></figure>

LSQ

<figure><img src="image_57.png" /></figure>

LSF

<figure><img src="image_58.png" /></figure>

LSFB

<figure><img src="image_59.png" /></figure>

DGS

<figure><img src="image_60.png" /></figure>

DSGS

<figure><img src="image_61.png" /></figure>

ÖGS

<figure><img src="image_62.png" /></figure>

syntax

grammar
## Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

## Sign Languages

lexis
full-fledged
syntax
grammar

natural
## Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

## Sign Languages

"oral" tradition: no functional everyday writing system

natural

lexis
full-fledged
syntax
grammar
Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

Sign Languages

visual thinking

syntax

lexis
full-fledged

grammar

bimodal
bilingualism

"oral"
tradition:
no functional
everyday
writing system

natural
Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

bimodal
bilingualism

"oral"
tradition:
no functional
everyday
writing system

Sign Languages

visual thinking

lexis
full-fledged
syntax
grammar

natural
Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

Sign Languages

syntax

lexis
full-fledged

grammar

LHR

bimodal
bilingualism

"oral"
tradition:
no functional
everyday
writing system

natural
Deaf learner

endangered
language

LHR

bimodal
bilingualism

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

Sign Languages

"oral"
tradition:
no functional
everyday
writing system

natural

lexis
full-fledged
syntax
grammar
Deaf learner

endangered

during many years

FORBIDDEN

1880

<figure><img src="image_63.png" /></figure>

1977

<figure><img src="image_64.png" /></figure>

Libre !

Le ministère de la Santé a abrogé l'interdiction de la Langue des Signes.

?

<figure><img src="image_65.png" /></figure>

?

<figure><img src="image_66.png" /></figure>

2005

<figure><img src="image_67.png" /></figure>

Le 11 février : la reconnaissance de la Langue des Signes comme une langue à part entière.

<figure><img src="image_68.png" /></figure>

1984

<figure><img src="image_69.png" /></figure>

Les premières classes bilingues
Langue des Signes et l'écrit
français à Poitiers et à Châlon.

1991

<figure><img src="image_70.png" /></figure>

Le Lycée : Fédération du Droit d'utilisation de la Langue des Signes pour l'éducation des Sourds.

often ignored
Special Education Teacher

oral" or "mn"
ition: functional or everyday system

fun-toxic

syntax

grammar
Deaf learner

endangered
language

LHR

bimodal
bilingualism

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

visual thinking

Sign Languages

"oral"
tradition:
no functional
everyday
writing system

natural

lexis
full-fledged
syntax
grammar
Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

endangered
language

LHR

bimodal
bilingualism

"oral"
tradition:
no functional
everyday
writing system

Sign Languages

visual thinking

natural

lexis
full-fledged
syntax
grammar

4

recent...
recent...

modal
egalism

"oral" tradition: no functional everyday writing system

Deaf

no int.
yet h.

often ignored
Special
Education
Needs

<figure><img src="image_71.png" /></figure>

dans l'enseignement
secondaire

mise en œuvre
du droit linguistique

Linguistic Human Right

2008-2009

programmes scolaires

2008

option LSF au baccalauréat

2008 bac général → 188 candidats

2009 + BTS → 504 candidats

2010 + techno. → 717 candidats

2013 → ?

2010

CAPES LSF

2013

1er manuel de LSF

<figure><img src="image_72.png" /></figure>

Syntax

grammar
Deaf learner

no intellectual deficit
yet huge amount of
illiterates

often ignored
Special
Education
Needs

endangered
language

LHR

bimodal
bilingualism

"oral"
tradition:
no functional
everyday
writing system

Sign Languages

visual thinking

natural

lexis
full-fledged
syntax
grammar

4

recent...
<figure><img src="image_73.png" /></figure>

<figure><img src="image_74.png" /></figure>
<figure><img src="image_75.png" /></figure>

<figure><img src="image_76.png" /></figure>
<figure><img src="image_77.png" /></figure>

<figure><img src="image_78.png" /></figure>

<figure><img src="image_79.png" /></figure>

free
[Massive]

Open

Online

Course
<figure><img src="image_80.png" /></figure>

free
[Massive]

Open

Online

Course

→ hybrid, mainly
connectivist (m)00C:

<figure><img src="image_81.png" /></figure>

-(m)00C
<figure><img src="image_82.png" /></figure>

→ hybrid, mainly connectivist (m)00c:

<figure><img src="image_83.png" /></figure>

-(m)00c

language practice
learning
culture

<figure><img src="image_84.png" /></figure>

-(m)00c
free
[Massive]

Open

Online

Course

→ hybrid, mainly
connectivist (m)00c:

<figure><img src="image_85.png" /></figure>

C-(m)00C

language practice
learning
culture

<figure><img src="image_86.png" /></figure>

L-(m)00C

<figure><img src="image_87.png" /></figure>

SL-(m)00Cs

<figure><img src="image_88.png" /></figure>
<figure><img src="image_89.png" /></figure>

(m)
O
O
C

<figure><img src="image_90.png" /></figure>

<figure><img src="image_91.png" /></figure>

<figure><img src="image_92.png" /></figure>

<figure><img src="image_93.png" /></figure>

<figure><img src="image_94.png" /></figure>

<figure><img src="image_95.png" /></figure>

<figure><img src="image_96.png" /></figure>

Nous venons principalement de

GALLAUDET
UNIVERSITY

<figure><img src="image_97.png" /></figure>

We come from
all over
FRANCE

<figure><img src="image_98.png" /></figure>

signescale.org
E-SCALE
deaf E-space for
Signed Collaboration
Abroad on Language
E-learning

INSTITUT D'OCCUPATION DE L'ENFANT

<figure><img src="image_99.png" /></figure>

<figure><img src="image_100.png" /></figure>

<figure><img src="image_101.png" /></figure>

<figure><img src="image_102.png" /></figure>

<figure><img src="image_103.png" /></figure>

<figure><img src="image_104.png" /></figure>

Nous venons
principalement de

GALLAUDET
UNIVERSITY

We come from
all over
FRANCE

<figure><img src="image_105.png" /></figure>

<figure><img src="image_106.png" /></figure>
E-SCALE

E-space Sourd de
Co-Apprentissage en
Langues Etrangères

<figure><img src="image_107.png" /></figure>

<figure><img src="image_108.png" /></figure>

<figure><img src="image_109.png" /></figure>

<figure><img src="image_110.png" /></figure>

<figure><img src="image_111.png" /></figure>

<figure><img src="image_112.png" /></figure>

<figure><img src="image_113.png" /></figure>

<figure><img src="image_114.png" /></figure>

<figure><img src="image_115.png" /></figure>

<figure><img src="image_116.png" /></figure>

<figure><img src="image_117.png" /></figure>

<figure><img src="image_118.png" /></figure>

Nous venons
principalement de

GALLAUDET
UNIVERSITY

We come from
all over
FRANCE

<figure><img src="image_119.png" /></figure>

<figure><img src="image_120.png" /></figure>

<figure><img src="image_121.png" /></figure>
<figure><img src="image_122.png" /></figure>

(m)
O
O
C

<figure><img src="image_123.png" /></figure>

<figure><img src="image_124.png" /></figure>

Nous venons principalement de

GALLAUDET
UNIVERSITY

We come from
all over
FRANCE

<figure><img src="image_125.png" /></figure>

signescale.org

<figure><img src="image_126.png" /></figure>
<figure><img src="image_127.png" /></figure>

<figure><img src="image_128.png" /></figure>
<figure><img src="image_129.png" /></figure>

Objective

Encourage intercultural communication &
foreign language practice by means of
collaborative exchange & learning together
with Deaf peers from abroad.
<figure><img src="image_130.png" /></figure>

Objective

Encourage intercultural communication & foreign language practice by means of collaborative exchange & learning together with Deaf peers from abroad.

**How do Deaf people learn foreign languages?**
<figure><img src="image_131.png" /></figure>

Objective

Encourage intercultural communication & foreign language practice by means of collaborative exchange & learning together with Deaf peers from abroad.

**How do Deaf people learn foreign languages?**
Objective

Encourage intercultural communication & foreign language practice by means of collaborative exchange & learning together with Deaf peers from abroad.

**How do Deaf people learn foreign languages?**
<figure><img src="image_132.png" /></figure>

# Objective

Encourage intercultural communication & foreign language practice by means of collaborative exchange & learning together with Deaf peers from abroad.

**How do Deaf people learn foreign languages?**

* "vehicular language"?

* "vernacular language"?

* "second or tertiary language"?

<figure><img src="image_133.png" /></figure>

<figure><img src="image_134.png" /></figure>

<figure><img src="image_135.png" /></figure>

<figure><img src="image_136.png" /></figure>
<figure><img src="image_137.png" /></figure>

# Users
Users

<figure><img src="image_138.png" /></figure>

<figure><img src="image_139.png" /></figure>

Tutors

<figure><img src="image_140.png" /></figure>
<figure><img src="image_141.png" /></figure>

# Users

<figure><img src="image_142.png" /></figure>

## Tutors

<figure><img src="image_143.png" /></figure>

<figure><img src="image_144.png" /></figure>

## Learners

<figure><img src="image_145.png" /></figure>
# Users

<figure><img src="image_146.png" /></figure>

<figure><img src="image_147.png" /></figure>
<figure><img src="image_148.png" /></figure>

# Users

<figure><img src="image_149.png" /></figure>

## REQUIREMENTS:

- Deaf people mastering* at least 1 written + 1 signed language
<figure><img src="image_150.png" /></figure>

# Users

<figure><img src="image_151.png" /></figure>

## REQUIREMENTS:

- Deaf people mastering* at least 1 written + 1 signed language

- no previous knowledge required in the 2 other languages
# Multilingual (m)OOC

4 WORKING
LANGUAGES

<figure><img src="image_152.png" /></figure>

<figure><img src="image_153.png" /></figure>

written
English

<figure><img src="image_154.png" /></figure>

**ASL**
American Sign Language

<figure><img src="image_155.png" /></figure>

written
French

**LSF**

Langue des
Signes Française
Multilingual (m)OOC

usually in current
school settings...

<figure><img src="image_156.png" /></figure>

<figure><img src="image_157.png" /></figure>

written
English

<figure><img src="image_158.png" /></figure>

written
French
# Multilingual (m)OOC

## 4 WORKING LANGUAGES

<figure><img src="image_159.png" /></figure>

<figure><img src="image_160.png" /></figure>

written
English

<figure><img src="image_161.png" /></figure>

ASL
American Sign
Language

<figure><img src="image_162.png" /></figure>

written
French

LSF

Langue des
Signes Française
# Multilingual (m)OOC

## 4 WORKING LANGUAGES

<figure><img src="image_163.png" /><figcaption>written English</figcaption></figure>

<figure><img src="image_164.png" /></figure>

<figure><img src="image_165.png" /><figcaption>**ASL**
American Sign Language</figcaption></figure>

<figure><img src="image_166.png" /><figcaption>written French</figcaption></figure>

<caption>**LSF**
Langue des Signes Française</caption>

## + intercomprehension
# Multilingual (m)OOC

## 4 WORKING LANGUAGES

<figure><img src="image_167.png" /></figure>

<figure><img src="image_168.png" /></figure>

written
English

<figure><img src="image_169.png" /></figure>

ASL
American Sign
Language

<figure><img src="image_170.png" /></figure>

written
French

LSF
Langue des
Signes Française

## + intercomprehension

<figure><img src="image_171.png" /></figure>
Multimodalities
<figure><img src="image_172.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_173.png" /></figure>
Multimodalities

<figure><img src="image_174.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_175.png" /></figure>

written text
production & reception
# Multimodalities

<figure><img src="image_176.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_177.png" /></figure>

written text
production & reception

signed text
production & reception
# Multimodalities

<figure><img src="image_178.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_179.png" /></figure>

written text
production & reception

signed text
production & reception

forums
subtitles
special fonts
collaborative writing
text-chats
...
# Multimodalities

<figure><img src="image_180.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_181.png" /></figure>

written text
production & reception

signed text
production & reception

forums
subtitles
special fonts
collaborative writing
text-chats
...

<figure><img src="image_182.png" /></figure>
# Multimodalities

<figure><img src="image_183.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_184.png" /></figure>

written text
production & reception

signed text
production & reception

forums
subtitles
special fonts
collaborative writing
text-chats
...
# Multimodalities

<figure><img src="image_185.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_186.png" /></figure>

written text
production & reception

signed text
production & reception

forums
subtitles
special fonts
collaborative writing
text-chats
...

videos
recorders
 animeted) pictures
video-chats (with up to 9
webcam simultaneously)
...
# Multimodalities

<figure><img src="image_187.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_188.png" /></figure>

written text
production & reception

signed text
production & reception

forums
subtitles
special fonts
collaborative writing
text-chats
...

<figure><img src="image_189.png" /></figure>

videos
recorders
(animATED) pictures
video-chats (with up to 9 webcams simultaneously)
...
# Multimodalities

<figure><img src="image_190.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_191.png" /></figure>

written text
production & reception

signed text
production & reception

forums
subtitles
special fonts
collaborative writing
text-chats
...

videos
recorders
(animated) pictures
video-chats (with up to 9 webcam simultaneously)
...
# Multimodalities

<figure><img src="image_192.png" /></figure>

synchronous interaction
asynchronous interaction

<figure><img src="image_193.png" /></figure>

written text
production & reception

signed text
production & reception

forums
subtitles
special fonts
collaborative writing
text-chats
...

manual fingerspelling,
lipreading,
gestures, spatial
organisation,
interaction
with the
interfaces,
timing...

videos
recorders
 animeted) pictures
video-chats (with up to 9
webcam simultaneously)

...
# E-space

LMS: Moodle

<figure><img src="image_194.png" /></figure>

## 3 sections :

<figure><img src="image_195.png" /></figure>

pre-(m)ooC
(tutor's corner)

main
(m)ooC

<figure><img src="image_196.png" /></figure>

resources'
(m)ooC

## videoconference system:

<figure><img src="image_197.png" /></figure>

Adobe
Connect

## external tools:

<figure><img src="image_198.png" /></figure>

<figure><img src="image_199.png" /></figure>

Prezi
## Récap des choses à faire

* Recap of what's to do

# E-space

## LMS :

<figure><img src="image_200.png" /></figure>

## Moodle

### 3 sections :

<figure><img src="image_201.png" /></figure>

main
(m)OOC
(tutor's corner)

ressources'
(m)OOC

## videoconference system:

<figure><img src="image_202.png" /></figure>

## Adobe Connect

## external tools:

<figure><img src="image_203.png" /></figure>

<figure><img src="image_204.png" /></figure>

## Prezi

## Raccourcis de navigation

* Navigation shortcuts

<figure><img src="image_205.png" /></figure>

Où sommes-nous ? • Where are we?

## Réglages (langue, profil, courriel, etc.) • Settings

(language, profile, notifications, etc.)

<figure><img src="image_206.png" /></figure>

Événements à venir • Upcoming events

<figure><img src="image_207.png" /></figure>

## Tutoriels, archives, ressources complémentaires... • Tutorials, archives, additional resources...

Étapes du (m)OOC • Steps of the (m)OOC

<figure><img src="image_208.png" /></figure>

Activités, exercices, jeux • Activities, exercises, games
# Schedule

<figure><img src="image_209.png" /></figure>

## PRE-(M)OOC

**tutor** training
10/03/2014 → 06/04/2014

4 weeks

<figure><img src="image_210.png" /></figure>

## PHASE I

participants' **collective** learning
28/04/2014 → 23/05/2014

4 weeks

## PHASE 2

participants' **group** work
02/06/2014 → 28/06/2014

4 weeks
# Level structure

<figure><img src="image_211.png" /></figure>

*Séance café • Café meet-up

Mardi 6 mai, 17h30-19h (heure de Paris) • Tuesday May 6th, 11:30 a.m. - 1 p.m. (EST)
# Examples of activities

<table><tr><td>Durée de l'activité • Length</td><td>35 min</td></tr><tr><td>Outils requis • Tools</td><td>Forum</td></tr><tr><td>Début recommandé • Recommended start</td><td>Samedi 10 mai • Saturday, May 10th</td></tr><tr><td>Date de fin • End</td><td>Lundi 19 Mai • Monday, May 19th</td></tr></table>

Découvrez ci-dessous les signes/mots/images mystères qui correspondent aux trois thématiques de la phase 2 du (m)OOC. L'un est donné en LS, l'autre par écrit, le troisième sous forme d'image. Choisissez celui qui vous inspire le plus, faites une petite recherche et venez-nous en rendre compte dans ce forum avant qu'on se voie pour la session synchrone en ligne.

Discover beneath the mysterious signs/words/images that correspond to the three topics of phase 2 of the (m)OOC. One is given in SL, one is written, and the third one is in form of a picture. Choose the one that inspires you most, make a little investigation and give us a short report in this forum before we meet at the synchronous online session.

<figure><img src="image_212.png" /></figure>

<figure><img src="image_213.png" /></figure>

<figure><img src="image_214.png" /></figure>

Ajouter une discussion

<table><thead><tr><td>Discussion</td><td>lançée par</td><td>Réponses</td><td>Non lu</td><td>Dernier message</td></tr></thead><tbody><tr><td>Signes-clef 1 • Keysigns 1</td><td></td><td>6</td><td>0</td><td>mer. 28 mai 2014, 17:07</td></tr><tr><td>Mot-clef 2 • Keyword 2</td><td></td><td>4</td><td>0</td><td>ven. 23 mai 2014, 11:30</td></tr><tr><td>Image-clef 3 • Keypicture 3</td><td></td><td>3</td><td>0</td><td>jeu. 22 mai 2014, 08:43</td></tr></tbody></table>
# Examples of activities

## overview of 3 language games

<figure><img src="image_215.png" /></figure>

**"cadavre exquis"** - configuration game (I hand configuration → 5 signs → I sentence, translation into the other SL)

<figure><img src="image_216.png" /></figure>

**domino-clover-game** (associations → I keyword, 4 languages)

<figure><img src="image_217.png" /></figure>

**homonym signs** (picture riddle → 2 similar ["faux-ami"-]signs but different significations)
# Statistics

## Pre-(m)OOC

<figure><img src="image_218.png" /></figure>

4 weeks

<figure><img src="image_219.png" /></figure>

≈ 9½ h. workload

<figure><img src="image_220.png" /></figure>

3 h. synchronous sessions

## (m)OOC

<figure><img src="image_221.png" /></figure>

4+4 weeks

<figure><img src="image_222.png" /></figure>

≈ 13 h. workload

<figure><img src="image_223.png" /></figure>

9½ h. synchronous sessions

• 65 subscribers to the newsletter

• 10 active participants in the pre-(m)OOC

• 4 got qualified as tutors

• 28 completed at least I level in phase I

• 9 passed to phase 2 (role-shift of the team → tutors)

• 2 quadrems*
Participants (end of phase I → phase 2)

<figure><img src="image_224.png" /></figure>

Statistics
of the
pre-(m)OOC

<figure><img src="image_225.png" /></figure>

<table><thead><tr><th>TUTORS</th><th>ENROLLED</th><th>ACTIVE</th></tr></thead><tbody><tr><td>N =</td><td>10</td><td>5</td></tr><tr><td>Deaf</td><td>7</td><td>4</td></tr><tr><td>US</td><td>3</td><td>1</td></tr></tbody></table>

<figure><img src="image_226.png" /></figure>

<figure><img src="image_227.png" /></figure>

-> able to become tutors after the pre-(m)OOC - 4
ASL competent = 1 (US-o)
# Synchronous session & "Café meet-ups"

<figure><img src="image_228.png" /></figure>

text chat in written English or French

as many webcams as wanted, in order to chat in ASL and LSF

<figure><img src="image_229.png" /></figure>

poll, whiteboard, presentation slides or shared screen
# Synchronous session & "Café meet-ups"

<figure><img src="image_230.png" /></figure>

text chat in written English or French

as many webcams as wanted, in order to chat in ASL and LSF

<figure><img src="image_231.png" /></figure>

poll, whiteboard, presentation slides or shared screen

→ regular sessions with tutors, who help and animate, as well as informal "café meet-ups" just to chat
Certifications & rewards
# Certifications & rewards

<figure><img src="image_232.png" /></figure>

<figure><img src="image_233.png" /></figure>

badges instead of
marks, to reward
learners in an
informal, funny way

<figure><img src="image_234.png" /></figure>

<figure><img src="image_235.png" /></figure>

<figure><img src="image_236.png" /></figure>

<figure><img src="image_237.png" /></figure>
# Certifications & rewards

<figure><img src="image_238.png" /></figure>

<figure><img src="image_239.png" /></figure>

badges instead of
marks, to reward
learners in an
informal, funny way

<figure><img src="image_240.png" /></figure>

<figure><img src="image_241.png" /></figure>

<figure><img src="image_242.png" /></figure>

<figure><img src="image_243.png" /></figure>

<figure><img src="image_244.png" /></figure>

certificates of
attendence for the
participants who
attended the whole
(m)OOC

<figure><img src="image_245.png" /></figure>
<figure><img src="image_246.png" /></figure>

<figure><img src="image_247.png" /></figure>
# Research questions

<figure><img src="image_248.png" /></figure>
Research questions

<figure><img src="image_249.png" /></figure>

To what extent can a Deaf conversation partner, who might master the foreign language only on an average, induce a **more productive participation and learning setting**, than a hearing teacher/expert/native speaker would do?
# Research questions

<figure><img src="image_250.png" /></figure>

* To what extent can a Deaf conversation partner, who might master the foreign language only on an average, induce a **more productive participation and learning setting**, than a hearing teacher/expert/native speaker would do?

<figure><img src="image_251.png" /></figure>
<figure><img src="image_252.png" /></figure>

# Research questions

* To what extent can a Deaf conversation partner, who might master the foreign language only on an average, induce a **more productive participation and learning setting**, than a hearing teacher/expert/native speaker would do?
Research questions

<figure><img src="image_253.png" /></figure>

* To what extent can a Deaf conversation partner, who might master the foreign language only on an average, induce a **more productive participation and learning setting**, than a hearing teacher/expert/native speaker would do?

* Which **language modalities** are privileged in which situation and how is the **multimodality** of the platform used in the communication strategy?
<figure><img src="image_254.png" /></figure>

# Research questions

<figure><img src="image_255.png" /></figure>

* To what extent can a Deaf conversation partner, who might master the foreign language only on an average, induce a **more productive participation and learning setting**, than a hearing teacher/expert/native speaker would do?

<figure><img src="image_256.png" /></figure>

* Which **language modalities** are privileged in which situation and how is the **multimodality** of the platform used in the communication strategy?

<figure><img src="image_257.png" /></figure>

* Mechanisms of **Deaf intercultural communication & intercomprehension**, order & time to introduce writing and signing, as well as proportions of each modality?
<figure><img src="image_258.png" /></figure>

# Collected data

during the training

<figure><img src="image_259.png" /></figure>

* pre-questionnaries

<figure><img src="image_260.png" /></figure>

* interactions on the platform

<figure><img src="image_261.png" /></figure>

* synchronous interactions in Adobe Connect

<figure><img src="image_262.png" /></figure>

* external productions (Youtube, Prezi)

<figure><img src="image_263.png" /></figure>

* post-questionnaires (reflexive)

<figure><img src="image_264.png" /></figure>

* user analytics (Moodle, Memrise)

<figure><img src="image_265.png" /></figure>

* individual contacts with the team
# Learning & teaching corpora

sign
languages
written
languages

<figure><img src="image_266.png" /></figure>

transcription
& annotation

<figure><img src="image_267.png" /></figure>

<figure><img src="image_268.png" /></figure>

<figure><img src="image_269.png" /></figure>

<figure><img src="image_270.png" /></figure>

iLex
ELAN
ANVIL

<figure><img src="image_271.png" /></figure>
# Learning & teaching corpora

sign
languages
written
languages

<figure><img src="image_272.png" /></figure>

transcription
& annotation

<figure><img src="image_273.png" /></figure>

<figure><img src="image_274.png" /></figure>

<figure><img src="image_275.png" /></figure>

<figure><img src="image_276.png" /></figure>

iLex
ELAN
ANVIL

<figure><img src="image_277.png" /></figure>

→ accessible online, can be used for other researches ("open data")

<figure><img src="image_278.png" /></figure>
<figure><img src="image_279.png" /></figure>

2015 2016

<figure><img src="image_280.png" /></figure>
2015

Outlook & take home message
# Outlook & take home message

## Aims & focuses:

- reduplicate experimentation

- widen US involvement (team, tutors & learners)

- broaden SL resources

- test new platform functionalities

- meta-network on distance ed for deaf learners and potential of SL-MOOCs

- learners' and teachers' community

<figure><img src="image_281.png" /></figure>

canvas

NoeLang.net
# Outlook & take home message

## Aims & focuses:

- reduplicate experimentation

- widen US involvement (team, tutors & learners)

- broaden SL resources

- test new platform functionalities

- meta-network on distance ed for deaf learners and potential of SL-MOOCs

- learners' and teachers' community

<figure><img src="image_282.png" /></figure>

canvas

NoeLang.net

<figure><img src="image_283.png" /></figure>
# Outlook & take home message

<figure><img src="image_284.png" /></figure>

* Deaf learners have per se an **outstanding place** to take in distance education

<figure><img src="image_285.png" /></figure>

* a **Deaf and SL approach** can enhance innovative interactive CALL

<figure><img src="image_286.png" /></figure>

* research should **hand over to Deaf researchers** the responsibility for developing this field in an appropriate, visual way of thinking

<figure><img src="image_287.png" /></figure>
# Outlook & take home message

<figure><img src="image_288.png" /></figure>

## ...watch out for SL-MOOCs!

(...and maybe we will see next year's Eurocall host a presentation in a sign language?)

<figure><img src="image_289.png" /></figure>
http://signescale.org

contact@signescale.org

... for your
attention!

<figure><img src="image_290.png" /></figure>

<figure><img src="image_291.png" /><figcaption>**Siglinde PAPE**
PhD student at LRL</figcaption></figure>

<figure><img src="image_292.png" /><figcaption>**Thierry CHANIER**
Professor of Applied Linguistics,
director of the LRL</figcaption></figure>

<figure><img src="image_293.png" /></figure>