Detailed Information on Publication Record

LENNON, Joseph, Alena HRADILOVÁ, Petra TRÁVNÍKOVÁ and Libor ŠTĚPÁNEK. Locking down and opening out: Creating new virtual spaces for writers and presenters during the pandemic. In James Fenton, Julio Gimenez, Katherine Mansfield, Martin Percy, Mariangela Spinillo. International Perspectives on Teaching and Learning Academic English in Turbulent Times. New York and London: Routledge, 2023, p. 178-188. 1st edition. ISBN 978-1-032-25478-4. Available from: https://dx.doi.org/10.4324/9781003283409-19.

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TY  - CHAP
ID  - 2247944
AU  - Lennon, Joseph - Hradilová, Alena - Trávníková, Petra - Štěpánek, Libor
PY  - 2023
TI  - Locking down and opening out: Creating new virtual spaces for writers and presenters during the pandemic
VL  - 1st edition
PB  - Routledge
CY  - New York and London
SN  - 9781032254784
KW  - remote teaching
KW  - online learning
KW  - academic writing and presentation skills
KW  - videoconferencing;
UR  - https://www.taylorfrancis.com/chapters/edit/10.4324/9781003283409-19/locking-opening-joe-lennon-petra-tr%C3%A1vn%C3%ADkov%C3%A1-alena-hradilov%C3%A1-libor-%C5%A1t%C4%9Bp%C3%A1nek
N2  - This chapter highlights three examples of how the pandemic-forced transition from face-to-face to online formats inspired teachers at the Czech Republic’s largest language centre to create more effective virtual spaces for dynamic communication in EAP courses. The emergency move to remote instruction made some familiar teaching methods more difficult or impossible, but in the improvised search for alternative methods, we discovered new tools and techniques which increased interaction and engagement in the classes. First, in a presentation skills course, a strategic use of the Zoom platform with its breakout rooms gave students new opportunities to prepare, discuss, and deliver their talks. The changes in the course format led students to offer and receive more constructive feedback and reflect with more insight on their own performances. Second, the potential of experiential learning was explored in an international video conferencing course, where breakout rooms gave learners who were separated by vast distances an authentic functional space in which to collaborate. Third, the physical constraints of lockdown were turned into advantages in an academic writing course, where students were asked to look through various multimedia “windows on the world” and then use experiences and language from those encounters to fuel their critical writings. These successes have helped us develop a new set of best practices and principles to guide our language centre beyond the tumultuous pandemic years.
ER  -

Basic information
Original name	Locking down and opening out: Creating new virtual spaces for writers and presenters during the pandemic
Authors	LENNON, Joseph (840 United States of America, guarantor, belonging to the institution), Alena HRADILOVÁ (203 Czech Republic, belonging to the institution), Petra TRÁVNÍKOVÁ (203 Czech Republic, belonging to the institution) and Libor ŠTĚPÁNEK (203 Czech Republic, belonging to the institution).
Edition	New York and London, International Perspectives on Teaching and Learning Academic English in Turbulent Times, p. 178-188, 11 pp. 1st edition, 2023.
Publisher	Routledge

Other information
Original language	English
Type of outcome	Chapter(s) of a specialized book
Field of Study	50300 5.3 Education
Country of publisher	United States of America
Confidentiality degree	is not subject to a state or trade secret
Publication form	printed version "print"
WWW	URL
RIV identification code	RIV/00216224:14640/23:00130200
Organization unit	Language Centre
ISBN	978-1-032-25478-4
Doi	http://dx.doi.org/10.4324/9781003283409-19
Keywords in English	remote teaching; online learning; academic writing and presentation skills; videoconferencing;
Tags	International impact, Reviewed
Changed by	Changed by: PaedDr. Marta Holasová, Ph.D., učo 38218. Changed: 24/3/2024 20:46.

Abstract
This chapter highlights three examples of how the pandemic-forced transition from face-to-face to online formats inspired teachers at the Czech Republic’s largest language centre to create more effective virtual spaces for dynamic communication in EAP courses. The emergency move to remote instruction made some familiar teaching methods more difficult or impossible, but in the improvised search for alternative methods, we discovered new tools and techniques which increased interaction and engagement in the classes. First, in a presentation skills course, a strategic use of the Zoom platform with its breakout rooms gave students new opportunities to prepare, discuss, and deliver their talks. The changes in the course format led students to offer and receive more constructive feedback and reflect with more insight on their own performances. Second, the potential of experiential learning was explored in an international video conferencing course, where breakout rooms gave learners who were separated by vast distances an authentic functional space in which to collaborate. Third, the physical constraints of lockdown were turned into advantages in an academic writing course, where students were asked to look through various multimedia “windows on the world” and then use experiences and language from those encounters to fuel their critical writings. These successes have helped us develop a new set of best practices and principles to guide our language centre beyond the tumultuous pandemic years.

Abstract

This chapter highlights three examples of how the pandemic-forced transition from face-to-face to online formats inspired teachers at the Czech Republic’s largest language centre to create more effective virtual spaces for dynamic communication in EAP courses. The emergency move to remote instruction made some familiar teaching methods more difficult or impossible, but in the improvised search for alternative methods, we discovered new tools and techniques which increased interaction and engagement in the classes. First, in a presentation skills course, a strategic use of the Zoom platform with its breakout rooms gave students new opportunities to prepare, discuss, and deliver their talks. The changes in the course format led students to offer and receive more constructive feedback and reflect with more insight on their own performances. Second, the potential of experiential learning was explored in an international video conferencing course, where breakout rooms gave learners who were separated by vast distances an authentic functional space in which to collaborate. Third, the physical constraints of lockdown were turned into advantages in an academic writing course, where students were asked to look through various multimedia “windows on the world” and then use experiences and language from those encounters to fuel their critical writings. These successes have helped us develop a new set of best practices and principles to guide our language centre beyond the tumultuous pandemic years.