Ton Koenraad

Utrecht University of Applied Sciences

The MICaLL Web portal:

tools for task-based, collaborative language learning
Abstract
The key objective of the EU-project MICALL (Moderating Intercultural Collaboration and Language
Learning) is to promote teacher competencies for network-based language teaching. To this end an
international network of pre- and in-service teachers and teacher educators are developing guidelines and
course project modules for use in initial and in-service training.
A virtual collaborative learning environment, offering a variety of (social) software tools (e.g. Weblogs,
WiKi, LanguageQuest), teaching materials, tasks and project scenarios are being developed to support teacher
education organisations and affiliate schools to provide (student) teachers with opportunities to run e-projects
aimed at producing a collective result/product while using the target language for communication.
We report on the design principles of the web portal at www.micall.net, describe the implemented
functionalities and summarize the experiences of teacher educators and school based mentors participating in
the project. In the conclusion the implications of these results for the further development of the web portal
are discussed.

1. Introduction

The increasing availability of content and multi-media resources on the Internet adds to the urgency for the
language teaching profession to profit from the potential benefits and integrate Internet use into the
educational practice. From a second language acquistion (SLA) perspective it is highly relevant that internet
developments can facilitate the provision of both input (L2 multi-media content) and contexts for output
(communication and collaboration opportunities). Undoubtedly, the so-called second-generation web
technologies offer ample opportunities to address usual limitations teachers have when trying to set up task-
based, communicative language learning (Godwin-Jones, 2003). Teacher professionalism in terms of
competences in task-design and adequate coaching strategies are needed for successful integration and thus to
contribute to making language education more attractive and possibly more effective.
Reviewing actual practice in teacher education on the subject of Computer Assisted Language Learning
(CALL) Hubbard and Levy (2006) point out that teachers need to not only know how to work with
technology effectively now but also be prepared to adapt positively to the inevitable innovations that will
come during their professional careers. In this respect they also emphasise the relevance of using CALL to
learn about CALL—experiencing educational applications of technology firsthand as a student to learn how
to use technology as a teacher and stress the need to connect CALL education to authentic teaching settings.
The participation in initiatives such as the EU e-Twinning project shows that online education projects (also
referred to as ‘telecollaboration’) are increasingly being accepted by most teachers. Language professionals
recognise the attractive opportunities they offer for culture learning and the development of intercultural
communicative competence (ICC) in the foreign language classroom.
However, at the same time a quick scan shows that in most of the current teacher preparation and professional
development programmes teachers and trainees may be informed about telecollaboration but they do not
usually receive practical experience.
Various studies (Belz, 2002; Belz & Müller-Hartmann, 2003; Koenraad, 2005a; O’Dowd, 2007) report that,
in practice, teachers face a variety of problems when implementing telecollaborative projects and indicate a
definite need for specific training in this area. The general conclusion seems to be that teachers should be
prepared for the role changes telecollaborative language teaching demands and the practical problems that are
involved. They also need to develop skills to engage members of the target culture and how to analyse the
content of their interaction as well as to apply various techniques for questioning and describing culture
related issues.
Dooly & Koenraad (2007) add teacher cooperation skills to this list as they claim that planning and
communication proved to be key for successful implementation in the MICaLL 2006 pilot projects that were
analysed.
We therefore argue that the pedagogical approach to such training should offer actual practice and hands-on
experiences as these are essential for teachers to develop the relevant competences for online language
learning. For more detail see Koenraad (2005b). Among other things this implies being able to arrange and
facilitate project based student learning with the help of web tools and may well include being able to set up
online collaborative learning projects in virtual learning environments (VLEs), web portals and immersive
environments.

Portals: Entrance to the online world of education

One approach which teacher educators and teachers can take to provide their students with “authentic, real-
world encounters with a target language and culture” is through the use of educational portals. But we may
ask ourselves, what is a portal anyway? Technically speaking, a portal should be called a webportal, however
it is commonly referred to simply as a portal. A portal is a website that provides different resources and
services (e.g e-mail, forums, search engines). Business portals may provide online shopping, for instance, and
government portals might offer online transactions of official services such as paying taxes, renewing
property deeds and so forth. Obviously, there are a seemingly infinite number of portals in Internet – schools,
businesses, governments – any party interested in providing a gateway or entrance into their virtual space has
one. Of course, this means that there are many different platforms and software tools to create portals. Some
people may prefer to create their own, others may hire IT consultants to do this for them.

Why is this important to education?

And to teachers interested in online collaborative language learning? The progress report of the EU Working
Group ‘ICT in Education and Training’ states that ‘Portals can be launch pads for the effective use of Internet
in Schools at both primary and secondary levels. However little is known of the use of such portals’1 (2003:
23). One reason for teaching professionals to be interested is that portals can mirror the constructivist
approach in learning. Portals can also support independent learning and thus making students and individual
teachers less dependent on the face-to-face use of classroom resources (with its inherent time restraints) and
the software used by individual schools. Portals can help create a VLE that can be shared by different classes,
teams and individuals across the world. Portal sites can be created using a Content Management System
(CMS). They differ from ‘traditional’, teacher driven course management tools like e.g. Blackboard or
Moodle in that members can be given more rights and can easily add, edit and manage their individual ‘
subwebsites’, also called workspaces. Besides, this type of web application is not only designed to help
website users with content editing, they also take care of a lot of "behind the scenes" work such as
automatically generated navigation elements, making content searchable and indexable and keeping track of
users, their permissions and security settings. Also, as a rule, CMS systems can provide a browser
independent, consistent presentation of all content that is produced.

2. Selecting technology for the MICaLL project

The MICaLL project (Comenius 2.1, 2004-2007) was developed to contribute to the innovation of teacher
education in general and the training and professional development of (student) teachers of modern languages
in particular. The focus is on competencies needed for the technologically enhanced implementations of
project-based foreign language education offering opportunities to teach language, school and social cultures,
curriculum content and various skills (Beckett , 2006: 58).
Key to the project’s educational approach in the realisation of learning processes geared to the acquisition of
technical and pedagogical knowledge and skills related to Network-based Language Teaching (NBLT) are the
concepts of experiential, situated and project-oriented learning (Koenraad, 2005b). The MICaLL educational
approach to language teacher education is to further integrate language student teacher learning in
professional preparation by providing personal language learning experiences in virtual learning settings (with
a focus on some specific software applications) and linking it to reflection and possibly action research on
(assistant roles in) designing, managing and evaluating e-projects in school practice.

1 The report is available at: http://ec.europa.eu/education/policies/2010/doc/it-technologies_en.pdf

The choice for and development of the technologies needed to support this collaborative approach in language
teacher training were based on educational, strategic and technical grounds.

Educational considerations
As a platform serving a number of international partner institutions the e-learning environment should provide
enough flexibility to accommodate diversity in educational approaches. It should also anticipate requirements
of the net-generation student and the related further implementation of educational models based on
competence development.
Characteristic of the transformation involved in a competence-based approach is the centrality of the learner.
This key principle in the educational design would need to be reflected in the technological instrumentation of
such an approach.
For teacher education in particular this would imply inclusion of workplace partners, support for peer
interaction and collaboration as well as facilities for experiential learning opportunities for both student and
in-service teachers. Among the necessary basic functionalities for this type of environment, as also defined by
Lockhorst (2004), would be a chat tool to discuss practical problems or to get a quick view on group
members’ opinions, private mail, a social area, notification of all changes in the environment and a forum
supporting threaded discussions.
More specifically for the training of (student) teachers of languages and to support an integrated approach to
competence development in the domains of language, ICT and didactic skills additional functionality would
be needed to provide opportunities for:
§ personal experiences (in a student role) with ict-tools that can support collaborative forms of
language learning and teaching
§ experimentation (in a teacher role) with forms of networked language teaching in personal practice
or at placement schools. E.g. by trying out tasks created for distributed learners’ teams and practising
moderating project activities in their classes during school practice.

These requirements highlighted the need to integrate some of the emerging technologies, widely available as
individual applications on the Internet from, say, 2000 onwards, that seemed to qualify well as inviting and
efficient tools for authentic language production tasks, collaboration and communication. Partners decided to
include 4 formats: Wiki, LanguageQuest, WebLog and forms of synchronous communication such as Chat &
Instant messaging. They were selected as –at the time of the project definition - for each promising
professional literature was available to warrant inclusion and further exploration (McKiernan, 2003; Cambell,
2003; Godwin-Jones, 2003; Koenraad & Westhoff, 2003). Besides piloting these applications in practice was
also expected to help create a shared focus in the partnership for the collective development of NBLT
pedagogy.

Strategic considerations
As the portal would be one of the results of an EU subsidized project aspects as dissemination and
sustainability were important issues. As the actual, personal experience of (student) teachers with
telecollaboration is central to the pedagogy in this teacher training and development approach it is obvious
that the portal also needed to stay available and affordable after the project period as a work- and study
environment.
For the system and its contents to stay available as a turn-key project for use in initial and in-service training
courses/projects hosting and maintenance costs should be manageable.
To further enhance chances of the system to be adopted more widely it will be published under a LGPL-
licence as this also opens up the possibility for individual parties to host a corporate version of the MICaLL
portal and even adapt it to local needs. For this reason development needed to be based on an Open Source
software product with language version facilities. With a view to re-use and exchange of content the system
also needed to apply Open standards, as defined by the European Interoperability Framework.

Technical considerations
As the system was intended for use by a variety of users ranging from primary school children to student- and
practicing language teachers, teacher trainers and project managers role-related differentiation in rights and
functionality was needed to meet the related diversity of needs.
It also needed to be highly scalable as all those with a (student) teacher role should be able to experiment in
their own workplaces, individually create and customise teamspaces and allow new users to come in and so
expand the number of portal members.
Both for educational as for strategic reasons automated registration of new members was considered
important as it saves website management duties and makes students and individual teachers less dependent
on the software provision of their Teacher Training provider and/or at their placement and workplace schools.
It also opens up possibilities for action learning by individuals and to solicit for alternative ways of help or
coaching in the event of the (not so unlikely) absence of adequate local support, specific expertise or tutoring.
It was also expected to help disseminate the project as there are no administrative obstacles for teachers and
student teachers of other organisations.
Summing up the portal needed to provide the following main functionalities:
§ Work and teamspaces for MICaLL project team members
§ Project publicity and portfolio tool
§ Shared working environment for participants in the Course Modules (Initial + Inservice) during the
project and beyond
§ Individual workspace for participants in the Course Modules (Initial + Inservice) and future portal
members
§ On demand, individual virtual classroom/project spaces for school-based pilots by teacher trainers
and in-service teachers

3. The MICaLL portal at www.micall.net

The above considerations and the results of comparative research at the CMS Matrix2 led to the selection of
Plone, a Zope-based Content Management System (CMS) as the basis for the MICaLL project web portal.
This role-based, Open Source platform makes use of open standards and its modular structure make this
platform highly customisable. It obviously has a future as it has been around for more that a decade now and
updates and help sources are easily available as it is supported by a vibrant global community of users and
developers both in business and academia3. The system has a sophisticated workflow mechanism that is
adaptable to specific needs. Another crucial feature is the language-versioning facility. In 2007, 35 language
versions, among which Chinese and Japanese, were available. And, also with a view to sustainability, the fact
that Zope/Plone provides a standard feature allowing integration and syndication was seen as an asset.
Technically this can be realised through RSS feeds, database connectors en integration with Java (J2EE) en
Microsoft (.Net) environments (for example by means of XML or the Python programming language).
All this, plus the fact that the system is scalable and affordable, makes its use attractive in education, for
heterogeneous partnerships such as in EU projects, and particularly in countries or regions with less widely
used languages.
And, even more importantly, the tools needed for the telecollaborative language practice projects specifically
(such as Chat, WebQuest, Wiki and WebLog) were available right from the start of the project. Moreover, as
these ‘add-on’ products all have the same basic structure the users can become familiar with the interface of a
great range of web tools very quickly and easily. Actions that one regrets can be easily corrected as all
changes made to pages are logged in a ‘ history file’ and can be undone.
Navigation in the site is supported by a ‘breadcrumb line’ and a portlet showing the folder and document
structure of the page being viewed. Furthermore, since the CMS can keep track of structured information
about the content (such as author's name, publication date, modification dates, categories, and so on), it can
produce listings of content by author, recent content, and so on. It also provides searching capabilities that are
much smarter and more useful than just a simple textual search. The ‘Topic’ functionality is an example in
this respect. It is used to create on-the-fly content and present up-to-date information by grouping all the
available content in the portal of a particular type (e.g. ppt.-files) in a specific folder.

Portal content types

So, on registration at the MICaLL portal, members get individual workspaces with editable homepages that
currently provide options to generate instances of and use a variety of content types. Each type has its own
function in the portal. Depending on personal rights members can have access to a portal news publication
facility and personalised communication and publication tools. Next to folders, pictures and files made

2
http://www.cmsmatrix.org/
3
For more information on Plone see: http://plone.org/ For an impression of other (educational) applications of this CMS see:
http://plone.org/about/sites#education
available for download as links these include a webdocument or page which usually consists of text but can
also be combined with other content types such as a picture, hyperlink or a file.
Then there is a specific document type called ‘Article’. This content type has a built-in editor and allows
different lay-outs around uploaded images. This makes it particularly suitable for collaborative projects built
around news and the production of newspapers and guidebooks or other ideas which incorporate text and
images.
Furthermore a personal chat environment and a customisable weblog tool are available. A Chatroom can be
set up very easily in the MICaLL portal. The transcripts of the chats stay posted during the period of time
decided by the Chatroom creator. This allows for the language teacher to use the transcripts for follow-up
sessions in language lessons, if desired. While chatting can be a pedagogical tool, it is also understood here as
a tool for helping in the collaboration of other online tasks and projects.
Trainers and (student) teachers have access to an online WebQuest editor, specifically created for the
MICaLL project to allow the production of LanguageQuests, also for distributed teams.
For teams, classes and project groups teamspaces can be created. The idea of a classroom in the MICaLL
portal is to provide a 'virtual space' which can be shared by students from more than one class, school or
country. The classroom object is 'furnished' by teachers who want to work together by adding the pictures,
texts and ICT formats that are needed for their collaborative project. Virtual classrooms are grouped in a
folder and presented in 3 categories: Teacher’s classrooms, My Classrooms and Other Classrooms. The first
section shows the classrooms that you created yourself, the second box lists the spaces you are a member of
and below that all other classrooms are shown.

Fig 1. Central Folder showing all available teamspaces

The object-oriented programming language with which Plone is implemented offers additional benefits. As
was mentioned before, users can create a variety of content types, from a simple web document to a forum or
a blogtool. Since these are in fact objects – also in a technical sense – this opens up interesting possibilities as
operations can be done with them and features added. For example they can be copied and be re-used in other
areas of the system or even by other users, thus supporting resource-based teaching approaches. Next to
efficient file management this affordance also offers powerful opportunities from a collaborative learning and
communication perspective: these objects, be it a textpage or a picture, can also be made disussable which
implies that any other members can add a comment. This, in combination with the fact that the creator gets
mail notification of any comments made by others, provides a great stimulus for interaction. And in this same
strain the ‘who’s-on-line’ functionality is meant to stimulate interaction and contribute to community
development.
Equally important in this respect is the functionality offered to individual users to share objects. This means
that one can give another member in the community the right to enter a particular part of one’s workspace
and/or change or edit content. It is this feature in particular that enables members to create portfolios and
learning journals in their workspace. For more information on the use of learning journals by student teachers
see Koenraad & Parnell (2005).
Members can choose to keep the content they develop in their workspaces private (e.g. a concept version of a
LanguageQuest or a personal blog posting) or make content accessible or even editable for other portal
members. All published weblogs are presented to the general public in a ‘portlet’ on the front page of the
portal. In addition, a publication option is available to present personal content to the Internet public at large.
In this way, with the help of the related URL, a blog entry, LanguageQuest or wiki-frontpage can also be
reached by non-members.
The Plone standard Help and Documentation centre has been customised to fit the MICaLL implementation.
It offers a variety of support types ranging from FAQs and HowTos to help in the form of VideoRegistrations
of more complex operations. Users can also subscribe to an RSSfeed so that they are alerted when new
support elements are added.

Fig 2. MICaLL HelpCentre

4. Discussion

At the MICaLL plenary 2007 conference in Compiègne, France, seven multinational teams formally
presented their experiences with their e-projects. The majority of pilot projects has been carried out at primary
level. Topics ranged from exchange of and collaboratively finding suggestions for environmental issues to the
collective care of a ‘mascot’ to promote empathy for migrants. Practically all of the available content types
have been used with Home Pages of individual members being most popular. Some projects have used the
students' homepages as the first steps for teaching the children about the Portal, in others they played a role in
a socialising task in the introductory phase. Consult Dooly (2007) for more information on individual
projects.
Further analysis has shown that the relatively limited number of successfully concluded experiments at
secondary and tertiary level is due to the fact that these projects, in comparison to those at primary level,
appear to be more susceptible to institutional constraints such as mismatches in age and/or language levels or
teacher autonomy and local or national curricular demands, scarcity of qualified staff and suitable course
contexts and lack of management support. In addition it was concluded that the primary teachers involved,
thanks to their greater familiarity with project based instruction, had better managed to relate the pilots to the
local curriculum and integrate them into contact class activities. And the fact that much of the project
communication was teacher mediated, because of the limited L2 writing skills of the children involved, also
contributed to project continuity and successful completion.

Usability
With an average number of 430 visits per day during the first half of 2007 the portal can be said to be in
active use. Interim usability research has indicated that improvements were needed in two main areas: spatial
orientation and additional contextual help. To visually support the available navigation tools (breadcrumb line
& folder structure representation) icons have been added to guide users to the main locations when entering
the portal.

Fig 3. Portal Entry Page

However, as with most software tools, the abundance of functionality comes with a price. Findings from
additional evaluation activities show that many users find it hard to make effective matches between tasks and
the available functionality. Also the content construction appeared to take more time and organisation than
expected. Because CMS portals are based on the premise that the decisions made about the content should be
given to the users, this means that the portal is initially a ‘blank slate’. The fact the CMS provides a
“skeleton” framework for the portal without ready-made features has a number of implications. Below we
discuss a few, more information can be found in Dooly (2007).
§ If a CMS is used as an ‘out of the box’ implementation project coordinators or course organisers will
need to customse the environment. Help from an educational technologist at this stage is strongly
recommended.
§ Teachers and students may be more familiar with web portal spaces that come with the tools already
in place. This means that teachers and trainers will need to allow for time and practice in setting up
of the project environment because they are expected to select the most suitable tools for the planned
project tasks and add the necessary content.
§ Users also need to be made aware of the contribution metadata provide in tracing content. Partners
should agree on the expected minimum efforts in this respect and define a range and names of
categories before adding content.
 § Users are often more familiar with icons to help them through the navigation. Icons and links can be
added by the teachers to help their learners through the navigation. This iconic support is particularly
important for pupils at primary level

5. Conclusions

As pointed out before the MICaLL educational approach to teacher education on CALL is to further integrate
language student teacher learning in professional preparation by providing personal language learning
experiences (including ‘ICC aspects/events’) in virtual settings and linking it to reflection and action research
on (assistant roles in) designing, managing and evaluating e-projects in school practice.
A number of pilot project reports show that technically the portal can support this type of innovation and
educational approach in Teacher Education. Student teachers appear to have had the opportunity to function
in 3 roles: as language students, as teaching assistants and as student teachers focusing on methodological
aspects of blended learning.
§ As language students they personally experienced task-based language learning and were stimulated
to reflect on ICC-aspects as they surfaced in project communications.
§ In their role as assistant in school-based projects they profited from learning experiences in authentic
settings as they could further develop and apply their ICT-skills when offering (often much needed !)
technological support to their mentors and assist in teaching practice by materials production and
coaching groupwork.
§ As student teachers focusing on methodology they had the opportunity to relate the theoretical
curriculum input on topics such as CALL, taskdesign, VLEs, telecollaboration and ICC to their to
personal experiences and practices in both other roles. They could also try out materials/formats
during school practice. An example in this respect would be the application of LanguageQuest
design criteria in materials production and researching (the effects of task design variables on)
pupils’ learning.

The MICaLL project can also be said to be ‘just-in-time’ as, on the one hand, – judging from the number of
conferences dedicated to Web 2.0 – there currently is an increasing interest in the educational potential of the
applications focused on in this project. And also because of the technology it offers as the educational criteria
implied are recognised as relevant in modern, competency-based approaches in education and training.
In a study commissioned by the Dutch Digital Universities Consortium to define alternatives for ‘traditional’
more teacher centered VLEs De Vries (2005: 18) concludes that a ‘Next Generation’ digital learn & work
environment is characterised by flexibility through modularity of functionalities and self service: the student
as manager of his own workspace and profile, making personal choices in contacts and content, and
integration of functionalities. Recent product developments such as Drupal and Sakai also testify of the trend
of VLEs moving towards or supporting PLEs (Personal Learning Environments)

Finally, as the size and heterogenity of the project partnership has turned out to be crucial for the
implementation and sustainability of teacher training involving telecollaboration, the current consortium
needs further expansion. So language teachers and teacher educators interested in using the portal facilities for
telecollaborative projects or as a ‘sandbox’ to support local courses on methodology and/or CALL and are
willing to contribute to the further development of pedagogy for networked-based language learning are
cordially invited to contact the author.

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