Teaching Innovation in the English Class

Teaching Innovation

in the English class

ANA REVELLES PÉREZarevelles2@alumno.uned.es

START

Home

2. Evolution of the integration of ICT...

3. Virtual learning environments and...

1. Proposals for Educational Innovation...

5. Innovation and research in FLT/FLL

4. Use and analysis of multimedia resources...

1. Proposals for educational innovation in English teaching

Web 2.0 and Social Learning

The digital citizen-student

New ways of teaching and learning

New educational offerings

New ways of teaching and learning

• It is not possible to learn without being exposed to (content created by) others
• Learning involves reworking and interpreting the information received
• Learning is consolidated if communication is dynamic and collaborative

CONNECTIVISM

LEARNING theory

Learning promoted by ICTs

People remember...

Learner-centred

TIPS for Teachers

05

Response and feedback by the system should be immediate

04

Sequential activities of progressive difficulty

03

Avoid monotony and excessive repetition

02

Choose content, objective and interaction that are appropriate for their level

01

The interactive elements need to be clearly identifiable

Teacher and students' roles

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Web 2.0 and Social Learning

and

Blogs

microblogs

Social networks

collaborative work

SOCIAL REPOSITORIES

WIKIS

PODCASTS

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Digital wisdom

'new ways of accessing and understanding the world through information and participation in the network'

The digital citizen-student

• Society
• Education
• Family

Digital citizenship

New ways of teaching and learning

discovery

participation

learning that is built collaboratively and shared socially

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New Educational Offerings

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2. Evolution of the integration of ICT in the English language

Now

Future

Past

CALL = Computer Assisted Language Learning

Where has CALL been?

Warschauer and Healey

1. Behaviourist CALL > Restricted CALL

'phases'

'approaches'

1960s - 1980, but it is still observable and valuable nowadays

2. Communicative CALL > Open CALL

1980s - today

3. Integrative CALL > Integrated CALL

Alternative analysis of CALL

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Where is CALL going?

Where is CALL now?

7 stages of 'normalisation' in CALL

OPEN CALL

End goal for CALL

Open attitudes to using ICTs More 'genuinely' communicative Better softwares

'Normalisation'

• Technology needs to be at the service of the students' learning needs

1. The Omnipotence Fallacy: ‘‘unreasonable and unfounded fascination and belief in ... [computer] technology’s educational power’’
2. The Sole Agent Fallacy: common assumption that the only factor in successful implementation of the technology is the technology itself

Fallacies about CALL

Overall, Open phase of CALL, but each classroom may also exhibit certain Restricted and even Integrated features

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3. Virtual learning environments and English language learning

Technology-enhanced language learning environments

Social Learning

Open Language Learning

MALL

Technology-enhanced language learning environments

The importance of instructional design

Changes in teacher and student roles

Advantages

Teacher > Facilitator of learning

Steps to be followed in pedagogy-driven design

Step 1

Step 3

Step 2

Skills for teaching languages online

Challenges

Step 4

Step 5

Step 6

Step 7

Step 9

Step 10

Step 8

'scaffolding'

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Language MOOCs

Open Educational Resources and Language Learning

5 R's

OER

Open pedagogies

Sts as creators of content, rather than simply consumers

Encourage Sts to participate in free courses

Open learning

OPEN LANGUAGE LEARNING

Heterogeneous assessment tools

Videos with linguistic and cultural content

Robust set of communications

Open research and publication

through wikis, blogs, social network, repositories, etc.

Sharing content

Main elements for a Language MOOC

Considerations for Ts willing to create their own OERs

+info

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Mobile-Assisted Language Learning (MALL)

Foreign Languages

FLexible in time and space

All contexts

MALL

Access to any kind of resource

Any subject matter

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Social Learning

Dichotomy

'Conceiving learning as a social practice'

cMOOC

xMOOC

1920s

Maximise interaction and engagement

Do not manage self-directed learning

Create an instructor presenceUse videos

Define goals Match goals and assessment

Sociocultural theory

Recommendations for LMOOCs

Socio-constructivism

interaction and networking = base for knowledge creation

Situated learning

Communities of practice

MOOCs

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4. Use and analysis of multimedia resources in the English language classroom

Applicability in writing practice

Introduction

WebQuests

Applicability in oral practice

Blogs

Classification of thinking skills

Bloom's Taxonomy (1956)

Bloom’s Taxonomy Revised (Anderson and Krathwohl, 2001)

Key changes:

• Nouns > Verbs
• 'Synthesis' > Creating (1st category)

Higher order thinking skills

Real and authentic

Teamwork Reflection on their own learning

Stimulate both sides of the brain

When creating materials for FL learning...

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Blogs and Language Teaching

Types of educational blogs

Institutional blog

Class blog

Student blog

Teacher's blog

Creation of a blog for language teaching

Choose a pre-designed template

Open an account

Make it attractive!

Homework instructions

Surveys

Bookclub

Useful links for autonomous learning

Socio-cultural and Cross-curricular content

Digital portfolio

Online newspaper/magazine

Content suggetions for language blogs

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WEBQUESTS AND THEIR DIDACTIC USE FOR LANGUAGE LEARNING

Treasure hunts

Web Tasks

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APPLICABILITY OF DIGITAL MATERIALS IN THE PRACTICE OF WRITING SKILLS

Word clouds

Digital stories

Virtual walls

Digital posters and infographics

Genially

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APPLICABILITY OF DIGITAL MATERIALS IN THE PRACTICE OF Oral competence

Avatars with voice

Podcasts

Talking images

Oral forums

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5. Innovation and research in foreign language teaching/learning

Methodology

Results

• Integrative synthetic overview
• Articles published in 3 leading international CALL journals
• Aim: to detect broad trends in CALL and to identify the sector’s strengths and weaknesses

Key research questions

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Discussion

Strengthening international participation (50 countries recorded)

Group A: Most published

Group B: Less published

Group C: Scarcely published

Mostly empirical articles

Group D: Least published

REASONS

Mostly small scale

Mainly based on English teaching

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Conclusion

Culture CALL

CALL research

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