Educational Innovation in English Teaching
INMACULADA CAMPO BRAVO icampo23@alumno.uned.es
UNIT 1 - Proposals for education innovation in English teaching by Vázquez Cano and Martín Monje
index
UNIT 2 - CALL - past, present and future by Stephen Bax
UNIT 3 - The use of technology and virtual environments in language learning
UNIT 4- The applicability of digital materials in foreign language teachings
UNIT 5 - CALL Research: Where are we now?
References
ANNEX I: Critical commentary
UNIT 1 - Proposals for education innovation in English teaching
Vázquez Cano, E. & Martín-Monje, E.
Virtual spaces for education and learning
INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) People are permanently connected
- STORAGE- HANDLING - DISSEMINATION OF INFORMATION
+ INFO
People need to develop new skills
Internet promotes a creative and productive society: Web 2.0:
- Encourages online collaboration
- Content production
- Create, connect, and disseminate creations
- Makes ideas and contributions known to others
- The act of creating means connecting with others: ideas, situations and results are connected and in constant development.
Communicativereality
iMmersive education in virtual space
Teachers in the 21ST century
Ability to communicate, create and teach online To be a creative role model in the development of materials and in the use of available resources
Lifelong learning
Multimedia Literacy
Digital literacy
Technology must be at the service of education and the learning process
One of the key needs in the 21st C., including ICTs. Develop skills for the correct search for information, analysis, synthesis, evaluation and presentation or dissemination of the contents
Capacity to transform information into knowledge and to make it a collaborative / transformative element of society What is digital literacy?
Ability to understand and express with different languages and media when it comes to technology
Educators have the responsibility to ensure that students adapt to new learning environments.The focus is more on LEARNING than on teaching
creation of a new socio-communicational context
tEchnology has changed communication and learning processes
- interactivity- immediacy of communicative trends in learning
RELEVANT TRENDS IN LEARNING
- LEARNERS MAY WORK IN DIFFERENT, UNRELATED AREAS THROUGHOUT THEIR LIFETIME - INFORMAL LEARNING IS ESSENTIAL: communities of practice, personal networks and through the performance of on-the job-tasks. - LEARNING = a continuous process = lifelong learning. Learning and work activities may be the one and the same. - TECHNOLOGY alters brains and it defines and shapes our thinking. - A theory is needed to to explain the LINK BETWEEN INDIVIDUAL AND ORGANISATIONAL LEARNING - PROCESSES HANDLED BY LEARNING THEORIES CAN BE PERFORMED AND SUPPORTED BY TECHNOLOGY. - KNOWING HOW + KNOWING WHAT + KNOWING WHERE knowing where to find the required knowledge.
LEARNING HOW TO LEARN CONNECTIVISM: - NOT possible to learn without relating to others/ without exposure to the content communicated by others. - to LEARN: to rework and interpret what has been learned in order to communicate the projected conclusions and ideas. - LEARNING: consolidated when channels / means of communication are DYNAMIC and COLLABORATIVE
DALE'S CONE OF EXPERIENCE (1969)
INTERACTION BETWEEN USERS:FLEXIBILITY, PERSONALISATION, INTERACTION AND COOPERATION
People remember...
simulations, games...
90% what they do
e-lessorns, e-courses, e-tutoring...
70% said / written
audios, videos...
TEACHER STUDENT LEARNING-BY-DOING APPROACH
50% heard / seen
images, online guides, interactive presentations
30% what they see
email, readings...
10% what they read
DALE'S CONE OF EXPERIENCE
1969
ADVANTAGES OF COLLABORATIVE WORK WITH ICT IN THE TEACHING - LEARNING PROCESS
INTERACTIVE OF THE TRAINING ENVIRONMENTS
- It stimulates interpersonal communications through the use of ICT tools (email, audio / video conferencing, electronic whiteboards, etc) - It enables the sharing of information, documents and decision-making processes (shared applications, calendars, shared navigation, voting systems, etc.) - It allows teachers to manage and monitor the group through the use of connection statistics, record of participation, understanding of the processes, etc. - It provides access to a number of information sources and content. - It encourages the sharing of resources and the incorporation of different perspectives.
LEARNED-CENTRED LEARNING MODELS
AUTHENTIC LEARNING
SITUATED LEARNING
Theory based on the efficiency of a realistic scenario in the acquisition of knowledge. Key to success in the assimilation of academic and professional skills.
Focus on the confluence of real situations and contexts offering close similarities to the reality experienced by the students. Great creativity and autonomy.
Play
Teacher control is necessary in order to: - Emphasise the active nature of learning. - Increase the students' own responsibility. - Increase the students' sense of autonomy. - Establish an interdependence between teacher and student and mong students.
LEARNING STYLES
changes in the role of teacher and student
new digital era transformation of the teacher's role
STUDENT-CENTRED APPROACH
- Teacher: a learning coordinator, but still essential in the teaching-learning process:
- facilitator of learning
- consultant
- guide
- Students: play the main role: they develop new skills and competencies:
- adaptability to.a changing environment
- ability to work in a team
- development of creativity and original proposals for problem-solving
- ability to learn, unlearn and relearn
- decision-making
- independence
- abstract thinking techniques
Info
JUST-IN-TIME LEARNING: learning based on the specific needs of each subject
WEB 2.0 AND SOCIAL LEARNING Basic principles:
- The World Wide Web as a working platform - The harnessing of collective intelligence - Database management as a core skill - The end of the software release cycle - Lightweight programming models, along with the pursuit of simplicity - Software that is not limited to one single device - Rich user experiences
- The 21st century needs to develop a set of skills akin to self-learning. - Multimedia materials / networked learning / e-learning: blended learning or an online education model are part of the education of the future.
- A more fluid and egalitarian environments. - Users receive information but they are also creators of content. - A more active role, a new form of knowledge based on collaboration: strong social component. - Learning: multidirectional, shared by the group.
tools in english teaching with web 2.0. technology
social networks
wikis
blogs & microblogs
- Basis of Web 2.0: social collaboration component.- They make easier communication with other people, and the creation of communities. - Some teachers are cautious about the inclusion of social networks in education. - The use of social networks, computer-mediated communication applications and new technologies for language learning among educators has been successful: LinkedIn, etc - There are also platforms for non-formal learning of a foreign language: Busuu, etc.
- "Wiki" means "fast". - Websites that are developed collaboratively by a group of users so the work is enriched by the different points of view of the participants. - Wikipedia, etc.
- Main format for publication on the Web 2.0. - Many teaching possiblities and ease of use. - Transmission of information, interaction with other users through comments. - Microblogging: a tool that allows users to publish short messages: Twitter, etc.
social repositories
- Sites that are made up of collections of materials added by users in order to share them. - The ability to communicate lies in the ability to comment, vote and tag in interaction with other users. - YouTube, Flickr, Scribd, Slideshare, etc.
podcasts
- Audio or video files that can be listened to or viewed on a website.- Used for language learning in listening comprehension, stimulated by the use of multimedia players by learners, making access to authentic materials much easier: ESL Podcast, etc.
the digital citizen - student
People are accessing and accumulating "digital wisdom" (Prensky, 2010) There are new ways of accessing and understanding the world through information and participation in the network.
Digital tools expand our cognitive abilities in a number of ways
A new way of learning and teaching based on discovery and participation which generates learning built collaborative and and shared socially
Digital technology enhances memory allowing to gather more data than we could on our won, helping us to perform more complex analyses of situations or problems, and increasing our ability to execute (Prensky, 2010)
Nowadays, it is imposible to educate without using ICTs and technologies. Technology provides new possibilities to organise the learning process.
Technologies make us think and increase our capabilities across a wide variety of cognitive tasks. Technologies are integrated into the routine life of people and a new type of citizen is created: a digital citizen to define a type of human-sociodigital context relations in which users are active participants in the digital world, processing information and generating new communication models that help generate new educational and learning models.
Info
new educational offerings
CURATING OF WEB CONTENT
OPEN COURSE RESOURCES
PERSONAL LEARNING ENVIRONMENTS (PLE)
search, selection, organisastion and structured presentation of information. to filter information so that the content selected is relevant to the topic and the audience for which it's intended. visual tools mainly visual with the format of a bulletin board, a newspaper or an online magazine. they are intuitive to use.
educators have an opportunity to share, use and re-use materials and tools, encouraging alternative approaches to foreign language teaching and promoting new models of content distribution, assessment and certification. they are linked to the latest educational approacheS.
COURSES ON PLATFORMS SUCH AS MOODLE, WEBCT, BLACKBOARD, ETC.SOFTWARE PROGRAMS THAT BRING TOGETHER A NUMBER OF RESORUCES THAT ALLOW TEACHERS AND STUDENTS TO INTERACT ONLINE, ACCESS CONTENT AND SAVE DATA ON STUDENT PROGRESS.
Info
Info
MOBILE LEARNING m-learning
MASSIVE ONLINE OPEN COURSES (MOOCS)
nowadays, A 30% of the population has access to the internet, and 90% use mobile phones. mobile learning INCLUDES ALL THE DEVICES THAT CAN BE EASILY MOVED: MOBILE PHONES, TABLETS, ipads, laptops, etc.
AIMED TO POTENTIAL LEARNERS MORE INTERESTED IN THE CONTENT THAN IN THE ACADEMIC QUALIFICATIONS. THEY FOLLOW THE CONNECTIVIST PHILOSOPHY: THE CREATION OF KNOWLEDGE IS BASED ON THE ESTABLISHMENT OF CONNECTION OR NODES.
Info
Info
CONNECTIVISM & EDUCATION
IMPACT OF TECHNOLOGY IN COMMUNICATION AND LEARNING (Reig)
Students can create their own connections personalising their learning. They must choose sources of information and knowledge in order to achieve their objectives, so they have a critical view of their path through the learning process
CONNECTIVISM (SIemens) - Based on the limitations of theories such as: behaviourism cognitivism constructivism
+ INFO
CONNECTIVISM makes the students to acquire knowledge and understand how they can use the connections offered by the internet in order to find answers, look for experts, experience possibilities and develop skills
tHESE THORIES ARE FOCUSED ON INDIVIDUAL LEARNING BUT DON'T PROVIDE ANSWERS TO HOW KNOWLEDGE IS BUILT UP IN COMMUNITIES AND ORGANISATIONS
UNIT 2: CALL: past, present and future by Stephen Bax
Where has CALL been?
5 main literature sources divided into two kinds: Delcloque
1- The properly researched, objective historical accounts which attempt to summarize the progression and might include precise dates and a comprehesive list of sources: Levy and Ahmad et al. 2- The interpretative type which tends to draw more subjective conclusions about advances and trends in the field, analysing its progression in a less objective manner: Warshauer and Healy.
It focuses on the on the factual aspects of technologies: weighted towards facts and reviews rather than analysis and in-depth discussions.
CALL needs to look more depth at its past and present in order to develop a fully appropriate role for computers in language teaching and learning.
The only substantive, systematic atttempt to analyse and understand the history of CALL in more than factual terms.
THE THREE PHASES OF CALL Warschauer - Healey
1- BEHAVIOURISTIC or STRUCTURAL CALL: conceived in the 1950s and implemented in the 1960s and 1970s. 2- COMMUNICATIVE CALL: dated to the 1980s and 1990s. 3- INTEGRATIVE CALL: dated to the 21st century.
Warschauer's three stages of CALL (2000)
21st CINTEGRATIVE CALL
1970s-1980sSTRUCTURAL CALL
1980s-1990sCOMMUNICATIVE CALL
STAGE
MULTIMEDIA AND INTERNET
PCs
TECHNOLOGY
MAINFRAME
GRAMMAR-TRANSLATION AND AUDIOLINGUAL
ENGLISH-TEACHING PARADIGM
COMMUNICATE LANGUAGE TEACHING
CONTENT-BASED ESP/EAP
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As each new stage emerged, previous stages continue. Current uses of computers in language learning correspond to the three perspectives.
SOCIO-COGNITIVE (developed in social interaction)
STRUCTURAL (a formal structural system)
COGNITIVE (a mentally constructed system)
VIEW OF LANGUAGE
PRINCIPAL USE OF COMPUTERS
DRILL AND PRACTICE
AND FLUENCY
AND AGENCY
Behaviourist CALL
The earliest Computer Assisted Language Learning (CALL) programs followed the computer-as-tutor model, grammar and vocabulary tutorials, drill and practice programs, and language testing instruments. These early programs provided immediate feedback to learners on the formal accuracy of their responses. This was consistent with the structuralist approach which emphasized that repeated drilling on the same material was beneficial and essential for learning. Although these programs were originally developed for mainframe computers in the 1960s and 1970s, there are still variations in use today.
communicative call
There can be realistic and valuable communication that could be achieved by other means (without computers) so it hardly counts as evidence for this period being a communicative phase of call.
Warschauer, Underwood (1984)
- Focuses more on using forms rather than on the forms themselves.
- Teaches grammar implicitly rather than explicitly.
- Allows and encourages students to generate original utterances rather than manipulate prefabricated language.
- Does not judge and evaluate everything the students do, nor reward them with congratulatory messages, lights, bells
- Avoid telling students they are wrong and is flexible to a variety of student responses.
- Use of the target language feels natural, both on and off the screen.
- Will never try to do anything that a book can do as well
"Computer as stimulus": the purpose of the CALL activity is to stimulate students' discussion, writing or critical thinking
Learners learn language in order to communicate, and they learn to communicate best through the process of communication itself (Littlewood, 1981). The interaction involved was extremely limited at the time.
Two key aspects of CLT:1- Learners learn in order to communicate. 2- They can learn to do this best through the process of communication itself. These features are absent from the Communicative CALL, so the term "communicative" may not be appropriate to the software or the uses of CALL during the 1980s.
In this definition there's no mention of communication, something essential to communicative language teaching (CLT). Without the main features of communication / interaction it's difficult to term this "COMMUNICATIVE CALL".
The role of computers in communicative CALL involves the computer as a tool. The programs don't necessarily provide any language material at all, but it empowers the student to use or understand language. Examples of computer as tool: word processors, spelling and grammar checkers, desktop publishing programs, and concordancers. However, the computer acts as a tool for manipulating language or analysing it, not for communicating in it.
There is little pedagogically useful communication going on in CALL unless the teacher was inventive in taking students away from the technology to get them communicating. Hence, this prompt to re-evaluate the phases and their analysis altogether.
WARSCHAUER: during the Communicative CALL phase there were several programs to provide skill practice in a non-drill format. The computer remains the "knower-of-the-right-answer": computer as tutor model. But the process of finding the right answer involves an amoung of sturdent choice, control and interaction.
What is Communicative CALL? Emerged in the late 1970s and early 1980s, Communicative CALL appeared in people's sight. Proponents of Communative CALL strd, 1984). Popular CALL s
integrative call
Warschauer - late 1980s and early 1990s
The use of language in authentic social contexts is a central part of CLT today. For Warschauer and Healey, these approches claim to be "integrative": task-based, project-based, content-based approaches, all sought to integrate learners in authentic environments, and to integrate the various skills of language learning and use.
Integrating and integrative skills were a fundamental part of communicative approaches through the 1980s. In integrative approaches, students learn to use a variety of technological tools as an ongoing process of language learning and use. CALL use changed during the 1990s.
Many teachers were moving away from a cognitive vies of coomunicative teaching to a more social or socio-cognitive view, which placec greater emphasis on alanguage use in authentic social contexts (Warschauer and Healey, 1998)
contradictions about the definition of the "integrative phase"
If the integrative phase is defined as a new ambition for CALL there may be some validity in the category but that is not enough to consider that a new phase of CALL was born at a particular time.
If the integrative phase is defined on the basis of approach to language and language teaching, it is indistinguishable from mainstream CLT.
If the integrative phase is defined on the basis of the use of computers in the syllabus or in classroom practice, then there was no change at all.
It's necessary to formulate an alternative vision of the history of CALL whose terminology is less confusing. It should allow to see where CALL stands at the moment and where it can go in the future.
Although Warschauer and Healey's analysis has proved to be useful, the formula needs to be amended: 1- It's no clear whether the stages represent defined historical periods. 2- The validity of the characterisation of the 1980s as part of "Communicative CALL" requires more support and references to mainstream CLT methodology. 3- Calling the 3rd phase "integrative" calls for more support in terms of attitude to language and language teaching. It has not been distinguished from communicative approaches. The claims for actual integration of CALL into the syllabus and classroom practice require more support and are doubtful.
bax's alternative analysis of call
Nowadays, we are operating within the OPEN CALL approach. The aim is to move towards INTEGRATED CALL in future
Open CALL
Restricted CALL
Integrated CALL
it differs little from Warschauer and Healey's "Behaviourist CALL". "Restricted" refers to to an underlying theory of learning and to the actual software and activity types in use at the time, to the teacher's role, to the feedback offered to students and to other restricted dimensions.
It's open in all dimensions: from the feedback given to students, to the software types, to the role of the teacher. Compared to Restricted CALL is relatively open in these dimensions.
Not the same as Warschauer and Healey's "integrative". It represents an aim towards which we should be working.
Restricted, Open & Integrated CALL
1- The terminology prevents conceptual confusion wiht behaviourist or communicative approaches to learning or teaching. Warschauer and Healey allowed this confusion and even Delcloque called the 1st phase "Behavioural" (Delcloque, 2000). 2. The classification is more accurate as a description of what happened in the past and is happening now. 3. The framework allows to define the practice: An institution might be Restricted in some aspects, Open in others and Integrated in others, giving a clear idea as to its practice in all domains of CALL practice.
Restricted CALL dominated from the 1960s until 1980. Restricted CALL manifestations are still observable and valuable in their place, as in grammar revision and checking
Open CALL has lasted from the 1980s until today
Integrated CALL exists in a few places and dimensions, but is not common
Where is CALL now?
- It is clear that new approaches are needed. - There were technological limitations related to hardware and software. It wasn't possible to use computers for realistic communication in a CLT vein until the advent of effective CMC, the web, widely available email, etc. - Nowadays, it is possible to use computers for communication. It'd be possible to argue for a more genuinely "communicative" role for CALL from around 1995 onwards in terms of software. We are in an Open phase of CALL, but institutions and classroooms may exhibit Restricted and Integrated features.
A true integration of CALL within language teaching and learning has been an objective for years, but we are still a long way from achieving it
how call can be integrated within language teaching and learning? integrated call and normalisation
How an innovation comes to be accepted and effective in its new domain
CALL'S NORMALISATION
It'll be reached when computers are used every day by language students and teachers as an integral part of every lesson without fear or inhibition. They won't be the centre of any lesson, but they will play a part in almost all. They'll be completely integrated into all other aspects of classroom life. In order to do so we must: 1- Identify the criterial factors which normalisation requires. 2- Audit the practice of each teaching context in the light of these criteria. 3- Adjust the current practice in each aspect so as to encourage normalisation. By following this procedure, institutions and teachers can identify progress and obstacles to integration and normalisation can be identified and dealt with.
NORMALISATION
Technology becomes invisible, embedded in everyday "normalised" practice and we hardly even recognise them as technologies Technology is taken for granted in everyday life. CALL has not reached this stage yet. CALL's successful integration into language learning would be that it isn't considered as a separate concept / field. For Bax, CALL practitioners should be aiming at their own extinction.
stages of normalisation in call (ROGERS, 1995)
Fear / awe
Early Adopters
More people start to use it, but still there's a fear alternating with exaggerated expectations.
Some teachers and schools adopt the technology out of curiosity.
Normalising
Ignorance / scepticism
Most people are sceptical or ignorant of its existence.
Gradually it is seen as something normal.
Try once
Normalisation
People try it out but reject it because of early problems. They cannot see its value. It doesn't seem to add anything of 'relative advantage' (Rogers, 1995)
The technology is so integrated into our lives that it becomes invisible and normalised.
Many teachers and institutions are currently at stage 5 and 6 of the progression towards normalisation in their use of CALL. Most people in language education recognise that CALL does have a relative advantage but they are still nervous of it.
Try again
Someone tells them it really works and they try again. They see it does in fact have relative advantage.
fallacies or errors in reasoning in our approaches to call
Sometimes, although many time and money has been spent to buy equipment and devices, all the other essential factors in successful CALL implementation have been ignored: training for teachers, administrative and pedagogical support, integration into the timetable, etc. The mere existence of the hardware and software is not the only key issue in achieving successful implementation or normalisation.
Instead of addressing the role which an educational software could play within a wide classroom context, general expectations seem to be that the software should do everything and replace current technologies such as dictionaries and even the teacher or it was useless. This attitude illustrates what Healy identifies as "unreasonable and unfounded fascination and belief in (...) (computer) technology's educational power". This is a a key fallacy in users' perception of computers in education in the progression towards normalisation. This happens because of an excessive fear towards computer technology and the belief that it can do more than it can: to put technology on a pedestal: the Omnipotence Fallacy.
overcoming fallacious attitudes to call
These mistaken ideas represent an obstacle to successful normalisation and must be overcome. These ideas:
- Place CALL on a pedestal - Assume that the technology alone will solve difficulties in achieving integration although the other key factors are ignored.
An essential first role for CALL is to emphasise and analyse other factors besides the technology and software which must be accounted in order to reach normalisation. Implementation of CALL requires close attention to many aspects such as technology, software, teachers' attitudes, etc. These aspects should be studied and implemented by CALL practitioners in order to undermine the fallacious view that technology alone is enough.
A careful attempt to use CALL in an integrated way yield results in terms of student response, and they illuminate the factors which hinder normalisation (Cole, 2001)
Conclusions
Ideas to reach the normalisation so that computers can achieve their proper place and true potential in the classroom.
It requires changes in attitudes, in approach and practice amongst teachers and students and a fuller integration into administrative procedures and syllabuses
We need deeper ethnographic studies of individual environments to elucidate the relationship between factors. We need action research to identify barriers to normalisation and ways of overcoming them.
A future agenda for CALL is possible. The aim is getting a normalisation in which CALL becomes invisible, serving the needs of students and integrated into teachers' everyday practice
These aims require changes in technology and in the size, shape and position of the classroom computer.
UNIT 3 - The use of technology and virtual environments in language learning
Martín Monje, E. (2021)
advantages of language learning in digital environment
- Debate about distance / online learning in subjects such as English or other foreign languages, whose focus is on skills development that require continuous practice.
- Productive skills require considerable practice, feedback and interaction. Progress could be hindered in digital environments if online courses aren't properly designed and delivered.
Face-to-face learning
Online learning
1- Time limit 2- Space-bound: class in specific spaces 3- Closed-group interaction: teacher - students 4- Organisational rigidity 5- Follows the inertia of traditional methodologies
1- Available at any time: synchrony vs asynchrony 2- Ubiquitous, everywhere learning 3- Open to online communities, virtual worlds and games 4- Flexibility, openness to new learning experiences 5- Predisposition to new methodologies and innovative proposals
VS
- The possibility of keeping effective communication and interaction without the need of being connected at the same time has been used in language teaching through blogs, wikis, forums, emails, etc.- The student is the centre of an ubiquitous learning process, which allows language learning to take place anywhere and anytime.
Challenges of language learning in digital environments
Pedagogy should drive teachers' online language teaching and not vice versa
The appearance of the WWW (World Wide Web) enabled a more creative and collaborative use of technology for online language learning: Web 2.0 and development of CALL software.
Behaviouristic CALL (Bax, Warschauer & Healey, Martín Monje): the computer online learning must include: 1- an instructor 2- proper tracking of students' progress 3- effective communication tools 4- a start and end datects as a teacher, providing only automatic feedback and assessment.
Online learning must include: - an instructor - proper tracking of students' progress - effective communication tools - a start and end date
Technology helps learners become more autonomous but it also can make students excessively dependent. The presence of a teacher acting as a guide in online learning is essential in order to solve any disfunction in the educational process.
Epistemological and methodological broadening of 2nd language acquisitions (Firth & Wagner): importance of the contextual and interactional dimensions of language use raising awareness of the contextual and interactional dimensions of language use (Hampel & Stickler)
CHALLENGES IN THE USE OF TECHNOLOGY FOR LANGUAGE LEARNING
ONLINE COURSE
TEACHERS
LEARNERS
Driven by technology instead of pedagogy
Relying excessively on technology
Conceived solely as a repository
CHANGES IN TEACHER AND STUDENT ROLES
According to Clifford, "teachers who use computers will replace teachers who don't. It is compulsory for teachers in this century to acquire a minimum digital competence and to adopt technology as a natural element in their teaching practice.
TEACHER = facilitator of learning. METHODOLOGY = LEARNER-CENTRED instead of teacher-centred in accordance with current language learning methodologies (Richards & Rodgers, 2001)
NORMALISATION according to Bax: stage when technology becomes invisible, hardly even recognised as a technology, and is taken for granted in everyday life.
PEDAGOGY prevails over technology and is imperative in the planning of the learning process.
SKILLS FOR TEACHING LANGUAGES ONLINE(Hampel & Stickler, 2005)
Compton developed a model which includes: 1- technology in online language teaching 2- pedagogy of online language teaching 3- evaluation of online language teaching
Each area is divided into different levels of expertise:
students' skills to be developed in the digital environment
- Online interaction:
- Asynchronous
- the non-verbal part of the communication is lost many times ----- this may lead to INEFFECTIVE COMMUNICATION------
- Students can reinvent themselves.
- Students are more aware of how they acquire linguistic content, and what activities and techniques are the most effective ones for retaining the new knowledge.
- Students must have realistic expectations and be responsible for their own learning.
- According to Hampel, students must make progress in their learner identity in the digital age. - Students must develop new competences to adapt to the constant change and evolution of the digital environment. - Students must work collaboratively but be also independent, autonomous learners. - They must practise learning strategies and take the focus away from the classroom and sometives, even from formal education.
the importance of instructional design
According to Colpaert, in order to get quality online language courses, the design must be rigurous and conductive to a specific curriculum, with detailed objectives, content and learning outcomes.
SCAFFOLDING (Vygotsky, 1978): students must have enough support in order to be able to overcome the they encounter, some reinforcement activities and extension materials. Those who wish to go beyond the course contents can do so. The rule of the teacher as a instructor is essential. Special attention is paid to productive skills (oral and written production and interaction) since they require more cognitive effort and the online environment may pose a problem.
10 STEPS IN PEDAGOGY-DRIVEN DESIGN FOR ONLINE LANGUAGE TEACHING
10
LINGUISTICFUNCTIONALITIES
ACTIVITYFRAMEWORK
ARCHITECTURE OF LEARNING ENVIRONMENT
SYSTEM REQUIREMENTS
LEARNINGENVIRONMENT
POST-USEEVALUATION
PRE-USEEVALUATION
SPECIFY
CONCEPTUALISE
PERSONAS & GOALS
open language learning
Open Educational Resources (OER) and Language Learning
5 activities that OERs should allow:
REDISTRIBUTE
RETAIN
REVISE
REMIX
REUSE
The right to use the content in a wide range of ways: in a class, a study group, a website, a video...
The right to make, own and control copies of the content: download, duplicate, store and manage.
The right to share copies of the original content, revisions or remixes with others: give a copy of the content to a friend.
The right to combine the original or revised content with other material to create something new: incorporate the content into a mashup, etc.
The right to adapt, adjust, modify or alter the content itself (like translating the content into another language)
OERs have a great potential to teach and learn foreign languages
They allow different degrees of engagement and integration within the teaching practice
Sharing content through wikis, blogs, micro-blogs, social networks and open repositories and using open technologies for sharing and creating content
ENHANCING OPEN LEARNING, ENCOURAGING STUDENTS TO PARTICIPATE IN FREE COURSES AND INITIATIVES (translation in collaborative environments)
PROMOTING OPEN RESEARCH AND PUBLICATION: OpenLIVES project
USING OPEN PEDAGOGIES
Some proper OERs following the UNESCO recommendations:
Info
Use a search engine specialised in OERs
Locate the appropriate OER repositories, mostly hosted by educational insitutions
Info
Use OER directories. They include a search engine useful to identify relevant web links
Info
According to Butcher, OERs have a great potential to transform education:
- An increased availability of learning resources help to train more productive teachers / students. No textbooks or copyrighted materials
- The adaptation of materials encourages learners to be more active in the teaching-learning process and can inspire them to create their own materials.
- OERs have a great potential for training in instructional design, showing institutions and educators how to produce educational materials at low cost.
LANGUAGE MOOCs
Massive Open Online Courses
EuroCALL is the European Association for Computer Assisted Language Learning has an LMOOC Special Interest Group.
MOOCs have revolutionised the educational world. They have blurred the formal and informal education. They try to democratise higher education and to remove problems like fees or attendance. They offer a certification when finished.
Regarding LMOOC Literature (Sallam, 2020) there are 3 essential aspects: 1. A strong set of communicatios for language learning. 2. Short videos with linguistic and cultural content. 3. Assessment tools which are valid for heterogeneous co-work.
According to Gillespie, there's still al lack of research.
mobile assisted language learning
MALL has attracted the attention of distance learning institutions due to its versatility and the number of functionalities mobile devices have
It's a potential tool for learning arts and humanity studies due to the use of virtual reality
Two conceptions:- Learner mobility - Portability A key instrument in the learning journey between formal / informal education. Elementary Science studens can have access to samples and can take a dynamic role wince they can manipulate information.
MALL promotes the use of oral activities, more than writing activities. Current focus is placed on English as a Foreign Language
Info
social learning
SOCIOCULTURAL THEORY
LMOOCS
SUB THEORIES
APPROACHES
Hampel (2015) - Task-based Language Teaching and CALL - Telecollaboration - Mobile language learning - LMOOCS
Siemens (2005), Downes (2010)
Socio-constructivism (Vygotsky, 1978): knowledge is socially constructed. Communicative practice (Lave & Wenger, 1991) learn trhough common interests and regular interaction.
Russia, 1920s Associated with mental processes with cultural and historical context
MOOCs are linked to Connectivism Learning theory in the digital age
+ INFO
Corbett & Spinello (2020) Interaction & networking are the basis for creating knowledge
Key aspects in the way of approaching OLT: - Roles of the teacher and the learner (engage actively) - Role of communication (intercultural skills) - Digital literacy needed by the students
MOOCs can be: cMOOC: content networked xMOOC: centralised networks SOLL (Social Open Language Learning): new field in CALL
+ INFO
+ INFO
Info
UNIT 4 - The applicability of digital materials in Foreign Language Teaching
Vázquez - Cano & Martín Monje
BLOOM'S TAXONOMY
tYPES OF MATERIALS
Broom classifies the thinking skills according to 6 levels:
- Activities from the Internet - Creation of materials / activities with tools - Design complex tasks with Task-Based Learning (TBL) - By using digital materials we can reflect on how a 2nd language is learned
ANALYSIS EVALUATION SYNTHESIS
lower order of thinking skills (LOTS)
KNOWING UNDERSTANDING APPLICATION
higher order of thinking skills (HOTS)
+ INFO
When learning a foreign language, the use of authentic activities that encourage HOTS, promoting workgroup, self-reflect on the learning process and the use of both sides of the brain
BLOGS AND LANGUAGE TEACHING
TYPES OF EDUCATIONAL BLOGS
STUDENT
TEACHER
CLASS
INSTITUTION
Content suggestions for language blogs
Educational purpose criteria
Benefits
- Easy to use: no computer skills required - Easy access from any device - Possibility of sharing the authorship of the blog: collaborative way - Interaction between author and reader is encouraged. - Easy to incorporate digital materials or links to other websites
- Simplicity and visual clarity - Enough width - Use of sidebar - Colours and background images are important
- Media is relevant - Useful links for autonomous learning - Homework instructions - Publication of papers - Digital portfolio - Cross-curricular content - Gamification - Songs, surveys, book clubs....
+ INFO
DIDACTIC USE OF THE WEBQUEST
+ INFO
WEBQUESTS (Dodge, 1995)
STRUCTURE
- INTRODUCTION
- SCAFFOLDING
- RESOURCES
- EVALUATION
- CONCLUSION.
They are learning activities that use the resources and information available on the internet in an interactive way. It is carefully planned and has attainable learning objectives.
OTHER TYPES
PURPOSE
WEBTASKS: A mix between webquests and treasure hunts using the Task-based Learning. Communicative and reflective purposes. They have a non-fixed structure but usually they have: - Introduction - Main objective - Activities to help students to reach the final product.
TREASURE HUNTS: Questions and websities where the answer can be found. STRUCTURE: - Introduction - Set of questions - Links - Evaluation
The methodology is based on Constructivism. The student is the centre and the main figure and the teacher is the facilitator. Its benefits is to obtain transversal skills and it allows the students' free expression.
wrITING SKILLS
Benefits
Creation of digital posters with multimedia content.It stimulates motivation, teamwork, visually attractive projects for students and teachers.
- MORE CONFIDENCE AND PRACTICE- REINFORCEMENT OF GRAMMATICAL STRUCTURES & VOCABULARY- NATURAL EXPOSURE TO REAL SAMPLES - MORE WORK DONE BY STUDENTS - IMPROVEMENT IN THE WRITTEN PRODUCTION PROCESS - IMPROVEMENT IN SOCIOCULTURAL COMPETENCE IN THE FOREIGN LANGUAGE
PIKTOCHART
Creation of bulletin boards or virtual walls. It allows insertion of multimedia elements. It can be used for brainstormings, glossaries, walls, notes...
PADLET
Used for the creation of interactive and multimedia presentations. Educational use for teachers and students
+ INFO
DIGITAL STORYTELLING
it uses descriptions, brainstormings, word classifications, poems, content predictions or text reconstructions
oral competence
some other tools foR developing oral competence
App used for VoIP-based videotelephony, videoconferencing voice calls, instant messaging or file transfer,
SKYPE
PODCASTS
Audios or videos that can be broadcasted asynchronically. Their creation follows the following steps: 1- Plan 2- Record 3- Edit 4- Post
It incorporates voice into images by using descriptions, biographies or advertising.
BLABERIZE
It allows the creation of interactive characters with voice and the use of oral presentations, descriptions, dialogues or message cards.
VOKI
Some tools
Ivoox - a tool to play, download and share audios Audacity: it allows to edit and recording free sofware
Info
5. CALL RESEARCH Where are we now? John Gillespie
PUBLICATIONS IN THE WORLD
TIMELINE OF PUBLICATIONS
MOST AND LESS PUBLISHED TOPICS
LESS PUBLISHED TOPICS
MOST PUBLISHED TOPICS
publications
LEAST PUBLISHED TOPICS
SCARCELY PUBLISHED TOPICS
References
Bibliography
Bax, S. (2003) CALL - past, present and future. Elsevier Science Ltd.
Brumfit, C. J. (ed.). (1986). The Practice of Communicative Teaching. Pergamon Press in association with the British Council
Chery, K. (2022). What is sociocultural theory? Dotdash Media, Inc.
Detel, W. (2016). Social Constructivism. Science Direct
Gillespie, J. CALL research: Where are we now? Ulster University, UK
Hampel & Stickler (2005). Skills for teaching languages online
Lei, X., Fathi, J. et al. (2022). The Impact of Mobile-Assisted Language Learning on English as a Foreign Language Learners’ Vocabulary Learning Attitudes and Self-Regulatory Capacity
Martín Monje, E. (2021). The use of technology in foreign language teaching and learning. UNED.
Kellog, R. T. (2008). A cognitive developmental perspective
Vázquez-Cano, E. & Martín-Monje, E. (2014). Nuevas tendencias para la elaboración y edición de materiales audiovisuales en la enseñanza de lenguas. McGraw-Hill
Warschauer's three stages of CALL (2000)
References
Web links
- Seably.com. How to design better online learning
- School of Education. Promoting Digital Citizenship for Students
- Situative learning: How context matters
- A. García-Valcárcel Muñoz-Repiso, V. Basilotta Gómez-Pablos, C. López García, Las TIC en el aprendizaje colaborativo en el aula de Primaria y Secundaria, Comunicar; Comunicar 42: ¿La revolución de la enseñanza?; 65-74
- Slideplayer. Computer-Assisted Language Learning (CALL)
- Skype - Wikipedia
- Study.com. Learner Centered Teaching: Strategies, Benefits and Challenges
- An Overview of the Utilization of TikTok to Improve Oral English Communication Competence among EFL Undergraduate Students
- Ted-Ed
- A teacher's guide to Bloom's Taxonomy
- University of South Carolina. Open Educational Resources
- Blabberize EDU Teaser
- Bredl, Klaus. (2018). Immersive Education in Virtual Space.
- University of Southampton. Open Lives Project
- Castilla y León Digital. ¿Qué es Piktochart?
- USC. Learning and teaching. Overview of Connectivism. Dr George Siemens
- Commonwealth of Learning
- EdTech in the service of learning: The importance of evaluating education technology
- YouTube. Bloom's Taxonomy in 5 minutes. Simplilearn.
- Western Governors University. Connectivism Learning Theory
- eLearning Industry. How to use blogs in the classroom
- Western Sidney University. Critical thinking
- Growth Engineering: Edgar Dale's Cone of Experience: A Comprehensive Guide
- Western Sidney University. What is digital literacy?
- Growth Engineering: just-in-time learning: 8 steps to success (2022)
- JISC. Building digital capability
- LangOER collection of educational resources
- OER Commons. Open Educational Resources
- Pantoja Vallejo, A. Orientación y Acción Tutorial. Webquest.
- Role of the learner in Connectivism
21st-Century teachers must be experts in ICTs, Web 2.0 and in the Internet of things because ICT tools provide many advantages in the field of education. Connectivism is essential to understand the utility for the teaching-learning process. Teachers must be trained in fields such as ICT, and adopt a role as researchers, guides and educational facilitators. Education and language teaching must be linked to technology and society, which, together with IA, are taking steps towards that path, should be completely technological and integrate technology in personal and professional lives. Regarding education, Administrations, schools, teachers and students should make a great effort. COVID19 showed the importance of online teaching. There's a lot of ICT tools available such as Google Classroom, Google Meet or Zoom that should be integrated within the "normal" educational system because of their advantages in order to OLT to become an integral part of the educational system, despite the economic and logistical efforts required. Teachers should work in the creation and the improvement the educational tools in order to achieve the proposed objectives. The Administration must support the required changes to transform the education through the use of digital and online materials in the teaching-learning process. Even though there's been an improving in the research on CALL, more research is still needed in order to join technology and education, especially for improving language teaching since CALL involves many areas of knowledge.
cRITICAL COMMENTARY
THANK YOU
INMACULADA CAMPO BRAVO icampo23@alumno.uned.es
UNED MÁSTER UNIVERITARIO EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZA DE IDIOMAS Curso 2022-23
- Interactive elements on the screen need to be identifiable.
- Levels of interaction, content and set objectives need to be chosen for the users.
- It is essential to avoid monotony or excessive repetition in the type and content of activities.
- Interaction with sequential activities can be of progressive difficulty or based on a established narrative order.
- Interactive activities must be related to the content and respond to the objectives set.
- The system must respond immediately and the student needs to receive feedback on each of the actions.
Piktochart es una herramienta web especializada en la creación de infografías. Gracias a sus opciones de diseño, Picktochart nos brinda la posibilidad de hacer diseños fácilmente y totalmente visuales, de apariencia profesional.
https://www.cyldigital.es/sites/default/files/selflearning/scorm/f319c75c/1_qu_es_piktochart.html
CONNECTIVISM
I- Impossible to learn without relating to others or without contact with content communicated by others. - To learn = to rework and interpret what has been learned to communicate the ideas and conclusions. - Learning = consolidated when the cahannels and meands of communication are dynamic and collaborative.
AS KNOWLEDGE EVOLVES, ACCESS TO INFORMATION AND ITS FRAMING WITHIN A NETWORK ARE ESSENTIAL PRINCIPLES IN LEARNING IN THE 21st CENTURY.
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1. Global Learning Objects Brockered Exchange (GLOBE) Alliance www.globeinfo.org 2. DiscoverEd www.discovered.labs.creativecommons.org/search/en 3. Creative Commons Search www.search.creativecommons.org 4. Open Courseware Consoritum www.ocwconsortium.org/courses/search 5. Folksemantic www.folksemantic.com
LIFE-LONG LEARNING https://youtu.be/wXFRI08dwAg
Curating of web content in educational contexts
Some tools for content curator:- Pinterest - Paper.li - Peartrees - Scoop.it - Tumblr In educational contexts, they are used to display a variety of resources on a topic, to show different student works related to each other and electronic portfolios in which students show the sources used and their final product. Information is presented in visual formats. Disadvantages: lack of privacy, limited to the collection of resources. Teacher's work: help to discern between important information and incidental and irrelevant information.
Micro-content disseminated on the Internet, through: - E-mails with file attachments - Social networks: - Twitter. - Facebook - YouTube. - Slideshare - Virtual platforms: - Moodle - Blackboard - WebCT
AUTHENTIC LEARNING
- OER Commons: https://www.oercommons.org/
- Commonwealth of Learning:
https://www.col.org/programmes/open-educational- resources
MOBILE LEARNING OR M-LEARNING
Any educational interaction that takes place through a mobile device, which the student can access when and from where it is most convenient. Nowadays, learning overcomes the spatial and temporal limitations of formal education and encourages spontaneous learning and interaction. Mobile foreign language learning has evolved. Students can access content anywhere without having a fixed schedule and in. Shorter learning periods.
CONNECTIVISM
Agents that make the MOOC a special education model:
- It is possible to attend the classes of a professor from anywhere. The professors won't be available and attempts at teacher - student contact is discouraged. This is what curators and facilitators are for.
- Curators are teachers of the MOOC who filter the information and answer questions about the course content.
- Facilitators' tasks are to resolve doubts and technical problems related to the operation of the platform.
- Activities are mostly closed-ended: multiple choice questionnaires, tests, true / false questions, and also writing or oral production assignments. These are called P2P (Peer-to-Peer) tasks, involving peer evaluation. This assessment has been met reluctanctly by students who don't consider peer feedback as avalid as what would be provided by a teacher.
- MOOCs' s main strengths: interaction between MOOC participants. The use of all types of social networks is encouraged. Students are accustomed to traditional, closed and manageable models in which the teacher has a more relevant role. A MOOC should be self-managing: the student takes responsibility for their own learning and the figure of the teacher disappears.
- Equal relationship between all couse participants.
- This educational model helps democratise access to education and represent a new learning modality.
MOOCs are based on the establishment of connections or nodes: the greater the number of nodes, the greater the possibilities for learning in a given course.
Decisions are based on rapidly altering foundations. New information is continually acquired and to be aware of the difference between important and unimportant information is vital.
MOOCs' activities meet the needs of such a large fluid group of students. Activities are asynchronous and they have a flexible structure.
Participants can progress at their own pace without strict deadlines. MOOCs are hosted on accesible sites: wikis, blogs, Google sites, or large platforms such as Coursera or UNED Abierta.
MOOCs have generated a debate on the funding model, sustainaibility, educational sources and processes, challenging established models and reaffirming the trend towards open education and free access to content.
BLENDED LEARNING WITH PLE (Martín Monje, 2012)
PLE follow Constructivism: students acquire new knowldege through their personal interpretation of the learning process, linking it to their previous knowledge and beliefs (Piaget, 1980, Vygotsky, 1978).Virtual learning environments are ideal environments for e-learning or distance learning through web tools. Students can work at their own pace. VLEs encourage individual and collaborative learning and promote interaction in work and study groups. Disadvantages: students have advanced technological skills and habits but universities and schools offer tools in a much more antiquated way. PLEs are a natural evolution of VLEs and provide a creative and adaptable environment. They allow learners to personalise the resources and materials to be used in their learning process.
PLE ONLINE
BLENDED LEARNING
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FACE-TO-FACE CLASS
WEB 2.0.
PLE: set of tools, information sources, connections and activities that each person uses regularly for learning.Constituent elements of the PLE:
- Reading tools and strategies
- Tools and strategies for dissemination
- Tools and strategies for reflection.
- MIT (Massachusetts Institute of Technology) Open Courseware Repository.
- LangOER https://langoer.eun.org/oer-collection
- Part of the European project within the Lifelong Learning programme, focusing on potentiating the linguistic and cultural component of OERs for language learning.
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BENEFITS OF USING PLEs IN EDUCATION
- They are learner-centred: they can adapt and personalise their learning resources themselves. - They don't have to be fully consistent with the VLE of the educational institution to which they belong. - They combine formal, non-formal and informal learning. - They encourage fundamental leraning skills, such as metacognition or reflection on one's own learning.
Metacognitive skill is essential to foreign language learning. No single methodology is valid for each student. The teacher have to adopt an eclectic methodology based on the needs of the students as a whole. Students must reflect on their own learning to understand their basic mental processes.
EDUCATIONAL INNOVATION IN ENGLISH TEACHING
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Transcript
Educational Innovation in English Teaching
INMACULADA CAMPO BRAVO icampo23@alumno.uned.es
UNIT 1 - Proposals for education innovation in English teaching by Vázquez Cano and Martín Monje
index
UNIT 2 - CALL - past, present and future by Stephen Bax
UNIT 3 - The use of technology and virtual environments in language learning
UNIT 4- The applicability of digital materials in foreign language teachings
UNIT 5 - CALL Research: Where are we now?
References
ANNEX I: Critical commentary
UNIT 1 - Proposals for education innovation in English teaching
Vázquez Cano, E. & Martín-Monje, E.
Virtual spaces for education and learning
INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) People are permanently connected
- STORAGE- HANDLING - DISSEMINATION OF INFORMATION
+ INFO
People need to develop new skills
Internet promotes a creative and productive society: Web 2.0:
Communicativereality
iMmersive education in virtual space
Teachers in the 21ST century
Ability to communicate, create and teach online To be a creative role model in the development of materials and in the use of available resources
Lifelong learning
Multimedia Literacy
Digital literacy
Technology must be at the service of education and the learning process
One of the key needs in the 21st C., including ICTs. Develop skills for the correct search for information, analysis, synthesis, evaluation and presentation or dissemination of the contents
Capacity to transform information into knowledge and to make it a collaborative / transformative element of society What is digital literacy?
Ability to understand and express with different languages and media when it comes to technology
Educators have the responsibility to ensure that students adapt to new learning environments.The focus is more on LEARNING than on teaching
creation of a new socio-communicational context
tEchnology has changed communication and learning processes
- interactivity- immediacy of communicative trends in learning
RELEVANT TRENDS IN LEARNING
- LEARNERS MAY WORK IN DIFFERENT, UNRELATED AREAS THROUGHOUT THEIR LIFETIME - INFORMAL LEARNING IS ESSENTIAL: communities of practice, personal networks and through the performance of on-the job-tasks. - LEARNING = a continuous process = lifelong learning. Learning and work activities may be the one and the same. - TECHNOLOGY alters brains and it defines and shapes our thinking. - A theory is needed to to explain the LINK BETWEEN INDIVIDUAL AND ORGANISATIONAL LEARNING - PROCESSES HANDLED BY LEARNING THEORIES CAN BE PERFORMED AND SUPPORTED BY TECHNOLOGY. - KNOWING HOW + KNOWING WHAT + KNOWING WHERE knowing where to find the required knowledge.
LEARNING HOW TO LEARN CONNECTIVISM: - NOT possible to learn without relating to others/ without exposure to the content communicated by others. - to LEARN: to rework and interpret what has been learned in order to communicate the projected conclusions and ideas. - LEARNING: consolidated when channels / means of communication are DYNAMIC and COLLABORATIVE
DALE'S CONE OF EXPERIENCE (1969)
INTERACTION BETWEEN USERS:FLEXIBILITY, PERSONALISATION, INTERACTION AND COOPERATION
People remember...
simulations, games...
90% what they do
e-lessorns, e-courses, e-tutoring...
70% said / written
audios, videos...
TEACHER STUDENT LEARNING-BY-DOING APPROACH
50% heard / seen
images, online guides, interactive presentations
30% what they see
email, readings...
10% what they read
DALE'S CONE OF EXPERIENCE
1969
ADVANTAGES OF COLLABORATIVE WORK WITH ICT IN THE TEACHING - LEARNING PROCESS
INTERACTIVE OF THE TRAINING ENVIRONMENTS
- It stimulates interpersonal communications through the use of ICT tools (email, audio / video conferencing, electronic whiteboards, etc) - It enables the sharing of information, documents and decision-making processes (shared applications, calendars, shared navigation, voting systems, etc.) - It allows teachers to manage and monitor the group through the use of connection statistics, record of participation, understanding of the processes, etc. - It provides access to a number of information sources and content. - It encourages the sharing of resources and the incorporation of different perspectives.
LEARNED-CENTRED LEARNING MODELS
AUTHENTIC LEARNING
SITUATED LEARNING
Theory based on the efficiency of a realistic scenario in the acquisition of knowledge. Key to success in the assimilation of academic and professional skills.
Focus on the confluence of real situations and contexts offering close similarities to the reality experienced by the students. Great creativity and autonomy.
Play
Teacher control is necessary in order to: - Emphasise the active nature of learning. - Increase the students' own responsibility. - Increase the students' sense of autonomy. - Establish an interdependence between teacher and student and mong students.
LEARNING STYLES
changes in the role of teacher and student
new digital era transformation of the teacher's role
STUDENT-CENTRED APPROACH
- Teacher: a learning coordinator, but still essential in the teaching-learning process:
- facilitator of learning
- consultant
- guide
- Students: play the main role: they develop new skills and competencies:Info
JUST-IN-TIME LEARNING: learning based on the specific needs of each subject
WEB 2.0 AND SOCIAL LEARNING Basic principles:
- The World Wide Web as a working platform - The harnessing of collective intelligence - Database management as a core skill - The end of the software release cycle - Lightweight programming models, along with the pursuit of simplicity - Software that is not limited to one single device - Rich user experiences
- The 21st century needs to develop a set of skills akin to self-learning. - Multimedia materials / networked learning / e-learning: blended learning or an online education model are part of the education of the future.
- A more fluid and egalitarian environments. - Users receive information but they are also creators of content. - A more active role, a new form of knowledge based on collaboration: strong social component. - Learning: multidirectional, shared by the group.
tools in english teaching with web 2.0. technology
social networks
wikis
blogs & microblogs
- Basis of Web 2.0: social collaboration component.- They make easier communication with other people, and the creation of communities. - Some teachers are cautious about the inclusion of social networks in education. - The use of social networks, computer-mediated communication applications and new technologies for language learning among educators has been successful: LinkedIn, etc - There are also platforms for non-formal learning of a foreign language: Busuu, etc.
- "Wiki" means "fast". - Websites that are developed collaboratively by a group of users so the work is enriched by the different points of view of the participants. - Wikipedia, etc.
- Main format for publication on the Web 2.0. - Many teaching possiblities and ease of use. - Transmission of information, interaction with other users through comments. - Microblogging: a tool that allows users to publish short messages: Twitter, etc.
social repositories
- Sites that are made up of collections of materials added by users in order to share them. - The ability to communicate lies in the ability to comment, vote and tag in interaction with other users. - YouTube, Flickr, Scribd, Slideshare, etc.
podcasts
- Audio or video files that can be listened to or viewed on a website.- Used for language learning in listening comprehension, stimulated by the use of multimedia players by learners, making access to authentic materials much easier: ESL Podcast, etc.
the digital citizen - student
People are accessing and accumulating "digital wisdom" (Prensky, 2010) There are new ways of accessing and understanding the world through information and participation in the network.
Digital tools expand our cognitive abilities in a number of ways
A new way of learning and teaching based on discovery and participation which generates learning built collaborative and and shared socially
Digital technology enhances memory allowing to gather more data than we could on our won, helping us to perform more complex analyses of situations or problems, and increasing our ability to execute (Prensky, 2010)
Nowadays, it is imposible to educate without using ICTs and technologies. Technology provides new possibilities to organise the learning process.
Technologies make us think and increase our capabilities across a wide variety of cognitive tasks. Technologies are integrated into the routine life of people and a new type of citizen is created: a digital citizen to define a type of human-sociodigital context relations in which users are active participants in the digital world, processing information and generating new communication models that help generate new educational and learning models.
Info
new educational offerings
CURATING OF WEB CONTENT
OPEN COURSE RESOURCES
PERSONAL LEARNING ENVIRONMENTS (PLE)
search, selection, organisastion and structured presentation of information. to filter information so that the content selected is relevant to the topic and the audience for which it's intended. visual tools mainly visual with the format of a bulletin board, a newspaper or an online magazine. they are intuitive to use.
educators have an opportunity to share, use and re-use materials and tools, encouraging alternative approaches to foreign language teaching and promoting new models of content distribution, assessment and certification. they are linked to the latest educational approacheS.
COURSES ON PLATFORMS SUCH AS MOODLE, WEBCT, BLACKBOARD, ETC.SOFTWARE PROGRAMS THAT BRING TOGETHER A NUMBER OF RESORUCES THAT ALLOW TEACHERS AND STUDENTS TO INTERACT ONLINE, ACCESS CONTENT AND SAVE DATA ON STUDENT PROGRESS.
Info
Info
MOBILE LEARNING m-learning
MASSIVE ONLINE OPEN COURSES (MOOCS)
nowadays, A 30% of the population has access to the internet, and 90% use mobile phones. mobile learning INCLUDES ALL THE DEVICES THAT CAN BE EASILY MOVED: MOBILE PHONES, TABLETS, ipads, laptops, etc.
AIMED TO POTENTIAL LEARNERS MORE INTERESTED IN THE CONTENT THAN IN THE ACADEMIC QUALIFICATIONS. THEY FOLLOW THE CONNECTIVIST PHILOSOPHY: THE CREATION OF KNOWLEDGE IS BASED ON THE ESTABLISHMENT OF CONNECTION OR NODES.
Info
Info
CONNECTIVISM & EDUCATION
IMPACT OF TECHNOLOGY IN COMMUNICATION AND LEARNING (Reig)
Students can create their own connections personalising their learning. They must choose sources of information and knowledge in order to achieve their objectives, so they have a critical view of their path through the learning process
CONNECTIVISM (SIemens) - Based on the limitations of theories such as: behaviourism cognitivism constructivism
+ INFO
CONNECTIVISM makes the students to acquire knowledge and understand how they can use the connections offered by the internet in order to find answers, look for experts, experience possibilities and develop skills
tHESE THORIES ARE FOCUSED ON INDIVIDUAL LEARNING BUT DON'T PROVIDE ANSWERS TO HOW KNOWLEDGE IS BUILT UP IN COMMUNITIES AND ORGANISATIONS
UNIT 2: CALL: past, present and future by Stephen Bax
Where has CALL been?
5 main literature sources divided into two kinds: Delcloque
1- The properly researched, objective historical accounts which attempt to summarize the progression and might include precise dates and a comprehesive list of sources: Levy and Ahmad et al. 2- The interpretative type which tends to draw more subjective conclusions about advances and trends in the field, analysing its progression in a less objective manner: Warshauer and Healy.
It focuses on the on the factual aspects of technologies: weighted towards facts and reviews rather than analysis and in-depth discussions.
CALL needs to look more depth at its past and present in order to develop a fully appropriate role for computers in language teaching and learning.
The only substantive, systematic atttempt to analyse and understand the history of CALL in more than factual terms.
THE THREE PHASES OF CALL Warschauer - Healey
1- BEHAVIOURISTIC or STRUCTURAL CALL: conceived in the 1950s and implemented in the 1960s and 1970s. 2- COMMUNICATIVE CALL: dated to the 1980s and 1990s. 3- INTEGRATIVE CALL: dated to the 21st century.
Warschauer's three stages of CALL (2000)
21st CINTEGRATIVE CALL
1970s-1980sSTRUCTURAL CALL
1980s-1990sCOMMUNICATIVE CALL
STAGE
MULTIMEDIA AND INTERNET
PCs
TECHNOLOGY
MAINFRAME
GRAMMAR-TRANSLATION AND AUDIOLINGUAL
ENGLISH-TEACHING PARADIGM
COMMUNICATE LANGUAGE TEACHING
CONTENT-BASED ESP/EAP
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As each new stage emerged, previous stages continue. Current uses of computers in language learning correspond to the three perspectives.
SOCIO-COGNITIVE (developed in social interaction)
STRUCTURAL (a formal structural system)
COGNITIVE (a mentally constructed system)
VIEW OF LANGUAGE
PRINCIPAL USE OF COMPUTERS
DRILL AND PRACTICE
AND FLUENCY
AND AGENCY
Behaviourist CALL
The earliest Computer Assisted Language Learning (CALL) programs followed the computer-as-tutor model, grammar and vocabulary tutorials, drill and practice programs, and language testing instruments. These early programs provided immediate feedback to learners on the formal accuracy of their responses. This was consistent with the structuralist approach which emphasized that repeated drilling on the same material was beneficial and essential for learning. Although these programs were originally developed for mainframe computers in the 1960s and 1970s, there are still variations in use today.
communicative call
There can be realistic and valuable communication that could be achieved by other means (without computers) so it hardly counts as evidence for this period being a communicative phase of call.
Warschauer, Underwood (1984)
"Computer as stimulus": the purpose of the CALL activity is to stimulate students' discussion, writing or critical thinking
Learners learn language in order to communicate, and they learn to communicate best through the process of communication itself (Littlewood, 1981). The interaction involved was extremely limited at the time.
Two key aspects of CLT:1- Learners learn in order to communicate. 2- They can learn to do this best through the process of communication itself. These features are absent from the Communicative CALL, so the term "communicative" may not be appropriate to the software or the uses of CALL during the 1980s.
In this definition there's no mention of communication, something essential to communicative language teaching (CLT). Without the main features of communication / interaction it's difficult to term this "COMMUNICATIVE CALL".
The role of computers in communicative CALL involves the computer as a tool. The programs don't necessarily provide any language material at all, but it empowers the student to use or understand language. Examples of computer as tool: word processors, spelling and grammar checkers, desktop publishing programs, and concordancers. However, the computer acts as a tool for manipulating language or analysing it, not for communicating in it.
There is little pedagogically useful communication going on in CALL unless the teacher was inventive in taking students away from the technology to get them communicating. Hence, this prompt to re-evaluate the phases and their analysis altogether.
WARSCHAUER: during the Communicative CALL phase there were several programs to provide skill practice in a non-drill format. The computer remains the "knower-of-the-right-answer": computer as tutor model. But the process of finding the right answer involves an amoung of sturdent choice, control and interaction.
What is Communicative CALL? Emerged in the late 1970s and early 1980s, Communicative CALL appeared in people's sight. Proponents of Communative CALL strd, 1984). Popular CALL s
integrative call
Warschauer - late 1980s and early 1990s
The use of language in authentic social contexts is a central part of CLT today. For Warschauer and Healey, these approches claim to be "integrative": task-based, project-based, content-based approaches, all sought to integrate learners in authentic environments, and to integrate the various skills of language learning and use.
Integrating and integrative skills were a fundamental part of communicative approaches through the 1980s. In integrative approaches, students learn to use a variety of technological tools as an ongoing process of language learning and use. CALL use changed during the 1990s.
Many teachers were moving away from a cognitive vies of coomunicative teaching to a more social or socio-cognitive view, which placec greater emphasis on alanguage use in authentic social contexts (Warschauer and Healey, 1998)
contradictions about the definition of the "integrative phase"
If the integrative phase is defined as a new ambition for CALL there may be some validity in the category but that is not enough to consider that a new phase of CALL was born at a particular time.
If the integrative phase is defined on the basis of approach to language and language teaching, it is indistinguishable from mainstream CLT.
If the integrative phase is defined on the basis of the use of computers in the syllabus or in classroom practice, then there was no change at all.
It's necessary to formulate an alternative vision of the history of CALL whose terminology is less confusing. It should allow to see where CALL stands at the moment and where it can go in the future.
Although Warschauer and Healey's analysis has proved to be useful, the formula needs to be amended: 1- It's no clear whether the stages represent defined historical periods. 2- The validity of the characterisation of the 1980s as part of "Communicative CALL" requires more support and references to mainstream CLT methodology. 3- Calling the 3rd phase "integrative" calls for more support in terms of attitude to language and language teaching. It has not been distinguished from communicative approaches. The claims for actual integration of CALL into the syllabus and classroom practice require more support and are doubtful.
bax's alternative analysis of call
Nowadays, we are operating within the OPEN CALL approach. The aim is to move towards INTEGRATED CALL in future
Open CALL
Restricted CALL
Integrated CALL
it differs little from Warschauer and Healey's "Behaviourist CALL". "Restricted" refers to to an underlying theory of learning and to the actual software and activity types in use at the time, to the teacher's role, to the feedback offered to students and to other restricted dimensions.
It's open in all dimensions: from the feedback given to students, to the software types, to the role of the teacher. Compared to Restricted CALL is relatively open in these dimensions.
Not the same as Warschauer and Healey's "integrative". It represents an aim towards which we should be working.
Restricted, Open & Integrated CALL
1- The terminology prevents conceptual confusion wiht behaviourist or communicative approaches to learning or teaching. Warschauer and Healey allowed this confusion and even Delcloque called the 1st phase "Behavioural" (Delcloque, 2000). 2. The classification is more accurate as a description of what happened in the past and is happening now. 3. The framework allows to define the practice: An institution might be Restricted in some aspects, Open in others and Integrated in others, giving a clear idea as to its practice in all domains of CALL practice.
Restricted CALL dominated from the 1960s until 1980. Restricted CALL manifestations are still observable and valuable in their place, as in grammar revision and checking
Open CALL has lasted from the 1980s until today
Integrated CALL exists in a few places and dimensions, but is not common
Where is CALL now?
- It is clear that new approaches are needed. - There were technological limitations related to hardware and software. It wasn't possible to use computers for realistic communication in a CLT vein until the advent of effective CMC, the web, widely available email, etc. - Nowadays, it is possible to use computers for communication. It'd be possible to argue for a more genuinely "communicative" role for CALL from around 1995 onwards in terms of software. We are in an Open phase of CALL, but institutions and classroooms may exhibit Restricted and Integrated features.
A true integration of CALL within language teaching and learning has been an objective for years, but we are still a long way from achieving it
how call can be integrated within language teaching and learning? integrated call and normalisation
How an innovation comes to be accepted and effective in its new domain
CALL'S NORMALISATION
It'll be reached when computers are used every day by language students and teachers as an integral part of every lesson without fear or inhibition. They won't be the centre of any lesson, but they will play a part in almost all. They'll be completely integrated into all other aspects of classroom life. In order to do so we must: 1- Identify the criterial factors which normalisation requires. 2- Audit the practice of each teaching context in the light of these criteria. 3- Adjust the current practice in each aspect so as to encourage normalisation. By following this procedure, institutions and teachers can identify progress and obstacles to integration and normalisation can be identified and dealt with.
NORMALISATION
Technology becomes invisible, embedded in everyday "normalised" practice and we hardly even recognise them as technologies Technology is taken for granted in everyday life. CALL has not reached this stage yet. CALL's successful integration into language learning would be that it isn't considered as a separate concept / field. For Bax, CALL practitioners should be aiming at their own extinction.
stages of normalisation in call (ROGERS, 1995)
Fear / awe
Early Adopters
More people start to use it, but still there's a fear alternating with exaggerated expectations.
Some teachers and schools adopt the technology out of curiosity.
Normalising
Ignorance / scepticism
Most people are sceptical or ignorant of its existence.
Gradually it is seen as something normal.
Try once
Normalisation
People try it out but reject it because of early problems. They cannot see its value. It doesn't seem to add anything of 'relative advantage' (Rogers, 1995)
The technology is so integrated into our lives that it becomes invisible and normalised.
Many teachers and institutions are currently at stage 5 and 6 of the progression towards normalisation in their use of CALL. Most people in language education recognise that CALL does have a relative advantage but they are still nervous of it.
Try again
Someone tells them it really works and they try again. They see it does in fact have relative advantage.
fallacies or errors in reasoning in our approaches to call
Sometimes, although many time and money has been spent to buy equipment and devices, all the other essential factors in successful CALL implementation have been ignored: training for teachers, administrative and pedagogical support, integration into the timetable, etc. The mere existence of the hardware and software is not the only key issue in achieving successful implementation or normalisation.
Instead of addressing the role which an educational software could play within a wide classroom context, general expectations seem to be that the software should do everything and replace current technologies such as dictionaries and even the teacher or it was useless. This attitude illustrates what Healy identifies as "unreasonable and unfounded fascination and belief in (...) (computer) technology's educational power". This is a a key fallacy in users' perception of computers in education in the progression towards normalisation. This happens because of an excessive fear towards computer technology and the belief that it can do more than it can: to put technology on a pedestal: the Omnipotence Fallacy.
overcoming fallacious attitudes to call
These mistaken ideas represent an obstacle to successful normalisation and must be overcome. These ideas:
- Place CALL on a pedestal - Assume that the technology alone will solve difficulties in achieving integration although the other key factors are ignored.
An essential first role for CALL is to emphasise and analyse other factors besides the technology and software which must be accounted in order to reach normalisation. Implementation of CALL requires close attention to many aspects such as technology, software, teachers' attitudes, etc. These aspects should be studied and implemented by CALL practitioners in order to undermine the fallacious view that technology alone is enough.
A careful attempt to use CALL in an integrated way yield results in terms of student response, and they illuminate the factors which hinder normalisation (Cole, 2001)
Conclusions
Ideas to reach the normalisation so that computers can achieve their proper place and true potential in the classroom.
It requires changes in attitudes, in approach and practice amongst teachers and students and a fuller integration into administrative procedures and syllabuses
We need deeper ethnographic studies of individual environments to elucidate the relationship between factors. We need action research to identify barriers to normalisation and ways of overcoming them.
A future agenda for CALL is possible. The aim is getting a normalisation in which CALL becomes invisible, serving the needs of students and integrated into teachers' everyday practice
These aims require changes in technology and in the size, shape and position of the classroom computer.
UNIT 3 - The use of technology and virtual environments in language learning
Martín Monje, E. (2021)
advantages of language learning in digital environment
- Debate about distance / online learning in subjects such as English or other foreign languages, whose focus is on skills development that require continuous practice.
- Productive skills require considerable practice, feedback and interaction. Progress could be hindered in digital environments if online courses aren't properly designed and delivered.
Face-to-face learning
Online learning
1- Time limit 2- Space-bound: class in specific spaces 3- Closed-group interaction: teacher - students 4- Organisational rigidity 5- Follows the inertia of traditional methodologies
1- Available at any time: synchrony vs asynchrony 2- Ubiquitous, everywhere learning 3- Open to online communities, virtual worlds and games 4- Flexibility, openness to new learning experiences 5- Predisposition to new methodologies and innovative proposals
VS
- The possibility of keeping effective communication and interaction without the need of being connected at the same time has been used in language teaching through blogs, wikis, forums, emails, etc.- The student is the centre of an ubiquitous learning process, which allows language learning to take place anywhere and anytime.
Challenges of language learning in digital environments
Pedagogy should drive teachers' online language teaching and not vice versa
The appearance of the WWW (World Wide Web) enabled a more creative and collaborative use of technology for online language learning: Web 2.0 and development of CALL software.
Behaviouristic CALL (Bax, Warschauer & Healey, Martín Monje): the computer online learning must include: 1- an instructor 2- proper tracking of students' progress 3- effective communication tools 4- a start and end datects as a teacher, providing only automatic feedback and assessment.
Online learning must include: - an instructor - proper tracking of students' progress - effective communication tools - a start and end date
Technology helps learners become more autonomous but it also can make students excessively dependent. The presence of a teacher acting as a guide in online learning is essential in order to solve any disfunction in the educational process.
Epistemological and methodological broadening of 2nd language acquisitions (Firth & Wagner): importance of the contextual and interactional dimensions of language use raising awareness of the contextual and interactional dimensions of language use (Hampel & Stickler)
CHALLENGES IN THE USE OF TECHNOLOGY FOR LANGUAGE LEARNING
ONLINE COURSE
TEACHERS
LEARNERS
Driven by technology instead of pedagogy
Relying excessively on technology
Conceived solely as a repository
CHANGES IN TEACHER AND STUDENT ROLES
According to Clifford, "teachers who use computers will replace teachers who don't. It is compulsory for teachers in this century to acquire a minimum digital competence and to adopt technology as a natural element in their teaching practice.
TEACHER = facilitator of learning. METHODOLOGY = LEARNER-CENTRED instead of teacher-centred in accordance with current language learning methodologies (Richards & Rodgers, 2001)
NORMALISATION according to Bax: stage when technology becomes invisible, hardly even recognised as a technology, and is taken for granted in everyday life.
PEDAGOGY prevails over technology and is imperative in the planning of the learning process.
SKILLS FOR TEACHING LANGUAGES ONLINE(Hampel & Stickler, 2005)
Compton developed a model which includes: 1- technology in online language teaching 2- pedagogy of online language teaching 3- evaluation of online language teaching
Each area is divided into different levels of expertise:- novice
- proficient
- expert
students' skills to be developed in the digital environment
- According to Hampel, students must make progress in their learner identity in the digital age. - Students must develop new competences to adapt to the constant change and evolution of the digital environment. - Students must work collaboratively but be also independent, autonomous learners. - They must practise learning strategies and take the focus away from the classroom and sometives, even from formal education.
the importance of instructional design
According to Colpaert, in order to get quality online language courses, the design must be rigurous and conductive to a specific curriculum, with detailed objectives, content and learning outcomes.
SCAFFOLDING (Vygotsky, 1978): students must have enough support in order to be able to overcome the they encounter, some reinforcement activities and extension materials. Those who wish to go beyond the course contents can do so. The rule of the teacher as a instructor is essential. Special attention is paid to productive skills (oral and written production and interaction) since they require more cognitive effort and the online environment may pose a problem.
10 STEPS IN PEDAGOGY-DRIVEN DESIGN FOR ONLINE LANGUAGE TEACHING
10
LINGUISTICFUNCTIONALITIES
ACTIVITYFRAMEWORK
ARCHITECTURE OF LEARNING ENVIRONMENT
SYSTEM REQUIREMENTS
LEARNINGENVIRONMENT
POST-USEEVALUATION
PRE-USEEVALUATION
SPECIFY
CONCEPTUALISE
PERSONAS & GOALS
open language learning
Open Educational Resources (OER) and Language Learning
5 activities that OERs should allow:
REDISTRIBUTE
RETAIN
REVISE
REMIX
REUSE
The right to use the content in a wide range of ways: in a class, a study group, a website, a video...
The right to make, own and control copies of the content: download, duplicate, store and manage.
The right to share copies of the original content, revisions or remixes with others: give a copy of the content to a friend.
The right to combine the original or revised content with other material to create something new: incorporate the content into a mashup, etc.
The right to adapt, adjust, modify or alter the content itself (like translating the content into another language)
OERs have a great potential to teach and learn foreign languages
They allow different degrees of engagement and integration within the teaching practice
Sharing content through wikis, blogs, micro-blogs, social networks and open repositories and using open technologies for sharing and creating content
ENHANCING OPEN LEARNING, ENCOURAGING STUDENTS TO PARTICIPATE IN FREE COURSES AND INITIATIVES (translation in collaborative environments)
PROMOTING OPEN RESEARCH AND PUBLICATION: OpenLIVES project
USING OPEN PEDAGOGIES
Some proper OERs following the UNESCO recommendations:
Info
Use a search engine specialised in OERs
Locate the appropriate OER repositories, mostly hosted by educational insitutions
Info
Use OER directories. They include a search engine useful to identify relevant web links
Info
According to Butcher, OERs have a great potential to transform education:
LANGUAGE MOOCs
Massive Open Online Courses
EuroCALL is the European Association for Computer Assisted Language Learning has an LMOOC Special Interest Group.
MOOCs have revolutionised the educational world. They have blurred the formal and informal education. They try to democratise higher education and to remove problems like fees or attendance. They offer a certification when finished.
Regarding LMOOC Literature (Sallam, 2020) there are 3 essential aspects: 1. A strong set of communicatios for language learning. 2. Short videos with linguistic and cultural content. 3. Assessment tools which are valid for heterogeneous co-work.
According to Gillespie, there's still al lack of research.
mobile assisted language learning
MALL has attracted the attention of distance learning institutions due to its versatility and the number of functionalities mobile devices have
It's a potential tool for learning arts and humanity studies due to the use of virtual reality
Two conceptions:- Learner mobility - Portability A key instrument in the learning journey between formal / informal education. Elementary Science studens can have access to samples and can take a dynamic role wince they can manipulate information.
MALL promotes the use of oral activities, more than writing activities. Current focus is placed on English as a Foreign Language
Info
social learning
SOCIOCULTURAL THEORY
LMOOCS
SUB THEORIES
APPROACHES
Hampel (2015) - Task-based Language Teaching and CALL - Telecollaboration - Mobile language learning - LMOOCS
Siemens (2005), Downes (2010)
Socio-constructivism (Vygotsky, 1978): knowledge is socially constructed. Communicative practice (Lave & Wenger, 1991) learn trhough common interests and regular interaction.
Russia, 1920s Associated with mental processes with cultural and historical context
MOOCs are linked to Connectivism Learning theory in the digital age
+ INFO
Corbett & Spinello (2020) Interaction & networking are the basis for creating knowledge
Key aspects in the way of approaching OLT: - Roles of the teacher and the learner (engage actively) - Role of communication (intercultural skills) - Digital literacy needed by the students
MOOCs can be: cMOOC: content networked xMOOC: centralised networks SOLL (Social Open Language Learning): new field in CALL
+ INFO
+ INFO
Info
UNIT 4 - The applicability of digital materials in Foreign Language Teaching
Vázquez - Cano & Martín Monje
BLOOM'S TAXONOMY
tYPES OF MATERIALS
Broom classifies the thinking skills according to 6 levels:
- Activities from the Internet - Creation of materials / activities with tools - Design complex tasks with Task-Based Learning (TBL) - By using digital materials we can reflect on how a 2nd language is learned
ANALYSIS EVALUATION SYNTHESIS
lower order of thinking skills (LOTS)
KNOWING UNDERSTANDING APPLICATION
higher order of thinking skills (HOTS)
+ INFO
When learning a foreign language, the use of authentic activities that encourage HOTS, promoting workgroup, self-reflect on the learning process and the use of both sides of the brain
BLOGS AND LANGUAGE TEACHING
TYPES OF EDUCATIONAL BLOGS
STUDENT
TEACHER
CLASS
INSTITUTION
Content suggestions for language blogs
Educational purpose criteria
Benefits
- Easy to use: no computer skills required - Easy access from any device - Possibility of sharing the authorship of the blog: collaborative way - Interaction between author and reader is encouraged. - Easy to incorporate digital materials or links to other websites
- Simplicity and visual clarity - Enough width - Use of sidebar - Colours and background images are important
- Media is relevant - Useful links for autonomous learning - Homework instructions - Publication of papers - Digital portfolio - Cross-curricular content - Gamification - Songs, surveys, book clubs....
+ INFO
DIDACTIC USE OF THE WEBQUEST
+ INFO
WEBQUESTS (Dodge, 1995)
STRUCTURE
They are learning activities that use the resources and information available on the internet in an interactive way. It is carefully planned and has attainable learning objectives.
OTHER TYPES
PURPOSE
WEBTASKS: A mix between webquests and treasure hunts using the Task-based Learning. Communicative and reflective purposes. They have a non-fixed structure but usually they have: - Introduction - Main objective - Activities to help students to reach the final product.
TREASURE HUNTS: Questions and websities where the answer can be found. STRUCTURE: - Introduction - Set of questions - Links - Evaluation
The methodology is based on Constructivism. The student is the centre and the main figure and the teacher is the facilitator. Its benefits is to obtain transversal skills and it allows the students' free expression.
wrITING SKILLS
Benefits
Creation of digital posters with multimedia content.It stimulates motivation, teamwork, visually attractive projects for students and teachers.
- MORE CONFIDENCE AND PRACTICE- REINFORCEMENT OF GRAMMATICAL STRUCTURES & VOCABULARY- NATURAL EXPOSURE TO REAL SAMPLES - MORE WORK DONE BY STUDENTS - IMPROVEMENT IN THE WRITTEN PRODUCTION PROCESS - IMPROVEMENT IN SOCIOCULTURAL COMPETENCE IN THE FOREIGN LANGUAGE
PIKTOCHART
Creation of bulletin boards or virtual walls. It allows insertion of multimedia elements. It can be used for brainstormings, glossaries, walls, notes...
PADLET
Used for the creation of interactive and multimedia presentations. Educational use for teachers and students
+ INFO
DIGITAL STORYTELLING
it uses descriptions, brainstormings, word classifications, poems, content predictions or text reconstructions
oral competence
some other tools foR developing oral competence
App used for VoIP-based videotelephony, videoconferencing voice calls, instant messaging or file transfer,
SKYPE
PODCASTS
Audios or videos that can be broadcasted asynchronically. Their creation follows the following steps: 1- Plan 2- Record 3- Edit 4- Post
It incorporates voice into images by using descriptions, biographies or advertising.
BLABERIZE
It allows the creation of interactive characters with voice and the use of oral presentations, descriptions, dialogues or message cards.
VOKI
Some tools
Ivoox - a tool to play, download and share audios Audacity: it allows to edit and recording free sofware
Info
5. CALL RESEARCH Where are we now? John Gillespie
PUBLICATIONS IN THE WORLD
TIMELINE OF PUBLICATIONS
MOST AND LESS PUBLISHED TOPICS
LESS PUBLISHED TOPICS
MOST PUBLISHED TOPICS
publications
LEAST PUBLISHED TOPICS
SCARCELY PUBLISHED TOPICS
References
Bibliography
Bax, S. (2003) CALL - past, present and future. Elsevier Science Ltd.
Brumfit, C. J. (ed.). (1986). The Practice of Communicative Teaching. Pergamon Press in association with the British Council
Chery, K. (2022). What is sociocultural theory? Dotdash Media, Inc.
Detel, W. (2016). Social Constructivism. Science Direct
Gillespie, J. CALL research: Where are we now? Ulster University, UK
Hampel & Stickler (2005). Skills for teaching languages online
Lei, X., Fathi, J. et al. (2022). The Impact of Mobile-Assisted Language Learning on English as a Foreign Language Learners’ Vocabulary Learning Attitudes and Self-Regulatory Capacity
Martín Monje, E. (2021). The use of technology in foreign language teaching and learning. UNED.
Kellog, R. T. (2008). A cognitive developmental perspective
Vázquez-Cano, E. & Martín-Monje, E. (2014). Nuevas tendencias para la elaboración y edición de materiales audiovisuales en la enseñanza de lenguas. McGraw-Hill
Warschauer's three stages of CALL (2000)
References
Web links
- Seably.com. How to design better online learning
- School of Education. Promoting Digital Citizenship for Students
- Situative learning: How context matters
- A. García-Valcárcel Muñoz-Repiso, V. Basilotta Gómez-Pablos, C. López García, Las TIC en el aprendizaje colaborativo en el aula de Primaria y Secundaria, Comunicar; Comunicar 42: ¿La revolución de la enseñanza?; 65-74
- Slideplayer. Computer-Assisted Language Learning (CALL)
- Skype - Wikipedia
- Study.com. Learner Centered Teaching: Strategies, Benefits and Challenges
- An Overview of the Utilization of TikTok to Improve Oral English Communication Competence among EFL Undergraduate Students
- Ted-Ed
- A teacher's guide to Bloom's Taxonomy
- University of South Carolina. Open Educational Resources
- Blabberize EDU Teaser
- Bredl, Klaus. (2018). Immersive Education in Virtual Space.
- University of Southampton. Open Lives Project
- Castilla y León Digital. ¿Qué es Piktochart?
- USC. Learning and teaching. Overview of Connectivism. Dr George Siemens
- Commonwealth of Learning
- EdTech in the service of learning: The importance of evaluating education technology
- YouTube. Bloom's Taxonomy in 5 minutes. Simplilearn.
- Western Governors University. Connectivism Learning Theory
- eLearning Industry. How to use blogs in the classroom
- Western Sidney University. Critical thinking
- Growth Engineering: Edgar Dale's Cone of Experience: A Comprehensive Guide
- Western Sidney University. What is digital literacy?
- Growth Engineering: just-in-time learning: 8 steps to success (2022)
- JISC. Building digital capability
- LangOER collection of educational resources
- OER Commons. Open Educational Resources
- Pantoja Vallejo, A. Orientación y Acción Tutorial. Webquest.
- Role of the learner in Connectivism
21st-Century teachers must be experts in ICTs, Web 2.0 and in the Internet of things because ICT tools provide many advantages in the field of education. Connectivism is essential to understand the utility for the teaching-learning process. Teachers must be trained in fields such as ICT, and adopt a role as researchers, guides and educational facilitators. Education and language teaching must be linked to technology and society, which, together with IA, are taking steps towards that path, should be completely technological and integrate technology in personal and professional lives. Regarding education, Administrations, schools, teachers and students should make a great effort. COVID19 showed the importance of online teaching. There's a lot of ICT tools available such as Google Classroom, Google Meet or Zoom that should be integrated within the "normal" educational system because of their advantages in order to OLT to become an integral part of the educational system, despite the economic and logistical efforts required. Teachers should work in the creation and the improvement the educational tools in order to achieve the proposed objectives. The Administration must support the required changes to transform the education through the use of digital and online materials in the teaching-learning process. Even though there's been an improving in the research on CALL, more research is still needed in order to join technology and education, especially for improving language teaching since CALL involves many areas of knowledge.
cRITICAL COMMENTARY
THANK YOU
INMACULADA CAMPO BRAVO icampo23@alumno.uned.es
UNED MÁSTER UNIVERITARIO EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZA DE IDIOMAS Curso 2022-23
Piktochart es una herramienta web especializada en la creación de infografías. Gracias a sus opciones de diseño, Picktochart nos brinda la posibilidad de hacer diseños fácilmente y totalmente visuales, de apariencia profesional.
https://www.cyldigital.es/sites/default/files/selflearning/scorm/f319c75c/1_qu_es_piktochart.html
CONNECTIVISM
I- Impossible to learn without relating to others or without contact with content communicated by others. - To learn = to rework and interpret what has been learned to communicate the ideas and conclusions. - Learning = consolidated when the cahannels and meands of communication are dynamic and collaborative.
AS KNOWLEDGE EVOLVES, ACCESS TO INFORMATION AND ITS FRAMING WITHIN A NETWORK ARE ESSENTIAL PRINCIPLES IN LEARNING IN THE 21st CENTURY.
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1. Global Learning Objects Brockered Exchange (GLOBE) Alliance www.globeinfo.org 2. DiscoverEd www.discovered.labs.creativecommons.org/search/en 3. Creative Commons Search www.search.creativecommons.org 4. Open Courseware Consoritum www.ocwconsortium.org/courses/search 5. Folksemantic www.folksemantic.com
LIFE-LONG LEARNING https://youtu.be/wXFRI08dwAg
Curating of web content in educational contexts
Some tools for content curator:- Pinterest - Paper.li - Peartrees - Scoop.it - Tumblr In educational contexts, they are used to display a variety of resources on a topic, to show different student works related to each other and electronic portfolios in which students show the sources used and their final product. Information is presented in visual formats. Disadvantages: lack of privacy, limited to the collection of resources. Teacher's work: help to discern between important information and incidental and irrelevant information.
Micro-content disseminated on the Internet, through: - E-mails with file attachments - Social networks: - Twitter. - Facebook - YouTube. - Slideshare - Virtual platforms: - Moodle - Blackboard - WebCT
AUTHENTIC LEARNING
- OER Commons: https://www.oercommons.org/
- Commonwealth of Learning:
https://www.col.org/programmes/open-educational- resourcesMOBILE LEARNING OR M-LEARNING
Any educational interaction that takes place through a mobile device, which the student can access when and from where it is most convenient. Nowadays, learning overcomes the spatial and temporal limitations of formal education and encourages spontaneous learning and interaction. Mobile foreign language learning has evolved. Students can access content anywhere without having a fixed schedule and in. Shorter learning periods.
CONNECTIVISM
Agents that make the MOOC a special education model:
MOOCs are based on the establishment of connections or nodes: the greater the number of nodes, the greater the possibilities for learning in a given course.
Decisions are based on rapidly altering foundations. New information is continually acquired and to be aware of the difference between important and unimportant information is vital.
MOOCs' activities meet the needs of such a large fluid group of students. Activities are asynchronous and they have a flexible structure.
Participants can progress at their own pace without strict deadlines. MOOCs are hosted on accesible sites: wikis, blogs, Google sites, or large platforms such as Coursera or UNED Abierta.
MOOCs have generated a debate on the funding model, sustainaibility, educational sources and processes, challenging established models and reaffirming the trend towards open education and free access to content.
BLENDED LEARNING WITH PLE (Martín Monje, 2012)
PLE follow Constructivism: students acquire new knowldege through their personal interpretation of the learning process, linking it to their previous knowledge and beliefs (Piaget, 1980, Vygotsky, 1978).Virtual learning environments are ideal environments for e-learning or distance learning through web tools. Students can work at their own pace. VLEs encourage individual and collaborative learning and promote interaction in work and study groups. Disadvantages: students have advanced technological skills and habits but universities and schools offer tools in a much more antiquated way. PLEs are a natural evolution of VLEs and provide a creative and adaptable environment. They allow learners to personalise the resources and materials to be used in their learning process.
PLE ONLINE
BLENDED LEARNING
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FACE-TO-FACE CLASS
WEB 2.0.
PLE: set of tools, information sources, connections and activities that each person uses regularly for learning.Constituent elements of the PLE:
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https://youtu.be/cqRoGpSGFwk
BENEFITS OF USING PLEs IN EDUCATION
- They are learner-centred: they can adapt and personalise their learning resources themselves. - They don't have to be fully consistent with the VLE of the educational institution to which they belong. - They combine formal, non-formal and informal learning. - They encourage fundamental leraning skills, such as metacognition or reflection on one's own learning.
Metacognitive skill is essential to foreign language learning. No single methodology is valid for each student. The teacher have to adopt an eclectic methodology based on the needs of the students as a whole. Students must reflect on their own learning to understand their basic mental processes.