Using Wireless Notebooks in Project-based Classes: Using Wireless Notebooks in Project-based Classes William Kay, Paul Gemmell, Andrew Johnson, Don Hinkelman, Blended Language Learning 33rd JALT International Conference November 24, 2007 Olympic Conference Center, Tokyo, Japan


Content: Content Problem Research questions Our Study Our Activities What we learned The Future


Problem: Computers needed for Powerpoint/Internet projects: Problem: Computers needed for Powerpoint/Internet projects


Why Go Wireless?: Why Go Wireless? No computer rooms available 2. Students already had notebook computers Low cost for school


1. Demand for Computer Rooms: 1. Demand for Computer Rooms One computer room available on Wednesday mornings: A-201 Four teachers need computer rooms at the same time


2. Needs & Opportunities: 2. Needs & Opportunities The teachers 4 teachers – 4 styles All preferred to use powerpoint and internet for project-based language learning The students Social Information Majors - 192 (computer science) All Ss owned same type notebook computers, required by department


3. History of Computer Room Costs: 3. History of Computer Room Costs


Slide11: Research Questions


Year 1 Research Questions April 2006 -- March 2007: Year 1 Research Questions April 2006 -- March 2007 Can wireless notebooks and internet activities be incorporated into classic desk-and-chair classrooms, incorporating CALL in a non-computer laboratory? How do students respond to using wireless notebooks in a language learning class?


Slide13: Our Study


The classes: The classes Two morning periods 2nd year Social Info majors (3 classes) 1st year Social Info majors (3 classes) 3 wireless classrooms 14 - 90 minute classes/semester 25-35 students/class


Objectives/Approach: Objectives/Approach Oral communication Project-based Blended learning


Curriculum/Course Features: Curriculum/Course Features Authenticity Utilizing authentic online resources in an effective and meaningful capacity.


Curriculum/Course Features: Curriculum/Course Features Project-based learning Hall (1995) “An authentic response depends on the existence of an authentic need”.


Course Syllabus: Course Syllabus 1st Year Students Self and Japan Sapporo Personal interests Japanese celebrities Japanese culture Summer holidays Ghost stories 2nd Year Students International Planning a trip abroad Int’l celebrities Int’l culture Foreign movies


Course Preparation: Course Preparation Set up Moodle courses One Course for each class Pre-enrolled students One Teacher’s area Space for sharing documents/ ideas


Class demo: Project X: Class demo: Project X Introduce a project that has a variety of activities - f2f and computer


Class Demo: cont: Class Demo: cont


Class Demo: cont.: Class Demo: cont.


Slide23: What we learned


Slide24: Benefits of teaching in a Wireless Classroom Can easily work with or without computers Easy visual contact Computer is student’s own Students can roam within the classroom, and beyond Cost to university


Slide25: Drawbacks of teaching in a Wireless Classroom Connections may be lost Lack of network between student and teacher’s computer　 Batteries may die Computers may be forgotten Printing connections


Technical Problems with Wireless: Technical Problems with Wireless Example: Conflicts from two competing wireless LAN systems


Differences between Wired and Wireless: Differences between Wired and Wireless


Student Responses: Student Responses 17-question survey


Did you find xxx helpful?: Did you find xxx helpful?


Slide30: The Future


New Research Questions: New Research Questions Year Two: April 2007 How provide language learning exercises that support the projects? How provide printed materials for classroom activities & absentees’ reference? Year Three: April 2008 How redesign our teaching spaces to give wired stability and teaching flexibility? Other new questions?


Project Booklets (add images): Project Booklets (add images)


Blended Learning Spaces Plan for April 2008: Blended Learning Spaces Plan for April 2008


Slide34: Questions ? ? ? ? ? ? ? ? ? Our questions… How to reduce tech time, increase speaking time? How to share our activities more quickly? (repository?) How to gear projects to direct student needs? How to add language support activities? (online quizzes?) How redesign the classroom spaces? Your questions…


Thank you!: Thank you!


Slide37: Remaining slides omit from JALT 2007 presentation, save as reference


Wireless class goal success rate by week: Wireless class goal success rate by week Students who had success logging on the first try


Wireless class goal success rate by week: Possible Reasons Switched Rooms to reduce cross-reception New wireless system Wireless class goal success rate by week


Survey Results: Survey Results


Profile: Profile


Internet Introduction: Internet Introduction http://www.teachingideas.co.uk/welcome/internet/page1.htm


Web Search: Web Search


Student Courses: Student Courses


Teacher Area: Teacher Area


Slide46: Wired photos


Blended Learning and Wireless: Blended Learning and Wireless Kanda University of International Studies, Tokyo, Japan


Slide48: Wireless photos


Permeation ofMobile Technology: Permeation of Mobile Technology Based on reports by 20 year-old English Department students at Sapporo Gakuin University during the 2003 term *projection


Goal: 100% Permeation Wireless Notebooks: Goal: 100% Permeation Wireless Notebooks Any location, any room, within the school SGU: now 5000 students, 500 desktop computers Projected: 5000 students, 5500 computers


Actual Internet Device Permeation: Actual Internet Device Permeation Sapporo Gakuin University Student Population n=5000 Estimated Input Devices to Web e-Learning *previous projection **current projection


Course Syllabus: Course Syllabus 1st Year Students Self and Japan Sapporo Personal interests Japanese celebrities Japanese culture Summer holidays Ghost stories 2nd Year Students International Planning a trip abroad Int’l celebrities Int’l culture Foreign movies


100% Permeation: Wireless Notebooks: 100% Permeation: Wireless Notebooks Any location, any room, within the school SGU: now 5000 students, 500 desktop computers Projected: 5000 students, 5500 computers


Mobile Technology Baseline of Student Population: Mobile Technology Baseline of Student Population Based on personal estimates of 20 year-old English Department students in a mid-level Japanese University during the 2003 term *projection


?: ? A simple wired/wireless dichotomy oversimplifies the conditions


A Wired/Wireless Continuum: A Wired/Wireless Continuum


Computer Permeation: Computer Permeation Student Population = 5000 >200% level of permeation Sapporo Gakuin University Input Devices to Web e-Learning *previous projection **current projection


Curriculum/Course Features: Curriculum/Course Features Communicative responses: Focus on socially validated student responses to the authentic material and project task (Kenny:1989).


CALL Room: CALL Room


Slide60: Benefits of teaching in a Wired Classroom Large folder space to store student work Convenient location of equipment for teacher (DVD, CD, Scanner, OHP, Video, Staff computer) CAMPUS ESPer software (Monitoring from a distance, My Document Deliveries, Keyboard, Mouse Lock function)


Slide61: Drawbacks of teaching in a Wired Classroom Non-Flexible Study Location　 Fixed seating arrangement Monitors inhibiting communication / eye-contact Boot up time


Slide62: Drawbacks of teaching in a Wired Classroom Artificial environment, stale air, warm in summer adding to lethargy Bulky Equipment impeding movement Authorization problems


Slide63: Benefits of teaching in a Wired Classroom Stable internet connection Fast internet access Reliability of hardware Ability to print Students familiar with desk top operations


Affordance Analysis: Wired and Wireless: Affordance Analysis: Wired and Wireless


SGU Cycle Two: Booklets: SGU Cycle Two: Booklets Booklets LMS reconfiguration/New Modules


SGU Cycle Three:: SGU Cycle Three: Purposes: events, publishing, public Assessment: WEI, WAI Spaces: kanda light movable furniture carpet Sharing: teacher online repository


Conclusions I: Conclusions I Intial euphoria over mobile technology exposed a technocentric preoccupation Low level students need highly structured, just-in-time language support in a group-based activities (not self-study) Paper-based, custom-built forms in project booklets provided the core blended learning technology along with customized open source LMS modules Teaching team collaboration key to shared materials, accelerated innovation


Conclusions II: Conclusions II Move from SLA to SLS as a theoretical framework, ecological metaphors, and semiotic (not only linguistic) analysis Select research methodologies based on qualitative, longitudinal investigations. Especially, collaborative action research teacher-groups in cyclical stages. Encourage use of reflexive tools in insider teams. Focus on teacher actions and learner actions as unit of analysis-- a hybrid, blended perspective (van Lier, 2007) Conceptualize “autonomy” as an emergent quality happening in the solidarity of learning communities


References: References Kramsch, C. (ed.) (2002a). Language acquisition and language socialization: Ecological perspectives. London: Continuum. Kramsch, C. (2002b). Introduction: How can we tell the dancer from the dance? In C. Kramsch (Ed.) Language acquisition and language socialisation: Ecological perspectives (pp. 1-30). London: Continuum Rogers, E. (2003). Diffusion of innovations. Fifth edition. New York: Free Press. van Lier, L. (2002). An ecological-semiotic perspective on language and linguistics. In C. Kramsch (Ed.) Language acquisition and language socialization: Ecological perspectives, (pp. 140-164). London: Continuum. van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer. van Lier, L. (2007). Action-based teaching, autonomy, and identity. Innovation in Language Learning and Teaching. Vol. 1, No. 1. Pp. 46-65. Warschauer, M. and Kern, R. (eds.) (2000). Network-based Language Teaching: Concepts and practice. Cambridge, UK: Cambridge University Press. Wenger, E. (1998). Communities of practice: Learning, meaning, identity. Cambridge, UK: Cambridge University Press.


Historical Rationale:Institution Profile: Historical Rationale: Institution Profile Number of Students: 5000 Nationality: Japan Level: Low Majors: Commerce, Econ, Law, Psychology, English Classes: 100+ Requirements: two years of “A” English-reading/listening two years of “B” English-communication Students per class: 28 (average) Number of Teachers: 40 Teacher Nationality: A classes -- Japanese B classes -- Native


Institutional Problems: Institutional Problems Students Passive background Skill imbalance Low motivation Poor attendence English not relevant Teachers Dissatisfied teachers No accountability - high independence


Institutional Teaching History: Institutional Teaching History Tradition of teacher independence Choose texts and materials Choose requirements and assessment Choose topics and emphasis 50% part-time staff Extensive computer laboratory facilities Ten labs Special purpose CALL lab “first in Northern Japan” Required two year curriculum No student choice Textbook-based, no school materials General curriculum, not content-based by department


Institutional Innovation: Institutional Innovation 2002: Add projects to textbook-based courses Powerpoint Speeches: Bossaer, Hinkelman, Miyamachi (2002) 2004: Remove textbooks, only projects PowerPoint Projects: Kay & Flenner (2004) Self-designed textbooks: Gemmell (2004) 2006: Coordinated curriculum Common projects by year Shared materials Student-owned technology wireless notebooks, mobile phones Language support


Action Research Questions: Action Research Questions 2002: Can teachers technically manage large classes of students using presentation software? 2004: How can projects be made more communicative? 2006: What should be coordinated, what should be independently-designed?