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Technology-Enhanced Language Learning 21st Century Style:

Technology-Enhanced Language Learning 21 st Century Style Andrew Lian School of English Suranaree University of Technology website: We don't see things as they are, we see things as we are. ( Anaïs Nin) The universe is made up of stories, not atoms (Muriel Rukeyser) When you change the way you look at things, the things you look at change (Max Planck) 21 October 2011

The other day:

The other day One of our PhD students said that CALL was HOT! I had never thought that I was working in a “HOT” area. Popular or challenging or interesting maybe but HOT??? So that’s nice.

So what could that mean?:

So what could that mean? I guess something like: popular, valued, worthwhile, fashionable. Well… there are some things we know Technology is developing at an unprecedented rate and Last week we reviewed some “21 st Century” trends (including pedagogic trends)


But… The overall sense that I have now is the same that I have had for many years The technology is moving faster than our brain’s capacity to use it in our profession And that’s ok – we must learn to live in an out-of-control world Or, to put it another way, it is a bit like being depressed about the google effect or the use of calculators in school


And… There aredefinitely “things” happening “out there” in our field in the commercial world. Here are two examples. OR

What does this mean?:

What does this mean? Should universities just give up? Did the academic world give up when books were invented? No… it was happy. Not at all – in an intellectual sense, things are moving past these excellent sites even though these sites are partially plugging into the changes, perhaps even encouraging it as they mirror the society which is bringing about change

The shape of the future:

The shape of the future Appears based, inter alia, on Learner empowerment and autonomy Learner- centredness : based on learners’ motivations and needs (not the same thing) Just-in-time learning Individualised / personalised solutions Independence and interdependence and Heavily driven by social networking (e.g. Facebook, AsiaCALL ) and communications Resulting in collaboration of all kinds


And… Learners will have choices, at very least, in terms of Learning content Learning activities Learning sequences and …

Who knows what will emerge?:

Who knows what will emerge? Just as an example amongst many others I have been working on and off on the creation of an autonomous self-regulating/ adjusting learning environment an interesting research project with a multitude of dimensions There are other projects too which are consistent with the principles we just reviewed.

Of course:

Of course Many other things are going on too, such as the annual Horizon Report into emerging technologies in higher education ( youtube video at: )

Which predicts :

Which predicts The emergence of: Short-term Mobile technologies E-books Mid-term Game-based learning Augmented reality Long-term Gesture-based computing Use of learning analytics Not all are “new” (e.g. analytics)

TELL software:

TELL software seems to fall under four main categories: Courseware or learning systems (better) Distribution systems Management Systems Development Systems

Learning systems 1:

Learning systems 1 Technology as a teacher/manager of learning. e.g. tutorials of all kinds (from listening comprehension to grammatical drill and practice)

Learning systems 2:

Learning systems 2 Technology as a provider of resources. e.g. (multimedia) documents, dictionaries , linguistic and cultural multimedia databases and expert systems (from spelling helpers to dialogue generators) to solve problems relating to language tasks The use of databases is different from dictionary use. It also encompasses much more: language yes, but also sociology, pragmatics, semiotics etc. and enables original programs, e.g. lessons on demand

Learning systems 3:

Learning systems 3 Technology as a simple/complex tool. e.g. (collaborative) word processing and document sharing ( showdocument ), grammar checker , text analysis, concordancer – and many others.

Learning systems 4:

Learning systems 4 Technology as an aid to communication. e.g. international electronic mail, conferencing (VOIP technology e.g. skype , magicjack ), online simulations , collaborative work, e-learning and virtual classrooms ( online classroom ),

Distribution systems:

Distribution systems We also need distribution systems to make sure things are secure and received safely by those who need them

Management systems:

Management systems User-management: provide access to software equitably together with reporting software and other system problems (provide access and make sure it all works) Management of learning: monitoring students' interactions and defining paths through and within the various software packages (useful for analytics or research) Other things too…

Development systems:

Development systems It is not enough to sit at your PC with a brilliant idea (although it is a great start) We need stable, proven, well-developed and machine-independent systems (including authoring systems ) to create software and ensure maximum portability and shareability from one system to the next – avoid orphan systems (e.g. LAMP systems)

It may be helpful to :

It may be helpful to Take a look at a graphic representation of what has preceded

A possible model:

A possible model Social Network

I thought I would end with:

I thought I would end with An example of a small stand-alone program which incorporates many of the features that we have been talking about, particularly in terms of self-management

Conclusion 1:

Conclusion 1 It will be necessary to develop a new kind of language teacher: one who is highly proficient in the language being taught, highly competent in the methodology of language learning, highly aware of the technologies available and highly proficient in the use of such technologies. Of course, it is not suggested that all teachers should be educated in this way. However, some specialists to act as consultants are undoubtedly required. In addition, one ought to establish coherent working groups for CALL development where expertise would be shared constructively for the benefit of all.

Conclusion 2:

Conclusion 2 As a consequence of the previous point, one ought to encourage the coordination of resources and activities in such a way as to focus both national and international efforts toward the effective pursuit of common objectives while, at the same time, not discouraging personal initiatives. The solution to both of these problems may well lie in the formation of new national or international bodies committed to active and continuing research in the area but operating under the umbrella of an established, active and highly-respected parent body.

Slide 25:

Thank you!

Here is…:

Here is… One attempt to identify 21 st Century Pedagogic traditions and to contrast them with 20 th Century traditions This was drawn up by Andrew Churches , a NZ teacher specialising in ICT and education and a distinguished educator.

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