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T.E.L.L. New perspectives for the digital age Pete Sharma www.te4be.com Milan, November 2007
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Where are we now? Blended Learning Pedagogical rationale Critical analysis of key technologies
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What is Blended Learning? Multiple definitions Combination of work + training Combination of online + in-person (f2f) classroom learning activities Combination of pedagogical approaches Combination of different technologies
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Blended learning Natural – range of definitions Broad – “nothing new” Narrow – restrictive? Connotation + / -
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A practical definition Blended Learning refers to a language course which combines a F2F (face-to- face) classroom component with an appropriate use of technology (Sharma / Barrett)
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Pedagogical rationale Why use technology in a language course? What difference does it make?
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Grammar ‘crisp’ areas vs ‘fuzzy’ analytical learners interactivity instant feedback issues: ‘drill and kill’ restrictive exercise types ‘skewered’?
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Skills Receptive Listening – learner control Reading – meaning on demand with an electronic dictionary
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Productive - writing Keyboard Word – cut and paste Spell-check Creative writing
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Speaking Discussion – f2f CMC interactions Speech recognition tools
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Language Vocabulary Pronunciation Language games: motivating
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Reasons to use technology Motivating Encourage learner autonomy: freedom in time and place Expected Help with new strategies – e.g. browsing / searching
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Internet Near-infinite source of authentic materials Search engines – ESP Exposure to non- standard forms Text / audio Dross Overwhelming
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DVD-ROM Greater storage Excellent video quality Mp3 files ‘interactive workbook’ ‘limitations’ of exercise types?
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Electronic dictionaries: MED2 Encourage autonomous learning Excellent pronunciation practice Cut-down dictionary – web-page Inappropriate for low- level learners
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Macmillan English Campus Tracking of use to teachers / sponsors Grammar clarification on demand Changes to pedagogy – listening available Pricing antithetical to freelancers / small schools
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Interactive whiteboards No need for separate audio ‘Wow’ factor Save work done on server Extraordinary revealing tools Prohibitive pricing Potential for something to ‘go wrong’
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Podcasts Listen and read transcript Learn ‘on the move’ Learner control ESP podcasts Wrong type of podcasts (slow – reading a grammar book)
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Wikis Excellent for collaborative writing projects Good for peer correction Not everyone wants to ‘learn collaboratively’ Students object to others changing text
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Virtual Learning Environment Great to place course on VLE All CMC tools in one system Good for shy / lower level students Empty until populated Time Exclusive
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New perspectives for the digital age The future Issues Road map
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Established vs emergent CALL Established CALL – tasks Emergent CALL - breaking new ground Disappointed early promise (CALL Dimensions – Levy and Stockwell)
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Emergent CALL Intelligent tutor systems (ICALL – computer tutors) NLP - Natural Language Processing (ambiguity) Machine – translation Speech recognition
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Confident predictions Next generation of CD-ROM dictionaries – DVD-ROM...or web? Vodcasts (mp4) Animation - 3-D graphics E-beam (tablet on wall) Second Life M-learning
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Trends Convergence (iPhone) Hybrids (e-Campus + IWB) (VLE + Hot potatoes) Smaller devices Larger storage space Faster download times / connection speeds
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Issues Communication challenges Management – pedagogy Theory – practice Chapelle – Warschauer – Doughty - Pennington Fields CALL / SLA / AI / BE / instructional design / science
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The ‘on-line’ debate Should language teachers deal with on-line distance tuition? Jim Scrivener or Gilly Salmon? F2F vs on-line? ‘Comparing apples & oranges’ (Felix)
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Challenges for teachers The ‘digital divide’ Evaluation of materials Connotation - ‘eclectic’ / f2f + / lockstep Umbrella terms – ‘learners’ (digital natives / digital immigrants /technophobes / technophiles / learner styles / strategies / preferences) Knowledge + skills + attitude
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Road Map ‘Separate the role of teacher and the role of the technology’ ‘it’s not what it is, it’s what you do with it’ (Jones) Seek ‘win-win’ for stakeholders Employ ‘multiple perspectives’
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Road Map ‘beyond the WOW factor’ be led by pedagogy, not technology remain ‘healthily sceptical’ consider ‘appropriacy’
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Plenary conclusions Probably never fully understand how languages are learnt No ‘great unifying theory’ of teaching and learning T.E.L.L. is a vast, complex, growing area
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T.E.L.L. comprises many dimensions: – Design – Evaluation – Theory – Research – Practice – individual to specific situations (Levy and Stockwell)
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Reasonable to assume that technology will grow Is the goal of all CALL ‘normalisation’? Time when technology is invisible….(Bax) P.A.L.L. / B.A.L.L. / C.A.L.L. Tipping point
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