Three Keys to Digital Language Learning: Context, Context, and Context David Wible, Tamkang University

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Presentation transcript:

Three Keys to Digital Language Learning: Context, Context, and Context David Wible, Tamkang University

Some Background IWiLL English learning platform ( –IWiLL has been used in Taiwan by: 196 schools 643 teachers 23,444 students and 2,075 independent learners. Teachers have authored 2,470 web-based lessons with the system’s authoring tool. The learner corpus (English TLC) has archived over 29,000 English essays 3 million words of machine-readable running text written by Taiwan’s learners using the IWiLL writing platform. 60,000 tokens of teacher comments on these student texts

Support : ROC Ministry of Education Under Prof. Tak-Wai Chan ’ s Grand Excellence Project on Digital Learning : ROC National Science Council National Projects on Digital Learning Technology Our project: “ Distributed Cognition, Computation, and Foundations for Ubiquitous Networked Language Learning ” Hwawei Ko (National Central University) Chin-Hwa Kuo (Tamkang University) Meng Chang Chen (Academia Sinica) David Wible (Tamkang University)

All knowledge is contextual Knowledge stripped of context is not knowledge. It is information. Information stripped of context is not information. It is data. Data stripped of context is not data. It is noise.

Two bottlenecks in E-Learning The famous bottleneck: CONTENT The ‘glass’ bottleneck: CONTEXT MIT for FREE?

Massachusetts Institute of Technology (MIT) MIT President, Charles Vest April 4, 2001: New York Times, front page MIT President Vest announced an ambitious 10-year program to make almost all MIT course materials available on line. November, 2004: 500 MIT course’s available on line, free and open to the public Why so generous? MIT CONTENT = MIT CONTEXT

Contexts for Learning Digital Language Language contextmedicinePrescribe Practice Communicative context: Learning context:incidental vs intentional; embedded or discrete Is their one at all?