ICT Role in 21st Century Education & its Challenges.pptx
Reflections upon the evolution of technology-enhanced language learning and future expectations
1. 4TH WORLD CONFERENCE ON
LEARNING, TEACHING AND
EDUCATIONAL LEADERSHIP
Reflections upon the evolution of
technology-enhanced language learning
and future expectations
Ana Gimeno
Universidad Politécnica de Valencia
Spain
2. CAMILLE Project & Consortium
1992
5 universities
EU LINGUA funding
Objectives: “to exploit the most recent developments in multimedia
computing to create a flexible, student centred, electronic language learning
environment to support the acquisition of a foreign language”
Computer-Assisted Multimedia Interactive Language Learning Environment
Vision: to create a completely autonomous interactive language learning
environment that would provide the learner with all the necessary tools to
become an independent language learner
3. CAMILLE software
ESPAÑOL INTERACTIVO (BARCELONA:
DIFUSIÓN 1997)
ESPAÑOL EN MARCHA (BARCELONA:
DIFUSIÓN 1998)
4. Courseware on CD-ROM
Talk to Me, Auralog, 1992. Later became the Tell Me More
series that included speech recognition.
English for Business, Paul Brett, University of Wolverhampton (UK), 1994. The English for
Business series is a suite of six, interactive multimedia titles for learners of Business
English. The series was produced by the University of Wolverhampton and is published
by the French company, Edulang.
English Discoveries / English +, Edusoft Ltd., 1994.
Company established in 1990 in USA.
5. Courseware on CD-ROM
Triple Play Plus!, English, Syracuse Language Systems Inc.,
1995. Company founded in 1989 in USA, later becoming a
subsidiary of the French company Vivendi Universal.
• Telephone Talk and Small Talk, Libra Multimedia, 1993.
• Travel Talk, Libra Multimedia, 1994.
• Business Talk, Libra Multimedia, 1995.
The Encounters series produced by the TELL
Consortium, led by the University of Hull, for French,
German, Spanish, Italian and Portuguese, 1996-97.
Spanish Encounters, Hodder Arnold (3 Mar 1997)
6. Courseware on CD-ROM
Business Territory 1, Lingonet (Finland), 1997.
Airline Talk Spanish (¡Bienvenido a
bordo!), Unicorn Training Group Ltd., UK,
City Talk, English, Libra
Multimedia, 2000
2000.
Reward, Macmillan
Heinemann, 2000-2, 5
level general English
courses written by
Simon Greenall.
7. Software reviews
Designers and publishers software reviews
Encourage purchase & use of courseware
Regular software reviews
ReCALL (CUP) till vol. 13(2), 2001
CALICO 1998-2003
Language Learning and Technology 1999-2003
Guidance for language teachers features , contents & insight as to what
could be expected from the software
Use of CD-ROMs caused anxiety in teachers
8. Moving online…
Despite their robustness, CD-ROMs seem to have been set aside by many language
teachers, giving way to on-line learning materials in spite of the many drawbacks
that may be encountered during the process, i.e. band width, transfer rates,
expense, to mention but a few. These issues have not, however, prevented language
teachers from exploring the depths of creating web-delivered materials to
supplement their teaching, although it is a fact that these isolated initiatives have
not been channelled in order to be made available to the language teaching
community at large. It is true, on the other hand, that there are currently an
increasing number of initiatives around the world to maximise the effort and cost
that goes into developing pedagogically sound on-line language learning materials
by creating authoring packages to facilitate and guide the creation of materials.
Most of these authoring tools, however, have to be installed onto personal
computers for individuals to use independently without the possibility of creating a
pool of multimedia exercises and resources that can be shared by a larger
community.
(A. Gimeno, The IN6ENIO online CALL authoring shell, The EUROCALL Review, No. 7, June, 2005)
9. The 1990s
Maturity acquired in
making the most of technological offerings
How to apply that technology to the full benefit of pedagogically sound multimedia materials
not yet paralleled despite recent incorporation of social network applications and
sophisticated virtual world software.
Typical common features till approx. 2005
built-in voice recording capabilities
hypertext reference materials (including dictionaries, grammar and culture notes, etc.)
abundant sound-enhanced materials
immediate feedback
catering for different learning styles (the visual, the audio-based, the relational…)
Major contribution toward autonomous learning and learner-centred approaches to
teaching
Tutorial programmes computer replaced teacher and/or textbook
Self-access learning materials
10. Moving online…
When multimedia-capable microcomputers and the World Wide Web blossomed,
promising both freedom from platform specific hardware configurations and
ubiquitous access to materials via Web browsers, developers rushed to move their
instructional programs to the Web. Unfortunately, because of the restrictive nature
of the Web environment and the immaturity of Web development tools, the
transition to Web delivery has been far from smooth. Multimedia developers felt
that, in many respects, they had taken a giant step backward in their ability to
control the instructional environment in ways they had been accustomed to with
older technologies. For example, defining precise clips from a video and playing
them back instantly and reliably at an acceptable size and quality—something that
had been relatively easy to accomplish with videodisc technology—was, until
recently, an elusive target because of underdeveloped streaming media technology,
standards, and tools. Web development tools have matured and, consequently,
there has been a dramatic increase in Web-based language learning materials.
(S. Otto and J. Pusack, Computer-Assisted Language Learning Authoring Issues, The Modern
Language Journal, 93, Focus Issue, 2009, pp. 784–801.)
11. Drawbacks
Use of programming tools
Toolbook
Macromedia Director
Need of professional software programmer
Need of team of professionals in
language teaching
graphic design
audiovisual production,…
Constant upgrading of the programming tools during production stages
To introduce more robust features
To allow the software to run on more advanced OS
Lack of upgrade led to becoming obsolete in a very short time despite being very robust
and innovative pedagogically speaking
12. Funding opportunities
Without public funding to cover part of the production costs these
examples of innovative approaches to language learning would have simply
not existed
Difference in approaches
Educational institutions
Emerging companies
Examples: Libra Multimedia, TalkFast, Camsoft founded precisely to
market language learning CD-ROMs
Libra Multimedia’s “reversible approach” (eg Business Talk)
More production
Less time & cost
13. Libra Multimedia
CITY TALK
AIRLINE TALK (¡BIENVENIDO A BORDO!)
low-cost multimedia / 16-25 age groups /
ES, EN, NL & PO / autonomous learning /
communicative competence (1998)
Multimedia materials for the airline
industry, responding to specific needs
training airline staff in FL to assist
the travelling public (1997-2001)
14. The web
Mainstream in 1993 with introduction of the Mosaic web browser
Drastic turning point in the development of multimedia LL resources
Turn of the 21st C web-based exercises started to shift the conception of
CALL
General impression everything freely available at no cost whatsoever
death of the CD-ROM
subsequent leap back in time with regard to the robustness and innovations brought about
by interactive multimedia and the “all-in-one” idea that had emerged with them
“All-in-one” concept novelty of being able to bring together in a single
storage system all the media devices (TV, cassette recorder, video player,
etc.) and reference materials (grammar books, dictionaries, etc.) that, up
until then, were used as independent learning aids
Interrelation of aids thanks to hypermedia was another innovative feature
that came about with these new massive storage devices
15. CAMILLE: español en marcha
Sample exercise:
Grammar section use of the future tense
Contextualization of language
- watching video that deals with personal features
- reading the information on superstitions in the culture book
Audio stimulus relating sound to image
Complete sentence with correct verb form writing
Audio of correct sentence positive feedback listening to model
Access to grammar book focus on form
Dictionary further information
Making predictions relating to language functions
Link to vocabulary exercise learning new vocabulary
Built-in “recording studio” speaking and comparing
16. InGenio online authoring tool & content
manager
Year 2000
First completely online dedicated CALL authoring tool, based on the
template approach to authoring, allowing language teachers to design their
own materials, create a database with these materials –making it available
to other users–, and automatically convert these materials into learner-ready
courses.
Free source software
Free of charge for registered users
CALL@C&S: online courseware for learners of Czech and Slovak (2004-07)
“translation” module to adapt courses into any number of L1s
online tutoring module learner assessment
20. HelloNet & Welcome!
HelloNet – Hellenic Enjoyable Language Learning on the Net
2001 - 2004
coordinated by Roula Kartali, Technical University of Thessaloniki (Greece)
designing a one-off online course for A1 learners of Modern Greek
traditional approach
incorporation of games to introduce ancient Greek mythology
http://hellonet.teithe.gr/EN/mainenglish.htm (eg Part 2, Lesson 8, game)
WELCOME! - Linguistic and cultural introduction module for incoming
exchange students
2001-02
coordinated by Valere Meus , University of Ghent (Belgium)
I4LL authoring tool
Stand-alone concept (not cloud-computing line InGenio)
21. I4LL authoring tool
An authoring environment (complete with scenario tool) for the production of
learning objects
A web delivery engine (using Java applets and XML files): the I4LL shell
A data storage component (repository) where the learning objects are saved
together with codes that describe them fully (and which are compatible with the
Common European Framework of Reference for Languages and IMS standards
A structuring component where learning objects are combined into units,
modules and learning paths (courses)
A communication component that allows students to interact among
themselves and with tutors, enabling the use of various spaces, depending on
the group they belong to
An administrative component (log in, assignment to courses and tutors,
profiling, etc.)
A tracking component that keeps track of students’ activities and scores
22.
23.
24. Early stages of web development
Initial online courses far more rudimentary than their multimedia CD-ROM
equivalents
Why? simply because not enough time had elapsed yet to develop
comparably sophisticated web-based interactive multimedia authoring
applications
Not until web 2.0 and the wealth of possibilities opened up by…
social networks
cloud computing
high quality streaming video and crowd computing systems (including collaboration packages)
crowdsourcing platforms
information sharing software
wikis
blogs
alerting systems
social networks, SMS, MMS, Twitter, Flickr, and even mashups
25. Currently…
…no end to the things we can do in computing to enhance language learning
and make it motivating and attractive to the learner as long as there is a very
large dose of imagination and creativity mixed into the formula. Another basic
ingredient is being bold enough to try to foresee what may lie ahead in the
future.
Nicolas Negroponte (1995) envisaged a completely wireless world
We are nearing his prediction with the newly born era of tablets and apps
iPAD
watching TV; listening to my discography; playing games; reading newspapers, fiction, academic
papers, etc.; looking-up information on the internet; practising my French; communicating with
friends and colleagues through Skype; delivering audiovisuals in live theatre productions; writing
and making both text and oral notes; taking pictures and storing them in albums; listening to the
radio; keeping in touch with family, friends and colleagues on social networks…
But, how do all of these advancements fit into language learning? Aren’t we all a
bit overwhelmed by the number of technologies and applications or apps that
are currently at our fingertips?
27. Tools for CLIL Teachers
2012-14
Free online service to author and share content-rich, multimedia learning
units featuring the creator’s own choice of audio, video (e.g. from YouTube),
text (e.g. a transcript) and images/graphics
No installation or setup of software is required
Unique ability to automatically link every word in a text to online
dictionaries in over 100 languages
Repository of activities
Authoring of learning units from mobile devices
Compatibility with any operating system
Userfriendly features
28. The next move… “atomised CALL”
Currently moving away from structured “all-in-one” contents such as those
typically found in textbooks, CD-ROMs or online courseware to unstructured
yet meaningful bits (resources)
These didactically meaningful resources are assembled together and
integrated into the language curriculum by teachers or tutors who are in
charge of implementing them into their everyday teaching practice
New phase “atomised CALL” (Gimeno, 2013) from 2010 onwards as a
continuation of Mark Warschauer’s definition of “integrative CALL”
Reaching Bax’s concept of “normalisation” of CALL
Constant evolving of technology & emergence of new gadgets new
challenges for CALL developers & authors to find the optimum way of
pedagogically exploiting those for-ever emerging technological
developments
30. Resources and skills…
Using the web as a source of information (task-based and project-based learning)
WebQuests
Digital storytelling
Using the web as a translation tool (translating or writing tasks)
Multidict (Wordlink)
Duolingo (http://www.ted.com/talks/lang/en/luis_von_ahn_massive_scale_online_collaboration.html)
Google translator
Using collaboration tools for communication purposes (creative writing tasks)
Wikis
Blogs
Using communities of practice to mark and correct learner input (reinforcement activities)
Livemocha
Using virtual worlds for instructional and communication purposes (reinforcement activities
through oral & written interaction)
Second Life (Avalon & Avatar projects)
OpenSim (Niflar project)
Using word games for vocabulary acquisition (practising new vocabulary & communicating)
Angry words
Words with friends
31. And more resources and skills…
Using mobile devices to deliver micro-lessons (reinforcement activities through mobile
interaction)
WhatsApp
Line
Dedicated language learning Apps like the French TV5 Monde, 7Jours
Using video recordings as a source of information (reinforcement activities)
Videocasts
Screencasts
Using audio recordings as a source of information (listening comprehension activities)
Podcasts
Using computer-based language tests (exams)
Diagnostic tests
Placement tests
Achievements tests
Using the web as a massive reference source (broadening knowledge)
Ready-made online exercises
Grammar explanations
Online dictionaries
Encyclopaedias
35. UPV “Docencia en red” (Networked teaching)
Polimedia 5 to 10 minutes’ recording of what is commonly known as a
“learning object” (a re-usable learning object (RLO) is the smallest element
of meaningful information independent to other pieces of information and
correlated with a specific learning objective. Within a single RLO more than
one representation forms can be used”)
Screencasts “digital recordings of computer screen output, also known as
a video screen capture, often containing audio narration...”
Educational videos 5 or 10 minute sequences produced by teaching staff
with a video camera requiring post editing
Digital learning modules self-contained lessons allowing students to
become acquainted with new content, conduct retention tasks and be
assessed on acquisition
Open courseware via Universia, one of the Open Courseware Consortium
sustaining members
38. Benefits
These features will allow us to maximise the increasing efforts to provide
learners with consistent repositories comprised of learning materials to
enhance autonomous or independent learning
Example:
LORO (Languages Open Resources Online)
Open University (London)
Collection of open access resources to support language teaching and learning
Some of the materials in LORO have been specifically designed to support OU language
courses and are deposited in LORO as Open Educational Resources to be adapted and re-used
freely in any context
Sharing of resources to avoid reinventing the wheel!!!
40. Software quality includes…
Performance connection capacity and execution speed
Flexibility the ease with which a system or component can be modified for use in
applications or environments other than those for which it was specifically designed
Interoperability the ability of two systems or components to exchange
information
Portability the ease with which a system or component can be “ported” to
another platform or operating system
Reliability the ability of a system or component to perform its required functions
under stated conditions for a specified period of time
Scalability the ease with which a system or component can be modified according
to changing circumstances such as the number of users, the amount of data, etc.
Colpaert, J. (2004) Design of Online Interactive Language Courseware: Conceptualization,
Specification and Prototyping. Antwerp: University of Antwerp (Doctoral thesis).