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Blended LEARNING

To revive 'a literature reading culture'

Ioannis Mavropoulos,MA 'Language, Literature and Digital Media in Education',School of English Language and Literature, Aristotle University of ThessalonikiWCBL 2019 25th-27th April 2019, Zayed University, Dubai UAE

Overarching goals and aims of the project

Theoretical framework

The learning environment and activities

Methodological Tools

Brief Overview

Findings-Sampling

Discussion

Theoretical framework

Constructivist Learning

Learning as cognitive and social process

'Learning is more than the acquisition of the ability to think; it is the acquisition of many specialized abilities for thinking about a variety of things.' , Vygotsky, 1978'Central tenets of Vygotsky’s work: the sociocultural genesis of human thinking, the consideration of active and dynamic individuals, and the power of cultural mediation in understanding and transforming educational practices, Moll, 2013'In many ways Vygotksy’s theory can offer possibilities for positive pedagogical change',Moll, 2013 

''Most of the studies examined, in which mobile devices were used to support the teaching and learning process, yield positive results and “present a convincing case for the benefits of collaboration in mobile language learning'(Kukulska-Hulme, Viberg,2018).

'Because of the advantages that mobile devices offer lots of researchers and practitioners find “considerable interest in employing these devices in the teaching and learning context'(Kalati, 2013).

'Mobile-Assisted Language Learning refers to “mobile devices such as tablet computers, mobile phones, MP3 and MP4 players and personal digital assistants that we carry in our pockets and can connect us to a variety of information sources whenever and wherever we go'( Kalati, 2013).

MALL framework

ITS MOTIVATIONAL ROLE

TAKING ADVANTAGE OF LEARNERS' MOTIVATION TO ENGAGE THEM INTO A LITERATURE READING MENTALITY

Self- Determination Theory approach

“Self-Determination theory, when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes” (Deci,Vallerand, Ryan, Petellier,1991)).'SDT touches upon learners’ needs for autonomy, competence, relatedness and motivation in learning'. (Deci., Vallerand., Ryan., Petellier., 1991)Intrinsic motivation, perceived competence, and psychological well-being are important factors to consider in order to maintain student engagement and motivation throughout a learning situation. on implications for teaching and learning practices.Kilis (2013) & Jeno., Adachi., Grytnes., Vandvik., Deci.,(2019)

Philosophy of mobile pedagogy

FOR TEACHING AND LEARNING

create and share multimodal texts communicate spontaneously with people anywhere in the worldcapture language use outside the classroom analyse their own language production and learning needsconstruct artefacts and share them with others provide evidence of progress gathered across a range of settings, in a variety of media. (Kukulska-Hulme, Norris, Donohue, 2015)

Overarching goals and aims of the project

Blended Learning in practice through an exploratory, mini-scale, qualitative study while acquainting learners with the great novel of TLOTF. Blended learning approach to overcoming identified English as a Foreign Language (EFL) barriers through the use of mobile learning and authentic, unabridged literature text. Seek to examine whether the obstacle of unknown vocabulary from unabridged literary text could be overcome.Attempt to integrate face-to-face instruction in class with online material and mobile delivery methods outside class.Blended learning in reviving 'a reading mentality' into the learners' range of interests and appreciate mobile devices not just for immaterial, online quests.

Methodological tools

Conversational Framework proposed by Diana Laullilard and which suggests six basic types of learning used in all courses: traditional, online or blended. (Kennedy, Laullilard, Charlton,Wild, Dimakopoulos, 2018)

The Learning Designer as constructionist support; Six Learning types: Acquisition, Discussion, Inquiry, Practice, Collaboration, Production. The tool provides feedback on construction of design by showing the proportion of each of the six learning types in your eventual design in the form of a pie chart, so teachers might need to make adjustments. (London Knowledge Lab, UCL Knowledge Lab, UCL Institute of Education 2013-2018)

On a more practical note : construction of specially designed google site in the form of a'Wiki', a platform on which all six learning types can be facilitated. This also functioned as the main learning environment throughout the project. A plethora of digital tools according to learning aims.

Learning technologies enable the exploration of innovative pedagogy to take on the character ofresearch – a more robust and rigorous way of developing teachers' knowledge in this critically important field, (Laullilard,2011)

The Learning Environment and the Lesson Planning tool (LD)

Findings

Gathering and interpreting data following the four blended learning sessions : qualitative data through students' individual or collaborative work; individual interviews with the students

Sampling

Mini interview

WATCH

Discussion

Thank you!

REFERENCES

Deci, E., Vallerand, R., Ryan, R., & Pelletier, L. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3&4), 325-346. Retrieved from https://www.academia.edu/ Jeno, L. M., Adachi, P. J., Grytnes, J. , Vandvik, V. and Deci, E. L. (2019), The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach. Br J Educ Technol, 50: 669-683. doi:10.1111/bjet.12657Kalati, A., E. (2013). Mobile-Assisted Language Learning. Retrieved from https://www.academia.edu/ Kennedy ET, Laurillard D, Charlton P, Wild J, Dimakopoulos D.,'Using technology to develop teachers as designers of TEL: Evaluating the learning designer',British Journal of Educational Technology, 2018Kilis, Selcan. (2013). Impacts of Mobile Learning in Motivation, Engagement and Achievement of Learners: Review of Literature. 12. 375-383Kukulska-Hulme, Agnes; Norris, Lucy and Donohue, Jim (2015). Mobile pedagogy for English language teaching: a guide for teachers. British Council 2015, London.Kukulska-Hulme, A., Viber, O. (2018). Mobile Collaborative Language Learning: State of the art. British Journal of Educational Technology, 49(2), 207-218. doi:10.1111/bjet.12580 Laurillard,D. (2008): The teacher as action researcher: using technology to capture pedagogic form, Studies in Higher Education, 33:2, 139-154Moll, Louis C.,(2013). L.S. Vygotsky and Education, Routledge, https://doi.org/10.4324/9780203156773Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press