Teaching Innovation in the English Class

ANA REVELLES PÉREZarevelles2@alumno.uned.es

in the English class

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Teaching Innovation

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5. Innovation and research in FLT/FLL

4. Use and analysis of multimedia resources...

3. Virtual learning environments and...

2. Evolution of the integration of ICT...

1. Proposals for Educational Innovation...

The digital citizen-student

New ways of teaching and learning

New educational offerings

Web 2.0 andSocial Learning

1. Proposals for educational innovationin English teaching

Teacher and students' roles

LEARNING theory

Learner-centred

TIPSfor Teachers

05

Response and feedback by the system should be immediate

04

Sequential activities of progressive difficulty

03

Avoid monotony and excessive repetition

02

Choose content, objective and interaction that are appropriate for their level

01

The interactive elements need to be clearly identifiable

People remember...

• It is not possible to learn without being exposed to (content created by) others
• Learning involves reworking and interpreting the information received
• Learning is consolidated if communication is dynamic and collaborative

CONNECTIVISM

New ways of teaching and learning

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Learning promoted by ICTs

collaborative work

SOCIAL REPOSITORIES

PODCASTS

WIKIS

microblogs

and

Blogs

Social networks

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Web 2.0 and Social Learning

learning that is built collaboratively and shared socially

discovery

participation

New ways of teaching and learning

• Society
• Education
• Family

Digital citizenship

Digital wisdom

'new ways of accessing and understanding the world through information and participation in the network'

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The digital citizen-student

New Educational Offerings

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CALL = Computer Assisted Language Learning

Future

Now

Past

2. Evolution of the integration of ICT in the English language

Alternative analysis of CALL

Where has CALL been?

Warschauer andHealey

1980s - today

2. Communicative CALL > Open CALL

1960s - 1980, but it is still observable and valuable nowadays

1. Behaviourist CALL > Restricted CALL

3. Integrative CALL > Integrated CALL

'approaches'

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'phases'

1. The Omnipotence Fallacy: ‘‘unreasonable and unfounded fascination and belief in ... [computer] technology’s educational power’’
2. The Sole Agent Fallacy: common assumption that the only factor in successful implementation of the technology is the technology itself

Fallacies about CALL

7 stages of 'normalisation' in CALL

• Technology needs to be at the service of the students' learning needs

'Normalisation'

End goal for CALL

Open attitudes to using ICTsMore 'genuinely' communicativeBetter softwares

Overall, Open phase of CALL, but each classroom may also exhibit certain Restricted and even Integrated features

OPEN CALL

Where is CALL going?

Where is CALL now?

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Social Learning

MALL

Open Language Learning

Technology-enhanced language learning environments

3. Virtual learning environments and English language learning

'scaffolding'

Steps to be followed in pedagogy-driven design

Step 10

Step 9

Step 8

Step 7

Step 6

Step 5

Step 4

Step 3

Step 2

Step 1

Skills for teaching languages online

Teacher > Facilitator of learning

Challenges

Technology-enhancedlanguage learning environments

The importance of instructional design

Changes in teacher and student roles

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Advantages

Sts as creators of content, rather than simply consumers

Open pedagogies

through wikis, blogs, social network, repositories, etc.

Sharing content

Heterogeneous assessment tools

Main elements for a Language MOOC

Videos with linguistic and cultural content

Robust set of communications

Considerations for Ts willing to create their own OERs

Encourage Sts to participate in free courses

Open research and publication

Open learning

5 R's

OER

+info

OPEN LANGUAGE LEARNING

Language MOOCs

Open Educational Resources and Language Learning

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Any subject matter

Access to any kind of resource

All contexts

MALL

FLexible in time and space

Foreign Languages

Mobile-Assisted Language Learning (MALL)

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Recommendations for LMOOCs

Define goalsMatch goals and assessment

Create an instructor presenceUse videos

Do not manage self-directed learning

Maximise interaction and engagement

xMOOC

cMOOC

interaction and networking = base for knowledge creation

MOOCs

Communities of practice

Situated learning

Socio-constructivism

1920s

Dichotomy

Sociocultural theory

'Conceiving learning as a social practice'

Social Learning

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WebQuests

Applicability in oral practice

Applicability in writing practice

Blogs

Introduction

4. Use and analysis of multimedia resources in the English language classroom

Stimulate both sides of the brain

TeamworkReflection on their own learning

Real and authentic

Higher order thinking skills

When creating materials for FL learning...

Bloom's Taxonomy (1956)

Key changes:

• Nouns > Verbs
• 'Synthesis' > Creating (1st category)

Bloom’s Taxonomy Revised (Anderson and Krathwohl, 2001)

Classification of thinking skills

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Content suggetions for language blogs

Open an account

Choose a pre-designed template

Make it attractive!

Creation of a blog for language teaching

Teacher's blog

Student blog

Class blog

Institutional blog

Online newspaper/magazine

Digital portfolio

Socio-cultural and Cross-curricular content

Useful links for autonomous learning

Blogs and Language Teaching

Bookclub

Surveys

Homework instructions

Types of educational blogs

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Web Tasks

Treasure hunts

WEBQUESTS AND THEIR DIDACTIC USE FOR LANGUAGE LEARNING

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Virtual walls

Word clouds

Genially

Digital stories

Digital posters and infographics

APPLICABILITY OF DIGITAL MATERIALS IN THE PRACTICE OF WRITING SKILLS

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Podcasts

Oral forums

Avatars with voice

Talking images

APPLICABILITY OF DIGITAL MATERIALS IN THE PRACTICE OF Oral competence

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5. Innovation and research in foreign language teaching/learning

Key research questions

• Integrative synthetic overview
• Articles published in 3 leading international CALL journals
• Aim: to detect broad trends in CALL and to identify the sector’s strengths and weaknesses

Results

Methodology

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Discussion

REASONS

Mainly based on English teaching

Mostly small scale

Mostly empirical articles

Group D: Least published

Group C: Scarcely published

Group B: Less published

Group A: Most published

Strengthening international participation (50 countries recorded)

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Culture CALL

CALL research

Conclusion

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