EDUCATIONAL INNOVATION
Nuria Q
Created on August 30, 2023
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EDUCATIONAL INNOVATION IN ENGLISH TEACHING
Nuria Querol Moyanquerol4@alumno.uned.es
2022/2023
Quiz
References
CONTENTS
Conclusions
Call Research: Where are we now?
Use of digital resources
Virtual Learning Environments
Evolution of the integration of ICT
Proposals for educational innovation
5. New proposals
4. The digital-citizen student
3. Connectivism and education
2. Web 2.0 and social learning
1. New ways of teaching and learning
Proposals for educational innovation
Different learning styles
Authentic learning (real situations and contexts)
Situated learning (realistic scenario)
Learner-centered learning models
It is a new way of learning how to learn. Its 3 main features are:-No learning without relating to others or without the exposure to the content communicated by others. - Learning means reworking and interpreting previous knowledge, - Learning is consolidated when the channels and means of communication are dynamic and collaborative.
90% What they do
70% What they say or write
50% What they see and hear
30% What they see
Connectivism
What do students learn?
10% What they read
1. New ways of teaching and learning
21ST CENTURY TEACHER
Teacher-Student and Student-Student Interdependence
Adaptability to a rapidly changing environment Ability to work in a team Creative problem-solving and decision-makingAbility to deconstruct learning: unlearn and relearn IndependenceAbstract thinking techniques
New skills
Communicate,create,teach andshare ONLINE
Guide
Change of teacher-student roles
1. New ways of teaching and learning
- Communication technology tools (Mail, videoconferences...)
- Collaborative work tools (Cloud, shared apps...)
- Monitoring tools for teachers (Statistics, participation...)
- Access to information
- Interactivity (Avoid monotony, sequential difficulty, inmediate feedback...)
Advantages of using ICTs
1. New ways of teaching and learning
Social networks
Personal webs
Horizontal relation
Vertical relation
Participation
Publication
Mouth to mouth
Advertising
Communities
Companies
Writing
Reading
Production
Receipt
Some 2.0 widely used tools in second language teaching include:- Social networks (Facebook, Instagram..)- Blogs and microblogs (Twitter)- Wikis (Wikipedia)- Social repositories (Youtube, Scribd...)- Podcasts
WEB 2.0
WEB 1.0
From a repository of information to a social instrument of knowledge,more fluid and egalitarian.Click on each feature to reveal the web 2.0 features:
2. Web 2.0 and social learning
Students not only acquire knowledge, but also understand how they can use the connections offered by the internet, personalising their own learning uniquely
- People learn like networks.
- Learning and knowledge lie in the diversity of opinions.
- Learning is the process of connecting nodes or sources of information.
- The organisation and the individual are bodies that are capable of learning.
- Our capacity to increase our knowledge is greater than we realise.
- Connections need to be nurtured and maintained to facilitate continuous learning.
- The ability to see the connections between fields, ideas and concepts is paramount.
3. Connectivism and education
Digital wisdomNew way of understanding the world through the network
Digital citizenshipTeaching must adapt to the students born in the digital era
Digital-citizen learning is based in discovery and participation They are active participants of the digital world that share learning
4. The digital-citizen student
CLICK EACH NUMBER
05
MOBILE LEARNING
04
MOOCs
03
PLEs
02
CURATINGOF WEBCONTENT
01
OPEN COURSERESOURCES
5. New proposals in education
Evolution of the integration of ICT
CALL (Computer Assisted Language Learning): Approach to teaching and learning which uses computers and computer-based resources
CALL: PAST, PRESENT AND FUTURE
S. Bax (2003)
Info
Info
Integrative CALL
21st Century
80s-90s
70s-80s
Communicative CALL
Multimedia and InternetContent-based, ESP/EAPSocio-cognitive (Developed in social interaction) Authentic discourseAgency
PCsCommunicate (sic) language teachingCognitive (Mentally constructed system)Communicative exercisesFluency
(Behaviouristic)
Where has CALL been? Warhauer's stages of CALL
CALL: PAST, PRESENT AND FUTURE
MainframeGrammar-translation and audio-lingualStructural (Formal structural system) Drill and PracticeAccuracy
Structural CALL
ALTERNATIVE ANALYSIS (S. Bax, 2003)
CALL: PAST, PRESENT AND FUTURE
Integrated CALL and normalisation
Open CALL
Where is CALL now?
CALL: PAST, PRESENT AND FUTURE
Normalisation will be achieved when it ceases to exist as a separate concept and is used without fear, inhibition or respect.
NORMALISATION
Normalizing
Fear
Try again
Try once
Ignorance/scepticism
Early adopters
Stages of normalisation
Where is CALL going?
CALL: PAST, PRESENT AND FUTURE
SOCIAL LEARNING
MOBILE ASSISTED LANGUAGE LEARNING
OPEN LANGUAGE LEARNING
TECHNOLOGY ENHANCED LANGUAGE LEARNING
Virtual Learning Environments
ICT Skills needed for both
Autonomouscollaborative work
Facilitators of learning
Learners
Teachers
- Pedagogy based
- Scaffolding
- 10 steps to take
Innovative
Always available
Ubiquitouslearning
Open to different communities
Importanceof instructional design
Changes in roles
Challengesin the use of technology as a tool for learning
Advantagesof language learning in digital environments
1. Technology enhanced language learning
Flexible
Grants certifications
Free
Multimodal
Socially oriented
Quality
Learner centered
Academic features
MOOCs
Info
5 Activities OERs allowRetainReuseReviseRemixRedistribute
OER5 Rs
Info
2. Open language learning
Flexible application context, also encourages inclusive education
Anytime and as much time as the learner wishes
Anywhere: activities are no longer fixed to a physical location
Enhances social inclusion, active citizenship and personal development
Potential to use augmented reality-based simulations
Main voice communication tools used all over the world, specially useful for oral activities
Key instrument between informal and formal education
3. Mobile assisted language learning
6) Match goals and assessment
5) Define goals
4) Use video for engagement and as authentic material
3) Create an instructor presence
2) Facilitate self-directed learning
1) Maximize engagementand interaction
- Social aspect is essential in language learning.
- Recommendations for social learning with LMOOCs Sokolik (2014):
4. Social learning
useful theoretical background to create content
Designing more complex tasks (TBA)
Using tools to create our own materials
Selecting activities available online
Options when working with digital materials:
Use of digital resources
- Cooperative learning
- Shared authorship
- Allows collaboration
- Constructivist
- Trasnversal skills
- Encourages students to express themselves
- Easy to use
- Easy access
- Shared authorship
- Easy multimedia
- Allows collaboration
Selecting activities available online
Use of digital resources
ORAL COMPETENCES
- Increased confidence- More reading and writing practice- Grammar and vocabulary reinforcement- Exposure to real resources- More extensive review of students work- Improvement in socio-cultural competence and in the written production process
- Possibility to use voice in other ways such as:- Voice calls- Software to convert written text into voice- Voice avatars- Oral forums- Podcasts and virtual communities
BENEFITS
BENEFITS
WRITING SKILLS
Tools used in different competences
Use of digital resources
+ INFO
Topics researched
Some examples:
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What?
80% Empirical: Practical studies using real learners20% Theoretical: Elaboration of CALL theory
How?
3 major journals:
- ReCALL
- CALICO
- Computer Assisted Language Learning
Where?
2006-2016
When?
21 countries total, but 7 countries worked the most on CALL
Key data about the studies
CALL RESEARCH: Where are we now?
Integrative synthesis of some studies
CALL provides new opportunities to enhance our delivery of all aspects of the teaching and learning of languages in their social and cultural contexts
- Concentration on limited number of topics related to key language skills
- Predominance of empirical over theoretical studies
- Small-scale empirical studies are difficult to be generalised
- Mostly related to English as L2
Opportunities
Some issues to address:
Thinking strategicallyCreate a model of CALL research based on our knowledge
- Longer projects and longitudinal studies
- Integrate CALL into all aspects of language teaching
- More focus on literature, text analysis and translation/interpreting
- Social, ethical and cultural aspects could be valuable
What can be done?
Findings show a healthy, nurturing growing research area
CALL RESEARCH: Where are we going?
Integrative synthesis of some studies: Analysis of results
-Still a long way to normalisation-It is a challenge not to become slaves to technology-Teacher training needs to improve-We need to be critical with tools and their didactic value-Loss of real face to face interaction-Cultural content needs to be encouraged-Research must grow in other topics and theoretical approaches
+New way of understanding teaching in the 21st Century+Virtual learning environments are essential+Research is improving in quantity and quality+Lots of advantages for both teachers and students
Conclusions
References
- Bax, S. (2003). CALL—past, present and future. System, 31(1), 13-28. DOI: 10.1016/S0346-251x(02)00071-4
- Gillespie, J. (2020). CALL research: Where are we now? ReCALL 32(2): 127-144. https://doi.org/10.1017/S0958344020000051
- Martín Monje, E. (2021). The use of technology in foreign language teaching and learning. Madrid: UNED
- Vázquez-Cano, E. & Martín-Monje, E. (2014). Chapter 1: Virtual spaces for education and learning. Nuevas tendencias para la elaboración y edición de materiales audiovisuales en la enseñanza de lenguas. Madrid: McGraw-Hill.
- Vázquez-Cano, E. & Martín-Monje, E. (2014). Chapter 4: The applicability of digital materials in foreign language teaching. Nuevas tendencias para la elaboración y edición de materiales audiovisuales en la enseñanza de lenguas. Madrid: McGraw-Hill.
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CALL QUIZ
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Nuria Querol Moya nquerol4@alumno.uned.es
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1) describe the learning environment2) describe the system requirements3) describe the architecture of the distributed learningenvironment4) apply an activity framework 5) define the linguistic and didacticfunctionalities6) define the personas and their goals7) conceptualize8) specify9) perform pre-use evaluation as selection10) perform post-use evaluation ascollaborative research.
10 steps to take into account
Connectivist philosophy:-Asynchronous and flexible activities restructured for large number of students-Participants can follow their own paceA different model:-Telematic attendance and interaction-Curators filter information and facilitators resolve doubts and technical problems-Close-ended activitiesAutonomy:-Learners are responsible for their own learning-Teacher-tutor role disappears
MASSIVE ONLINE OPEN COURSES (MOOCs)
- Communicative is not mentioned at all
- The term is confusing when stated that communicative Call is no longer with us, because "communicative" is nowadays used in teaching contexts
- Computer works as a traditional teacher (tutor)
- Computer is used for manipulating language, not communicating (word processors, spelling checkers...)
Criticism to Communicative CALL
Acknowledged to be an emergent and expanding research field -> Exponential growth tendencyMain elements1) a robust set of communications for language learning 2) short videos with linguistic and culturalcontent3) assessment tools which are valid for heterogeneous cohorts
What is a MOOC?“dedicated Web-based online courses for second languages with unrestricted access and potentially unlimited participation”
- No evidence of language use in authentic social contexts
- Communicative approaches employed
- Difficult to prove that technological tools are totally integrated in the classroom
Criticism to Integrative CALL
They are the natural evolution of VLE (such as Moodle)Learners can personalise their own resources and materialsIts elements include reading tools and tools for dissemination and reflectionSome of its benefits include:
- More learner-centred, they can create their own learning path
- Combines formal, non-formal and informal-learning
- Encourages learning-to-learn skills
PERSONAL LEARNING ENVIRONMENTS
Own style
Creativity and choice
Facilitating communicative competence
Online socialization
Dealing with constraints and possibilities
Specific technical competence for the software
Hampel & Stickler (2005)
Basic ICT competence
Any interaction in a mobile deviceSpontaneous learning and interaction
MOBILE LEARNING
For teachers: Technology based instead of pedagogyOnline courses: Just a repositoryStudents: might become too dependent on tech
- Main ideas
- Great potential
- Different degrees of enhancement and interaction
- UNESCO recommends to filter OERs based on our needs, using a search engine to find the most appropiate or using an OER directory
- Teachers can create their own.
OER directory example
What is an OER?"any educational resources (...) that are openly available for use by educators and students, without an accompanying need to pay royalties or licence fees" (Butcher, 2015, p. 9).
What do the icons mean?
TechnologyEnglish-teaching paradigmView of languagePrincipal use of computersObjective
- Share, use and reuse of materials and tools.
- In educational contexts: Open concept, more developed with the creation of Creative Commons Licences.
- Open Educational Resources (OER): key element of distance and open learning.
OPEN COURSE RESOURCES
Filters the information: Includes searching, selecting, organizating and structuring the information.Displays a lot of information at onceHowever, it is not private and needs more filtering by the teachersSome examples are Pinterest or Tumblr
CURATING OF WEB CONTENT
- It is possible to use computers for genuine communication
- Key areas of implementation: Teachers, administrators, timetabling. They might not be as open
- Each institution and classroom may also have restricted or integrated features
- Important to reconsider how the profession can move towards that general aim
Open CALL
Do you want to learn more about Bloom's taxonomy?
Bloom's taxonomy
Has regained importance in the digital age
Bloom's taxonomy (1956) was revised by Anderson and Krathwohl in 2001 and by Churches in 2008. Churches' revision incorporates tools and activities that help develop these skills.The teacher must encourage students to work on HOTS, using real material to stimulate both sides of the brain, and working in pairs or groups to reflect on their own learning.