"Language Learning and Technology: what have we learnt ?" Marie-Noëlle Lamy TELLP MMU 03 July 2009.

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Presentation transcript:

"Language Learning and Technology: what have we learnt ?" Marie-Noëlle Lamy TELLP MMU 03 July 2009

Elina Brotherus Suites françaises 2

Design your courses as if they were aimed at a lighthouse keeper off the coast of Scotland. Walter Perry (1st Open University Vice-Chancellor,1970)

Online tutorials

5 Tools used in HE/corporate language learning Asynchronous Forums (tutorial use) Podcasts & videocasts Web 2.0 tools Synchronous (tutorial use) Chats (with or without video enhancement) Audiographic platforms Virtual worlds Mobile phones, PDAs

Flashmeeting

Elluminate

Traveler

9 What does the research say? The “simple question to which everyone wants an answer : ‘Does the use of network-based language teaching lead to better language learning?’ turns out to be not so simple” Warschauer, M. and Kern, R. (eds) (2000) Network-based Language Teaching: Concepts and Practice, Cambridge: Cambridge University Press.

10 7 meta-studies of global CMCL Hassan et al., articles from 8 journals Hubbard, articles from 4 journals Jung, articles from 200 journals & books Kern, studies from 12 journals & books Levy, articles from 5 journals & books Liu et al., articles from 21 journals Zhao, articles from 5 journals

11 Teaching and learning online: the ingredients meDiation

Practices and design Formal learning Intra-group Inter-group (telecollaboration) Formal or informal learning Tandem, tridem Mobile projects

Hampel and Stickler’s pyramid of real-time online teacher skills

Vetter’s circle of real-time online teacher tasks

17 Major challenge Feedback loop Copyright

Assessment of learner achievement in CMCL Mismatches between collaborative online activity and individually assessed outcomes

19 AcquisitionA very guarded set of findings CMCL (asynchronous) facilitates higher-order thinking Complexity in synchronous CMCL does not promote LL Socio-collaborative pedagogies not best suited to acquisition research DiscourseAllows a great variety of discourse forms: from formal to informal, from text- based to visual. Prepares for real situations of e-communication e-LiteracyCMCL facilitates techno-literacy; techno-literacy facilitates group cohesion and task completion. Software design: telepresence? Emoticons? Sub-grouping facilities? Task design Oral skillsSynchronous CMCL promotes speaking (even text chat, does!) Participation patterns Quantity: CMCL increases learner engagement / is beset by drop-out. This changes if assessment is tied in. Quality: CMCL can affords student-centredness; but it can allow some participants to dominate. Socio-affective skillsCMCL provides opportunitiess for mutual support and for the ‘hyperpersonal’ to develop. Intercultural issuesTelecollaboration can work; but does not per se guarantee ICC learning. Emergence of issues of identity and offline worldviews. Group dynamicsTeachers become facilitators, learners can genuinely contribute

Updated on UK developments? Go to the Subject Centre Website More info? Free online access to major journals? English-language: Language Learning and Technology French-language: ALSIC