Mobile-Enabled Language Learning Eco-System
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Transcript of Mobile-Enabled Language Learning Eco-System
Mobile-Enabled Language Learning Eco-System
Agnieszka (Aga) Palalas, Ed.D.George Brown College
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mLearn 2012HelsinkiOctober 2012
1. Background and statement of the problem
2. Significance of the research
3. Research question
4. DBR phases and their findings
5. Outcomes of the study
6. Limitations
7. Future research
8. Conclusions
Overview
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Benchmarking Study (2005-2007)
M-learning Exploratory Study (2007-2009)
MALL Design Pilot (Jun-Aug 2009)
DBR Pilot (Sep 2009–Jan 2010)
MELLES DBR Study (Jun 2010–Dec 2011)
2005
2007
2011
Social Constructivism --> SCT --> Ecological Constructivism
2009
2010
Statement of the Problem - Evolution
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Inadequate aural skills instruction - college ESP students
Purpose: MELL educational intervention to enhance effectiveness and appeal of ESP◦ augment in-class learning
flexible contextualized communicative practice interaction with others personalized to learner preferences
◦ students’ own mobile devices◦ replicable and reusable design principles
Statement of the Problem
Constructivism ⇨ Social Constructivism
⇨ SCT: Sociocultural Theory ⇨ Ecological Constructivism(Bruner, Davis & Sumara, Dewey, Lafford, Lam & Kramsch, Lave & Wenger, Piaget,
Proulx, Vygotsky, van Lier, von Glasersfeld, Wertsch)
Listening and language learning (Lynch, Nation & Newton, Rost)
From SLA to MALL◦ SLA: Second Language Acquisition (Chomsky, Krashen, Long, Swain)
◦ CALL: Computer-Assisted Language Learning (Warschauer, Davies, Levy)
◦ MALL: Mobile-Assisted Language Learning (Sharples, Kukulska-Hulme, Laurillard)
◦ MALL on listening (Kukulska-Hulme, Shield, Thornton & Houser)
◦ MALL design principles (Ally, Quinn, Rosell-Aguilar)
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Overview of Background Literature
Evolution of practice◦ MELLES prototype◦ model for replication
Evolution of theory◦ MELLES design framework ◦ Ecological Constructivism
DBR application for mobile language learning environment
Research Outcomes
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MELLES =Mobile-Enabled Language Learning Eco-System
What are the characteristics of an effective,
pedagogically-sound learning object MELLES for
students’ mobile devices, through which adult ESP
students in a community college enhance listening
skills, while expanding their learning outside the
classroom?
Research Question
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Methodology: Design-Based Research
A systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories. (Wang & Hannafin, 1999, p. 7)
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Methodology: DBR
• Bannan, B. (2009)• Barab, S., & Squire, K. (2004)• Brown, A. (1992)• Dede, C. (2004)• Herrington, J., McKenney, S., Reeves,
T., & Oliver, R. (2007)• Kelly, A. (2009)• Plomp, T. (2009)• Reeves, T. (2006)• Van den Akker et al (2006)• Wang, F., & Hannafin, M. J. (2005)
163+191 students
8+2 experts/
practitioners
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Informed Exploration
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Critical Elements of Effective Design:
Pedagogy PEDAGOGIC PROCEDURE - How CONTENT - What CONTEXT - When and Where ACTORS - Who
Technology FUNCTIONALITY - How TECH SOLUTION – What TECH CONTEXT - When and Where
Findings: Emerging Themes
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Findings: Emerging Theoretical Framework
Ecological Constructivism◦ Social Constructivism + Sociocultural Theory + Ecological
Linguistics + Contextual and situated learning
Interaction mediated by “cultural tools such as language and technology” (Pachler, 2009, p. 5)
Learning mediated by the context
Active learning around real-life problems
Goal-oriented real-life communicative activities
Interactivity in social contexts
Community-based communication
Scaffolding and guidance
Feedback from facilitators and peers
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Findings: Ecological Constructivism+ Contextual mobile learning (context-aware): learning activities relate to the location (physical, geographical or logical) of the actor and the context (David, Yin, & Chalon, 2009)
+ Situated learning
◦ Authentic context & social interaction (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991)
◦ Access to expertise & collaboration with others (Herrington & Oliver, 1995)
+ “…metaphor of ecology attempts to capture the interconnectedness of psychological, social, and environmental process in SLA” (Lam & Kramsch, 2003, p.144)
+ Affordance: “ … a particular property of the environment that is relevant … to an active, perceiving organism in that environment” (van Lier, 2000, p. 252)
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1. Language is dynamic and contextually contingent
2. Affordances are inherent in the dynamic environment
3. Learners act on linguistic affordances in the environment
4. Learning, individual or collaborative, emerges from and through interactions – co-construing of knowledge
5. The process of collaboration enables individuals to perceive novel affordances
6. Dynamic networks of fluidly inter-linked contexts form an open system
7. Mobile technologies mediate interaction and connection over the network and with environment
8. Knowing: an evolving process enabled by acting on affordances available in the environment, in which learners operate and collaborate across dynamic networks through connections made possible by mobile technologies
Ecological Constructivism
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Enactment
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Enactment Findings: MELL Eco-System
Other speakers of English
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Enactment Findings: Gateway into MELLES Design
Prototype Testing Refinement
http://mobi-english.mobi/
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Evaluation: Local Impact
Evaluation: Local Impact Findings
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1. Balanced combination of individual and collaborative (group work) tasks
2. Learner-generated linguistic artefacts (audio, video, photos, images)
3. Game-like real-life communicative tasks
4. Expert facilitation: scaffolding, feedback, and coordination
5. Feedback mechanism (immediate and delayed)
6. Focus on authentic listening tasks in the dynamic real-world communicative situations
Ten Essential Pedagogic Characteristics 1/2
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7. Support of self-paced individual audio tasks feeding into/preparing learners for the real-life tasks
8. Integrate all four language skills but focus on listening outcomes
9. Linguistic resources (task-related): relevant vocabulary, dictionaries, pronunciation, clear task directions and explanations, examples
10. Support of out-of-class learning with in-class (f2f) instruction and practice (a blend of in-class and out-of-class context)
Ten Essential Pedagogic Characteristics 2/2
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1. One-point access to all resources2. Exchange and communication platform3. Scalability, flexibility and adaptability of the system4. Scalable rating scheme (from artefact to learning
structures to the whole system)5. Multimedia (including text) - artefact authoring,
management and usage capabilities6. Cross platform and multi-technology support7. Integrated technology support and
tutoring/instruction8. Personalized user progress tracking capabilities
Eight Essential Technological Components
Evolution of practice• MELLES prototype• model for replication
Evolution of theory• MELLES design framework • Ecological Constructivism
DBR application for mobile language learning environment
Findings Summary
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Interconnected elements of the MELLES learning context
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Limitations
The scope of DBR • complexity of the system - breadth• no objective measure of learning• amount of data• intensity
The role of the researcher• multifaceted• conflicting roles• threats to validity
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Future Research
In-depth examination of constituent elements
Measuring effectiveness - tests of proficiency
Actualization of the MELLES theory –
technology
Role of the teacher
Transferability of findings
Q&A
Thank you!
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Ally, M. (2004). Designing effective learning objects for distance education. In R. McGreal (Ed.), Online education using learning objects (pp. 87 -97). London: Routledge Falmer.
Bannan, B. (2009). The Integrative Learning Design Framework: An illustrated example from the domain of instructional technology. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 53-73). SLO: Netherlands Institute for Curriculum Development.
Brown, J. S., Collins, A., & Duguid, S. (1989). Situated cognition and the Culture of Learning, Educational Researcher, 18(1), 32-42.
David, B., Yin, C., & Chalon, R. (2009). Contextual mobile learning: Principles and nutritional human being case study. Proceedings from IADIS International Conference Mobile Learning 2009 (pp. 97-104). Barcelona, Spain. IADIS Press.
Hoven, D. & Palalas, A. (2011). (Re)-conceptualizing design approaches for mobile language learning. CALICO Journal, 28(3)
Herrington, J., & Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. In J. Pearce & A. Ellis (Eds.), Learning with technology (pp. 235-262). Parkville, Vic: University of Melbourne. Retrieved from http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/herrington.pdf
Lam, W. S. E. & Kramsch, C. (2003). The ecology of an SLA community in a computer-mediated environment. In J. Leather & J. Van Dam (Eds.), Ecology of language acquisition (pp. 141–158). Dordrecht, The Netherlands: Kluwer Academic.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
References
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Mwanza-Simwami, D. (2009). Using activity-oriented design methods (AODM) to investigate mobile learning. In G. Vavoula, N. Pachler, & A. Kukulska-Hulme (Eds.), Researching mobile learning: Frameworks, tools and research designs (pp. 1-16). Bern, Switzerland: Peter Lang AG. International Academic Publishers.
Pachler, N. (2009). Research methods in mobile and informal learning: Some issues. In G. Vavoula, N. Pachler, & A. Kukulska-Hulme (Eds.), Researching mobile learning: Frameworks, tools and research designs (pp. 1-16). Bern, Switzerland: Peter Lang AG. International Academic Publishers.
Palalas, A. (2012). Design guidelines for a Mobile-Enabled Language Learning system supporting the development of ESP listening skills (Doctoral dissertation, Athabasca University). Retrieved from http://hdl.handle.net/10791/17
Palalas, A. (2011). Mobile-Assisted Language Learning: Designing for your students. In Thouësny, S. and Bradley, L. (Eds.) Second Language Teaching and Learning with Technology. Research-publishing.net: Voillans.
Plomp, T. (2009). Educational design research: An introduction. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 9-36). SLO: Netherlands Institute for Curriculum Development.
Sharples, M., Taylor, J., & Vavoula, G. (2007). Theory of learning for the Mobile age. In R. Andrews & C. Haythornthwaite (Eds.), The SAGE handbook of e-learning research (pp. 221-247). London: Sage.
References
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van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245-259). Oxford: Oxford University Press.
van den Akker, J. (1999). Principles and Methods of Development Research. In J. van den Akker, R.M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 1-14). Boston: Kluwer Academic.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.
References
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