CELTEAL - SCHOOL OF EDUCATION

Directions in CALL technology and pedagogy

Dr Pamela Rogerson-Revell

pmrr1@le.ac.uk

Review - evolution of Web

• Mid 20 century - individual computer ‘nerds’ - hobbyists

• Late 20 century - specialised web development teams and organisations

• Early 21st century - growth of VLEs/LMS + more individual, non-specialist web developers

• Development of web 2.0 and social networking – restructuring of web

• ‘disruptive technologies’

Evolution of CALLBehaviouristic/ ‘traditional’ CALL (1960s-80s) Pedagogy - stimulus- response, repetition, drill, pattern practice, Technology - Dedicated software –expert-built and codedeg error analysis (http://www.camsoftpartners.co.uk/clef.htm)

Communicative/’explorative’CALL (1980s-90s)

Pedagogy - learner-centered, cognitive, humanist

Technology - mainly CD-ROMs using commercial authoring programmes

Eg Rosetta Stone

Integrative/’multimedia’ CALL (1990s -2006)

Pedagogy –constructivist, interactive learning

Technology - web-based or hybrid applications

Eg webquests, http://chalk.richmond.edu/education/projects/webquests/women/

Web-based/social networking CALL (2010 - )Pedagogy – social constructivist, collaborative, networked learningTechnology – Web 2.0 technologies (mobiles, iPod, iPad, Skype, Twitter)Eg language learning ‘apps’ Utalk, Redkaraoke

Roles for the computer in language learning

The computer as tutor• applications specifically designed for language learning and the evaluation of their

effectiveness, eg Rosetta Stone, Pronunciation Power

The computer as tool• the use of applications to create or develop language learning resources a) non-

language specific eg word-processing, and slide show software (eg Prezi) b) language specific, eg Hot Potatoes, Teachnology,

The computer as resourceOnline sources of information which can be a) non-language specific

eg encyclopedia , newspapers and agencies (The Guardian, BBC) or b) language specific

commercial and non-commercial websites (eg Netlanguages, Dave’s EFL Café), concordancing and ‘data-driven learning’

The computer as messenger • applications designed for (synchronous and aynchronous) communication, such as

e-mail , blogs, chats and their potential for language learning

The computer as manager • the computer as organiser or manager of learning (LMS, VLE) eg Blackboard,

Moodle

• http://westworld.dmu.ac.uk/lancam_feb01/home.htm

Key issues in CALL development

• Usability –‘user-friendliness’• Accessibility – availability to all types of users, including the

disabled• Reusability – opportunities for recycling, reusing materials• Standardisation – technical standards (SCORM Shareable

Content Object Reference Model)- , XML ("extensible markup language“)

• Interactivity – ‘material interaction’ (engaging learners actively with content by using eg use of multimedia, task-based activities, explorations , games or simulations and ‘social interaction’ enabling collaborative language learning and real-life experiences through the web, eg webquests, chats, blogs.

Key technical developments

• ‘open source’ – iTunes U, Open Learn - create major changes in what we can access and how, major consequences for copyright and intellectual copyright

• ‘cloud’ technologies – potential to improve speed and range of access to technologies

• ‘disruptive technologies’ (eg SMS, Twitter, podcasting) – create major changes, eg in modes of communication and discourse

Example of ‘wrap-around’ model

Current e-learning technological trends

• Podcasting

• M-learning

• Blogging

• Twitter

• RSS

• Skype

What impact will these have on language learning and teaching?

Mobile language learning

Integrated Model

Virtual /augmented or 3D worlds

Quest Atlantis

The DUCKLING project – trialling 3 new technologies at the University of Leicester

DUCKLING website – (http://www.le.ac.uk/beyonddistance/duckling

Podcasting

E-book readershttp://www.flickr.com/photos/42329213@/

Second Life

Podcasting – findings

Studnts appreciate:– Increased flexibility and mobility – using

iPhones, MP3 players and e-readers– Increased interaction and

personalisation of learning

Tutors appreciate:– ‘Design once, deliver many times’ with

minimum adaptation (online and campus

http://www.flickr.com/photos/8365241@N02/2569205162/

Second Life

Second Life – student comments“I was introduced to this technology that I wouldn’t have otherwise

been introduced to. It got my creative juices flowing about the future of ESL and the myriad of tools out there that a practicing teacher (reliant on texts and traditional mediums of teaching) would rarely be exposed to.”

“I lost interest in visiting because I couldn’t really connect the usefulness of SL to my real life. I saw people wandering around but didn’t engage with them (Why would I?) In the end, I found it very time consuming and more of a pass time that anything that had academic or professional benefit to me. ”

“Perhaps for future sessions, you might want to include SL activity as one of the structured activities in one of the modules of the MA to encourage higher participation”.

E-readers – the study

• Trialling Sony Reader PRS 505 – now discontinued

• Two groups of distance students • All module materials from VLE uploaded,

including podcasts• Students can upload journal articles as

PDFs• One textbook

made available

(Routledge)

What students like about e-readers

• Portability: e-readers are usedat home, on commute, inpublic places, while travelling

• Bookmarking and ‘continue reading’ function

• Accessing VLE materials offline• No eye strain (‘e-ink’)• Long battery life

E-readers: challenges• Many students still prefer to read on paper.• Many students want to underline, highlight and

make notes• Flickering and delays while turning pages• Formatting documents for e-readers is time-

consuming and fiddly• Publishers give blanket refusals to pre-loading

copyrighted materials onto the e-readers. • However:

– Cost of e-reader: +-£150 – Cost of ordering printouts of materials: £250

Cost/impact of new technologies

Rethinking assessment

Current assessment procedures in higher education are long overdue for a rethink. They are particularly ill suited to the digital age in which using information is more important than remembering it, and where reusing material should be viewed as a skill to be encouraged, not as academic plagiarism

to be despised. (Mason 1998)

Some current issues

• ‘Digital divide’ the gap between those who have good access to technology and those who do not, due to geography, money, age, gender etc.

• ‘Instructional industrialism’ - danger of moving entire print-based courses online and recreating new forms of digitally based ‘study packs’ that may stifle critical and collaborative learning.

• How to increase teacher development opportunities. So that teachers can develop and or use CALL effectively and confidently.

• Quality of teaching material - many computer-based teaching programs, fall into one of two categories: all glitz and no substance, or content which reflects a rote-learning, right/wrong approach to learning. (Mason 1998)

• Motivation of students - finding incentives for students to participate actively, providing some synchronous events to maintain their interest and enthusiasm, supporting them in taking responsibility for their learning

Some current issues

• Sustainable models for online education - developing successful cost-effective approaches to online learning, and scalable systems which are successful with large numbers of students

• Tutor workload - designing online structures which maximize the input of the teacher, yet do not leave students floundering in mutual ignorance, developing tutors' online facilitation skills

• Online assessment – the use of online quizzes etc is pedagogically limited and favours simple ‘yes/no’ testing of content rather than assessment of skills

• Open Source content – several countries are trying to encourage sharing of online resources by universities etc to avoid ‘reinventing the wheel’ however, issues such as intellectual copyright and ‘plagiarism’ are major obstacles.

• The link between technology and pedagogy is rarely smooth in any educational domain. Historically, technology has tended to lead pedagogy.Need to integrate sound pedagogy with technical innovation