listening with mobile devices: an ecological approach to context-embedded learning

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Listening with mobile devices: An ecological approach to context-embedded learning Agnieszka (Aga) Palalas, Ed.D. Debra Hoven, Ph.D. 1 May 2013

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Listening with mobile devices: An ecological approach to context-embedded learning. Agnieszka (Aga) Palalas, Ed.D . Debra Hoven, Ph.D. May 2013. Overview. What is DBR What are mobile devices/mobile learning? L istening in the real world What is ecological constructivism (EC) - PowerPoint PPT Presentation

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Page 1: Listening with mobile devices: An ecological approach to context-embedded learning

Listening with mobile devices: An ecological approach to

context-embedded learning

Agnieszka (Aga) Palalas, Ed.D.Debra Hoven, Ph.D.

1May 2013

Page 2: Listening with mobile devices: An ecological approach to context-embedded learning

1. What is DBR2. What are mobile devices/mobile learning?3. Listening in the real world 4. What is ecological constructivism (EC)5. MELLES study overview6. Listening tasks7. EC and context-embedded language learning8. Conclusions9. Discussion

Overview

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DBR methodology “Design experiments” > design-based research = design

research = DBR = EDR = researching innovative educational designs in their naturalistic settings

(Brown, 1992; Collins, 1992)

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)

Context rules

Page 4: Listening with mobile devices: An ecological approach to context-embedded learning

Practice research (unifying theory and practice) Drawing on engineering and technological research Focusing on design, construction, implementation

and adoption of learning solutions Process-focused and iterative---evolving Interventionist: applied solutions to real educational

problems; participatory (multiple agents & actors) Contextual: real people, context, and cultural

background(s), in-situ investigation/evaluation

DBR

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DBR: implications

The intervention “embod[ied] specific theoretical claims about teaching and learning, and reflect[ed] a commitment to understanding the relationships among theory, designed artifacts, and practice. […] research on specific interventions can contribute to theories of learning and teaching.”

(Design-Based Research Collective, 2003, p.6)

(Palalas & Hoven, 2013)

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• Learning or training: knowledge construction, skill development and performance support

• Learners participate across locations, times and contexts (inside and outside the classroom)

• Enabled by portable devices and web connectivity• flexible on-demand access to learning materials, experts,

peers and other resources• tools to create content and interact with peers, experts,

learning systems and supports, and the environment in which the learning is occurring

• M-learning devices: handheld, highly portable, connected, always-on, personal, ubiquitous

…contingent on needs and context

What is mobile learning?

Page 7: Listening with mobile devices: An ecological approach to context-embedded learning

Authentic listening◦ In dynamic real-world communicative situations◦ Integrated listening-speaking◦ Supported by “chunking” tasks & JIT

peer/teacher/ learner-created audio-visual-textual vocabulary bank

◦ Collaboratively co-construed meanings & interpretations

◦ Collaboratively co-constructed schemata & environments

Listening in the real world 1/…2

Page 8: Listening with mobile devices: An ecological approach to context-embedded learning

Authentic listening

Learners utilizing the resources available to them- self- peer- tool- expert

… to raise their awareness of their context in order to perceive the affordances of features within the environment around them &/or accessible to them

Listening in the real world 2/…2

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Mobile-Enabled Language Learning Eco-system (MELLES)

What are the characteristics of an effective, pedagogically-sound MELLES for students’ mobile

devices, through which adult ESP students in a community college enhance listening skills, while

expanding their learning outside the classroom?

Evolution of theory• MELLES design principles• Ecological Constructivism

Evolution of practice• MELLES prototype• Model for replication

DBR application for educational context(Palalas, 2012)

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Inadequate aural skills instruction - college ESP students

Solution: MELL educational intervention to enhance effectiveness and appeal of ESP◦ augment in-class learning◦ out-of-class language practice◦ students’ own mobile devices◦ replicable and reusable design principles

Statement of the problem

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Evolution of DBR process and outcomes

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

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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)

• Palalas, A. (2012)

DBR Phases•Informed exploration•Enactment•Evaluation:

LocalBroad

(Analysis of outcomesRedesign iterations)

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Outcomes: listening tasks

Page 14: Listening with mobile devices: An ecological approach to context-embedded learning

Eight interconnected, non-linear tasks Co-learning: collaborative & individual Authentic communication challenges Expert guidance Interaction: peers, L1 speakers, ESP experts Co-created multimedia artefacts Peer evaluation: comments & rating each other’s audio Evolving ESP resource Aural focus but integrated all four language

skills (holistic learning context)

Listening tasks

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Emerging theoretical framework Ecological Constructivism

Deriving from:• Social Constructivism + Sociocultural Theory +

Ecological Linguistics + Contextual and situated learning • “the recent metaphor of ecology attempts to capture the

interconnectedness of psychological, social, and environmental process in SLA” (Lam & Kramsch, 2003, p.144)

• Affordances:- exist as an initial state in the dynamic environment- represent a relationship (reciprocal interaction) between the actors (learners) and elements of the environment- are for learners to perceive, construe and act purposefully upon, both individually and in collaboration with others

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Ecological Constructivism: emergent theory

◦ Incorporating: Interaction mediated by “cultural tools such as language and

technology” (Hoven, 1997; Pachler, 2009, p. 5)

Learning mediated by the context Active learning in & around real-life problems Goal-oriented, real-life communicative activities Interactivity in social contexts Community-embedded communication Communities of learners developing into communities of

practice Scaffolding and guidance Feedback from facilitators and peers

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1. Language is dynamic and contextually contingent2. Affordances are inherent in the dynamic environment3. Learners act on affordances in the environment4. Learning, individual or collaborative, emerges from and through

interactions – co-construing of knowledge5. The process of collaboration enables individuals to perceive novel

affordances6. Noticing of affordances can be self-originating or can be guided7. Dynamic networks of fluidly inter-linked contexts form an open

system8. Mobile technologies mediate interaction and connection over the

network and with environment 9. 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: principles

Page 18: Listening with mobile devices: An ecological approach to context-embedded learning

Thank you!

Q&A

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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.

Barab, S., & Squire, K. (2004). Design-Based Research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14. doi:10.1207/s15327809jls1301_1

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.

Collins, A. (1992). Towards a design science of education. In E. Scanlon and T. O’Shea (Eds.), New directions in educational technology (pp. 15–22). Berlin: Springer.

Dede, C. (2004). If Design-Based Research is the answer, what is the question? The Journal of the Instructional Sciences, 13 (1).

Design-Based Research Collective. (2003). Design-Based Research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. Retrieved from http://www.designbasedresearch.org/reppubs/DBRC2003.pdf

Farmer, R., & Gruba, P. (2006). Towards model-driven end-user development in CALL. Computer Assisted Language Learning, 19(2 & 3), 149-191.

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., & Hoven, D. (2013). Implications of using DBR to investigate the iterative design of a mobile-enabled language learning system. CALICO

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.

Reeves, T. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research: The design, development and evaluation of programs, processes and products (pp. 52-66). New York: Routledge.

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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