re-defining access to english language learning:...
TRANSCRIPT
Re-defining access to English Language
Learning: Handheld & Mobile Learning
Michael Carrier
British Council
BETT Show
January 30, 2013
English as a global tool - Aspirations & Challenges
Aspirations:
Challenges for English:
• High demand
• Shortage of teachers
• Low level of teachers’
English competence
• Short time in class
• Large class sizes
• Outdated school leaving
examinations
• New generational learning
styles
• Access to Education
• Access to Employability
• Access to Social mobility
Learning & change
• We live in a fast-changing
world
• Our learners’ needs and
aspirations are changing
• Our learners’ motivations
are changing
• A generational shift in
expectations about
learning & technology -
when how and where to
learn
"cellphones are the
gateways to all of
human knowledge"
Ray Kurzweil
"Whenever I go into
class, I have to
power down."
Education 3.0 - 21st century skills
Key 21st century Skills:
• Ways of thinking
Creativity & innovation
Critical thinking, problem solving, decision making
Learning to learn – curiosity
• Ways of working
Communication
Collaboration
• Tools for working
Information literacy
ICT literacy
• Living in the world
Citizenship – local and global
Lifelong learning
Cultural awareness and competence
“We need a new paradigm of 21st century learning”
A new vision of learning …… as an activity not a place, open to new people with new ideas, of learners “pulling” learning toward themselves rather than teachers “pushing” learning out”
Michael Stevenson
Teachnology-Supported learning (TSL) – what is it?
1 New Goals
• Digital literacy, global citizenship, interculturality
2 New Pedagogical models
• For learning in a digital age
3 New Activities
• Inside and outside of class
• Formal and informal learning
• Ubiquitous learning
• Consume content vs Produce content
• Individual vs collaborative work
4 New Content
5 New Tools, new media
Generation Y Learning Styles:
Doing is more important than
knowing
A need for immediacy
Trial and error approach to
problem-solving
Low boredom threshold
Multitasking and parallel
processing
Visual, nonlinear and virtual
learning
Collaborative learning
Constructivist approach
Ashridge Business School
TSL - New models, new tools
Classroom
External world
Personal world
Techno-logy
options
English speaking
world
Portable IWBs Personal Response Systems
Voting &
assessment
devices (and now
phone apps) with
real-time quiz
scores via mobile
The Now Board:
convert any laptop + projector +
white wall into an IWB
Digital Textbooks
The Flipped Classroom Classroom Models
8
Lesson 1a
In-class Handheld activities
Lesson 1b
External Handheld tasks
Lesson 2
Handheld learning
What is Handheld
Learning?
•Using tablets/mobile phones in
class to study language
activities – exercises, reading,
listening etc
•Using student laptops/
handhelds in class for group
activity
•Using tablets/mobile phones
outside class for student self-
access language practice
•Using mobile phones ‘in the
wild’ - to collect data for lesson
input, record interviews etc
Why use Handheld learning?
• HHL benefits:
• Additive
• Time on task
• Ubiquity
• Motivation
• Relevance
• Authenticity
• Credibility
Research – Cooney & Keogh
Use of mobile phones for language
learning
•promote oracy
•increase student motivation
through the use of familiar
technology
•increase student use of the 4 skills
- reading, writing, speaking,
listening
•investigate the use of ICT in
assessment
Cooney & Keogh
Findings:
• 67% of teachers said students made
progress
• 95% said they enjoyed using the
technology
• students regarded the integrated
technologies as a positive move from
more traditional methods
• proved to break down barriers to
students learning and speaking
• students abilities to learn
autonomously were enhanced
• teachers commented positively on
the shift from teacher-led to student-
led learning
• teachers noticed increased
motivation and student interest
Research - Reinders
• ''phones are social tools that
facilitate authentic and relevant
communication and collaboration
among learners''
• “an ideal tool to support linked to
'situated learning theory' (Lave &
Wenger, 1991) which states that
learning is more likely to take place
when information is contextually
relevant and can be put to
immediate use'‘
Reinders (2010)
• “more exposure to the target
language, and more practice, or
time on task, explains most of the
variations in students’ success”
• “...they give students control over
their own learning. Students control
the medium - and teachers, by
elaborating how best to use the
medium, provide a blueprint for
autonomous learning”
Twenty ideas for using mobile phones in the language classroom:
Some activities…
SMS phones
• Text each other to build a story
Feature phones
• Take photos out of class - bring to class for discussion or project (eg writing up descriptions for a city tourist guide)
• Record conversations in class (eg in pairs)
• Use mobile flashcards for vocabulary
• Use dictionaries on phones
SmartPhones/Tablets
• Use practice apps – grammar & vocab exercises
• Watch video podcasts
• Listen to audio podcasts & check comprehension
• Create stories with photos and recordings (eg Scavenger Hunt)
• Use authentic input from Internet
• Phone casting
• Phone blogging
Your own Activity taxonomy
task individual group
Consuming:
Grammar study
√
Self-access quiz √
Reading √
Listening √
Vocabulary √ √
Producing:
recording/interviewing
√
storytelling/writing √ √
phonecasting √
phoneblogging √
upload & share projects √
Mobile or Handheld?
Mobile Handheld
Phone SIM yes no
Use in class less likely - often
banned
yes – can be
managed
Use out of class yes yes
Group work for out of class
tasks, recording,
data collection
plus: rich media,
web research
Individual study
activities
yes – but limited yes
Courseware less likely yes
“The students were clearly
interested, motivated and
engaged by the computer
based materials, far more so
than is likely to be the case for
traditional approaches to
teaching. “
1:1 learning – English with Intel Classmates
Classroom management
Intel + English
Intel + English
1:1 learning - OLPC classroom devices
• Uruguay
• Paraguay
• Peru
• Madagascar
• India
“What children lack is not capability,
it is opportunity and resources.
In the first years of OLPC we have
seen two million previously
marginalized children learn, achieve
and begin to transform their
communities.”
“OLPC's mission is to empower the world's poorest children
through education” Nicholas Negroponte, MIT
• Nepal
• Gaza & Ramallah
• Kenya
• Afghanistan
• Rwanda
Plan Ceibal – remote teaching, local support
Remote teacher
using video-
phone
Students with
Classroom
laptops
Local class
teacher
managing activity
Local classroom:
•TV screen
showing remote
teacher
•Lesson materials
shown via Webex
2-way video
& audio
Joint
lesson
planning
24
Plan Ceibal
Low resource Technology
• LifePlayer solar-powered MP3/radio
• Project Badaliko: “Digi hubs” – PC learning centres in 90 locations in 6
countries
PACER – Handheld Learning Methodology model
We need a technology-enhanced
pedagogical model:
• Pre-teaching
• Authentic input via Handheld
• Classroom communicative practice
• External practice via Handheld
• Reinforce in classroom
Lesson 1a
In-class Handheld activities
Lesson 1b
External Handheld tasks
Lesson 2
British Council’s mobile programme goals
• Provide wider access to high
quality English learning
opportunities
• Provide authentic English
language input
• Build 21st century skills
• Extend the walls of the
classroom
• Provide English support for
teachers as well as learners
• Provide teacher training
• Provide universal access to
English learning
Scope & impact
SMS project locations:
•Current: Kazakhstan, Indonesia, China, Malawi, Sudan, Columbia,
Thailand
•Planned: Cyprus, Turkey, Sub-Saharan Africa, SE Asia
•Scale: 1.5 million subscribers in 2013
2nd generation (Java) phone projects:
•Planned: all Sub-Saharan Africa, Vietnam, Thailand, Cambodia, China
•Scale: estimated 10m learners
Smartphone projects:
•Current: global access via iPhone, Android, Windows Phone 8
•Scale: global availability - estimated 5 million learners by 2014
Sudan - English by SMS
• Eman Mohammed a Customer Services Manager from Omdurman, has subscribed for 2 months to the elementary level. She subscribed to revise and improve her English knowledge.
• She likes the fact that you learn on the move and in snippets – it’s not like attending a lesson or sitting down with a grammar book for an hour.
Nokia Life - Learn English
Nokia Life
(SMS)
Nokia Life+
WebApp
Learning on the move LearnEnglish Grammar
• Wide variety of interactive grammar practice
• Graded language practice
• Follows core inventory of language syllabus
• In app content for purchase
• Multiple language support
• Available for iOS, Android and Blackberry
phones.
• #1 educational app in Hong Kong, Thailand
Learning on the move Wordshake Make as many words
as you can against the
clock in two minutes
Word Challenge Johnny Grammar’s Quizmaster
Learning on the move MyWordBook 2
• Interactive vocabulary learning tool
• Create flashcards for the words your learning
• In app content from Cambridge University Press for
purchase creates an interactive dictionary
• Adaptive learning moves words from practice area
into review area
• Available for iOS, Blackberry and Android
• Also out as a web app on Mozilla Firefox soon
Learning on the move LearnEnglish Big City Elementary
Each show, with the
dynamic duo of Tess and
Ravi, is 20 minutes long
and comes with questions
aimed at elementary
learners of English, which
you can try and answer
while listening to the
podcast.
Learning on the move LearnEnglish Audio & Video
Learning on the move LearnEnglish Sports World
LearnEnglish for Taxi Drivers
Learning on the move
• A set of interactive stories designed to
help children who are learning to read
and speak English.
• Based on the UK phonics programme,
Letter and Sounds,
• App contains one free book with 7
more books available for download at
US$1.99 each.
LearnEnglish Kids: Phonics Stories
41
Policy - The learner at the centre of cloud-based learning
Face-to-face
classroom
State
schools
eTutors
Phone-Tablet-PC (device agnostic)
LMS-based
Practice
MyPortfolio (User generated content
& Social Media
community)
Digital &
blended Course
Language
schools
VOIP FaceTime
The Learner
Content-integrated
radio/TV
broadcasts
Learning Technologies for the
Classroom
e-Moderator course
Policy - Digital teacher development
42
Digital Teacher Competences:
• Technology awareness & curiosity
• Operational skills
• Lesson planning:
how to integrate digital content
• Classroom management:
how to coordinate formal & informal
activities
• Classroom management online:
how to manage a virtual classroom
• Digital tools & media awareness:
how to create new content with
students
• Legal & IP awareness
Policy – investment in digital learning
Investment focus Budget
Technology infrastructure:
• Bandwidth
• Equipment – 1:1 devices & BYOD systems
33%
Teacher development:
• pre-service
• in-service
33%
Curriculum update:
• pedagogical models, language syllabus,
new assessment systems
Digital content:
• textbooks, authentic input, activities, apps
33%
Policy - Technology partnerships for education
• British Council sites:
• www.TeachingEnglish.org.uk
• www.LearnEnglish.org.uk/en/mobile-learning
• www.LearnEnglishKids.org.uk
• www.LearnEnglishTeens.org.uk
• Englishagenda.britishcouncil.org.uk
IF YOU WOULD LIKE THE PRESENTATION:
www.michaelcarrier.com