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Elena Martín Monje
Elena Bárcena Madera
UNED - Spain
SO-CALL-ME Research Project
Funded by the Spanish Ministry of Science...
Introduction
The adequacy of mobile phones for
learning (I)
The adequacy of mobile phones for
learning (II)
Mobile Ass...
 Global village increasingly mobile
 Mobile technology continuously evolving
 Educational systems and tools (Constructi...
 Popularity of distance learning contexts:
convenience, flexibility & adaptability to individual
external circumstances
...
Data sample on wireless communication technology around the world
[http://www.itu.int/ITU-D/ict/facts/2011/index.html]
 Various definitions of ML:
• “Any sort of learning that happens when the learner is not at a
fixed, predetermined locati...
 CALL vs. MALL  new ways of formal &
informal education
 Main portable devices used
 Ubiquitous learning: LSP learners...
Conceptual framework for next generation designs for mobile-
supported language learning in informal settings
(Kukulska-Hu...
 Based on outcomes of previous project: I-AGENT
 I-AGENT (Intelligent Adaptive Generic English
Tutor):
• Business Englis...
 SO-CALL-ME = CALL + I-CALL + MALL
 Threefold research:
• Linguistic, didactic & technological framework:
Systemic Funct...
 Ontology will capture prototypical oral
communicative situations in professional context
 Three stages:
• Pre-communica...
 Technological advances in mobile devices + quality research =
emergent use for language learning
 Development of rigoro...
 Battelle, J. (2012) Nearly 90% of the world uses mobile
phones. URL:
http://battellemedia.com/archives/2012/02/nearly-90...
Elena Martín Monje
emartin@flog.uned.es
Elena Bárcena Madera
mbarcena@flog.uned.es
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Towards a social ontology based english learning mobile environment for professional purposes

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Transcript of "Towards a social ontology based english learning mobile environment for professional purposes"

  1. 1. Elena Martín Monje Elena Bárcena Madera UNED - Spain SO-CALL-ME Research Project Funded by the Spanish Ministry of Science and Innovation (ref. no. FFI 2011-29829) ATLAS Research Group
  2. 2. Introduction The adequacy of mobile phones for learning (I) The adequacy of mobile phones for learning (II) Mobile Assisted Language Learning SO-CALL-ME Conclusion References
  3. 3.  Global village increasingly mobile  Mobile technology continuously evolving  Educational systems and tools (Constructivist & Social CALL)  Premises • Asset for language learning and especially LSP • Appealing aspects for language learning: portability & widespread use  Objectives • Potential of mobile phones: efficient, pedagogically rigorous tools for ESP • On-going work of ATLAS Research group - example of state-of –the-art research in the field
  4. 4.  Popularity of distance learning contexts: convenience, flexibility & adaptability to individual external circumstances  Mobile phones vs. desktop computers  Usage data (Battelle, 2012): • + 6 billion subscriptions • 35% people in the world use Internet • 90% people in the world use mobile phones  Studies on the use of wireless devices by youngsters & white-collar professionals  Unpredictable usage patterns of technology- based educational tools vs. evidence for optimistic forecast
  5. 5. Data sample on wireless communication technology around the world [http://www.itu.int/ITU-D/ict/facts/2011/index.html]
  6. 6.  Various definitions of ML: • “Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies” (MOBIlearn, 2002) • “Learning mediated via handheld devices and potentially available anytime, anywhere” (Kukulska-Hulme & Shield, 2008: 273)  Value of ML • Familiar element with many of the advantages of computers • Strong ludic connotations (hence: highly motivational) • Extreme portability • Formal / informal learning (very relevant for ESP)
  7. 7.  CALL vs. MALL  new ways of formal & informal education  Main portable devices used  Ubiquitous learning: LSP learners combine working + lifelong learning & training  Language learning changing location & time when it takes place
  8. 8. Conceptual framework for next generation designs for mobile- supported language learning in informal settings (Kukulska-Hulme, 2012: 9)
  9. 9.  Based on outcomes of previous project: I-AGENT  I-AGENT (Intelligent Adaptive Generic English Tutor): • Business English environment • Blended learning (Integrated ICALL + F2F) • AI extended version of Moodle (didactic scaffolding)  SO-CALL-ME (Social Ontology-based Cognitively Augmented Language learning Mobile Environment)
  10. 10.  SO-CALL-ME = CALL + I-CALL + MALL  Threefold research: • Linguistic, didactic & technological framework: Systemic Functional Linguistics & Constructivism Hybrid mode of computer-assisted ESP learning: social, ubiquitous, with augmented reality techniques • Flexible, adaptive, interactive learning related to everyday professional communicative contexts • Linguistic ontology of visual learning objects boosting ESP learning  Focus on oral comprehension & production
  11. 11.  Ontology will capture prototypical oral communicative situations in professional context  Three stages: • Pre-communication: Native input related to situation learner is about to engage in • Communication: Student may record intervention • Post-communication: Student reviews recording  Situated learning using Cognitive Augmentation techniques  Redefinition of the concept of „authentic ESP learning‟
  12. 12.  Technological advances in mobile devices + quality research = emergent use for language learning  Development of rigorous underpinning pedagogy & software apps  SO-CALL-ME • Cognitive Augmentation • Linguistic ontology of learning objects • Enhancement of oral comprehension & production in ESP • Scaffolded language learning in professional comm. situations • Based on notional-functional syllabus & socio-constructivist approach • New way of interacting with the physical environment(s) • Whole new dimension to situated, authentic language learning in ESP
  13. 13.  Battelle, J. (2012) Nearly 90% of the world uses mobile phones. URL: http://battellemedia.com/archives/2012/02/nearly-90-of- the-world-uses-mobile-phones.php [8/07/2012]  Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J. Díaz-Vera (ed.) Left to my own devices: Learner autonomy and mobile assisted language learning: 1-13. Bingley, UK: Emerald Group Publishing Ltd.  Kukulska-Hulme, A. & L. Shield (2008).“An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction”, ReCALL, 20, 3: 271–289.  MOBIlearn Technical Annex (2002) Next- generation paradigms and interfaces for technology supported learning in a mobile environment exploring the potential of ambient intelligence,IST-2001-37187.
  14. 14. Elena Martín Monje emartin@flog.uned.es Elena Bárcena Madera mbarcena@flog.uned.es
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