Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Connected Practice - A language tutor journey through digital and networked technologies - LLAS elearning symposium keynote

795 views

Published on

These are the slides from my closing plenary keynote at the 10th LLAS elearning symposium in Southampton, January 2015.

Abstract:

This presentation will discuss the notion of connected practice in language teaching and learning, drawing upon the speaker’s experiences as a language tutor in Higher Education. It will adopt a double focus, looking at teaching practice as well as professional development, and how these two areas are interconnected. It will aim at providing practitioners with ideas and approaches to support themselves in their teaching and in their own professional development.

The speaker will look at how technology has evolved from being a tool serving a set pedagogical purpose to becoming a defining pedagogical element underpinning the current shift to connectivist learning principles observed in language teaching.

Practical examples of networked learning will be discussed, on topics including the use of Twitter and blogging for professional development, and their possible applications to teaching, and the use of open discussion forums to encourage students to engage in open learning, reflexivity and critical thinking. Further examples will include collaborative vocabulary learning activities using Google documents and the production of open education resources.

The presentation will conclude with reflexions on the role of the language tutor in the current context, suggesting the need to position oneself as a networked practitioner and life-long learner in order to transmit a learning ethos to present and future students.

Published in: Education
  • Be the first to comment

Connected Practice - A language tutor journey through digital and networked technologies - LLAS elearning symposium keynote

  1. 1. @BenGuilbaud Connected practice: A language tutor’s journey through digital and networked technologies Benoît Guilbaud LLAS elearning symposium 2015, University of Southampton
  2. 2. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International licence (CC BY-NC-SA 4.0) @BenGuilbaud
  3. 3. Outline
  4. 4. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Teaching with technology Conclusions Connected practice Case studies
  5. 5. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice
  6. 6. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice
  7. 7. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice
  8. 8. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice
  9. 9. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice
  10. 10. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching practice Professional development Teaching with technology Case studies Connected practice
  11. 11. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice
  12. 12. Benoît Guilbaud - LLAS elearning symposium 2015
  13. 13. Benoît Guilbaud - LLAS elearning symposium 2015 Designing cartoons Recording music Creating websites Playing games
  14. 14. Benoît Guilbaud - LLAS elearning symposium 2015 Playful design, learning curve scaffolding, failure management, motivation (gamification) Document layout, word-processing AV resource editing, exam recording VLE, online learning Designing cartoons Recording music Creating websites Playing games
  15. 15. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice
  16. 16. Benoît Guilbaud - LLAS elearning symposium 2015 Teaching with tech Pablog61 Walter Parenteau Moodle
  17. 17. Benoît Guilbaud - LLAS elearning symposium 2015 Unit tutor VLE VLE unit Unit students Other tutors Other students Institution Outside world Guilbaud, 2012
  18. 18. VLE discussion forum
  19. 19. VLE discussion forum
  20. 20. Web 2.0 discussion forum (Ning)
  21. 21. Web 2.0 discussion forum (Ning)
  22. 22. Benoît Guilbaud - LLAS elearning symposium 2015 • helps students acquire IT skills (alongside literacy & numeracy) • develops digital literacy • helps students familiarise themselves with tech tools • uses media students know • enhances motivation • is fast, ubiquitous, efficient ‘Traditional’ teaching + tech…
  23. 23. Benoît Guilbaud - LLAS elearning symposium 2015 • can be limited in time, size and scope • is sometimes overly controlled and/or too passive • tends to feel artificial • does not take advantage of the affordances of web 2.0 technologies • can lack real-world relevance ‘Traditional’ teaching + tech…
  24. 24. Benoît Guilbaud - LLAS elearning symposium 2015 1 - Computer literacy - "general fluency and comfort in navigating around and using a computer” 2 - Information literacy - ability to access, evaluate, sort, etc. information online 3 - Multimedia literacy - interpret and create multimedia content 4 - Computer-mediated communication literacy - netiquette - argumentation and persuasion with a variety of Internet media - establish and manage online communications between groups of people Digital Literacy (Warchauer, 2003)
  25. 25. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice (Networked learning, Couros, 2011)
  26. 26. Benoît Guilbaud - LLAS elearning symposium 2015
  27. 27. Benoît Guilbaud - LLAS elearning symposium 2015 Constructivism Based on Vygostky, 1978
  28. 28. Benoît Guilbaud - LLAS elearning symposium 2015 Connectivism
  29. 29. Benoît Guilbaud - LLAS elearning symposium 2015 • Learning and knowledge rests in diversity of opinions. • Learning is a process of connecting specialized nodes or information sources. • Learning may reside in non-human appliances. • Capacity to know more is more critical than what is currently known. • Nurturing and maintaining connections is needed to facilitate continual learning. • Ability to see connections between fields, ideas, and concepts is a core skill. • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. • Decision-making is itself a learning process. […] Principles of connectivism Siemens, 2005
  30. 30. Benoît Guilbaud - LLAS elearning symposium 2015 • Learning and knowledge rests in diversity of opinions. • Learning is a process of connecting specialized nodes or information sources. • Learning may reside in non-human appliances. • Capacity to know more is more critical than what is currently known. • Nurturing and maintaining connections is needed to facilitate continual learning. • Ability to see connections between fields, ideas, and concepts is a core skill. • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. • Decision-making is itself a learning process. […] Principles of connectivism Siemens, 2005
  31. 31. Benoît Guilbaud - LLAS elearning symposium 2015 The connections created by a learner are more valuable than the resulting knowledge. What matters isn’t possessing information, it’s knowing how and where to find information. Learning with networks
  32. 32. Benoît Guilbaud - LLAS elearning symposium 2015
  33. 33. Benoît Guilbaud - LLAS elearning symposium 2015 Learner
  34. 34. Benoît Guilbaud - LLAS elearning symposium 2015 Personal Learning Network (PLN)
  35. 35. Benoît Guilbaud - LLAS elearning symposium 2015 Personal Learning Network (PLN)
  36. 36. Benoît Guilbaud - LLAS elearning symposium 2015
  37. 37. Benoît Guilbaud - LLAS elearning symposium 2015 It’s about helping students: • make sustainable connections for future learning • develop independent learning habits and critical thinking • become creative, resourceful and adaptable • join or develop local and global learning communities • gain confidence in accessing, curating and sharing information • participate! What’s in it for us, then?
  38. 38. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice
  39. 39. Benoît Guilbaud - LLAS elearning symposium 2015 Learning in the open: Web 2.0 discussion forums for translation Guilbaud, 2012
  40. 40. Benoît Guilbaud - LLAS elearning symposium 2015 Sharing part of the homework on the forums Commenting on one another’s contributions Weekly task
  41. 41. Benoît Guilbaud - LLAS elearning symposium 2015 • Collect student feedback on use of OADs for peer-feedback • Measure student engagement with OADs • Evaluate impact on performance (contributions / marks) • Gauge if interactions lead to deep, collaborative learning (Wheeler, 2012) The study
  42. 42. Murphy’s collaboration model (2004)
  43. 43. Download it, use it! Benoît Guilbaud - LLAS elearning symposium 2015 Guilbaud, 2012
  44. 44. Benoît Guilbaud - LLAS elearning symposium 2015 Learning as a participatory process: Collaborative vocabulary lists Guilbaud, 2014
  45. 45. Benoît Guilbaud - LLAS elearning symposium 2015 Traditional vocabulary teaching (and maybe learning)
  46. 46. Benoît Guilbaud - LLAS elearning symposium 2015 Better vocabulary learning
  47. 47. Benoît Guilbaud - LLAS elearning symposium 2015 + Google drive Quizlet
  48. 48. Benoît Guilbaud - LLAS elearning symposium 2015 Google drive
  49. 49. Benoît Guilbaud - LLAS elearning symposium 2015 Quizlet
  50. 50. Benoît Guilbaud - LLAS elearning symposium 2015 • Increasing breadth of vocabulary easily and systematically • Active participants in their learning process • Collaboratively involved in content design • Engage with outward-facing learning & OER production • Reduces need for specialist knowledge • Keeps students engaged outside of contact hours • Increases class motivation • Saves time What’s in it for … ? Students Tutors
  51. 51. Benoît Guilbaud - LLAS elearning symposium 2015 Personal background Conclusions Teaching with technology Case studies Connected practice
  52. 52. Benoît Guilbaud - LLAS elearning symposium 2015 • The future is Open • All teachers and students are learners • Networked learning and open learning are becoming prevalent • Connectivist principles do not solely apply to MOOCs • Small steps can be taken in everyday classroom teaching • Education is about participation, not consumption • Beyond formal education: life-long learning and civic engagement Conclusions
  53. 53. Benoît Guilbaud - LLAS elearning symposium 2015 Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging technologies in distance education. Athabasca University Press. Couros, A. (2011). Why networked learning matters. Presented at Education in a Changing Environment (ECE) 6th International Conference, Creativity and Engagement in Higher Education, 6-8 July 2011, University of Salford, Greater Manchester, UK. Guilbaud, B., (2014). Bring your own vocabulary: Engaging students in vocabulary learning with mobile & collaborative technologies. In: Reshaping Languages in Higher Education Conference 2014. Southampton, Grand Harbour Hotel, 9- 10th July 2014. Guilbaud, B., (2012). Using Online Asynchronous Discussions for Peer-Feedback: a Case-Study. In: Langages – Cultures – Sociétés : interrogations didactiques. Université Paris 3 – Sorbonne Nouvelle ‐ DILTEC, Paris 20, 21, 22 June 2012. Murphy, E., 2004. Recognising and promoting collaboration in an online asynchronous discussion. In: British Journal of Educational Technology, 35(4) pp.421–431. Siemens, G. (2005). Connectivism: A learning theory for the digital age. In: International Journal of Instructional Technology & Distance Learning, 2(1). Retrieved from http://itdl.org/ journal/jan_05/article01.htm Siemens, G. (2006). Knowing knowledge. Retrieved from: http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf. Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press. Wheeler, S., 2012. Digital Pedagogy: Content is a Tyrant, Context is King. In: NAACE 2012 Annual Conference, 9 March 2012, Leicester, United Kingdom. References
  54. 54. Benoît Guilbaud - LLAS elearning symposium 2015 Any questions? @BenGuilbaud

×