Being a Language Technology Specialist

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What does it take to be a language technology specialist

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  • Being a Language Technology Specialist

    1. 1. Being a LanguageTechnology Specialist Keep one in the cupboard!
    2. 2. Contents • Areas of expertise • New Learning Styles • What technology? Good and bad • Considerations for good usage • Multimedia – the Magic Wand?
    3. 3. Areas of work of a CALL Expert Language Acquisition Principles Language Technical CALL Expertise expertise Expertise Teaching principles 3 of 21
    4. 4. AREAS of EXPERTISE Teaching Expertise Course design Assessment Technical Expertise Language Expertise Learning adviser Student /Staff Lab support hardware History Pedagogical Principles Language labs Helpdesk requirements Literature Language CALL Expertise Network Lab Troubleshooting architecture Applied Linguistics Authoring CALL training Culture Maintenance Software Evaluation Other Security languages? Academic Research©Edith Paillat ALIN201 (2007)
    5. 5. Learning TheoriesMix & Match Intructivism Behaviorism Cognitivism Technical ExpertiseLanguage Expertise Constructivism Lab Ergonomics Listening Lab set up Reading Blended learning Security Speaking Folder organisation Distance learning Reading Learning Software CALL Expertise Management licences Grammar Asynchronous systems Culture Authoring Editing software Vocabulary Synchronous Web Design Socio-constructivist©Edith Paillat ALIN201 (2007) Connectivism
    6. 6. 6 of 21Oblinger D. (2005) Educating the Net Generation
    7. 7. Oblinger D. (2005) From a Different Perspective, Syllabus
    8. 8. What technology out there? Hardware Software• Xx • Xx 8 of 21
    9. 9. What technology out there? Hardware Software• PCs/ Macs • Graphic Animation • Exercise generators• Smartphones • Audio Video Editors• Tablets • The cloud• Mp3 players • Web 2.0 tools• Storage • “Office” software• • Commercial software Headsets • Players• Data Projector • Virtual environments• Smartboards • MMORPGs 9 of 21©Edith Paillat ALIN201 (2007)
    10. 10. The Good, the Bad and the Ugly • Good • Bad and Ugly • … • … 10 of 21
    11. 11. The Good, the Bad and the Ugly Good Bad and Ugly • Variety of tools for all • learning styles Web: too many • Access to resources resources / sources • Immediacy of • Not always accurate Feedback or reliable • More varied activities (Wikipedia) (Communication + • Computer skills gaming) • Varied pace of work versus language • skills? Both? Stretch computer skills • Hard to work • Meet students’ independently expectations? • Faulty equipment©Edith Paillat ALIN201 (2007)
    12. 12. Take ownership of :• the log-on procedure (if any)• the path to resources• the material to be used (quality?)• the instructions to give (orchestrate!)• the software to use• the hardware to use• where students can save their files• How you can access these files• who to contact for support• ALWAYS Have a plan B
    13. 13. Multimedia: the magic wand • Think of possible ways to create material and tasks with the following: what tools?•Text + audio •Text + image •Text + text•Audio + audio •Audio + image •Audio + Text•Image + audio • Image + text •Movie + text

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