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Eden2008 Carloni


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This is the ppp on which G. Carloni's (Unviversity of Urbino) presentation at the EDEN 2008 conference in Lisbon was based on.

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Eden2008 Carloni

  2. 2. ICT and I talian as a S econd L anguage ( ISL ) <ul><li>to implement online ISL courses tailored to migrant workers’ work-related language needs </li></ul><ul><li>planning of the theoretical framework underlying the implementation of online ISL courses: </li></ul><ul><ul><li>catering to migrant workers’ learning styles </li></ul></ul>
  3. 3. <ul><li>OBJECTIVE : </li></ul><ul><li>E-learning (including audio/video social software) can cater to a wide range of learning styles </li></ul><ul><li>S econd L anguage A cquisition ( SLA ) </li></ul>
  4. 4. Learning styles: the way learners perceive, process, represent, and acquire incoming input <ul><li>Accommodating learners’ learning styles : promote SLA in online learning environments </li></ul><ul><li>Individualized learning : input and tasks catering for learners’ preferred learning styles </li></ul><ul><li>E-learning needs to be student-centered : actively participate in & take control over the learning process </li></ul>
  5. 5. “ very strong associations between ethnicity and learning style preferences” (Park) “sociocultural influence on classroom interactional styles” (Park) <ul><li>Newcomers’ learning style preferences are likely to be affected by the culture they grew up and were educated in ( C1 ): </li></ul><ul><ul><li>South Americans : a major preference for group learning (co-construction of knowledge) </li></ul></ul><ul><ul><li>Chinese, Thais and Bengalis : a major preference for individual learning </li></ul></ul>
  6. 6. <ul><li>Online tasks need to match learners’ preferred learning styles SLA </li></ul><ul><li>Style flexing needs to be activated </li></ul><ul><li>Style flexing: the ability to apply strategies pertaining to those cognitive styles which do not appear in a learner’s profile (Leaver 2005) </li></ul>
  7. 7. <ul><li>Certain cultures do not expect learners to have an active role in their learning process </li></ul><ul><li>Learning Italian in online student-centered environments </li></ul><ul><li>Newcomers’ style flexing in terms of active and autonomous learning </li></ul><ul><li>Autonomous learning: asset for migrant workers </li></ul>
  8. 8. Learning styles <ul><li>(a) sensory preferences </li></ul><ul><li>(b) cognitive styles </li></ul>
  9. 9. Sensory preferences <ul><li>visual learners visual channel </li></ul><ul><li>auditory learners auditory channel </li></ul><ul><li>kinaesthetic and mechanical learners motor ch </li></ul><ul><li>(Leaver et al. 2005) </li></ul>the channel through which input is perceived
  10. 10. <ul><li>How can e-learning </li></ul><ul><li>accommodate </li></ul><ul><li>sensory preferences ? </li></ul>
  11. 11. <ul><li>Visual learners further subdivided into imagists and verbalists </li></ul>B-A-L-L written materials such as handouts, forums, chats, tapescripts of lectures and podcasts, and presentations delivered through conference software images such as pictures, drawings, diagrams, outlines, videoconferencing, vodcasts, and presentations delivered through audio/video software applications
  12. 12. <ul><li>Auditory learners further subdivided into aural and oral learners </li></ul>listening to: (a) instructors delivering lectures via podcasts, videoconferencing, and vodcasts (b) written texts converted to audio/MP3 files with text-to-speech software (c) peers giving presentations with audio/video software applications interacting verbally with peers and instructors such as on Skype or listening to themselves speaking (podcasts)
  13. 13. <ul><li>Kinaesthetic and mechanical learners </li></ul>Hands-on tasks , such as lab experiments, WebQuests, Jigsaws, Wikis, and project-based activities
  14. 14. Multimodality of input <ul><li>online language learning environments accommodate learners’ sensory preferences </li></ul><ul><li>multimodality of input (multi-media texts in the form of written, audio, and video texts) </li></ul><ul><li>asset of online learning </li></ul>
  15. 15. Cognitive styles <ul><li>The way learners process, manage and acquire new information </li></ul><ul><li>A key role in promoting intake and thus Interlanguage development </li></ul>
  16. 16. E&L Construct <ul><li>Synoptic learning </li></ul><ul><li>Holistic process </li></ul><ul><li>Subconscious control </li></ul>Ectenic learning Atomistic process Conscious control (B. Leaver, M. Ehrman, B. Shekhtman 2005)
  17. 17. <ul><li>OBJECTIVE : </li></ul><ul><li>How t asks provided in hyper-context learning environments can accommodate most cognitive styles </li></ul><ul><li>fostering effective second language acquisition </li></ul>
  18. 18. <ul><li>What kinds of online tasks </li></ul><ul><li>can accommodate </li></ul><ul><li>different cognitive styles ? </li></ul>
  19. 19. Cognitive styles <ul><li>Analogue learners </li></ul><ul><li>Digital learners </li></ul><ul><li>Concrete learners </li></ul><ul><li>Abstract learners </li></ul>Wikis, blogs, problem solving, WebQuests, Jigsaws highly structured activities, forums asynchronous tasks : project-based activities, wikis, WebQuests, Jigsaws, presentations delivered through audio/visual applications asynchronous problem solving, WebQuests, Jigsaws as well as blogging and forums Metaphors, meaningful, netlike connections (deep processing) Linear, factual processing (surface approach) Multisensory learning experiences Theories and concepts
  20. 20. <ul><li>Field independent learners </li></ul><ul><li>Field dependent learners </li></ul>problem solving, WebQuests, blogs as long as carried out individually easily detect language patterns, self-organize materials, set goals, work individually, fomulate and test hypotheses social negotiation and collaboration as well as instructor’s and peers’ feedback online cooperative activities requiring discussion, negotiation, reflection, and peer review as long as provided with step-by-step instructions social software; cooperative tasks , role plays and classroom socialization tasks through videoconferencing
  21. 21. <ul><li>Field sensitive learners </li></ul><ul><li>Field insensitive learners </li></ul>targeted and incidental input ( peer conversations on Skype, reading peers’ blogs , many-to-many communication) highly structured activities, forums Input-rich learning environments, contextualized learning Bottom up approach, sequentially organized and highly chunked materials as well as highly structured learning paths
  22. 22. <ul><li>Global learners </li></ul><ul><li>Particular learners </li></ul><ul><li>Impulsive learners </li></ul><ul><li>Reflective learners </li></ul>synchronous tasks (role plays, WebQuests, and Jigsaws carried out in chats or on Skype) asynchronous problem solving activities, WebQuests, Jigsaws as well as forums and blogs Easily get the overall meaning of input Easily detect details React very quickly to incoming input, fluency-oriented Self-paced study step-by-step scaffolding to focus on details and thus activate deep processing step-by-step scaffolding to focus on the big picture
  23. 23. <ul><li>Inductive learners </li></ul><ul><li>Deductive learners </li></ul><ul><li>Levellers </li></ul><ul><li>Sharpeners </li></ul>problem solving activities, project-based work, WebQuests, Jigsaws highly structured scaffolding to carry out collaborative tasks i n hyper-context, information-rich learning environments step-by-step scaffolding to notice differences step-by-step scaffolding to detect similarities Working out language rules/theories in general on their own by hypothesis-testing Language rules before using them, bottom up approach Easily detect similarities Easily detect differences
  24. 24. <ul><li>Random learners </li></ul><ul><li>Sequential learners </li></ul><ul><li>Synthetic learners </li></ul><ul><li>Analytic learners </li></ul>WebQuests, Jigsaws, problem solving, wikis, presentations structured activities ; guidelines to arrange/ sequence/ tackle learning materials; forums project-based and problem solving activities, wikis, WebQuests, presentations blogs ( reflection and peer review ) Organizing learning materials on their own and thus working autonomously Highly chunked, sequentially organized materials Using newly acquired information to create something new Bottom up approach, how language works dividing language items into their smallest units
  25. 25. <ul><li>Web 2.0 tools ( including audio/video social software) cognitive styles </li></ul><ul><li>effective tasks and guidelines ( cooperative and project-based activities , problem solving , reflection and peer review) </li></ul><ul><li>SLA in hyper-context learning environments </li></ul><ul><li>a collaborative interactionist framework (Gass 1997) </li></ul>
  26. 26. <ul><li>Cooperative learning : </li></ul><ul><ul><li>social skills, individual accountability, and positive interdependence (Richards and Rodgers 2001) </li></ul></ul><ul><ul><li>oral communication skills, self-esteem and self-efficacy </li></ul></ul><ul><ul><li>Cooperative learning (implemented through Web 2.0 ) can promote: </li></ul></ul><ul><ul><li>positive interaction and interdependence between members of different C1s </li></ul></ul><ul><ul><li>the development of C2 socio-pragmatic skills </li></ul></ul>
  27. 27. <ul><li>TASKS </li></ul><ul><li>in online hyper-context learning environments </li></ul><ul><li>by means of Web 2.0 tools </li></ul><ul><li>within a collaborative interactionist framework </li></ul><ul><li>suit most learning styles </li></ul><ul><li>(sensory preferences & cognitive styles) </li></ul><ul><li>foster effective SLA </li></ul>
  28. 28. <ul><li>Newcomers sensitized to: </li></ul><ul><li>how learning styles can affect SLA </li></ul><ul><li>how learning styles can be affected by learners’ C1s </li></ul><ul><li>how learning Italian in online student-centred environments may entail: </li></ul><ul><ul><li>a partial reshaping of learning styles </li></ul></ul><ul><ul><ul><ul><ul><li>style flexing </li></ul></ul></ul></ul></ul>
  29. 29. Conclusion <ul><li>a sociocultural and interactionist framework </li></ul><ul><li>ISL task-oriented learning implemented through 2.0 technologies can promote: </li></ul>
  30. 30. <ul><li>individualized (experiential) learning catering to newcomers’ learning styles (promoting SLA) </li></ul><ul><li>intercultural and crosscultural awareness </li></ul><ul><li>multicultural networked societies (collaboratively and interactively constructed knowledge) </li></ul><ul><li>pivotal ICT job-related skills </li></ul><ul><li>key C2 socio-pragmatic skills (pivotal to promote newcomers’ active role in multicultural Italian society) </li></ul>
  31. 31. Th nk you [email_address]
  32. 32. B. Leaver, M. Ehrman, B. Shekhtman (2005). Achieving Success in Second Language Acquisition . Cambridge: CUP Disassembling wholes into pieces Analytic Assembling pieces into wholes Synthetic Preferring materials to be pre-organized Sequential Preferring to self-organize materials Random Noticing differences Sharpening Noticing similarities Levelling Learning rules, then understanding examples Deductive Understanding rules from examining examples Inductive Reflection following thought Reflective Simultaneous thought and reaction Impulsive Oriented toward details Particular Oriented toward the big picture Global Lack of osmosis in learning Field insensitive Learning through osmosis Field sensitive Contextualized learning Field dependent Decontextualized learning Field independent Learning through ideas and books Abstract Hands-on learning Concrete Literal and factual learning Digital Learning through metaphor Analogue Ectenic learning Atomistic process Conscious control Synoptic learning Holistic process Intuition, subconscious control
  33. 33. <ul><li>Presentations (videoconferencing) </li></ul><ul><li>Jigsaw activities </li></ul>analogue, random, FI, inductive, synthetic learners analogue, random, inductive, FI, synthetic learners To sum up Async : reflective, abstract, analytic learners Sync: FD, impulsive learners expert groups : pivotal for particular/sequential/linear/FD learners
  34. 34. <ul><li>Group problem solving </li></ul><ul><li>Wikis </li></ul>analogue, inductive, FI, abstract, random, concrete learners Abstract ( concepts ), analogue ( meaningful/netlike connections ), synthetic ( create something new ), concrete ( hands-on tasks ), random learners ( self-organizing authentic materials ) FD learners (social negotiation) FD learners (social negotiation) learners can be assigned or can choose specific sub-tasks on the grounds of their preferred learning styles so that every learner can contribute in the most effective way to the final solution/solutions ( self-efficacy )
  35. 35. <ul><li>WebQuests </li></ul><ul><li>Blogs </li></ul>random, analogue, FI, synthetic, analytic, concrete, abstract learners reflective, abstract, FI, FD, random, analogue learners (inquiry-based; analysis-synthesis-evaluation)