WhatsApp? An educational treasure hunt
with mobile phones
Department of English and Languages
PILL ARG
Coventry University...
 Previous research
 Digital literacy, Mobile Language
Learning (MALL) and how mobile
messaging apps fit in
 The project...
01/05/20143
Guardian (2014)
“The messaging apps
are next-generation,
mobile-native
communications
services, social
network...
01/05/20144JISC (2014)
01/05/20147
 Creating the activity (repurposing existing
activity)
 Briefing with students (phones, ethics,
willingness, BYOD)
 Set...
 On the day (weather, graduation ceremony,
road works)
 Told students they could text or phone us if
they got stuck
 Fe...
Positives
01/05/201411
Overwhelming
positive response
‘Lots of fun’
‘Applied use
of language’
‘Made me want to
be better a...
Positives (2)
01/05/201412
‘Excellent
practise at
listening,
writing and
speaking’ ‘Preferable to
using Moodle due
to imme...
 Background noise
 Sequence of instructions
 Weather!
Negatives
01/05/201413
 Anonymity of number – has to ask the Faculty
to get us a phone.
 SD memory Card
 Wireless connection. Poor signal.
 G...
 Record sound files directly rather than via
Dropbox
 Timed?
 Incorporate short videos
 Students create own treasure h...
 Designing Weekly tasks for IWLP students to
reinforce classroom learning. (Italian, German,
Spanish)
 Experiment with s...
01/05/201417
JISC (2011)
Avatar Languages (2009) Augmented Reality Language Learning [online] available from
<http://www.slideshare.net/AvatarLangu...
Conole, G and 
Alevizo, P (2010) A 
literature 
review
of 
the 
use 
of
Web
2.0
tools 
in 
Higher
Education. HEA
Academy. ...
WhatsApp an educational treasure hunt with mobile phones
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WhatsApp an educational treasure hunt with mobile phones

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A presentation about the affordances of using WhatsApp for language learning.

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WhatsApp an educational treasure hunt with mobile phones

  1. 1. WhatsApp? An educational treasure hunt with mobile phones Department of English and Languages PILL ARG Coventry University 30th April, 2014 Billy Brick and Tiziana Cervi-Wilson lsx133@coventry.ac.uk and lsx091@coventry.ac.uk Coventry University
  2. 2.  Previous research  Digital literacy, Mobile Language Learning (MALL) and how mobile messaging apps fit in  The project  Findings  Future Directions Introduction 01/05/20142
  3. 3. 01/05/20143 Guardian (2014) “The messaging apps are next-generation, mobile-native communications services, social networks and digital platforms.” “Facebook's dramatic purchase of WhatsApp is just the latest move in a much larger battle between the west and Asia for the future of social networking, mobile communications and tech sector dominance.” “They offer smartphone owners free instant messaging, via Wi-Fi or mobile data, as an alternative to paid-for SMS messaging. To this highly attractive consumer proposition, the messaging companies are adding further communications features (such as Skype-like VOIP and video calls), social networking (profiles and timelines), entertainment (games and music), and online-to-offline services, whereby users can access their bank account, book a taxi or buy cinema tickets.”
  4. 4. 01/05/20144JISC (2014)
  5. 5. 01/05/20147
  6. 6.  Creating the activity (repurposing existing activity)  Briefing with students (phones, ethics, willingness, BYOD)  Setting up groups on WhatsApp (must have app on phone)  Data collected from 2 groups via questionnaires and focus groups. The Pilot Projects (1) 01/05/20149
  7. 7.  On the day (weather, graduation ceremony, road works)  Told students they could text or phone us if they got stuck  Feedback (Google maps) – Serendipitous! Discussion about directions, clarifying contentious issues The Pilot Project (2) 01/05/201410
  8. 8. Positives 01/05/201411 Overwhelming positive response ‘Lots of fun’ ‘Applied use of language’ ‘Made me want to be better at Italian’
  9. 9. Positives (2) 01/05/201412 ‘Excellent practise at listening, writing and speaking’ ‘Preferable to using Moodle due to immediacy and convenience’ ‘Using Italian in a ‘real life’ situation’ ‘Made me more aware of the fluidity required when responding to questions’
  10. 10.  Background noise  Sequence of instructions  Weather! Negatives 01/05/201413
  11. 11.  Anonymity of number – has to ask the Faculty to get us a phone.  SD memory Card  Wireless connection. Poor signal.  GPS and installation  Students did not need technology support and didn’t mention data charges Technical Issues 01/05/201414
  12. 12.  Record sound files directly rather than via Dropbox  Timed?  Incorporate short videos  Students create own treasure hunts/tasks Improvements 01/05/201415
  13. 13.  Designing Weekly tasks for IWLP students to reinforce classroom learning. (Italian, German, Spanish)  Experiment with short student videos (video selfies)  Supporting CU students during year abroad. Future Directions 01/05/201416
  14. 14. 01/05/201417 JISC (2011)
  15. 15. Avatar Languages (2009) Augmented Reality Language Learning [online] available from <http://www.slideshare.net/AvatarLanguages.com/augmented-reality-language-learning-virtual-worlds-meet- mlearning > [29th April 2014] Betham, H. and Sharpe , R. (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. London: Routledge. Benson, P (2013) Learner Autonomy, TESOL Quarterly, 47 (4) 839-842 Bibby, S (2011) Do Students Wish to ‘Go Mobile’? An Investigation into Student Use of PCs and Cell Phones. International Journal of Computer-Assisted Language Learning and Teaching, 1 (2), 43-54 Brown, E (2010) Introduction to location-based mobile learning. In: Brown, Elizabeth ed. Education in the wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. STELLAR Alpine Rendez-Vous workshop. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham, 7–9. [online] available from <http://www.lsri.nottingham.ac.uk/ejb/preprints/ARV_Education_in_the_wild.pdf >[29th April 2014] Bloom, B (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Godwin-Jones, R (2011) Emerging Technologies. Mobile Apps for Language Learning. Language Learning and Technology 15 (2) 2-11. [online] available from <http://llt.msu.edu/issues/june2011/emerging.pdf> [29th April 2014] Guardian (2013) Teenagers say goodbye to Facebook and hello to messenger apps [online] available from <http://www.theguardian.com/technology/2013/nov/10/teenagers-messenger-apps-facebook-exodus> [29th April 2014] Guardian (2014) Asian mobile messaging apps face off against the west [online] available from <http://www.theguardian.com/media-network/media-network-blog/2014/feb/26/asian-mobile-messaging-apps- compete-against-west-facebook-whatsapp> [29th April 2014] References 01/05/201418
  16. 16. Conole, G and 
Alevizo, P (2010) A 
literature 
review
of 
the 
use 
of
Web
2.0
tools 
in 
Higher
Education. HEA Academy. [online] available from <http://www.heacademy. ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf> [29th April 2014] Corrin, L. Lockyer, L. and Bennett, S (2010) Technological diversity: an investigation of students' technology use in everyday life and academic study. Learning, Media and Technology, 35 (4) 387-401 JISC (2011) Supporting Learners in a Digital Age, Briefing Paper. JISC (2014) Developing digital literacies [0nline] available from http://www.jiscinfonet.ac.uk/infokits/digital-literacies/ [29th April 2014] Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL 21 (2) 157-165. Kukulska-Hulme, A and Jones, C (2011) The next generation: design and the infrastructure for learning in a mobile and networked world. In: Olofsson, A. D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI Global), 57–78. Reedy, K. and Goodfellow, R. (2012) Digital and information literacy framework. Open University. Stockwell, G. (2013). ‘Technology and motivation in English-language teaching and learning’. In International perspectives on motivation: Language learning and professional challenges Basingstoke, UK: Palgrave Macmillan 156–175. Ushioda, E (2013) Motivation Matters in Mobile Language Learning: A Brief Commentary. Language Learning and Technology 17 (3) 1-5. 01/05/201419

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