The document discusses Content and Language Integrated Learning (CLIL), emphasizing the equal importance of language and content in education facilitated by mobile technology. It highlights the role of cooperative learning and interaction in enhancing language acquisition and cognitive skills among students. Additionally, it explores various types of mobile learning tools and their benefits, aiming to bridge formal and informal learning environments.

1. 16:59
Mobile
Learning in
CLIL
MOOC 2012:
Designing a New
Learning Environment.
Stanford University
By Luis Figueras, Olga Kokorina, José Manuel Palomino & Pragati Sharma

2. What is CLIL? (i)
• CLIL is an approach in which a foreign language
is used as a tool in the learning of a non
language subject in which both language and
the subject have a joint role.
• We think what CLIL offers, and it is something
that our team certainly believe in, is the equal
attention to content and language.

3. What is CLIL? (ii)
• The importance of content cannot be
compromised over language progression and
equally one cannot compromise language
because of the content progression.
• Keeping that in mind... we have created a
consortium on 'usage of technology (mobile
especially) in imparting English language skills.

4. When using CLIL…
• In a communicative learning methodology
there has to be a dialogue as well as an
engagement.
• Mobile Technology can help bring these two
things together, so that neither is
compromised for the learner.

5. When using CLIL…
• Also this content driven knowledge must be
delivered through a combination of solo and
team-teaching via M-Learning.
• The 4 c's of CLIL are content, communication,
cognition and culture. Developing thinking
skills among the learners is the big challenge
for any CLIL program.

6. Constructivism and Social
Constructivism theories have
shown the benefits of
Cooperative Learning in
CLIL contexts.
 In Pitario (2010) we find that
nowadays language teachers
are challenged to provide more
effective ways of learning in
order to meet the needs of
increasing numbers of EFL
learners in classrooms today.
 During a traditional lecture, the
only one who is active is the
lecturer. The students are
passive.

7. Cooperative Learning &
Technology
 Technology has influenced the
learning process and practices in
many ways, but we should never
forget that learning interaction is one
of the most impor tant factors in on-
line learning.
 We find in Kim et al. (2012) how
interaction or discussion is a
fundamental process of learning and
also one of the key challenges in on-
line learning environments.
 In general, interactivity in learning
processes enhances knowledge
acquisition and engenders positive
attitudes to learning while supporting
the social needs of the participants.

8. Cooperative Learning
 Casal (2006) indicates that
Cooperative Learning “promotes
interaction” and facilitates the
“development of cognitive and
personal growth.”
 Cooperative learning helps
students to develop behaviours
and attitudes such as
leadership, decision-making,
trust-building, communication,
negotiation, and clarifying.
 Coperative learning in CLIL
contexts give students
opportunities to lead
communication, develop
successful life-long learning, and
creative and critical thinking.

9. Reference List
 Casal, S. (2006). Cooperative Learning.
Essential glossary for the teacher.
Retrieved 9 december 2012 from
http://gretajournal.com/wordpress/wp-
content/uploads/file/15rev1.pdf
 Kim et al. (2012). Public online charter
school students: choices, perceptions
and traits. American educational
research journal. 40 (20), 10, 1-25.
 Pistorio, M.I. (2010). A blend of CLIL
and cooperative learning creates a
socially constructed learning
environment. Latin American Journal of
Content & Language Integrated
Learning. 3(1). 1-10

10. • … or mobile learning, refers to
M-learning… education involving mobile
handheld devices, notably
including the following device
types:
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Smartphones
Your Tablets
Message
E-readers
Here
Digital media-players

11. Features
• Smartphones and tablets, the two most
common device types used in m-learning,
fall into 4 main categories
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depending on their
Your operating systems, as
Message shown in the following
Here table:

12. Main
categories…
Operating System Company Smartphones Tablets
---e.g., HTC ---e.g.,
Desire, HTC Motorola
One, LG Xoom,
Android Google (USA) Optimus,--- Galaxy Tab,---
---Samsung
Samsung
OS Galaxy, Sony ---Sony Tablet,
Xperia, etc. Toshiba
Thrive, etc.
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BlackBerry RIM (Canada) onlyphones
BlackBerry
[none]
OS
Main IOS Apple (USA) only the iPhone only the Ipad
categories [note that
e.g., HTC Microsoft
Windows Microsoft Titan, Nokia tablets use
(USA) Lumia, the Windows
Phone Samsung--- OS---
---Focus ---common to
Windows PCs]

13. Specific benefits
of M-learning…
 Expanding the span and equity
of the education.
 Making learning more
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personalized.
Specific  Making ‘anytime & anywhere’
Benefits
possible.
of
 Offering feedback and
Mobile
learning immediate evaluation.
 Guaranteeing productive class
time.

14. Specific benefits
of M-learning…  Creating students
community.
 Fostering situational
learning.
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 Making the bridge
between formal & informal
Specific
learning possible.
Benefits
of  Improving communication
Mobile and the education
learning administration.
 Maximizing the efficiency
of the investment.

15. Types of M-learning
• There are different types, from the more
passive to the more active, and from the
more traditional to the more contemporary.
• These types include:
 PODCASTING
APPS
POLLING
QR (Quick Response) CODES
AR (augmented reality)

16. Podcasting…
• involves audio recordings.
• can be quite passive if it simply
means listening to lectures or
tutorials.
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• which nowadays often has a visual
element with a voiceover & can play
an important role in the flipped
classrooms model, where content
transmission takes place outside the
classroom and class time is reserved
for interaction and collaboration.

17. Apps…  Are one of the hallmarks of the
rise in popularity of
smartphones and tablets.
 These frequently have a web
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1.0 orientation, that is just an
information web and are often
underpinned by traditional
content transmission or
Apps pedagogical approaches.

18. Apps spectrum: Language
• Thesaurus, monolingual or
bilingual dictionaries are a good way
to solve understanding problems
when analysing specific information.
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• Language apps vary from simple to
Pod- more professional dictionaries as
castings well as being able to pronounce the
word to improve its pronunciation.

19. Apps for
Language learning Evernote, Dropbox, GoogleDrive,
(LL)... SkyDrive, i-tunes, etc.
•Software and services designed for
archiving.
•They can be a piece of formatted
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text, a full webpage with grammar or
vocabulary information, a
Cloud
photograph, a voice memo, video or
Storage student’s handwritten notes and
attachments.
•Notes can be sorted into folders,
tagged, annotated and etc. There is
online synchronization and backup
services.

20. Apps for
Language Facebook, Twitter, Skype, Google+,
mail agents…
learning...
• help to build social networks or social
relations among people who share
interests, backgrounds or real-life
connections.
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•It is the best way to exchange
Social educational information, find native
Services speakers, connect tutors and students
and improve results in English language
learning.
•It can be used as the main environment
for CLIL and peer-to-peer learning.

21. Apps for
Language Office, Reader, Mind-mapping and
learning... other useful programs, players and
redactors to work with different files
using mobile utilities.
•Student can write their own files, do
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homework,
•Read, scan or even print articles,
interesting pages, tables, pictures, do
quizzes, etc.
Process

22. Apps for
Language • Different on-line services (Wiki,
learning... audio and video podcasts, web-
search engines).
• They can help students to find
useful text, audio, video and
16:59 multimedia information on topics
they are interested in.
Esources
• It is a great opportunity to read
newspapers or watch news, films
on learning language, sing foreign
songs, write thesis and scientific
articles wherever the student is.

23. Apps for
Language • There is a great variety of digital
learning... books.
• There is no need for students to
have huge dictionaries, grammar
or students book in their bags.
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• Students can use e-dictionaries,
eLibrary translators to make the process of
translation quicker.
• It is possible nowadays to read
both fiction and scientific books
and students can read any book
he wish without having heavy
luggage.

24. Apps spectrum: Maths
 There is a wide variety of apps
according to different levels.
 Areas such as calculation,
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geometry, reasoning, algebra or
measures are found.
 Highlighted Apps for primary
education are:
Apps  Intro to Math
 My 1st Tangrams HD
 Funny Numb
 RedFish 4 kids
 Monkey Math School sunshine

25. Apps spectrum: Maths for Primary
• Interesting apps for Primary Ed. are:
ArithmeTick
MathBoard
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Ruler
Motion Math
Math Bingo
King of Math
Numerate: Count, Add and Subtract
Multi Measures HD

26. Apps spectrum: Maths for High School
• Students in HS have also the
chance to practice different
areas in:
 Fractals
 Geometry Stash
 Math Quizzer
 iMathematics
 Quick Graph
 Bento
 Magic Plan
 Elevated Maths

27. Apps spectrum: Science
• Science apps combine both videos
and 3D technology at the students’
fingertips. Some highlighted apps
could be:
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 Molecules
 Decibel 10
 Wolfram Alpha
 Scientific timer: Lab timer
 Science 360 from National Science
foundation

28. Polling
• A new generation of polling
services allows live polling - via SMS,
Twitter and/or webpages - with
results instantly displayed on a
screen via a data projector.
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• Some of these services are web-
Pod- based, while others take the form of
castings native mobile apps.
• They allow presenters to
incorporate audience feedback into
their presentations.

29. Apps spectrum: Social science
• The interaction in areas such as
Geography are very relevant.
• Students may combine the
knowledge of anthems, flags,
maps, and natural phenomena.
• The integration of technology
about museum makes History
more interesting by presenting
quizzes, resources, etc.

30. Quick  Users with apps can scan a QR
Response code for example, on a notice
board, a poster, or a magazine
Codes page and be taken directly to a
particular webpage, a business
16:59 'card' or even a media file.
 QR codes offer a simple way of
integrating the real world and
the web.
 Students can create their own
codes to present products or
works in the class.

31. Augmented
reality…
• involves overlaying web-based
information on real-world settings
which "augments" the "reality" we
see around us.
• More sophisticated AR systems
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overlay web-based information on
Pod- an image of the real world.
castings • Users can generally input
information and interact with other
users as well.

32. • http://www.teachthought.com/apps-
Reference list 2/10-ipad-apps-to-record-how-
students-learn/
• http://mocadele.net/realidad-
aumentada-por-donde-empiezo/
• http://e-language.wikispaces.com/m-
learning#QR
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• http://blog.ididactic.com/los-100-
mejores-recursos-de-aprendizaje-de-
The 2012/
End • http://edudemic.com/2012/02/1000-
apps/
• http://cent.uji.es/OCTETO/node/3632
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