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LEARNING STYLES AND COMMUNITY SHAPING:  NEWCOMERS AND  I TALIAN AS A  S ECOND  L ANGUAGE ( ISL ) IN ONLINE LEARNING ENVIRONMENTS   Giovanna Carloni University of Urbino, Italy
ICT and  I talian as a  S econd  L anguage ( ISL )   ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Learning styles:   the way learners  perceive, process,  represent, and acquire incoming input   ,[object Object],[object Object],[object Object]
“ very strong associations between ethnicity and learning style preferences” (Park)  “sociocultural influence on classroom interactional styles” (Park)  ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Learning styles ,[object Object],[object Object]
Sensory preferences ,[object Object],[object Object],[object Object],[object Object],the  channel  through which  input  is  perceived
[object Object],[object Object],[object Object]
[object Object],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
[object Object],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)
[object Object],Hands-on tasks , such as lab experiments, WebQuests, Jigsaws, Wikis, and project-based activities
Multimodality of input ,[object Object],[object Object],[object Object]
Cognitive styles ,[object Object],[object Object]
E&L Construct   ,[object Object],[object Object],[object Object],Ectenic learning Atomistic process Conscious control (B. Leaver, M. Ehrman, B. Shekhtman 2005)
[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Cognitive styles ,[object Object],[object Object],[object Object],[object Object],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
[object Object],[object Object],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
[object Object],[object Object],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
[object Object],[object Object],[object Object],[object Object],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
[object Object],[object Object],[object Object],[object Object],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
[object Object],[object Object],[object Object],[object Object],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
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusion ,[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Th  nk you [email_address]
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
[object Object],[object Object],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
[object Object],[object Object],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 )
[object Object],[object Object],random, analogue, FI, synthetic, analytic, concrete, abstract learners   reflective, abstract, FI, FD, random, analogue learners (inquiry-based; analysis-synthesis-evaluation)

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Eden2008 Carloni

  • 1. LEARNING STYLES AND COMMUNITY SHAPING: NEWCOMERS AND I TALIAN AS A S ECOND L ANGUAGE ( ISL ) IN ONLINE LEARNING ENVIRONMENTS Giovanna Carloni University of Urbino, Italy
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  • 31. Th nk you [email_address]
  • 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
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