This document discusses using mobile learning (m-learning) to enhance English as a foreign language (EFL) instruction. M-learning extends e-learning by using handheld devices anywhere and anytime. Six common themes in m-learning studies are identified: 1) increasing access to education, 2) promoting active learning, 3) encouraging constructive learning, 4) enabling informal learning, 5) assessing student and teacher attitudes, and 6) measuring student achievement. Examples are provided for each theme from previous m-learning research studies conducted in various countries.
Panel presentation at the 2011 AECT Conference, Louisville, KY.
Report on potential opportunities for affordable mobile learning among language learners in developing countries
TEACHING ENGLISH TO THE IPHONE GENERATION: reflecting upon the use of whatsap...Carlos Fabiano de Souza
We have lived in an age of rapid technological advance. Concerning information technology, we may say that it has made it easier for everybody at anywhere/anytime to communicate easier and faster. In this respect we may take into account the fact that mobile technology has become more and more embedded into society, probably due to the current demand for communicating virtually and the consequent increase in mobile telephony. Nowadays, not only are students constantly surrounded by social networks and mobile devices, but also teachers are getting more and more used to them. Thus, this talk intends to provide a reflection upon the use of cell phones and mobile information technology apps (integrating mobile learning into English lessons) by presenting the initial results of a proposal of pedagogical practice, still under development within English language classes at IFF-campus Cabo Frio, which aims at making it possible for students of technical courses to maintain contact with peers of conversational interaction through the target language (on virtual communication environment) by using WhatsApp Messenger – a multiplatform mobile app – as an education technology tool in the teaching-learning process of foreign language. Our work has been based on the concepts of mediation (BEDRAN, 2008; SILVA, 2008 & SALOMÃO, 2008), interactivity (KHALIFA & SHEN, 2004), interaction (PICA, 1996), collaboration (DILLENBOURG, 1999) and autonomy (LITTLEWOOD, 1996; PAIVA, 2006) and their interconnections to the Blended Learning approach.
Panel presentation at the 2011 AECT Conference, Louisville, KY.
Report on potential opportunities for affordable mobile learning among language learners in developing countries
TEACHING ENGLISH TO THE IPHONE GENERATION: reflecting upon the use of whatsap...Carlos Fabiano de Souza
We have lived in an age of rapid technological advance. Concerning information technology, we may say that it has made it easier for everybody at anywhere/anytime to communicate easier and faster. In this respect we may take into account the fact that mobile technology has become more and more embedded into society, probably due to the current demand for communicating virtually and the consequent increase in mobile telephony. Nowadays, not only are students constantly surrounded by social networks and mobile devices, but also teachers are getting more and more used to them. Thus, this talk intends to provide a reflection upon the use of cell phones and mobile information technology apps (integrating mobile learning into English lessons) by presenting the initial results of a proposal of pedagogical practice, still under development within English language classes at IFF-campus Cabo Frio, which aims at making it possible for students of technical courses to maintain contact with peers of conversational interaction through the target language (on virtual communication environment) by using WhatsApp Messenger – a multiplatform mobile app – as an education technology tool in the teaching-learning process of foreign language. Our work has been based on the concepts of mediation (BEDRAN, 2008; SILVA, 2008 & SALOMÃO, 2008), interactivity (KHALIFA & SHEN, 2004), interaction (PICA, 1996), collaboration (DILLENBOURG, 1999) and autonomy (LITTLEWOOD, 1996; PAIVA, 2006) and their interconnections to the Blended Learning approach.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
Van Klaveren CCC heeft al ruim 15 jaar ervaring in het inzamelen van lege cartridges en gebruikte mobiele telefoons. Onder de handelsmerken Eeko® en Total Collect® zamelen zij deze producten in bij particulieren, (basis)scholen, bedrijven, organisaties en instellingen.
Iedereen heeft thuis of op het werk wel lege cartridges en oude mobiele telefoons liggen. Inzamelen is goed voor het milieu, maar het levert organisaties ook financiële middelen op! Men kan inzamelen ten bate van de eigen organisatie of ervoor kiezen om de vergoeding te doneren aan een goed doel. Op dit moment werkt Van Klaveren CCC o.a. samen met Stichting AAP, CliniClowns, Wereld Natuur Fonds, Stichting Hulphond, Dorcas hulp en vele andere goede doelen.
Perceptions of English language Dominican Students on cell phone use for lang...Gisela Martiz-W.
The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
Van Klaveren CCC heeft al ruim 15 jaar ervaring in het inzamelen van lege cartridges en gebruikte mobiele telefoons. Onder de handelsmerken Eeko® en Total Collect® zamelen zij deze producten in bij particulieren, (basis)scholen, bedrijven, organisaties en instellingen.
Iedereen heeft thuis of op het werk wel lege cartridges en oude mobiele telefoons liggen. Inzamelen is goed voor het milieu, maar het levert organisaties ook financiële middelen op! Men kan inzamelen ten bate van de eigen organisatie of ervoor kiezen om de vergoeding te doneren aan een goed doel. Op dit moment werkt Van Klaveren CCC o.a. samen met Stichting AAP, CliniClowns, Wereld Natuur Fonds, Stichting Hulphond, Dorcas hulp en vele andere goede doelen.
In today’s Information Age, it has become increasingly important for school districts to display data in an easily accessible and understandable format via the web. We operate in a “click-and-get” world where our society expects immediate access to information without leaving the comfort of our home/office. The new ACS Web Data Display provides current information about Auburn City Schools (ACS) in three areas—Academic Achievement, Significant Statistics, and Community Characteristics. Our data display will:
Provide the public with a multi-year snapshot of the performance of ACS on all state assessments;
Enable families, from within the United States and internationally, relocating to the Auburn community to develop a visual picture of Auburn City Schools and our community-at-large;
Communicate ACS’ high expectations for academic achievement and commitment to quality programs that prepare students for success in future endeavors;
Respond to the requests of Auburn University faculty members to have access to data necessary for grant proposals and research interests; and
Promote the unique and successful collaborations between ACS, the City of Auburn, and Auburn University as an education focused community committed to the success of all children.
This presentation an asset to Auburn City Schools as we continue to convey information to our stakeholders through new and innovative measures.
In today’s Information Age, it has become increasingly important for school districts to display data in an easily accessible and understandable format via the web. We operate in a “click-and-get” world where our society expects immediate access to information without leaving the comfort of our home/office. The new ACS Web Data Display provides current information about Auburn City Schools (ACS) in three areas—Academic Achievement, Significant Statistics, and Community Characteristics. Our data display will:
Provide the public with a multi-year snapshot of the performance of ACS on all state assessments;
Enable families, from within the United States and internationally, relocating to the Auburn community to develop a visual picture of Auburn City Schools and our community-at-large;
Communicate ACS’ high expectations for academic achievement and commitment to quality programs that prepare students for success in future endeavors;
Respond to the requests of Auburn University faculty members to have access to data necessary for grant proposals and research interests; and
Promote the unique and successful collaborations between ACS, the City of Auburn, and Auburn University as an education focused community committed to the success of all children.
This presentation is an asset to Auburn City Schools as we continue to convey information to our stakeholders through new and innovative measures.
A Reflection of Mobile Learning In Asia and a Conceptual FrameworkDaniel Chun
This is a presentation of a conference paper at IADIS Mobile Learning 2010 at Porto, Portugal by Daniel Chun of Art Group @Cyberport IncuTrain Center and Eric Tsui of Knowledge Management Research Center of Hong Kong Polytechnic University.
Dominican English language teacher perceptions on factors influencing mobile ...Gisela Martiz-W.
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
At this presentation, the author will explain an experiment which took place with students focused on Quizzlet as a tool to help learners improve their level of vocabulary
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Contents Mobile learning (m-learning) explained m-learning vs. e-learning Focus of studies Common themes (6) Questions
3. Mobile learning (m-learning) explained “learning mediated via handheld devices and available anytime, anywhere”* Video: Mobile learning (http://www.youtube.com/watch?v=neZYE9gBIuE) *(Kukulska-Hulme and Shield, 2008, p. 273)
4. m-learning vs. e-learning m-learning is an extension of e-learning Image: Flexible learning model* *(Brown, 2004)
5. Focus of studies EFL (as opposed to ESL) where most research has been done where my experience is applicable Mobile phones (as opposed to other devices) widespread use across the world inclusive of numerous functions and features
6. Theme #1: Access to education What?/Why? access to new learning opportunities provide equal access for all learners Example: Wireless access protocol (WAP) site in Korea listening materials provided via a WAP site
7. Theme #2: Active learning What?/Why? learning is a more active (rather than passive) experience students are more engaged Example: Real-time learning in China live polls during lectures
8. Theme #3: Constructive learning What?/Why? learning occurs by building upon previous knowledge reflection and transfer are encouraged Example: SMS texting research in Turkey vocabulary words sent with increasing difficulty
9. Theme #4: Informal learning What?/Why? learning can happen “anytime and anywhere”* the classroom walls are extended Example: MP3 device use in the UK students incorporate devices into personal activities *(Cavus et al., 2009, p. 81)
10. Theme #5: Student/Teacher attitudes Current scenario students find traditional EFL instruction boring teachers complain about lack of student interest Example: SMS texting study in Bangladesh students are motivated by m-learning opportunities teachers are interested, but apprehensive
11. Theme #6: Student achievement Current scenario problems with retention of concepts cannot apply instruction to real-life situations Example: Mobile email and video site in Japan results nearly double vs. paper/web-based instruction video samples aid on quiz scores
13. References Begum, R. (2011). Prospect for Cell Phones as Instructional Tools in the EFL Classroom: A Case Study of Jahangirnagar University, Bangladesh. English Language Teaching, 4(1), 105-115. Retrieved from http://journal.ccsenet.org/index.php/elt/article/view/6958/6939 Brown, T. (2004). The role of m-learning in the future of e-learning in Africa. In D. Murphy, R. Carr, J. Taylor & W. Tat-meng (Eds.), Distance education and technology: Issues and practice (pp. 197 - 216). Hong Kong: University of Hong Kong. Retrieved from http://matheasy.webstarts.com/uploads/The_role_of_m-learning_in_the_future_of_e-learning_in_Africa.pdf Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78-91. doi:10.1111/j.1467-8535.2007.00801 Kukulska- Hulme, A. & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction: Recall 20(3), 271-289. doi: 10.1017/S0958344008000335 Nah, K.C., White, P., & Sussex, R. (2008). The potential of using a mobile phone to Access the Internet for learning EFL listening skills within a Korean context. ReCALL, 20(3), 331-347. doi:10.1017/S0958344008000633 Ros I Solé, C., Calic, J., & Neijmann, D. (2010). A social and self-reflective approach to MALL. ReCALL, 22(1), 39-52. doi:10.1017/S0958344009990188 Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228. doi:10.1111/j.1365-2729.2005.00129 Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. doi:10.1111/j.1467-8535.2008.00846
