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Emerging Trends in Foreign Language Teaching with ICT
- 1. Emerging Trends inForeign Language Teaching with Information & Communication Technologies Dr. Steve Sorden Chair – MCC Distance Education Presentation to CESL University of Arizona March 2, 2012 1
- 2. About Me • German Translator for the U.S. Army – Berlin, Germany Studied Basic & Advanced German at the Defense Language Institute in Monterey, CA • K-12 Teacher and Administrator (Including 3 years at TAES in Hermosillo) • Taught ESL/EFL to K-12 and adults • College Teacher and Administrator • Career focus has been on history, languages & technology • CV and background at http://sorden.com 2
- 3. Disclaimer I am not a professional language instructor. I am a professional educational technologist. 3
- 4. Today’s Topics Changing Learner Expectations Blended Learning Applications for ICT in FLT Open Discussion 4
- 5. First Topic Changing Learner Expectations 5
- 6. The “Future” ofEducation MP4 | WMV | FLV 6
- 7. The World isOpen “What few people realize is that as the Web becomes our preferred learning platform, non-traditional learning is suddenly the norm.” “Anyone can now learn anything from anyone at anytime.” Curtis Bonk The World is Open: How Web Technology is Revolutionizing Education 7
- 8. Changing Learner Expectations 21st Century Learners will increasingly demand that their experience is: • Learning-Centered • Personalized • Interactive, Social & in “The Cloud” • Mobile: Anytime, Anywhere • What They Want (Buyers Market) 8
- 9. Personalized Learning The Snowflake Effect (Eric Duval and Wayne Hodgins) “Massive Hyper-Personalization” Personalized Learning as a “Disruptive Innovation” Christensen, Johnson & Horn (2008) 9
- 10. 21st Century LearnersWill Expect (Very Soon) Interactivity Social Media The Cloud Digital media Learning Learning should do outside of this materials and something world will not status must be when it is be relevant. available touched or anywhere clicked on. (24/7) on any device. 10
- 11. Education is Nowa Buyer’s Market It doesn’t matter whether you agree with what students want from their educational experience. If you don’t provide it, they will go somewhere else. ICT in education will make this very easy. 11
- 12. Leader in MobileLanguage Learning Praxis Language Learning ChinesePod Mission? Coming to you from Shanghai, China! • ChinesePod.com To help busy people • FrenchPod.com learn Chinese. • ItalianPod.com • SpanishPod.com ChinesePod breaks down • EnglishPod.com what happens in a classroom and then smartly applies 1400+ Audio Lessons technology where A New Podcast Each Day appropriate. Uses Skype for Live Lessons Think of it as language http://en.wikipedia.org/wiki/ChinesePod learning for the Internet Age. 12
- 13. Mobile Learning (mLearning) • Handheld Computers & Smartphones • Increasing Presence in Higher Ed • Still Very Early • Can Place Language Learning in Context • Ambient Technology 13
- 14. Mobile Trend Towards AmbientTechnology Surrounding us with technology rather than interacting through small screens and tiny keyboards. 14
- 15.
- 16. Speech Recognition andSynthesis From this… To this! 16
- 17. SPEECH RECOGNITION ANDSYNTHESIS Vocre • A new translation app that MP4 allows communication without language barriers HD • Operates by hand gestures. Speak into the phone while it is vertical, and then flip the phone horizontally to translate the FLV WMV phrase. 17
- 18. Disruptive Technologies vs. SustainingTechnologies An innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network, displacing an earlier technology. In contrast a sustaining innovation does not create new markets or value networks but rather only evolves existing ones with better value, allowing the firms within to compete against each other's sustaining improvements. Sustaining innovations are typically innovations in technology, whereas disruptive innovations are typically innovations in marketing. 18
- 19. Disruptive Technologies • Coined by Clayton Christensen in 1995 • Two types of disruptions: – New-market disruptions which targets customers who have needs that were previously unserved by existing organizations. – Low-end disruptions which targets customers who do not need the full performance valued by customers at the high end of the market. In low-end disruption, the disruptor is focused initially on serving the least profitable customer, who is happy with a lesser product and not willing to pay premiums for product enhancement 19
- 20. Disruptive Innovation inHigher Ed MP4 | WMV | FLV 20
- 21. Disruptive Technologies Do Potential Disruptive Technologies exist in FLT in K-12 and Higher Education? 21
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- 23. Online Language Learning Communities • Livemocha – World’s Largest Language Learning Community • italki – Language Learning Community & Marketplace • busuu.com – Your Language Learning Community • My Language Exchange – Find a native speaking partner! • Dave’s ESL Café – The Internet’s Meeting place for ESL & EFL • LingQ – Study online 24/7 and meet people from around the world! • hello-hello – Interactive online language course with a community 23
- 24. Second Topic ICT Instructional Methods and Theories 24
- 25. Connectivism/Networked Learning Theoryby George Siemens We can no longer personally experience everything. There is too much. We create networks to learn more than we can as individuals. 25
- 26. Self-Regulated Learning • Zimmerman(2000, 2001) Socially-Shared • Winne & Hadwin (1998) Regulation of Learning • Pintrich (2000) Coregulated Learning • Cognitive Constructs – Motivation – Goal Setting Self-Regulated Learning – Reflection – Self-Explaining Behaivors 26
- 27. Blended Learning It’s a new approach. It’s not just a combination of online and f2f 27
- 28. Blended Learning Blended learning is a combination of training methodologies, which uses the best delivery method for the successful achievement of the learning objective. - Jennifer Hofmann and Nanette Miner Tailored Learning: Designing the Blend That Fits. Methodologies can include: • Classroom • eLearning: Computer Based Training • eLearning Web-based training • eLearning: Asynchronous (independent, at convenient times) • eLearning: Synchronous (simultaneously) • Self-Study • Informal 28
- 29. The Inverted Classroom • The Inverted Classroom (Flipped Classroom in K-12) (Lage, Platt & Treglia, 2000) • Video lectures, reading and podcasts outside of class using technology. Save class time for active learning, collaboration and even working through homework. “Students learn and teachers learn what students don’t know” • Good article in February 24, 2012 issue of The Chronicle “How ‘Flipping” the Classroom Can Improve the Traditional Lecture” • The Community of Inquiry Framework (Garrison, Anderson & Archer, 2000; Garrison & Vaughan, 2008)
- 30. Blended Learning Components Blended learning instructional design has two main components: – Collaboration with peers – Learner self-reflection 30
- 31. Technology is Notthe Magic Ingredient! February 17 article in The Chronicle about Michael Wesch who is well known for touting new models of active teaching with technology. “A Tech-Happy Professor Reboots After Hearing His Teaching Advice Isn’t Working” “They (professors) would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose.” “It doesn’t matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.” “Technology rarely plays more than a passing roll in the work of teacher-of-the-year winners.” – Mary Huber, consulting scholar at the Carnegie Foundation for the Advancement of Teaching. 31
- 32. So What Doesthe Future Look Like? 32
- 33. Third Topic Applications for ICT in FLT 33
- 34.
- 35. Horizon Report 2012 Horizon Report 2012 – http://sorden.com/ua/horizon2012.pdf Horizon Report 2012 Shortlist – http://sorden.com/ua/horizon2012_shortlist.pdf “The Horizon Report is not a predictive tool. It is meant, rather, to highlight emerging technologies with considerable potential for our focus areas of education and interpretation.” - Horizon Report 2012 35
- 36. Horizon Report 2012“Short List” Time-to-Adoption: One Year or Less Cloud Computing Mobile Apps Social Reading Tablet Computing 36
- 37. Horizon Report 2012“Short List” Time-to-Adoption: Two to Three Years Adaptive Learning Environments Augmented Reality Game-Based Learning Learning Analytics 37
- 38. Horizon Report 2012“Short List” Time-to-Adoption: Four to Five Years Digital Identity Gesture-Based Computing Haptic Interfaces Internet of Things 38
- 39. Horizon Report 2012Final List • Time-to-Adoption: One Year or Less – Mobile Apps – Tablet Computing • Time-to-Adoption: Two to Three Years – Game-Based Learning – Learning Analytics • Time-to-Adoption: Four to Five Years – Gesture-Based Computing – Internet of Things 39
- 40. Technology Trends for LanguageLearning NEAR FUTURE 3-5 YEARS? • Informal/Personalized Learning • Intelligent Tutoring Systems • Blended Learning • Learning Analytics • Voice Interaction With • Personal Learning Environments Computers • Game Based Learning & Alternative Reality • Free/Inexpensive Open Content • Innovations in Digital Reading • Augmented Reality Language • Open Courses for Mobile Phones Learning • Thin Clients & Apps in the Cloud • Crowdsourcing 40
- 41. Digital Textbooks eBook Demo A Wealth of Free Material in Books and Textbooks • Kindle Free Books with the Kindle Cloud Reader - https://read.amazon.com • Gutenberg Project - http://www.gutenberg.org • Free Open Content Initiatives – Flat World Knowledge http://www.flatworldknowledge.com – College Open Textbooks - http://www.collegeopentextbooks.org – Secondary-Level CK-12 STEM Flexbooks http://www.ck12.org More important than free digital content, however, is disruptive innovations in how we interact with the content. 41
- 42. Visual-Syntactic Text Formatting A Few Companies are starting to pilot the use of Visual-Syntactic Text Formatting (VSTF) in Digital Textbooks and online materials. “McGraw-Hill will be testing this research out on 3 of our books in 2012.” Jaclyn Mautone in personal email Marketing Specialist McGraw-Hill Higher Education 42
- 43. Expect Disruptive andCognitive Innovations in Digital Text 43
- 44. The Reading Eye-Span In Block Text – Minimal character-specific information can be processed outside of the oval. Everything else only competes for visual attention, while adding no informational value. Squire Trelawney, Dr. Livesay, and the rest of these gentlemen having asked me to write down the whole particulars about Treasure Island, from the beginning to the end, keeping nothing back but the bearings of the island, and that only because there is still treasure not yet lifted, I take up my pen in the year of grace 17__ and go back to the time when my father kept the Admiral Benbow inn and the brown seaman with the sabre cut first took up his lodging under one roof. 44
- 45.
- 46. Visual Syntactic TextFormatting 46
- 47. VSLT Process Whenin the Course of human events, it becomes necessary for one people to dissolve the political bands which When in the Course of human events it have connected them with another, becomes necessary for one people to and dissolve the political bands which have to assume connected them with another and to among the powers assume among the powers of the earth, of the earth, the separate and equal station to which the separate and equal station the Laws of Nature and of Nature's God to which the Laws of Nature entitle them, a decent respect to the and opinions of mankind requires that they of Nature's God should declare the causes which impel entitle them, them to the separation. a decent respect to the opinions of mankind requires that Millions of they should declare computer the causes which calculations per impel them to the separation. sentence 47
- 48. Pre-Test and Post-TestResearch 230 Control EL1 220 Live Ink EL1 210 Control ESOL 200 Live Ink ESOL 190 Fall Spring Randall C. Walker, M.D. 48
- 49.
- 50. VSTF Web-based ParsingSite http://www.liveink.com Randall C. Walker, M.D. Walker Reading Tech, Inc. ClipRead converts any digital text of your choosing into Live Ink format. 50
- 51. Open Courses forMobile Devices In 2009, the Indira Gandhi National Open University (IGNOU) announced plans to create mLearning so students could access course materials through downloads on their phones. There is a huge, untapped potential for delivering English and other subjects to learners in developing countries using nothing more than their own simple cell phones. Nabeel Ahmad Nabeel’s Syllabus (local) Delicious Links 51
- 52. Mobile Assisted LanguageLearning (MALL) • MALL is a subset of both Mobile Learning (m-learning) and Computer-assisted language learning (CALL). • MALL has evolved to support language learning with the increased use of mobile technologies such as mobile phones (cellphones), MP3 and MP4 players and devices such as tablets. 52
- 53. Getting Started Resources for Learning How to Teach with MALL 53
- 54. Remword - Freefrom China Remword provides text, image and audio to assist with vocabulary building. 54
- 55. Mobile Apps forLanguage Learning • Byki Mobile - http://www.transparent.com/mobile • Mango Mobile - http://www.mangolanguages.com/libraries/products- overview/mango-mobile • MobLang - http://www.moblang.eu 55
- 56. IAmLearn • International Association for Mobil Learning (launch) • mLearn 2012 in Helsinki (launch) • mLearn 2012 Blog (launch) • mLearn in Facebook (launch) 56
- 57. Mobile Learning 2012 http://www.mlearning-conf.org 57
- 58. SLAIT at theU. of South Florida http://www.coedu.usf.edu/slait 58
- 59. Thin Clients &Apps in the Cloud Expect to see a new emphasis on delivering courses directly from the cloud. 59
- 60. Mobile as Desktops As mobile phones become more powerful, and cloud computing more ubiquitous, our phone will become our computers in many cases. http://www.ubuntu.com/devices/android 60
- 61. Crowdsourcing A distributed problem-solving and production process that involves outsourcing tasks to a network of people, also known as the crowd. -Wikipedia 61
- 62. DuoLingo After re-purposingCAPTCHA to help digitize books, Luis von Ahn wondered how else to use small contributions by many on the Internet for greater good. The result was Duolingo, which will help millions learn a new language while translating the Web quickly and accurately -- all for free. MP4 | WMV | FLV Excellent TED Video http://youtu.be/-Ht4qiDRZE8 62
- 63. DuoLingo Blog postwith first impression of DuoLingo and screenshots: http://classical-bookworm.blogspot.com/2012/01/duolingo-first-impressions.html 63
- 64. DuoLingo 64
- 65. DuoLingo 65
- 66. DuoLingo 66
- 67. DuoLingo 67
- 68. DuoLingo 68
- 69. DuoLingo 69
- 70. So, those wereinnovations that are already here, but what about… Disruptive Innovations in 3-5 Years? 70
- 71. Technology Trends for LanguageLearning NEAR FUTURE 3-5 YEARS? • Informal/Personalized Learning • Learning Analytics • Blended Learning • Intelligent Tutoring Systems • Voice Interaction With • Game Based Learning Computers • Personal Learning Environments • Free/Inexpensive Open Content • Augmented Reality Language • Innovations in Digital Reading Learning • Open Courses for Mobile Phones • Thin Clients & Apps in the Cloud • Crowdsourcing 71
- 72. Learning Analytics •Learning analytics involves data mining, interpretation, and modeling to improve understanding of teaching and learning, and to tailor education to individual students more effectively. • Learning analytics in higher education has centered primarily on identifying at-risk students who can then receive attention to avoid failure in a particular course. • The larger promise of learning analytics, however, is that when correctly applied and interpreted, it will enable faculty to more precisely identify student learning needs and tailor instruction appropriately. It is how we will finally, truly personalize education 72
- 73. Intelligent Tutoring Systems • Will be many, many years until they are perfected. • Based in Artificial Intelligence. • Most research from Carnegie Mellon University. • Expect to see the first uses in foreign language learning as interactive dialogs and vocabulary building exercises. 73
- 74. Game Based Learning/ AlternativeReality “Developers and researchers are working in every area of game- based learning, including games that are goal-oriented; social game environments; non-digital games that are easy to construct and play; games developed expressly for education; and commercial games that lend themselves to refining team and group skills.” - 2011 Horizon Report • James Paul Gee • Collins & Halverson • Curtis Bonk • Marc Prensky 74
- 75. Personal Learning Environment(PLE) A system for an individual to access, aggregate, configure and manipulate digital artifacts of their learning experiences VLE (Moodel, Blackboard) ePortfolio+ Web 2.0 PLE Services
- 76. 3 Learning Objectivesin a PLE • Michele Martin divided learning in PLEs into three areas: – Gathering Information – reading and learning – Processing Information – reflecting and practicing – Acting on the Learning – what do you do with it? How does it affect your practice? http://michelemartin.typepad.com/thebambooprojectblog/2007/04/my_personal_lea.html
- 77. ICT & PLEsfor Personalized & Informal Learning • It is still not clear whether a Personal Learning Environment (PLE) is software, or simply an idea. • The main idea for a PLE is a collection of tools and methods that use technology to promote learning. 77
- 78.
- 79. Augmented Reality LanguageLearning AR is the combination of real-world and computer-generated data so that computer generated objects are blended into real time projection of real life activities. – ARLL focuses on contextual (immersive learning) – Learning can move beyond physical classroom into the street/field – Contexts have the opportunity to be relevant and to engage learners. http://www.avatarlanguages.com/blog/arll 79
- 80. Augmented Reality –Google Goggles 80
- 81. Examples of AugmentedReality THE FUTURE IS UPON US! CINEMA Layar is an augmented Soon we will be able to reality software stand in a location and developed by a company HD HD see images and video of in Holland. Listen to their MP4 MP4 events that happened in vision of the future. WMV WMV that spot. FLV FLV LANGUAGE HD ART MP4 Just a simple example of MP4 Augmented Reality WMV what will be possible to WMV allows us to enhance art FLV place foreign language in FLV galleries and museums context with Augmented with additional Reality Language information or artistic Learning (ARLL) expression. 81
- 82. Suggestions for Starting • Start small: as with anything else, it probably pays to start small. Trying smaller activities allows some dipping one’s toe in. • Students and their technology: finding out what the students actually have and how they use it. This can be presented as a class activity, where students discuss or present their mobile devices (phones, cameras and MP3 players). It’s especially good to know when they carry them, how they use them, what functions they use and don’t use. • Out-of-class learning: students are already learning out-of-class and a discussion of what they already do will open up an ongoing discussion on how to do this better. Learning with technology - teaching without by Howard Vickers http://www.avatarlanguages.com/cotesol 82
- 83. Recommendations • Try to buy or gain access to a smart phone and a tablet if you don’t already own both. • Become comfortable with digital textbooks. • Contribute to an open textbook project. • Experiment with providing resources to mobile devices. • Become visible in social sites for foreign language teachers, as well as for learners of foreign languages. • Study blended methods and experiment with blending your courses as quickly as possible. 83
- 84. Journals for FLTand Technology • CALICO Journal - https://calico.org/page.php?id=515 • Journal for Language Learning Technologies - http://www.iallt.org/iallt_journal • ReCALL Journal - http://www.eurocall-languages.org/recall/index.html • Journal of Technology for ELT - http://sites.google.com/site/journaloftechnologyforelt/archive • Language Learning & Technology - http://llt.msu.edu • System - http://www.journals.elsevier.com/system • Journal of Mobile and Blended Learning - http://www.igi-global.com/journal/international-journal-mobile-blended-learning/1115 84
- 85. Resources • Learning in the Cloud – Warshauer • Web 2.0 How-to for Educators – Solomon and Schrum • Visual-Syntactic Text Formatting: A New Method to Enhance Online Reading • Mobile Learning • Information and Communication Technology in Education • The Horizon Report • Emerging Technologies in Distance Education (Couros) 85
- 86. Emerging Trends inForeign Language Teaching with Information & Communication Technologies Dr. Steve Sorden Chair – MCC Distance Education Presentation to CESL University of Arizona March 2, 2012 86
Editor's Notes
- #7 http://youtu.be/EjJg9NfTXos
- #9 Before we can look at ICT for FLT, we have to look at the trends in education in general. FLT will mirror these trends and changes.
- #10 The Snowflake Effect is about fit; moving to a state of “just right” as in just the right people having just the right stuff at just the right time in just the right context on just the right device in just the right way.The Snowflake Effect is about ubiquitous mass personalization at a planetary scale.The Snowflake Effect is about ubiquitous uniqueness.The Snowflake Effect is about putting everything and everyone in context.disruptive technology or disruptive innovation is an innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network (over a few years or decades), displacing an earlier technology. The term is used in business and technology literature to describe innovations that improve a product or service in ways that the market does not expect, typically first by designing for a different set of consumers in the new market and later by lowering prices in the existing market.In contrast to disruptive innovation, a sustaining innovation does not create new markets or value networks but rather only evolves existing ones with better value, allowing the firms within to compete against each other's sustaining improvements. Sustaining innovations may be either "discontinuous"[1] (i.e. "transformational" or "revolutionary") or "continuous" (i.e. "evolutionary").
- #11 Students live online with Facebook, Twitter, messaging, and other social media. Learning outside of this world is not relevant to them.
- #13 ChinesePod is a convenient way to learn Chinese that combines 1400+ audio lessons, web & mobile study tools and integrated, live speaking practice with teachers. Uses Skype for Live Speaking Practice, A new podcast lesson every day.Founded in Shanghai, China in September 2005, ChinesePod has developed into the global leader in delivering Chinese-language training. Our mission is simple: to make language learning easier for adult students by taking advantage of modern pedagogical principles and the latest web and mobile technologies.
- #14 Mobile technology is still very early. We don’t know what it will look like. It can place language learning in context by allowing the learner to study language outside of the brick and mortar classroom and learn about things in context, when the learner is curious about them at the moment. Increasingly, mobile technology will be ambient. The device will cause the technology to be all around our environment, rather than interacted with through a small screen and keyboard.
- #15 Mention Dogmelanguage instruction
- #17 The Universal Translator. 40 years ago, it was science fiction. Today, we are on the verge of realizing it. At first this seems like it may be something scary to language teachers, but think how powerful this can be for personalized language learning. The learner can hear correct pronunciation and vocabulary at any time, for any need in the moment. It will be highly contextualized learning.http://youtu.be/VuP37PW0Yn8
- #27 This model incorporates the construct of self-regulated learning (SRL) which involves cognitive constructs such as motivation, goal setting, self-efficacy, and the triadic model (Zimmerman, 2000, 2001; Winne and Hadwin, 1998; Pintrich; 2000). Hadwin, Wozney, and Pontin (2005) combined sociocognitive ideas about SRL with sociocultural ideas about learning to introduce a concept called coregulation, Hadwin & Oshige (2011) and Jarvela & Jarvenoja (2011) have since introduced a third dimension to the SRL continuum known as socially shared regulation of learning.
- #30 SCFBL aims to combine the strengths of social cognitive theory, cognitive science, and some aspects of constructivism and networked learning theory into a comprehensive framework for researching and applying effective principles to blended learning. It is a learner-centered model that focuses on a highly personalized approach to learning within a larger context of social learning. It draws from the advantages of blended learning in that it can be tailored to each user’s individual interests while providing a rich, affective learning environment consisting of collaboration, reflection and discourse.
- #33 Make disclaimer about predicting anything in ICT for more than a couple of years out.
- #37 Before we can look at ICT for FLT, we have to look at the trends in education in general. FLT will mirror these trends and changes.
- #38 Before we can look at ICT for FLT, we have to look at the trends in education in general. FLT will mirror these trends and changes.
- #39 Before we can look at ICT for FLT, we have to look at the trends in education in general. FLT will mirror these trends and changes.
- #41 Moved game based learning to 3-5 years because even though Prensky has been talking about it for years, it has never caught on because the tools were not there for your average person to design game-based learning and it wasn’t profitable enough for most large gaming companies. As design tools become available for the average instructor, we may finally start to see game-based learning emerge on a larger scale.Personal learning environments are the same way. They have been hyped now for several years, but we still don’t really know what they will look like, and few can agree on what it will look like. ICT tools should start to become available that finally make this a possibility.
- #43 VSTF deploys a computer-based parsing engine to analyze each sentence in a passage and then reformat texts to help the eye and the mind work together to build meaning as one reads.
- #47 Again, it is not the exact format of any given sentence per se that matters– but rather, it is the algorithms that generate this type of format on any text, in real time, based on principles such as these:Breaking the sentence at more salient clause and phrase boundariesFitting each row of text into one or two fixation eyespans. Using cascading patterns to denote syntactic hierarchiesCreating “visual clusters” across multiple rows which the eye does not have to work to ignore, but rather, will naturally absorb, retain and integrate, resulting in a larger and longer-lasting multi-phrase image in the mind’s eyeThis larger and longer-lasting image can also guide the eyes more smoothly from one row to the next.
- #48 More fundamentally, though, to be practical at all, the entire process needs to be automated, and that is NOT simple, nor obvious. Over the past 10 years, we have developed web-based technologies that automatically transform any English text – for example this first sentence of the Declaration of Independence – into a structure that looks like this. Several million computer calculations are performed, approximately one million calculations for each word in the sentence. .
- #60 Learners in the cloud have the control, rather than an instructor or an institution. As learning moves to the cloud, one implication for instructors of foreign languages is that their role will shift from being in control to being a facilitator or consultant of language-learning resources and experiences.
- #72 Moved game based learning to 3-5 years because even though Prensky has been talking about it for years, it has never caught on because the tools were not there for your average person to design game-based learning and it wasn’t profitable enough for most large gaming companies. As design tools become available for the average instructor, we may finally start to see game-based learning emerge on a larger scale.Personal learning environments are the same way. They have been hyped now for several years, but we still don’t really know what they will look like, and few can agree on what it will look like. ICT tools should start to become available that finally make this a possibility.
- #79 here are three ways to create your own layer:
- #82 Create an account and confirm at layar.com/accounts/register/Go to layar.com/development and click the “Become a Developer” linkFill in the form and accept the terms and conditions to sign upClick on “My Layers” (top right of the page)Check our showcases for inspiration, then get started!If you need help, please read the documentation:WikiLayar Developer Support and DiscussionReview the available tools.Choose the one you like the most.Start creating a layer following the instructions from the third partyCheck our showcases for inspiration, then get started!Review our list of partners and developers.Contact the one that fits you best.Check our showcases for inspiration, then get started!PublicationAt the publishing stage, the layer is checked technically to make sure it works properly. Once the layer is live, we recommend making and sharing a video that explains its features and how it works. For inspiration, see what others have done on our YouTube channel.