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Got it - the future of elearning in elt (2100)
This document discusses the future of e-learning and technology in English language teaching. It addresses how digital technologies like mobile devices and e-books will impact areas like the classroom, coursebooks, and supplementary materials. Tablets and smartphones are driving major changes by enabling new modes of reading, communication, and social learning. E-books and apps are becoming core learning tools, and course content will increasingly be user-generated and modular across multiple formats. The future of education involves more open, collaborative learning communities versus closed systems, with a shift to online services rather than just digital content.
Got it - the future of elearning in elt (2100)
- 1. Got IT? The futureof e-learning in ELT Paul Sweeney IATEFL, Brighton April 2011
- 3. A question of…. Image credits: hinnamsaisuy:http://www.freedigitalphotos.net/images/view_photog.php?photogid=1529 www.freedigitalphotos.net Markuso :http://www.freedigitalphotos.net/images/view_photog.php?photogid=1913 Zirconicusso : http://www.freedigitalphotos.net/images/view_photog.php?photogid=1857 Graeme Weatherston: http://www.freedigitalphotos.net/images/view_photog.php?photogid=330 renjith krishnan: http://www.freedigitalphotos.net/images/view_photog.php?photogid=721 Salvatore Vuono: http://www.freedigitalphotos.net/images/view_photog.php?photogid=659 and
- 4. Back to Tableof Contents 5 lenses model – Mark Pegrum http://e-language.wikispaces.com/mr2
- 5. Key concepts Publish then filter (ClayShirky, Here Comes Everybody, 2009) User … .. generated content .. filtered content .. distributed content Collaborative content creation & community Open .. Vs closed Freeconomics Everywhere - cloud computing Personalised Curation as well as creation
- 6. Illustration from KevinKelley’s original, highly influential blog post ‘Better than Free’ - http://www.kk.org/thetechnium/archives/2008/01/better_than_fre.php
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- 8. Classroom of thefuture: it’s not all about technology
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- 12. Firstly ‘book’ isnot a very accurate description any longer. Even prior to recent digital additions, course books had become varied and increasingly complex course support systems which happen to be paper based. The course book will have an e-influenced future but if it is to be replaced, it won’t be because it has been authored by a substituting user group. It is too sophisticated a product for a market in which it is too necessary a mainstay for that to happen.
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- 15. What’s in the ‘appmosphere’ Stand-aloneself- study Adjunct to classroom learning: homework, catch up and extension Games (entertainment apps used in education ) Reference
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- 17. Back to Tableof Contents Coursebook future • Community • Community content creation (90:9:1?) • Disaggregated, multiple format coursebook (ebook, audio book, exercises, print + downloadable + interactive)
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- 19. Back to Tableof Contents Why is mobile important? • The web is becoming mobile • Huge growth in no of people using smartphones • Tablets converging with netbooks & laptops (prediction: 150m iPads by 2015 – Gartner) • Hardware / software / content ‘ecosystems’ • e-Reading become standard ( inc Kindle) • New content business models • e-Learning e-Book
- 20. Tablets (iPads) changethings • Communications • Reading • The e-learning e-book
- 21. Back to Tableof Contents Summary • Digital means a lot more than content: social & user reaction is part of the mix • Open not closed • The end of B2B vs B2C • Get set for software publishing • Service not content: Oxford English testing / Cutting Edge / English360 / iTests • Cracking the E-learning ebook format
- 22. Back to Tableof Contents Further information www.eduworlds.co.uk/blog E-publishing report & Mobile white paper – April 2011
Editor's Notes
- #3 Title– should be where might digital ELT be goingFuturologyMacmillan reportthe digital classroomcourse book and wraparoundmobilee-books
- #5 Not all categories applyMention book
- #6 Publish then filter:The media landscape is transformed, because personal communication and publishing, previously separate functions, now shade into one another. One result is to break the older pattern of professional filtering of the good from the mediocre before publication; now such filtering is increasingly social, and happens after the fact. Publication / communication UGCThe type of content users are more likely to produce will be comments and reaction in communication mode in response to broadcast i.e. published content – see 3.1 above. They are more likely to wish to have a conversation about content rather than wish to replace the content: making comments, commenting on others’ comments and rating these are the most common activities. Wikipedia, often held up by the mainstream media as the rabble taking charge, in fact allows for generally effective collaborative editing of content through group disagreement. If in doubt, click the ‘discussion’ tab on any Wikipedia article. This principle can and should be applied by publishers, not as a corrupting element, but drawing on the strength of its committed user base – in this case teachers and disseminators – to personalise and extend content.
- #7 NB point aboutcommoditisation / copying really meansThe internet is a copy machine and sooner or later what can be copied will be copied. NB from a publisher point of view this does not necessarily mean that content will be pirated and disseminated rather that a successful type of content will be cloned
- #11 Issues: classroom doesn’t go awayTechnology / equipment aspect of classroom of the future ‘visions’ broadly agreePedagogy can be different: primary school, larger classes, project based WimVeen – from ‘traditional’ schools to Experimental schools50 minute classes / lecturesSingle subject matterClassrooms for 30 studentsAge based groups on a yearly basisTalk through: projectablevs IWBDrivers: status quo / society vsStudents have the mobiles!
- #13 It would also be a mistake to see digital only in terms of further add-ons to an already expensive system: digital should be a means of making existing elements more flexible and possibly reduce delivery costs.
- #16 Give examples for each: dictionaries, grammars, coursebooks. Last two we haven’t seen in App form, but exist in CALL routines, and some teachers use non language learning games with students, e.g. SIMMS and Second Life. Computer based language learning has inhererent limitations, it has so far proved impossible to replicate real life situations, Second Life closest thing. Practising pronunciation routines in public spaces not a great idea…Reference : already talked about on previousStand alone: could be ‘serious’ revision undertaken by individual as part of a course or “I’m going to brush up my Italian” or phrasebooksAdjunct: ‘Campus’ apps which are becoming more popular. Not necessarily related to content but shows how having a mobile device (mostly iPhone)is considered usefule for studying experience mobile extension for Virtual Learning Environments such as Blackboard, Moodle etc or apps for sites like Edmodo which is very popular in the US as a homework setter siteCoursebook specific we haven’t seen .. yetGames: can be any game as increasingly teachers bring all sorts of gaming devices - usually from mainstream video games - into the classroom to exploit with good pedagogy. Grandaddy is SIMs due to ‘real life’ nature of theme and MFL language switching
- #17 E360 Role of supplementary:Texts - Brian : two failings of coursebooks – wide exposure to language & real useTOUCHSTONE
- #18 User input into web FacebookCoursebooks are a mediated resource: new role of content is to capture the experience