Aga Palalas focuses on selected best practices for mobile-assisted language learning (design, delivery, outcomes, and learning experience). To see the webinar go to: https://www.youtube.com/watch?v=puoIOA5LbXc&feature=player_detailpage
Expanding MALL outside the Classroom: Real-Life Context-Dependent and Context-Independent Language Activities. Agnieszka examined out-of-class language learning opportunities drawing on the learners' own context and personal experiences. She discussed a range of MALL activities, both individual and collaborative that take advantage of the affordances of mobile devices and the context affordances mediated by the mobiles.
This document discusses blended learning and provides definitions and perspectives on blended learning. It defines blended learning as the thoughtful fusion of online and face-to-face learning experiences. Recent perspectives see blended learning as leveraging technology to provide personalized learning experiences that combine supervised brick-and-mortar locations with various modalities. Blended learning provides benefits to both students and institutions by increasing engagement, flexibility, access and developing 21st century skills when implemented effectively.
One of nine short presentations created by Aga Palalas for the M4D m-Learning MOOC - https://www.m4d-mooc.org. This one focuses on the pedagogy of mobile learning. You can watch a corresponding webinar at https://www.youtube.com/watch?v=ZMQ5nFV5ecA&feature=player_detailpage
Aga Palalas shares her perspective on the vital elements of the mobile learning ecosystem. See a corresponding video at https://www.youtube.com/watch?v=KnOecJu4BjQ&feature=player_detailpage
This document discusses selecting and implementing mobile apps for English language learning. It describes how mobile-assisted language learning can be student-centered, contextual, and engaging. It provides examples of built-in mobile tools like audio/video players, cameras, and social media that can be used for language learning. Specific apps are recommended for vocabulary, speaking/listening, feedback and assessment. Effective mobile apps are engaging, provide feedback, and allow progress monitoring. Educators should consider apps' educational value, usability, affordability, and privacy issues when selecting apps.
The document discusses the application of technological pedagogical content knowledge (TPCK) in language education teaching practice. It describes how the teacher used a blended approach combining classroom teaching with a web platform. Various web-mediated activities were used, including a wiki and forum. The teacher reflected on adopting TPCK, including exploring different technologies, teaching environments, and designing authentic web-based assessments. Examples of how specific technologies like YouTube and slides were used to support content knowledge in areas like creative writing, paired reading, and listening are also provided.
This document discusses mobile-assisted language learning (MALL) and provides examples of MALL apps. It begins with an introduction to MALL, noting that it uses portable devices and web connectivity to allow flexible language learning anywhere. Examples are then given of built-in smartphone tools that can be used for MALL like cameras, voice recorders, and apps. Specific MALL apps are outlined, including those for vocabulary, speaking/listening, quizzes, flashcards, audio recording, and story creation. The document emphasizes how MALL can augment in-class and out-of-class instruction through communication, practice, and collaboration. It concludes by listing the presenter's contact information.
Constructivist uses of technology for CLILisaperez
This document discusses using constructivist approaches and technology for Content and Language Integrated Learning (CLIL). It outlines basic principles of learning including engaging prior knowledge, integrating factual and conceptual knowledge, and active learning. Theories connected to these principles include constructivism, identity texts, task-based learning, and interdisciplinarity. The document provides examples of how teachers can apply these principles using technology tools for CLIL, such as collaborative writing tools, videos, and webquests. It emphasizes selecting meaningful resources, scaffolding language skills, and integrating the five skills of reading, writing, listening, speaking and interacting.
Expanding MALL outside the Classroom: Real-Life Context-Dependent and Context-Independent Language Activities. Agnieszka examined out-of-class language learning opportunities drawing on the learners' own context and personal experiences. She discussed a range of MALL activities, both individual and collaborative that take advantage of the affordances of mobile devices and the context affordances mediated by the mobiles.
This document discusses blended learning and provides definitions and perspectives on blended learning. It defines blended learning as the thoughtful fusion of online and face-to-face learning experiences. Recent perspectives see blended learning as leveraging technology to provide personalized learning experiences that combine supervised brick-and-mortar locations with various modalities. Blended learning provides benefits to both students and institutions by increasing engagement, flexibility, access and developing 21st century skills when implemented effectively.
One of nine short presentations created by Aga Palalas for the M4D m-Learning MOOC - https://www.m4d-mooc.org. This one focuses on the pedagogy of mobile learning. You can watch a corresponding webinar at https://www.youtube.com/watch?v=ZMQ5nFV5ecA&feature=player_detailpage
Aga Palalas shares her perspective on the vital elements of the mobile learning ecosystem. See a corresponding video at https://www.youtube.com/watch?v=KnOecJu4BjQ&feature=player_detailpage
This document discusses selecting and implementing mobile apps for English language learning. It describes how mobile-assisted language learning can be student-centered, contextual, and engaging. It provides examples of built-in mobile tools like audio/video players, cameras, and social media that can be used for language learning. Specific apps are recommended for vocabulary, speaking/listening, feedback and assessment. Effective mobile apps are engaging, provide feedback, and allow progress monitoring. Educators should consider apps' educational value, usability, affordability, and privacy issues when selecting apps.
The document discusses the application of technological pedagogical content knowledge (TPCK) in language education teaching practice. It describes how the teacher used a blended approach combining classroom teaching with a web platform. Various web-mediated activities were used, including a wiki and forum. The teacher reflected on adopting TPCK, including exploring different technologies, teaching environments, and designing authentic web-based assessments. Examples of how specific technologies like YouTube and slides were used to support content knowledge in areas like creative writing, paired reading, and listening are also provided.
This document discusses mobile-assisted language learning (MALL) and provides examples of MALL apps. It begins with an introduction to MALL, noting that it uses portable devices and web connectivity to allow flexible language learning anywhere. Examples are then given of built-in smartphone tools that can be used for MALL like cameras, voice recorders, and apps. Specific MALL apps are outlined, including those for vocabulary, speaking/listening, quizzes, flashcards, audio recording, and story creation. The document emphasizes how MALL can augment in-class and out-of-class instruction through communication, practice, and collaboration. It concludes by listing the presenter's contact information.
Constructivist uses of technology for CLILisaperez
This document discusses using constructivist approaches and technology for Content and Language Integrated Learning (CLIL). It outlines basic principles of learning including engaging prior knowledge, integrating factual and conceptual knowledge, and active learning. Theories connected to these principles include constructivism, identity texts, task-based learning, and interdisciplinarity. The document provides examples of how teachers can apply these principles using technology tools for CLIL, such as collaborative writing tools, videos, and webquests. It emphasizes selecting meaningful resources, scaffolding language skills, and integrating the five skills of reading, writing, listening, speaking and interacting.
Analyzing MUVE Tasks in Action - XVIIth International CALL Research Conferenc...Cristina Palomeque
This document summarizes a study analyzing teacher-student interactions during tasks conducted in a virtual world environment. It discusses the use of multiple communication modes in the virtual world, including verbal, textual, visual and spatial modes. It describes the tasks conducted, including warm-up discussions and guided tours. The study examined the transactional strategies used by the teacher, the role of technical assistance, and how different communication modes were utilized. Key findings included that most teacher-student interactions occurred during classroom management and feedback, technical issues required significant attention, and the teacher effectively combined verbal, visual and spatial modes to facilitate communication.
1) The document discusses the use of mobile technology for language learning, referencing several of the author's past projects that utilized mobile and stationary technologies together.
2) It outlines different e-learning models and the role of computers in each. It also discusses communicative competence and tools that can be used for mobile language learning and analysis.
3) Several of the author's projects integrating mobile and stationary technologies for language learning are described, including resources and goals for each. Open questions about designing effective mobile language learning are also posed.
This document provides an overview of the GoTalk 20+ augmentative communication system. It describes the system's features such as 20 message buttons, 5 recording levels, and 100 message capacity. The document also discusses who might benefit from the GoTalk 20+ such as those with limited vocabulary or cognitive ability. It outlines the selection process, training materials available, and considerations for classroom implementation and student resources. Finally, it provides examples of the GoTalk 20+ being used and references additional resources.
TIRF's panel presentation on mobile-assisted language learning at the 2014 TESOL Convention in Portland, Oregon. Panel presenters, Dr. Phil Hubbard, Stanford University, with Trustees Lorraine de Matos, Michael Carrier, Richard Boyum, and Marti Estell, the US State Department's Observer to the Board, discussed that a paradigm shift is well underway regarding the landscape of ELT and the impact of MALL.
This document discusses a proposed blended learning model for schools in Ecuador to address issues with the traditional "teacher-centered" approach. It identifies problems such as learner frustration and lack of interaction/support. The proposed model incorporates both online and classroom learning using tools like WordPress/blogs for quizzes, audio, games and forums. It is based on social constructivism and having learners practice and reinforce content with teacher guidance and collaborative work. Challenges include lack of devices, student preparedness, and time demands on teachers. The model aims to make learning more active, collaborative and supported through both online and in-person environments.
This document outlines key topics in using information and communication technologies (ICT) for language learning and teaching. It discusses (1) frameworks for categorizing technology tools as tutors or tools, (2) aligning technology with teaching approaches and learning goals, (3) identifying affordances of technologies for language instruction, and (4) effective principles for teaching with technology. The document provides references for further reading on integrating technology while maintaining a focus on language accuracy, fluency and meaning.
This document discusses different types of CALL (computer-assisted language learning) tools including dedicated language learning software, websites, and Web 2.0 applications, and examines how students and teachers use these resources. It also defines evaluation in CALL as investigating resources to determine appropriateness, effective implementation, and success. Finally, it outlines common approaches to CALL evaluation such as checklists, methodological frameworks, SLA-based criteria, and action research.
Exploring Smartphone Applications for Effective Mobile-Assisted Language Lear...heyoungkim
Kim, H.,& Kwon, Y. (2012, June). "Exploring Smartphone Applications for Effective Mobile-Assisted Language Learning"
Paper presented at CACLIO 2012, University of Notredame, Indiana.
The document discusses a project to enhance task-based language learning through the use of mobile devices in the classroom. It outlines the project objectives, which include developing and testing a TBLT methodology using mobile devices to improve student collaboration, communication, and feedback. It describes how mobile devices were integrated into class activities for speaking, listening, reading and writing practice. The progress made includes creating an app library, user guides, and examples of student projects developed using apps. Findings showed benefits of collaboration and flexibility but also challenges like sound quality issues. Future work includes expanding the app library and assessing long-term student motivation.
The document describes a research study that used design-based research (DBR) methods to develop a Mobile-Enabled Language Learning Eco-System (MELLES) to enhance English for Specific Purposes (ESP) listening skills for adult community college students. Over multiple iterative design cycles, the researcher developed a prototype learning platform and identified critical design elements and principles for effective mobile language learning. These included balancing individual and collaborative tasks, authentic real-world activities, and scaffolding from experts. The study contributed to theories of ecological constructivism and provided recommendations for future research using DBR to develop interconnected mobile learning contexts.
Situational survey: teachers of Languages for Specific Purposes (LSP) in Euro...Web2Learn
1: The document describes a situational survey and hackathon for LSP (languages for specific purposes) teachers in Europe.
2: The survey analyzed EU policies, job listings, and teacher surveys to identify key skills for LSP teachers, including language skills, ICT skills, and content creation skills. It found that teachers receive little pre-service training.
3: A hackathon was held for LSP teachers to collaboratively create online learning materials. While there were some technical difficulties, participants felt it enabled skills sharing and reflected on teaching applications. The hackathon aimed to address identified needs around LSP material creation and networking.
The document provides an overview of the SpeakApps 2 project, which aims to increase foreign language practice time and feedback through information and communication technologies. The project involves developing speaking and interaction activities for languages like French, Spanish, German, and Italian using tools on the SpeakApps platform that can also be integrated into learning management systems. It discusses expanding to new languages and contexts like secondary education and teacher training. The project also focuses on developing open educational resources, building an online community around language learning, and facilitating telecollaboration between partners.
This document discusses frameworks for evaluating language learning mobile apps. It begins by outlining the growth of the market for language learning apps since 2007 and their potential benefits. It then reviews various taxonomies proposed for categorizing apps and examines several evaluation frameworks put forward by scholars. These frameworks consider factors such as curriculum alignment, feedback, differentiation, user friendliness, motivation, and evidence of learning. The document argues that the "perfect" evaluation framework does not exist and that criteria may vary depending on the specific app. It concludes that frameworks can help develop skills to critically examine apps and that using multiple apps can create synergy to suit different learner needs.
This document discusses a project that used technology to differentiate instruction for English language learning (ELL) students. It implemented various technologies, like flashcards, translation apps, and videos, across multiple classes. Data was collected before and after the implementation to measure its effectiveness in improving student skills in vocabulary, verbal interaction, reading, and writing. The results showed significant improvements in all areas, such as vocabulary comprehension increasing from 14% to 57% on-task. The document concludes that technology played a major role in these positive outcomes and should continue to be used and integrated into other subjects.
LANGO - mobile language learning project (EDEN Conference, Oslo, June 2013)Alan Bruce
The LANGO project is funded by the EU Lifelong Learning Program. It creates a mobile language learning tool in four lesser taught languages in Europe: Maltese, Greek, Bulgarian, Russian. It uses a calendar based course of short daily lessons - 365, one per day of the year. partners in the project come from Bulgaria, Cyprus, Malta and Ireland.
EDEN 2013 Learning Design and Designing TEL spaces workshopGrainne Conole
The document provides an overview of principles for designing personal learning spaces for learners and teachers. It discusses using a design-based approach to create courses that encourages reflective practices and sharing. It also covers conceptualizing a course vision, capturing and creating interactive materials, designing activities to foster communication and collaboration, mapping learning outcomes to assessment, and implementing and evaluating the course design.
Collaborative Learning for ELLs: Active Engagement from Pre-K-5.Judie Haynes
Collaborative learning strategies such as cooperative learning, project-based learning, and maker education can benefit English language learners from pre-kindergarten to 5th grade. These strategies increase social interaction, develop academic language, and involve hands-on learning. Teachers should model social language, pre-teach academic vocabulary, and design activities that meet student needs and abilities. Project-based learning allows students to investigate problems and work toward goals. Maker education empowers students through hands-on design and building. Makerspaces provide materials for creative problem-solving.
RBL - Integrated skills and groupwork & pairwork - 6th GroupRBLmadev Class 2018
This document discusses integrated skills, groupwork, and pairwork in language classrooms. It begins by defining integrated skills as teaching the four language skills of reading, writing, listening, and speaking together. It provides examples of how skills can be integrated through tasks like project work and role plays. It also discusses the benefits of integration, including exposing learners to authentic language. The document then explores functions and techniques for groupwork and pairwork, noting they can promote interaction while completing communicative tasks. Both approaches are analyzed in terms of their potential advantages and disadvantages from the perspectives of teachers and learners.
This document provides information about the MEI-1202 Principles of Language Acquisition course taught by Dr. Gilberto Hernández Quirós. The course aims to introduce key concepts of language acquisition principles through discussion of readings and research. It will be held on Saturdays from 8am to 5pm and uses technological platforms to maximize interaction between students and professors. Students will create a Personal Learning Environment and are evaluated based on blog/podcast/presentation projects and participation in discussions and a final workshop activity.
This document provides information about the MEI-1202 Principles of Language Acquisition course taught by Dr. Gilberto Hernández Quirós. The course aims to introduce key concepts of language acquisition and learning through discussion of readings and research. It will be held on Saturdays from 8am to 5pm and uses technological platforms to maximize interaction between students and the professor. Students will create a Personal Learning Environment and are evaluated based on blog/podcast/presentation projects and participation in discussions and a workshop.
The document discusses strategies for enhancing language and communication skills for students with disabilities at different grade levels, including preschool, elementary, and secondary. It emphasizes the importance of collaboration between special educators and other professionals to deliver evidence-based language instruction. The document also examines different models for delivering speech-language services and their advantages and limitations.
Analyzing MUVE Tasks in Action - XVIIth International CALL Research Conferenc...Cristina Palomeque
This document summarizes a study analyzing teacher-student interactions during tasks conducted in a virtual world environment. It discusses the use of multiple communication modes in the virtual world, including verbal, textual, visual and spatial modes. It describes the tasks conducted, including warm-up discussions and guided tours. The study examined the transactional strategies used by the teacher, the role of technical assistance, and how different communication modes were utilized. Key findings included that most teacher-student interactions occurred during classroom management and feedback, technical issues required significant attention, and the teacher effectively combined verbal, visual and spatial modes to facilitate communication.
1) The document discusses the use of mobile technology for language learning, referencing several of the author's past projects that utilized mobile and stationary technologies together.
2) It outlines different e-learning models and the role of computers in each. It also discusses communicative competence and tools that can be used for mobile language learning and analysis.
3) Several of the author's projects integrating mobile and stationary technologies for language learning are described, including resources and goals for each. Open questions about designing effective mobile language learning are also posed.
This document provides an overview of the GoTalk 20+ augmentative communication system. It describes the system's features such as 20 message buttons, 5 recording levels, and 100 message capacity. The document also discusses who might benefit from the GoTalk 20+ such as those with limited vocabulary or cognitive ability. It outlines the selection process, training materials available, and considerations for classroom implementation and student resources. Finally, it provides examples of the GoTalk 20+ being used and references additional resources.
TIRF's panel presentation on mobile-assisted language learning at the 2014 TESOL Convention in Portland, Oregon. Panel presenters, Dr. Phil Hubbard, Stanford University, with Trustees Lorraine de Matos, Michael Carrier, Richard Boyum, and Marti Estell, the US State Department's Observer to the Board, discussed that a paradigm shift is well underway regarding the landscape of ELT and the impact of MALL.
This document discusses a proposed blended learning model for schools in Ecuador to address issues with the traditional "teacher-centered" approach. It identifies problems such as learner frustration and lack of interaction/support. The proposed model incorporates both online and classroom learning using tools like WordPress/blogs for quizzes, audio, games and forums. It is based on social constructivism and having learners practice and reinforce content with teacher guidance and collaborative work. Challenges include lack of devices, student preparedness, and time demands on teachers. The model aims to make learning more active, collaborative and supported through both online and in-person environments.
This document outlines key topics in using information and communication technologies (ICT) for language learning and teaching. It discusses (1) frameworks for categorizing technology tools as tutors or tools, (2) aligning technology with teaching approaches and learning goals, (3) identifying affordances of technologies for language instruction, and (4) effective principles for teaching with technology. The document provides references for further reading on integrating technology while maintaining a focus on language accuracy, fluency and meaning.
This document discusses different types of CALL (computer-assisted language learning) tools including dedicated language learning software, websites, and Web 2.0 applications, and examines how students and teachers use these resources. It also defines evaluation in CALL as investigating resources to determine appropriateness, effective implementation, and success. Finally, it outlines common approaches to CALL evaluation such as checklists, methodological frameworks, SLA-based criteria, and action research.
Exploring Smartphone Applications for Effective Mobile-Assisted Language Lear...heyoungkim
Kim, H.,& Kwon, Y. (2012, June). "Exploring Smartphone Applications for Effective Mobile-Assisted Language Learning"
Paper presented at CACLIO 2012, University of Notredame, Indiana.
The document discusses a project to enhance task-based language learning through the use of mobile devices in the classroom. It outlines the project objectives, which include developing and testing a TBLT methodology using mobile devices to improve student collaboration, communication, and feedback. It describes how mobile devices were integrated into class activities for speaking, listening, reading and writing practice. The progress made includes creating an app library, user guides, and examples of student projects developed using apps. Findings showed benefits of collaboration and flexibility but also challenges like sound quality issues. Future work includes expanding the app library and assessing long-term student motivation.
The document describes a research study that used design-based research (DBR) methods to develop a Mobile-Enabled Language Learning Eco-System (MELLES) to enhance English for Specific Purposes (ESP) listening skills for adult community college students. Over multiple iterative design cycles, the researcher developed a prototype learning platform and identified critical design elements and principles for effective mobile language learning. These included balancing individual and collaborative tasks, authentic real-world activities, and scaffolding from experts. The study contributed to theories of ecological constructivism and provided recommendations for future research using DBR to develop interconnected mobile learning contexts.
Situational survey: teachers of Languages for Specific Purposes (LSP) in Euro...Web2Learn
1: The document describes a situational survey and hackathon for LSP (languages for specific purposes) teachers in Europe.
2: The survey analyzed EU policies, job listings, and teacher surveys to identify key skills for LSP teachers, including language skills, ICT skills, and content creation skills. It found that teachers receive little pre-service training.
3: A hackathon was held for LSP teachers to collaboratively create online learning materials. While there were some technical difficulties, participants felt it enabled skills sharing and reflected on teaching applications. The hackathon aimed to address identified needs around LSP material creation and networking.
The document provides an overview of the SpeakApps 2 project, which aims to increase foreign language practice time and feedback through information and communication technologies. The project involves developing speaking and interaction activities for languages like French, Spanish, German, and Italian using tools on the SpeakApps platform that can also be integrated into learning management systems. It discusses expanding to new languages and contexts like secondary education and teacher training. The project also focuses on developing open educational resources, building an online community around language learning, and facilitating telecollaboration between partners.
This document discusses frameworks for evaluating language learning mobile apps. It begins by outlining the growth of the market for language learning apps since 2007 and their potential benefits. It then reviews various taxonomies proposed for categorizing apps and examines several evaluation frameworks put forward by scholars. These frameworks consider factors such as curriculum alignment, feedback, differentiation, user friendliness, motivation, and evidence of learning. The document argues that the "perfect" evaluation framework does not exist and that criteria may vary depending on the specific app. It concludes that frameworks can help develop skills to critically examine apps and that using multiple apps can create synergy to suit different learner needs.
This document discusses a project that used technology to differentiate instruction for English language learning (ELL) students. It implemented various technologies, like flashcards, translation apps, and videos, across multiple classes. Data was collected before and after the implementation to measure its effectiveness in improving student skills in vocabulary, verbal interaction, reading, and writing. The results showed significant improvements in all areas, such as vocabulary comprehension increasing from 14% to 57% on-task. The document concludes that technology played a major role in these positive outcomes and should continue to be used and integrated into other subjects.
LANGO - mobile language learning project (EDEN Conference, Oslo, June 2013)Alan Bruce
The LANGO project is funded by the EU Lifelong Learning Program. It creates a mobile language learning tool in four lesser taught languages in Europe: Maltese, Greek, Bulgarian, Russian. It uses a calendar based course of short daily lessons - 365, one per day of the year. partners in the project come from Bulgaria, Cyprus, Malta and Ireland.
EDEN 2013 Learning Design and Designing TEL spaces workshopGrainne Conole
The document provides an overview of principles for designing personal learning spaces for learners and teachers. It discusses using a design-based approach to create courses that encourages reflective practices and sharing. It also covers conceptualizing a course vision, capturing and creating interactive materials, designing activities to foster communication and collaboration, mapping learning outcomes to assessment, and implementing and evaluating the course design.
Collaborative Learning for ELLs: Active Engagement from Pre-K-5.Judie Haynes
Collaborative learning strategies such as cooperative learning, project-based learning, and maker education can benefit English language learners from pre-kindergarten to 5th grade. These strategies increase social interaction, develop academic language, and involve hands-on learning. Teachers should model social language, pre-teach academic vocabulary, and design activities that meet student needs and abilities. Project-based learning allows students to investigate problems and work toward goals. Maker education empowers students through hands-on design and building. Makerspaces provide materials for creative problem-solving.
RBL - Integrated skills and groupwork & pairwork - 6th GroupRBLmadev Class 2018
This document discusses integrated skills, groupwork, and pairwork in language classrooms. It begins by defining integrated skills as teaching the four language skills of reading, writing, listening, and speaking together. It provides examples of how skills can be integrated through tasks like project work and role plays. It also discusses the benefits of integration, including exposing learners to authentic language. The document then explores functions and techniques for groupwork and pairwork, noting they can promote interaction while completing communicative tasks. Both approaches are analyzed in terms of their potential advantages and disadvantages from the perspectives of teachers and learners.
This document provides information about the MEI-1202 Principles of Language Acquisition course taught by Dr. Gilberto Hernández Quirós. The course aims to introduce key concepts of language acquisition principles through discussion of readings and research. It will be held on Saturdays from 8am to 5pm and uses technological platforms to maximize interaction between students and professors. Students will create a Personal Learning Environment and are evaluated based on blog/podcast/presentation projects and participation in discussions and a final workshop activity.
This document provides information about the MEI-1202 Principles of Language Acquisition course taught by Dr. Gilberto Hernández Quirós. The course aims to introduce key concepts of language acquisition and learning through discussion of readings and research. It will be held on Saturdays from 8am to 5pm and uses technological platforms to maximize interaction between students and the professor. Students will create a Personal Learning Environment and are evaluated based on blog/podcast/presentation projects and participation in discussions and a workshop.
The document discusses strategies for enhancing language and communication skills for students with disabilities at different grade levels, including preschool, elementary, and secondary. It emphasizes the importance of collaboration between special educators and other professionals to deliver evidence-based language instruction. The document also examines different models for delivering speech-language services and their advantages and limitations.
The document discusses various perspectives on language learning resources and approaches. It covers John Amos Comenius's opposition to memorization-focused teaching and support for matching instruction to student development. It also summarizes communicative language teaching's focus on using language communicatively rather than just for accuracy, and the shift toward viewing competence as appropriate language use in context rather than just linguistic mastery. Finally, it discusses debates around the role of materials in the classroom and whether they can help teachers or reduce their role.
OER: insights into a multilingual landscape - EUROCALL 2014 conference LangOER
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
This document discusses e-learning tools and their benefits. It defines e-learning as learning facilitated through information and communication technologies. Key benefits identified include connectivity, flexibility, interactivity, collaboration, and extended learning opportunities. Specific e-learning tools are also outlined, such as online discussion boards, wikis, blogs and virtual lectures. The document notes that e-learning can personalize learning and extend classroom activities through opportunities for peer-to-peer learning and automation. However, it also acknowledges that implementing e-learning may require more time from instructors and a re-evaluation of teaching practices.
Aga Palalas discusses some vital elements of the design principles for mobile learning. See the webinar at https://www.youtube.com/watch?v=frSOfBRAdP8&feature=player_detailpage
Social networking tools can benefit mobile learning by enabling (1) participatory and collaborative learning through sharing information and experiences, (2) stronger learning communities through a sense of belonging and empowerment, and (3) enhanced peer and expert interaction that is more frequent, engaging, and allows for rich multimedia feedback across locations and times. When incorporated into mobile learning, social media can support reflection, motivation, teamwork skills, and co-creation of knowledge.
This document discusses how to apply the built-in capabilities of mobile phones to enable effective mobile learning. It examines the affordances of different types of mobile devices from basic to smartphones and their features such as cameras, storage, and operating systems. Examples of using SMS, photos, and Bluetooth for learning in South Africa are provided. While mobile devices are supplemental, their main affordances like cameras and media players could be utilized for activities like documenting fieldwork or listening to lecture recordings. The document raises questions about determining the top capabilities of learners' existing phones and how to design mobile learning to leverage those capabilities in a specific educational context.
Dr. Agnieszka Palalas is an expert in mobile learning who holds a Doctorate in Distance Education. Her research focuses on using mobile technologies to expand learning, including mobile-assisted language learning and designing effective mobile learning. She has worked on mobile learning projects in Ghana, Canada, and the United States. Dr. Palalas is also an author and presenter on topics related to mobile and blended learning solutions, design principles for mobile learning, and incorporating mobile technologies into education.
This document provides an overview of design-based research (DBR) for studying educational innovations. It discusses DBR as a flexible methodology that uses iterative design, development, implementation, and analysis to improve educational practices and develop design principles and theories. Key aspects of DBR include collaboration between researchers and practitioners in real-world settings, qualitative and multimethod approaches, and exploring new domains to design effective solutions while allowing theories to emerge. The document also provides recommendations for conducting DBR, such as rigorous data collection and clear project structure.
The document outlines steps for developing a mobile learning strategy for an educational institution. It recommends conducting a needs assessment, gathering feedback and evidence from pilot mobile learning projects, and exchanging communication about mobile learning. It also suggests evaluating infrastructure, providing training on mobile learning pedagogy, and creating a strategy document to guide institution-wide implementation. The strategy development process involves multiple phases including assessing needs, collecting evidence, improving communication, ensuring suitable infrastructure and systems, and offering professional development support.
This document discusses mobile-assisted language learning (MALL) and apps that can be used for language instruction. It begins with an introduction to MALL, noting that smartphones can enhance and extend language learning through access to resources, communication tools, and language practice opportunities inside and outside the classroom. Several built-in smartphone tools and apps are described that can be used for activities like vocabulary learning, speaking and listening practice, assessment, and collaboration. Examples of specific apps are provided for polling students, dictionaries, flashcards, storytelling, and note-taking. The document concludes by emphasizing how MALL apps support repetition, reflection, communication and contextualized language learning.
The document discusses mobile learning pedagogy and design guidelines. It defines mobile learning as learning that is facilitated by portable devices that enables access to learning materials and interactions with peers anywhere and anytime. It highlights the strategic benefits of mobile learning such as improving engagement and accessibility. The document advocates for constructivist and contextual pedagogies with mobile learning. It provides guidelines for designing mobile learning experiences, such as chunking content into bite-sized pieces and enabling customization and personalization.
This document discusses mobile learning (m-learning) and its use in health studies classrooms. It defines m-learning as learning that is flexible, portable, and connects learners across locations using mobile devices. The document then provides statistics on growing mobile technology and smartphone use globally and in Canada. It outlines several uses of mHealth apps and the benefits of m-learning for health studies, including improved access to information and enhanced learning experiences. Barriers to m-learning are also discussed along with recommendations to support its implementation.
The document provides an overview of design-based research (DBR) and its application in a case study of the Mobile English Listening and Language Enhancement System (MELLES) project. DBR is introduced as a methodology that aims to improve educational practices through iterative design, development, implementation and analysis in collaboration with practitioners. Key aspects of DBR discussed include its flexibility, context-specificity, and focus on both theoretical and practical evolution. The document then outlines the MELLES case study, which used DBR to develop a mobile listening skills program. Implications, limitations and recommendations of DBR are also discussed.
This document outlines a research project that analyzed the language needs of internationally trained immigrants in accounting and social services programs and workplaces. The project aimed to identify gaps between students' language skills and workplace requirements. Researchers benchmarked program and job language demands, assessed students, and recommended curriculum enhancements. These included developing occupation-specific language courses, online activities, and workshops to better prepare students for their fields. A pilot program and evaluation was planned to test the effectiveness of the recommendations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Leveraging Generative AI to Drive Nonprofit Innovation
M4D m-Learning MOOC video6: Mobile-assisted language Learning (some best practices) A-Palalas
1. Best Practices in Mobile-Assisted
Language Learning (MALL)
Dr. Agnieszka (Aga) Palalas
Prepared for M4D MOOC – October 2013
https://www.m4d-mooc.org/portal
1
2. Best Practices in Mobile-Assisted
Language Learning (MALL)
Outcome:
To identify the best practices for Mobile-Assisted
Language Learning design, delivery, outcomes,
and learning experience.
2
3. Select Benefits of MALL 1/2
• Communication support (all four language skills)
• Multimedia support
• Portability
• Access to language resources, supports, scaffolding
• Access to mentors, tutors and others learners
• Spaced learning in smaller chunks
• Situated language practice
3
4. Select Benefits of MALL 2/2
• Creativity, fun, engagement
• Rehearsal and practice - less threatening
environment
• Student-centred and personalized learning
• Capturing of data, record of learning processes
• Language assessment tools
• Language games
• Scaffolds for group language activities
4
6. Built-in Tools and Their Application
• Audio and video player
– podcasts
– audiobooks
– YouTube videos
•
Voice recorder (Voice Memos, Record)
–
–
–
–
record and share speech sample
record parts of the class – replay, rehearse
create mini-stories
record speech for feedback
• Camera – photo and video recording
– capture communicative situations
– record speech sample for evaluation
– be creative, e.g., role-play, stand-up comedy
6
8. •
•
Social Constructivism + Sociocultural Theory +
Ecological Linguistics + Contextual and Situated
Learning
“The recent metaphor of ecology attempts to capture
the interconnectedness of psychological, social, and
environmental process in SLA” (Lam & Kramsch, 2003, p.144)
active learning around real-life problems
interaction mediated by “cultural tools such as language
and technology” (Pachler, 2009, p. 5)
community-based communication
scaffolding and guidance
feedback from facilitators and peers
8
9. •
Learning mediated by communication and interactivity
in social contexts
Learning mediated by the tool
Learning mediated by the context
Learning mediated by the affordance in the context
•
Affordances:
•
•
•
•
•
•
exist as an initial state in the dynamic environment
represent a relationship (reciprocal interaction) between the
actors (learners) and elements of the environment
are for learners to perceive, construe and act purposefully
upon, both individually and in collaboration with others
(Palalas & Hoven, 2013)
9
11. MALL Tasks
•
•
•
•
•
•
•
•
•
Interconnected tasks
Authentic communication challenges
Co-learning: collaborative and individual
Expert guidance
Interaction: peers, L1 speakers, language experts
Co-created multimedia artifacts
Peer evaluation
Evolving learning resource
Aural focus but integrated all four language skills
12. Pedagogic Guidelines 1/2
1. Balanced combination of individual and collaborative
(group work) tasks
2. Learner-generated linguistic artefacts
(audio, video, photos, images)
3. Game-like real-life communicative tasks
4. Expert facilitation: scaffolding, feedback, and
coordination
5. Feedback mechanism (immediate and delayed)
6. Focus on authentic listening tasks in the dynamic realworld communicative situations
12
13. Pedagogic Guidelines 2/2
7. Support of self-paced individual audio tasks
feeding into/preparing learners for the real-life tasks
8. Integrate all four language skills but focus on
listening outcomes
9. Linguistic resources (task-related): relevant
vocabulary, dictionaries, pronunciation, clear task
directions and explanations, examples
10. Support of out-of-class learning with in-class (f2f)
instruction and practice (a blend of in-class and outof-class context)
13
17. Thank you!
Dr. Agnieszka Palalas
aga@epluslearning.com
LinkedIn: http://www.linkedin.com/in/apalalas
Presentations: http://www.slideshare.net/agaiza
Publications: http://athabascau.academia.edu/apalalas
References:
•
Palalas, A. (2012). Design guidelines for a Mobile-Enabled Language Learning system supporting the development of
ESP listening skills (Doctoral dissertation, Athabasca University). Retrieved from http://hdl.handle.net/10791/17
•
Palalas, A., & Hoven, D. (2013). Implications of using DBR to investigate the iterative design of a mobile-enabled
language learning system. CALICO.
17