M2.warwicklanguage.org.uk Disruption in education Christensen et al, 2003 Harvard BS – business centric, 2 types – product (telephone replacing telegram) / access (cost reduced – MOOCs)
Diversion from importance of learning Polarisation – most interesting opportunities lie at the intersections
Complexity of language learning – social/psychological, not purely cognitive. An effective 2nd language user has to create a new identity, a new way of being themselves. Increases empathy, opens minds, better thinkers. Access important.
OIE happens at intersections OECD report – oie tasks situated there. Tasks designed collaboratively. Uni-collaboration.eu database
Social aspects of VLE’s not well developed, carried out a survey of European language practitioners using tools for international collaboration for HEA. Moodle - Object oriented, content based approach. In language the interactions matter, social construction of knowledge limited by clunky asynchronous tools with unintuitive interfaces. Voice – scaffolding. Social media tools used by staff and students to augment and enhance immediacy
Synchronous tools, wimba classroom + elluminate, bb collaborate classic – now webRTC – html5 Ultra, complex development as browser standards non existent, useable across browsers and devices. Type 1 disruptive technology, now pressure to type 2.
Snap surfaces messages on right hand side once logged in Filters – so last century!
Importance of open practice, learning should not be locked down, available only to some communities. Access to materials limited, opened16 conference – effects on us students of high costs of learning http://www.studentpirgs.org/reports/sp/access-denied
Crossing borders disrpution
Using technology to connect language learners for Online Intercultural
Definition and Selection of Competencies (DeSeCo)
3 categories of telecollaborative tasks:
• Information exchange
• Comparison and analysis
• Collaborative tasks
(O’Dowd and Ware, 2009)