Towards a social ontology based english learning mobile environment for professional purposes

Elena Martín Monje

Elena Bárcena Madera

UNED - Spain

SO-CALL-ME Research Project

Funded by the Spanish Ministry of Science and Innovation

(ref. no. FFI 2011-29829)

ATLAS Research Group

Introduction

The adequacy of mobile phones for

learning (I)

The adequacy of mobile phones for

learning (II)

Mobile Assisted Language Learning

SO-CALL-ME

Conclusion

References

Global village increasingly mobile Mobile technology continuously evolving Educational systems and tools (Constructivist &

Social CALL) Premises

• Asset for language learning and especially LSP

• Appealing aspects for language learning: portability & widespread use

Objectives • Potential of mobile phones: efficient, pedagogically

rigorous tools for ESP

• On-going work of ATLAS Research group - example of state-of –the-art research in the field

Popularity of distance learning contexts: convenience, flexibility & adaptability to individual external circumstances

Mobile phones vs. desktop computers Usage data (Battelle, 2012):

• + 6 billion subscriptions

• 35% people in the world use Internet

• 90% people in the world use mobile phones

Studies on the use of wireless devices by youngsters & white-collar professionals

Unpredictable usage patterns of technology-based educational tools vs. evidence for optimistic forecast

Data sample on wireless communication technology around the world

[http://www.itu.int/ITU-D/ict/facts/2011/index.html]

Various definitions of ML:

• “Any sort of learning that happens when the learner is not at a

fixed, predetermined location, or learning that happens when the

learner takes advantage of the learning opportunities offered by

mobile technologies”

(MOBIlearn, 2002)

• “Learning mediated via handheld devices and potentially

available anytime, anywhere”

(Kukulska-Hulme & Shield, 2008: 273)

Value of ML

• Familiar element with many of the advantages of computers

• Strong ludic connotations (hence: highly motivational)

• Extreme portability

• Formal / informal learning (very relevant for ESP)

CALL vs. MALL new ways of formal &

informal education

Main portable devices used

Ubiquitous learning: LSP learners combine

working + lifelong learning & training

Language learning changing location & time

when it takes place

Conceptual framework for next generation designs for mobile-

supported language learning in informal settings

(Kukulska-Hulme, 2012: 9)

Based on outcomes of previous project: I-AGENT

I-AGENT (Intelligent Adaptive Generic English

Tutor):

• Business English environment

• Blended learning (Integrated ICALL + F2F)

• AI extended version of Moodle (didactic scaffolding)

SO-CALL-ME (Social Ontology-based

Cognitively Augmented Language learning

Mobile Environment)

SO-CALL-ME = CALL + I-CALL + MALL

Threefold research: • Linguistic, didactic & technological framework:

Systemic Functional Linguistics & Constructivism Hybrid mode of

computer-assisted ESP learning: social, ubiquitous, with augmented

reality techniques

• Flexible, adaptive, interactive learning related to

everyday professional communicative contexts

• Linguistic ontology of visual learning objects boosting

ESP learning

Focus on oral comprehension & production

Ontology will capture prototypical oral

communicative situations in professional context

Three stages:

• Pre-communication: Native input related to situation

learner is about to engage in

• Communication: Student may record intervention

• Post-communication: Student reviews recording

Situated learning using Cognitive Augmentation

techniques

Redefinition of the concept of „authentic ESP

learning‟

Technological advances in mobile devices + quality research =

emergent use for language learning Development of rigorous underpinning pedagogy & software

apps SO-CALL-ME

• Cognitive Augmentation • Linguistic ontology of learning objects • Enhancement of oral comprehension & production in ESP

• Scaffolded language learning in professional comm. situations

• Based on notional-functional syllabus & socio-constructivist approach

• New way of interacting with the physical environment(s)

• Whole new dimension to situated, authentic language learning in ESP

Battelle, J. (2012) Nearly 90% of the world uses mobile phones. URL: http://battellemedia.com/archives/2012/02/nearly-90-of-the-world-uses-mobile-phones.php [8/07/2012]

Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J. Díaz-Vera (ed.) Left to my own devices: Learner autonomy and mobile assisted language learning: 1-13. Bingley, UK: Emerald Group Publishing Ltd.

Kukulska-Hulme, A. & L. Shield (2008). “An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction”, ReCALL, 20, 3: 271–289.

MOBIlearn Technical Annex (2002) Next- generation paradigms and interfaces for technology supported learning in a mobile environment exploring the potential of ambient intelligence, IST-2001-37187.

Elena Martín Monje

emartin@flog.uned.es

Elena Bárcena Madera

mbarcena@flog.uned.es