TIRF at 2014 TESOL - MALL Panel Presentation

TIRF

The International Research Foundation

for English Language Education

Visit TIRF’s website athttp://www.tirfonline.org

Mobile Learning:

A Paradigm Shiftin

Democratizing Learning Access

TESOL International Convention

Portland, OR

2014

Presenters

Philip Hubbard, Senior Lecturer and Director of English for Foreign Students, Stanford University Language CenterMichael Carrier, Director of Strategic Partnerships for Cambridge English, a division of University of Cambridge.Lorraine de Matos, General Manager of the Cultura Inglesa, São Paulo, Brazil,Marti Estell, Director of English Language Programs at the US Department of State’s Bureau of Educational and Cultural Affairs Richard Boyum, Department of State University Partnership Coordinator for Afghanistan and Pakistan

TIRF

Overview of the Six Commissioned Papers

On Mobile Language Learning

Phil Hubbard, Stanford UniversityTESOL 2014

Beatty: Beyond the Classroom

Notes mobile learning is becoming unrelated to classroom learning

Learners may use tools instead of learning languages (augmented reality)

Link MALL to situated learning

Beatty: Beyond the Classroom

Identifies key issues– Learners

– Teachers

– Policymakers

– Employers

Teacher development

Workforce applications

Hockly: Designer Learning

Key point: Teachers as effective designers of mobile learning experiences

Action research: implementing mobile communicative tasks for EFL (two weeks)

Six parameters: hardware, mobility, technological complexity, linguistic/ communicative competence, type of MALL, & educational/learning context

Hockly: Designer Learning

Pegrum’s 4 MALL types: content, tutorial, creation, communication

Issues of concern for study: small scale, multilingual context, low proficiency, ad-hoc nature

Future: Keep the 6 parameters in mind plus teachers’ TPACK (Technological Pedagogical Content Knowledge)

Kukulska-Hulme: Reskilling Learners

Key point: Learners need new skills for mobile language learning

Need to make connections between life and learning

Need to focus on learners’ personal interests for content and communication

Little research on mobile learners’ strategies and learning styles

Kukulska-Hulme: Reskilling Learners

Different groups have different opportunities & challenges

Models: specified-activity, proposed-activity, & learner-driven

Need studies on a wider variety of learners and especially on advanced learners

Stockwell & Hubbard: Principles

3 MALL issues and 10 emerging principles for design and practice

Physical issues Pedagogical issues Psycho-social issues Draw principles from CALL, ML & MALL

Stockwell & Hubbard: Principles

Example Principles– P2 Limit multi-tasking & distractions

– P3 Push but respect boundaries

– P5 Acknowledge learner differences

– P6 Be aware of learner cultures-of-use

– P9 Provide guidance and learner training

Sweeney: Evidence for Benefits

MALL for English in the workplace Looking for evidence of differential

benefits of MALL Method: Structured interviews of 7

practitioners across 10 classes Reasons for MALL: efficiency, relevance,

teacher motivation, student expectations, & commercial imperatives

Sweeney: Evidence for Benefits

Some key findings for learners– Limits of ‘digital natives’; benefits of training

– Impact of culture and context on self-access

– Laptops as mobile devices

Some key findings for teachers– Tasks appropriate for content, context, & skills

– Teachers as mobile users

– Transformation of pedagogic context

Traxler: Past Speaks to the Future

Mobile technology characteristics– Delivery mechanism with unexploited

affordances

– Modifier of learning: outsourced cognition

– Determinant of linguistic practices & discourse

ML categories: reaching out, enriching, learning from one another, role of theory, motivating, & just-in-case vs. just-in-time

Traxler: Past Speaks to the Future

Challenges: scaling up, sustaining, embedding, and providing evidence

Transformations– Space, place, identity & community

– Social practices

– Knowing & learning

– Language & discourse

Conclusion

Final comments Go to http://www.tirfonline.org/english-in-the-

workforce/mobile-assisted-language-learning/ (or just Google TIRF MALL)

Note also the Language Learning & Technology special issue on MALL: http://llt.msu.edu/issues/october2013/

Email: [email protected]

TIRF

Mobile-Assisted & 1:1Language Learning

Michael Carrier

Cambridge English Language Assessment

TESOL Portland 2014

What are MALL & 1:1?

MALL:Use of portable devices to give learners access to learning materials, learning activities and assessment

•In class = tablets, laptops

•Out of class = phones, tablets

1:1 movement:

•commitment to providing every learner with her own device for use in and out of class

•new classroom management approach using 1:1 in communicative and collaborative pedagogical models

Equity and access

All learners should have access to knowledge and education; for this we need Devices and Connectivity and a commitment to OERs

Devices:

•Device provided by school

•BYOD – shared in groupwork

•Developing world – need donor involvement

Connectivity:

•3G – 5G

•Fibre to the school

•WiMAX

•Satellite

Technology-supported: learners at the centre

Face-to-face classroom

eTutorsVOIP & FaceTime

Learning device

LMS as hub

Blended learning

Big Data: Tracking & Portfolio

The LearnerIndividualised

pathways

Social learning

Handheld learning

On-demand content

Cloud synchronisation

Adaptive learning

Speech recognition & AI tools

Learning – oriented assessment

New pedagogical models

Less formal learning Formal learning

Communicative content creation

Teacher-led(inc. remote)

Self-directed digital 1:1 device groups

Group-oriented

Self-study

Alignment of needs and technologies:

New classroom models

In-class vs Out-of-class model

Before Class In Class After Class

Activities:• Writing

• Comprehension questions

• Online workbook

• Practise vocab with Apps

• Formative assessment

Activities:• Reading &

Listening activities

• Study text

• Learn vocab online

• Grammar in Use activity with Apps

Activities:• Speaking

activities

• Pairwork

• Concept questions

• Communication activities, games storytelling

• Mentoring

1:1 & language learning

• Access to anytime anywhere learning

• Access to authentic models of English

• Develop new forms of communicative pairwork activity in class

• Create content: tell a group-developed story

• More time on task - more hours per week for English study, outside class

• Reinforce parts of classwork

• Prepare ahead in Flipped mode

• Increase motivation

Not yet available:

•Students can’t learn to speak – though they can learn to listen and improve pronunciation

•Students can’t carry out natural speech interaction with a virtual partner

•Technology can’t understand and semantically respond to student speech (though can transcribe it and translate it)

1:1 classroom management

Plan Ceibal – remote teaching, local support

Remote teacher using video-

phone

Students with Classroom

laptops

Local class teacher

managing activity

Local classroom:TV screen

showing remote teacher

Lesson materials shown via Webex

2-way video & audio

Joint lesson planning

2828

1:1 Policy development

Investment focus Budget

Technology infrastructure:•Bandwidth•Equipment – 1:1 devices & BYOD systems

33%

Teacher development:•pre-service•in-service

33%

Curriculum update:•pedagogical models, language syllabus, assessment systemsDigital content:•textbooks, authentic input, activities, apps

33%

Policy checklist

Strategy:•Outcomes•Measurement•Quality Standards•Sustainability

Pedagogical models:•Curriculum design/integration•Teacher training•Classroom design

Technology:•Connectivity•Device-agnostic content•Platform agnostic content•Issues: •BYOD, AR, ASR, IWB, LMS, QR, Flipped Classroom

1:1 Policy - Digital teacher competences

3030

• Personal development: Technology awareness; curiosity; User training

• Lesson planning: how to integrate digital content

• Classroom management: how to coordinate formal & informal activities

• Classroom management online:

how to manage a virtual classroom

• Digital tools & media awareness:how to create new content with students

“You can fill all the classrooms with computers, but if you don’t train the teachers on how to use them effectively, [your] investment will lose all of its purpose.”

Dr. Huseyin Celik, former minister of education, Turkey

Cambridge – research to apps to exams

Cambridge ALTA

Research Institute

ALTA researches into:• text and speech

processing• machine learning• corpus

development and analysis

Babel fish?

Research – TIRF mobile language learning papers

• 8 papers on current state of mobile learning approaches to teaching of English

• Download from:

author title

Ken Beatty Beyond the classroom: mobile learning in the wider world

Agnes Kukulska-Hulme Re-skilling language learners for a mobile world

Nicky Hockly Designer learning: the teacher as designer of mobile-based classroom learning experiences

Philip Hubbard and Glenn Stockwell

Some emerging principles for mobile-assisted language learning

John Traxler Mobile Learning for Languages - Can The Past Speak to the Future?

Nik Peachey Quality reviews of language learning materials available for mobile devices, including those for workplace English

Paul Sweeney TBC

Matthew Kam TBC

www.tirfonline.org

Contacts: [email protected]

Mobile Learning: A Paradigm Shift in Democratizing Learning Access

Brazilian context:

5th largest country in the world Diversity of income and living conditionsDisparity in access to quality educationPisa ranking 58th out of 65Teaching: a low-status professionMost teachers of English under B1 level (Council of Europe CEFR)

How is mobile learning a part of our educational landscape

in Brazil and how close are we to a paradigm shift?

Current situation in Brazil

Current situation of a face to face

language provider of EFL

Future tendencies

Current situation in Brazil: Barriers for MALL

Barriers for use of technology in Education

in Brazil

Uneven access to broad band – better in urban areas

Brazil average speed 2.4 mbps,3.6 Mexico and 8.7 USA

Low quality, high cost telecommunication services

Wi-fi not available in every school

Learning environment teacher led and print dependent

Learning rarely considers real life needs

Current situation in Brazil: Barriers for MALL

The public system

Insufficient funding for schools

Critical teacher situation due to: Low salaries Challenging working conditions Low-tech Resistance to change Gap in competences

Lack of relevant digital content esp. language learning

Unprepared leadership (tech)

Current situation of tablets in schools:a revolution to come

Current Status

In 2011 the Federal Government

announced the distribution of 600.000

tablets for teachers in 2012.

(happened 2013/14).

R$180 million for tablets

R$73 million for digital content

R$1 billion for books

And training?

Current situation of tablets in schools: a revolution to come

Current Status

Criticism for lack of planning:

“We understood how the tablet worked when it

arrived at the school”.

Head of school in State of Pernambuco

Current situation: Tablet distribution in State of São Paulo

Coverage of 25% teachers

Only 50% using tablets

Distribution to high schools, urban areas

Restricted to some subjects (exact sciences, biology)

1 orientation session per bimester

Teachers of English not included

Current situation: Tablet distribution in State of

São Paulo

All schools have a multi-media kit,

some being equipped as interactive

Examples of content:

Khan Academy (Physics/Maths/

Biology/Chemistry)

Teachers’ portal, MEC (Ministry

of Education)

Current situation: Opportunities

Opportunities for mobile use

Mobile phone 1.3 per capita, Russia 1.8

85% Android

Smart phones with Android operating system allow computer

operations for lower income groups

Brazil 2nd largest market for Facebook at 58 million accounts


Drivers for increase of access and speed of broadband

Consumer expectations to watch major sporting events

Needs of the 12 host cities (World Cup)

Improvement in cost-efficiency

Introduction of higher speeds

Growth of use of corporate cloud-based applications


The spontaneous use of mobile

by the learner (mainly urban)

Records classes for use in long

commutes to work/school

Takes photos of homework, flipcharts

Downloads texts, presentations

Uses WhatsApp for sharing with colleagues

Watches films in streaming video


Other drivers of change

Students rich experience with internet out of classroom will

push school activity

Cheap or free access through:

Lan houses, smart phones, community centres,

libraries and work places, etc

Current situation of a face to face language provider of

English as a Foreign Language

Technology available in organization

IWBs in classrooms

Multi media centres

Desktops and laptops for homework

Mobile devices used by teachers (uneven uptake)

Mobile devices used by most students for

informal learning (edutainment) and homework

BYOD

Raquel´s class

Language Provider: The opportunities we envisage

from TIRF papers for use of MALL

Providers should consider:

Curriculum: a more intensive use of

personal road maps for students

Need for investment in learning analytics to enable

customized learning (make or buy)

Coverage of multiple OS

Incorporation of social networking tools for more open

learning sources

Language Provider: The opportunities we envisage

from TIRF papers for use of MALL

Review of classroom practice:

Alternative ways and pace of learning

Inclusion of what students learn out of school and is

meaningful

Co-authoring of learning experience

Inclusion of learning that can take place wherever,

whenever and with whoever

Challenges for teacher development programmes

Encourage teachers to use mobile devices

effectively with affordances and limitations

( not transfer past repertoire)

Support teachers to build confidence and competence in the

transfer of students’ skills as proficient personal mobile users

Trigger reflection of the power of mobile technology to

enhance learning

Improve understanding of digital literacy

Challenges for teacher development programmes

More familiarization sessions on potential

of tools and suitable free and paid content

How to design relevant self-access content, activities

and skills development and not depend solely on

haphazard use of what teacher or student comes

across

MALL should be embedded in the learning vision

Other challenges

Use, limits and risks of social networking

(teacher leadership)

Rethink learning process to leverage

informal knowledge

Provide alternative mobile based learning solutions beyond

supplementary/ enhancement use for mobile devices

Future tendencies: MALL in Brazil

The distribution of mobile technology preceded

various critical planning phases:

Politicians/education leaders need to redefine the strategy for

use of curriculum and technology to fit current needs of students

and employers (Explore, Sustain, Renew)

A move to student-centred learning. Huge challenge for Brazil

Teacher development programmes needed for digital literacy of

teachers

Future tendencies: MALL in Brazil

Mobiles in education will grow as a natural

choice

Growth of mobile market

Brazilian celular phone carriers offer language courses at low

prices. Other suppliers are attracted to this market

Free and low cost apps allowing multi device use will gain

popularity in classrooms

Increase of broadband will allow more access

to open content

MALL in Brazil: How close are we to a paradigm shift?

In 2014 an aspiration that will take at least 5 years to consolidate Success in the classroom will depend on…

the readiness of the teachers

the heart of the matter

the missing piece

to the puzzle

Bureau of Educational and Cultural AffairsU.S. Department of State

The Office of English Language Programs

presents the

AMERICAN ENGLISH MOBILE APP

for Teachers and Learnersof English as a Foreign Language Abroad

English and the Global Mobile Audience

How can the State Department get English language learning content to a diverse audience on the mobile

devices they already own?

Roughly 75% of the world’s mobile subscriptions are in developing

countries

Feature phones make up more than 80% of the mobile phone market

Defining the Mobile Audience

Reaching the Mobile Audience

Introducing the free American English (AE) mobile app!

English Education Alliance partners, biNu and Worldreader, support the Department in delivering resources to lower-tech mobile devices

The AE mobile app Uses data compression to reduce access costs

Requires a 2G+ mobile internet connection

Compatibility: feature phones & Android phones

Watch the AE app in action

http://www.youtube.com/watch?v=3Hhxvi2DHwU Students: practice on the go!

Teachers: bring multimedia content into the classroom without high-tech equipment and encourage students to study outside of class

Quizzes

Quizzes

biNu Technology Makes the AE App Possible

Our partner offers a free platform for feature phones that provides smartphone-like capabilities

biNu

5+ million monthly mobile users

Cloud-based: 10x less data used

Java-enabled feature phones or Android devices

Language support: 18+ languages

Translates menus, icon labels, etc.

Google Translate & dictionary support

How to download the AE App

1. To download, open the internet browser on your mobile device

2. Type in http://m.binu.com/ae

3. Choose the file type needed for your device

Java – feature phones (non-smart phones)

Android –

4. Follow the installation prompts (click “yes”)

5. Look for the AE app on your phone

6. Supply registration information for full access to all features (optional)

For more information, visit the American English Mobile App

resource webpage

Search for “mobile” on http://americanenglish.state.gov

biNu Demo

Contact Information

Visit Us! americanenglish.state.gov

AmericanEnglishatState

Office of English Language ProgramsU.S. Department of State

[email protected]

ELT for the Next Generation

Challenges ofHardware and Human-ware in a

Tech-Emergent Environment

Richard BoyumUS Department of State

South and Central Asia Office of Public Diplomay

Take if for Granted versus Daily Uncertainty

Power BandwidthDelivery


Power

Load shedding

Generator

Fuel


Bandwidth

3G 4G ??

Feature Phone

Smart Phone


Delivery

The last 100 yards

Access

Hot Spots

In spite of it all….

The example of a professor in South Asia: Bought smartphone 3 yrs ago Explored apps - found dictionary, then others

Meeting the Challenge

I used a phonetic chart application a lot because I was teaching phonetics and phonology. I advised my students to download that app from android apps market. Almost half of my students use android Mobile phones so they can easily get these apps and start using them.

Expanding the Repertoire

Sounds Conversation Writing Skills IELTS TOEFL

I usually engage them in group work activities so that they can at least practice language skills using the mobile application and master its use. Some of them do use these applications when they are out of class or at home.

Challenges

Half the class has smartphones

Most think of phone for communication – text/call Few realize that the mobile is no longer just a device for

communication, but a rather full computer for many uses.

Challenges

Attitudes toward learning (Sts and T): learning = teacher lecturing

instead: You can learn outside of classLearning can be funYou can learn from a device

Teachers need orientation/training, need to know and use the apps

Android market offers many applications that can assist the teachers and learners in teaching and learning English. However, most of the teachers and students are not aware of these apps. The need is to introduce these apps and provide the teachers required training for using these apps in language teaching and learning.

Way Forward

As mobile technology expands its reach....Encourage teachers to take the lead. Students will follow and embrace the technologyOne click at a time…..

ELT for the Next Generation

Challenges ofHardware and Human-ware in a

Tech-Emergent Environment

Richard BoyumUS Department of State

South and Central Asia Office of Public Diplomay

Mobile Learning:

A Paradigm Shiftin

Democratizing Learning Access

TESOL International Convention

Portland, OR

2014