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T.E.L.L.

T.E.L.L. New perspectives for the digital age Pete Sharma www.te4be.com Milan, November 2007. Where are we now?. Blended Learning Pedagogical rationale Critical analysis of key technologies. What is Blended Learning?. Multiple definitions Combination of work + training

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T.E.L.L.

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  1. T.E.L.L. New perspectives for the digital age Pete Sharma www.te4be.com Milan, November 2007

  2. Where are we now? • Blended Learning • Pedagogical rationale • Critical analysis of key technologies

  3. What is Blended Learning? Multiple definitions Combination of work + training Combination of online + in-person (f2f) classroom learning activities Combination of pedagogical approaches Combination of different technologies

  4. Blended learning Natural – range of definitions Broad – “nothing new” Narrow – restrictive? Connotation + / -

  5. A practical definition Blended Learning refers to a language course which combines a F2F (face-to-face) classroom component with an appropriate use of technology (Sharma / Barrett)

  6. Pedagogical rationale Why use technology in a language course? What difference does it make?

  7. Grammar ‘crisp’ areas vs ‘fuzzy’ analytical learners interactivity instant feedback issues: ‘drill and kill’ restrictive exercise types ‘skewered’?

  8. Skills Receptive Listening – learner control Reading – meaning on demand with an electronic dictionary

  9. Productive - writing Keyboard Word – cut and paste Spell-check Creative writing

  10. Speaking Discussion – f2f CMC interactions Speech recognition tools

  11. Language Vocabulary Pronunciation Language games: motivating

  12. Reasons to use technology Motivating Encourage learner autonomy: freedom in time and place Expected Help with new strategies – e.g. browsing / searching

  13. Internet Near-infinite source of authentic materials Search engines – ESP Exposure to non-standard forms Text / audio Dross Overwhelming

  14. DVD-ROM Greater storage Excellent video quality Mp3 files ‘interactive workbook’ ‘limitations’ of exercise types?

  15. Electronic dictionaries: MED2 Encourage autonomous learning Excellent pronunciation practice Cut-down dictionary – web-page Inappropriate for low-level learners

  16. Macmillan English Campus Tracking of use to teachers / sponsors Grammar clarification on demand Changes to pedagogy – listening available Pricing antithetical to freelancers / small schools

  17. Interactive whiteboards No need for separate audio ‘Wow’ factor Save work done on server Extraordinary revealing tools Prohibitive pricing Potential for something to ‘go wrong’

  18. Podcasts Listen and read transcript Learn ‘on the move’ Learner control ESP podcasts Wrong type of podcasts (slow – reading a grammar book)

  19. Wikis Excellent for collaborative writing projects Good for peer correction Not everyone wants to ‘learn collaboratively’ Students object to others changing text

  20. Virtual Learning Environment Great to place course on VLE All CMC tools in one system Good for shy / lower level students Empty until populated Time Exclusive

  21. New perspectives for the digital age • The future • Issues • Road map

  22. Established vs emergent CALL • Established CALL – tasks • Emergent CALL - breaking new ground • Disappointed early promise (CALL Dimensions – Levy and Stockwell)

  23. Emergent CALL • Intelligent tutor systems (ICALL – computer tutors) • NLP - Natural Language Processing • (ambiguity) • Machine – translation • Speech recognition

  24. Confident predictions • Next generation of CD-ROM dictionaries – DVD-ROM...or web? • Vodcasts (mp4) • Animation - 3-D graphics • E-beam (tablet on wall) • Second Life • M-learning

  25. Trends • Convergence (iPhone) • Hybrids (e-Campus + IWB) (VLE + Hot potatoes) • Smaller devices • Larger storage space • Faster download times / connection speeds

  26. Issues Communication challenges • Management – pedagogy • Theory – practice Chapelle – Warschauer – Doughty - Pennington • Fields CALL / SLA / AI / BE / instructional design / science

  27. The ‘on-line’ debate • Should language teachers deal with on-line distance tuition? • Jim Scrivener or Gilly Salmon? • F2F vs on-line? • ‘Comparing apples & oranges’ (Felix)

  28. Challenges for teachers • The ‘digital divide’ • Evaluation of materials • Connotation - ‘eclectic’ / f2f + / lockstep • Umbrella terms – ‘learners’ (digital natives / digital immigrants / technophobes / technophiles / learner styles / strategies / preferences) • Knowledge + skills + attitude

  29. Road Map • ‘Separate the role of teacher and the role of the technology’ • ‘it’s not what it is, it’s what you do with it’ (Jones) • Seek ‘win-win’ for stakeholders • Employ ‘multiple perspectives’

  30. Road Map • ‘beyond the WOW factor’ • be led by pedagogy, not technology • remain ‘healthily sceptical’ • consider ‘appropriacy’

  31. Plenary conclusions • Probably never fully understand how languages are learnt • No ‘great unifying theory’ of teaching and learning • T.E.L.L. is a vast, complex, growing area

  32. T.E.L.L. comprises many dimensions: • Design • Evaluation • Theory • Research • Practice – individual to specific situations (Levy and Stockwell)

  33. Reasonable to assume that technology will grow • Is the goal of all CALL ‘normalisation’? Time when technology is invisible….(Bax) • P.A.L.L. / B.A.L.L. / C.A.L.L. • Tipping point

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