Integrating mobile technologies into language learning inside and

outside the classroom

AUCL Annual Conference 'Superdiversity in Language Centres' University of Cambridge

8th and 9th January, 2015

Billy Brick and Tiziana Cervi-Wilson

lsx133@coventry.ac.uk and lsx091@coventry.ac.uk Coventry University

Issues and challenges

The SAMR model

Emerging technologies

The digital literacy agenda

Pilot projects at CU

Conclusions

Overview

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Should students use their own mobile devices or class sets?

How do we ensure students stay on task with devices?

What activities can students do with devices?

Should devices be used inside or outside the classroom?

What if mobile devices are banned in your institution (Faculty/University)?

Teaching with mobile devices. Choices and challenges

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Multi-language or Generic Apps

Language Specific

Apps

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Hands on

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http://blog.originlearning.com/wp-content/uploads/2014/06/Mobile-Learning-Why-Learners-want-to-learn-on-the-mobile.png

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http://heidicohen.com/wp-

content/uploads/Smartphone

s-are-everywhere-Google-

May-2012.png

SAMR

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Hands on

With the person(s) next to you share:

A photo of your pet

A photo of a family member

A photo of a place you’ve visited

A photo of a celebration

Task

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QR Code Demo

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https://econsultancy.com/blog/9777-six-qr-code-campaigns-that-actually-worked#i.1pvygq59t0epgr

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Treasure Hunt

Clues

Hand outs

Why use QR codes?

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Wikitude https://www.youtube.com/watch?v=7vfzkFfIK1U

Woices

https://www.youtube.com/watch?v=0QS8fKNMT_k

Augmented reality and Geotagging

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12/01/2015 19 JISC (2014)

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Creating the activity (repurposing existing activity)

Briefing with students (phones, ethics, willingness, BYOD)

Setting up groups on WhatsApp (must have app on phone)

Data collected from 2 groups via questionnaires and focus groups.

The Pilot Projects (1)

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Told students they could text or phone us if they got stuck

Feedback (Google maps) – Serendipitous! Discussion about directions, clarifying contentious issues

The Pilot Project (2)

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Positives

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Overwhelming positive response

‘Lots of fun’

‘Applied use of language’

‘Made me want to be better at Italian’

Positives (2)

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‘Excellent practice at listening, writing and speaking’ ‘Preferable to

using Moodle due to immediacy and convenience’

‘Using Italian in a ‘real life’ situation’

‘Made me more aware of the fluidity required when responding to questions’

Background noise

Sequence of instructions

Weather, graduation ceremony and road works!

Negatives

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Anonymity of number – has to ask the Faculty to get us a phone.

Wireless connection. Poor signal.

GPS and installation

Students did not need technology support and didn’t mention data charges

Technical Issues

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Record sound files directly rather than via Dropbox

Timed?

Incorporate short videos

Students create own treasure hunts/tasks

Improvements

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Designing Weekly tasks for IWLP students to reinforce classroom learning. (Italian, German, Spanish).

Experiment with short student videos (video selfies)

Supporting CU students during year abroad.

Future Directions

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JISC (2011)

"The future our students will inherit is one that will be mediated and stitched together by the mobile web, and I think that ethically, we are called on as teachers to teach them how to use these technologies effectively.“ Parry (2014)

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Avatar Languages (2009) Augmented Reality Language Learning [online] available from <http://www.slideshare.net/AvatarLanguages.com/augmented-reality-language-learning-virtual-worlds-meet-mlearning > [5th January 2015]

Betham, H. and Sharpe , R. (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. London: Routledge.

Benson, P (2013) Learner Autonomy, TESOL Quarterly, 47 (4) 839-842

Bibby, S (2011) Do Students Wish to ‘Go Mobile’? An Investigation into Student Use of PCs and Cell Phones. International Journal of Computer-Assisted Language Learning and Teaching, 1 (2), 43-54

Brown, E (2010) Introduction to location-based mobile learning. In: Brown, Elizabeth ed. Education in the wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. STELLAR Alpine Rendez-Vous workshop. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham, 7–9. [online] available from <http://www.lsri.nottingham.ac.uk/ejb/preprints/ARV_Education_in_the_wild.pdf >[5th January 2015 ]

Bloom, B (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKayConole, G and Alevizo, P (2010) A literature review of the use of Web2.0 tools in Higher Education. HEA Academy. [online] available from <http://www.heacademy. ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf> [5th January 2015]

Corrin, L. Lockyer, L. and Bennett, S (2010) Technological diversity: an investigation of students' technology use in everyday life and academic study. Learning, Media and Technology, 35 (4) 387-401

References

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Godwin-Jones, R (2011) Emerging Technologies. Mobile Apps for Language Learning. Language Learning and Technology 15 (2) 2-11. [online] available from <http://llt.msu.edu/issues/june2011/emerging.pdf> [5th January 2015]

Guardian (2013) Teenagers say goodbye to Facebook and hello to messenger apps [online] available from <http://www.theguardian.com/technology/2013/nov/10/teenagers-messenger-apps-facebook-exodus> [5th January 2015 ]

Guardian (2014) Asian mobile messaging apps face off against the west [online] available from <http://www.theguardian.com/media-network/media-network-blog/2014/feb/26/asian-mobile-messaging-apps-compete-against-west-facebook-whatsapp> [5th January 2015 ]

JISC (2011) Supporting Learners in a Digital Age, Briefing Paper.

JISC (2014) Developing digital literacies [0nline] available from <http://www.jiscinfonet.ac.uk/infokits/digital-literacies/> [5th January 2015 ]

Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL 21 (2) 157-165.

Kukulska-Hulme, A and Jones, C (2011) The next generation: design and the infrastructure for learning in a mobile and networked world. In: Olofsson, A. D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI Global), 57–78.

O’Malley, C., Vavoula, G., Glew, J., Taylor, J., Sharples, M. and Lefrere, P. (2003) Guidelines for learning/teaching/tutoring in a mobile environment. Mobilearn project deliverable. [online] available from <http://www.mobilearn.org/download/results/guidelines.pdf > [5th January 2015]

Parry, D (2014) [Mobile Perspectives: On teaching] Mobile Literacy [online] available from <https://net.educause.edu/ir/library/pdf/ERM1120.pdf> [5th January 2015]

Puentedura, R. R (2012) SAMR: Guiding Development [online] available from <http://www.hippasus.com/rrpweblog/archives/2012/01/19/SAMR_GuidingDevelopment.pdf>[5th January 2015]

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Reedy, K. and Goodfellow, R. (2012) Digital and information literacy framework. Open University.

Stockwell, G. (2013). ‘Technology and motivation in English-language teaching and learning’. In International perspectives on motivation: Language learning and professional challenges Basingstoke, UK: Palgrave Macmillan 156–175.

Ushioda, E. (2013) Motivation Matters in Mobile Language Learning: A Brief Commentary. Language Learning and Technology 17 (3) 1-5.