learning futures warsaw

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In a digital future,

textbooks are history

Prof. Dr. Oliver Meyer JGU MainzTwitter: Oliver_T_Meyer

Language Learning Futures

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Schools are doing Education 1.0;talking about doing Education 2.0;

when they should be planning Education 3.0

(Jackie Gerstein)

Prof. Dr. Oliver Meyer JGU Mainz

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Education 1.0 Education 2.0 Education 3.0Meaning is… dictated socially constructed socially constructed and

contextually reinvented

Technology is… confiscated at the classroom door (digital refugees)

cautiously adopted (digital immigrants)

everywhere (ambient, digital universe)

Teaching is done... teacher to student teacher to student and student to student

teacher to student,student to studentstudent to teacher,people-technology-people (co-constructivism)

Learning is taking place…

in a building (brick) in a buidling or online (brick and click)

everywhere

Hard- and software in schools are…

purchased at great cost and ignored

open source and available at lower cost

available at low cost and are used purposively

From Education 1.0 to Education 3.0 (J. Gerstein)


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The future of language learning is ...

... deep


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Deeper Learning

“Deeper learning is the ability

to take what was learned in one situation and apply it to another situation.

Through deeper learning (which often involves shared learning and interactions with others in a community),

our students develop expertisein a particular subject and

they master the unique ways of the subject.”

(Pellegrino & Hilton 2012)

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21st Century Skills

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A deeper learning agenda: Three Dimensions of College and Career Readiness

Cognitive Intrapersonal Interpersonal

o Cognitive processes & strategies

o Knowledgeo Creativityo Critical Thinkingo Information Literacyo Reasoningo Innovation

o Intellectual opennesso Work ethic &

conscientiousnesso Positive core self-evaluationo Metacognitiono Flexibilityo Initiativeo Appreciation of diversity

o Teamwork & collaboration

o Leadershipo Communicationo Responsibilityo Conflict Resolution

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Dimensions of Subject-Specific Literacies (Vollmer 2015)

GRAZOUPTHE

___________________________________________________________________________

Social-Scientific Participation

Interdisciplinary Transfer

Intradisciplinary Transfer

Reflecting on learning process and outcomes

Communicating & negotiating knowledge

Under-standing

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Deep Learning I: internalization of conceptual knowledge

1. Material Phase

2. Verbal Phase

3. Mental Phase

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Deep Learning II: Automatization of relevant skills

Rule-Based System Memory-Based System

Controlled-Practice(Exercises)

Communicative-Practice(Tasks)

- Context-reduced- Cognitively undemanding

- Context-rich- Cognitively demanding

ReflectionAwareness

GRAZOUPTHE

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... pluriliteracies


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CONCEPTUALISING

Mapping Pluriliteracies Development (Graz Group 2016)

S E L F -

A C T U A L I S A T I O N

WELL BEING

SELF-EFFICACY

AUTONOMY

CREATIVITY

C O M M U N I C A T I N G PURPOSE MODE GENRE STYLE

Intermediate Novice

DOINGORGANISINGEXPLAINING

ARGUINGDOING

ORGANISINGEXPLAINING

ARGUING

Expert

FACTS

CONCEPTS

PROCEDURES

STRATEGIES DOINGORGANISINGEXPLAINING

ARGUING

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... technology

enhancedProf. Dr. Oliver Meyer JGU Mainz

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21st century technology & trends

Personalisierung/Customization

Social learning/Collaboration

Total Convergence/BYOD

Web 2.0/3.0: from consumer to prosumer

Gamification

Adaptive Learning


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Task ScaffoldingInteraction

Input

Output

Reflection

- authentic - meaningful - challenging- multimodal

- cognitive dimension- metacognitive dimension- communicative dimension

- the social dimension

- BICS vs CALP- CAF

- Genre & Mode- ICC

Exercises

Indiv. Practice

Feedback

Learning Environments

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... personalized


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Personalized learning: focussing on the learner


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Essential 21st century skills


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Learner Autonomy and Agency


Toshalis, E. & Nakkula, M.J. (2012): Motivation, Engagement, and Student Voice. http://www.studentsatthecenter.org/sites/scl.dl-dev.com/files/Motivation%20Engagement%20Student%20Voice_0.pdf

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... connected


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Connecting Stakeholders


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LEARNSCAPE Evolution: far beyond the textbook

Added Value:

- Personalized Input

- Individual Scaffolding

- Differentiated Tasks

- Output Support- Monitoring

Added Value:

- Short-/ longterm feedback: „learner analytics“

- Autonomous and Collaborative Learning

- Gamified Learning

Goals:- more time for f2f interaction

- more time for ‚real‘ deep learningProf. Dr. Oliver Meyer JGU Mainz

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The future of language learning...

... is holistic


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2nd Dimension: the language learning environment die (Sprach-)lernumgebung


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The future of language learning...

... is slow


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Education at the crossroads: