using wireless notebooks in project-based classes william kay, paul gemmell, andrew johnson, don...
TRANSCRIPT
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Using Wireless Notebooks in Project-based Classes
William Kay, Paul Gemmell, Andrew Johnson, Don Hinkelman,
Blended Language Learning
33rd JALT International ConferenceNovember 24, 2007Olympic Conference Center, Tokyo, Japan
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Content
1. Problem 2. Research questions 3. Our Study4. Our Activities 5. What we learned6. The Future
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Problem: Computers needed for Powerpoint/Internet projects
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Why Go Wireless?
1. No computer rooms available
2. Students already had
notebook computers
3. Low cost for school
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1. Demand for Computer Rooms
• One computer room available on Wednesday mornings: A-201
• Four teachers need computer rooms at the same time
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2. Needs & Opportunities
• The teachers• 4 teachers – 4 styles• All preferred to use powerpoint
and internet for project-based language learning
• The students• Social Information Majors - 192
(computer science)• All Ss owned same type notebook
computers, required by department
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3. History of Computer Room Costs
Computers #Rooms Total Cost
Cost / room
1996wired
Custom CALL (40)
1 1.0 milUSD
$1,000,000
2002wired
Standard Computer lab (40)
1 0.2 milUSD
$200,000
2005wireless
Student-owned notebooks(192)
12 0.01 milUSD
$10,000 (+$60,000 students)
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Research Questions
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Year 1 Research Questions April 2006 -- March 2007
• Can wireless notebooks and internet activities be incorporated into classic desk-and-chair classrooms, incorporating CALL in a non-computer laboratory?
• How do students respond to using wireless notebooks in a language learning class?
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Our Study
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The classes
• Two morning periods• 2nd year Social Info majors (3 classes)• 1st year Social Info majors (3 classes)
• 3 wireless classrooms• 14 - 90 minute classes/semester• 25-35 students/class
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Objectives/Approach
• Oral communication• Project-based • Blended learning
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Curriculum/Course Features
• Authenticity
Utilizing authentic online resources in an effective and meaningful capacity.
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Course Syllabus
1st Year StudentsSelf and Japan
• Sapporo• Personal
interests • Japanese
celebrities• Japanese culture• Summer holidays• Ghost stories
2nd Year StudentsInternational
• Planning a trip abroad
• Int’l celebrities• Int’l culture• Foreign movies
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Course Preparation
• Set up Moodle courses • One Course for each class
• Pre-enrolled students
• One Teacher’s area• Space for sharing documents/ ideas
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Class demo: Project X
Introduce a project that has a variety of activities - f2f and computer
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Class Demo: cont
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Class Demo: cont.
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What we learned
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Benefits of teaching in a Wireless Classroom
• Can easily work with or without computers
• Easy visual contact• Computer is student’s own• Students can roam within the classroom, and beyond
• Cost to university
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Drawbacks of teaching in a Wireless Classroom
• Connections may be lost • Lack of network between student and teacher’s computer
• Batteries may die• Computers may be forgotten• Printing connections
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Technical Problems with Wireless
Example: Conflicts from two competing
wireless LAN systems
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Differences between Wired and Wireless
Parameter Wired WirelessTechnology Cost
Expensive Inexpensive
Technology Reliability
Stable Fragile
Space Fixed Flexible
Pedagogy Project-based Project-based plus more conversation &
group work
Authority/Attention
Higher control of student operation
Lower control of student operation
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Student Responses
• 17-question survey
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Did you find xxx helpful?
0
10
20
30
40
50
60
Yes! Yes + - No No!
1st Year Ss2nd Year Ss
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The Future
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New Research Questions
• Year Two: April 2007• How provide language learning
exercises that support the projects?• How provide printed materials for
classroom activities & absentees’ reference?
• Year Three: April 2008• How redesign our teaching spaces to
give wired stability and teaching flexibility?
• Other new questions?
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Project Booklets (add images)
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Blended Learning Spaces Plan for April 2008
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Questions
?
??
?
??
?
?
?
Our questions…• How to reduce tech time, increase speaking time?
• How to share our activities more quickly? (repository?)
• How to gear projects to direct student needs?
• How to add language support activities? (online quizzes?)
• How redesign the classroom spaces?
Your questions…
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Thank you!
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Remaining slides omit from JALT 2007 presentation, save as reference
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Wireless class goal success rate by week
Week # Success
1 75-100%
2 85-95%
3+ 90-95%
Students who had success logging on the first try
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Week # Success
1 100%
2 70-80%
3 95%
4+ 99%
• Possible Reasons• Switched Rooms to reduce cross-
reception• New wireless system
Wireless class goal success rate by week
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Survey Results
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Profile
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Internet Introductionhttp://www.teachingideas.co.uk/welcome/internet/page1.htm
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Web Search
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Student Courses
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Teacher Area
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Wired photos
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Wireless photos
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Permeation ofMobile Technology
2003 2005* 2010*
Handheld camera
100% 100% 100%
Handheld video 10% 50% 100%
Voice recorder 10% 50% 100%
Wireless notebook
20% 50% 100%
Based on reports by 20 year-old English Department students at Sapporo Gakuin University during the 2003 term
*projection
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Actual Internet Device Permeation
2003 2005 2010* 2010**University Labs
550 550 550 600
Personal Notebooks
400 1000 5000 400
Mobile Phone Internet
1500 3000 5000 4000
Sapporo Gakuin University Student Population n=5000
Estimated Input Devices to Web e-Learning
*previous projection **current projection
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Course Syllabus
1st Year StudentsSelf and Japan
• Sapporo• Personal
interests • Japanese
celebrities• Japanese culture• Summer holidays• Ghost stories
2nd Year StudentsInternational
• Planning a trip abroad
• Int’l celebrities• Int’l culture• Foreign movies
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Mobile Technology Baseline of Student Population
2003 2005 2010*
Handheld camera 100% 100% 100%
Handheld video 10% 50% 100%
Voice recorder 10% 50% 100%
Wireless notebook
10~100% 30~100% 100%
Based on personal estimates of 20 year-old English Department students in a mid-level Japanese University during the 2003 term
*projection
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?
A simple wired/wireless dichotomy oversimplifies the conditions
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A Wired/Wireless Continuum
“① Old” CALL Laboratory (A-202)
“② New” CALL Laboratory (A-201)
③ Fixed IP
Wireless
(Kanda)
④ Roaming IP Wireless (A-318)
Special applications
Standardapplications
Standardapplications
Standardapplications
GrammarVocabulary
Communication Communication Communication
Locked in chairsFace forward
Rolling chairsFace sideways
Flexible chairs and tables
Flexible chairs and tables
Little eye contact
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Computer Permeation
2003 2005 2010* 2010**University Labs
550 550 550
Personal Notebooks
1000 1000 5000
Mobile Phone Internet
1500 3000 4900
Student Population = 5000 >200% level of permeation
Sapporo Gakuin UniversityInput Devices to Web e-Learning
*previous projection **current projection
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Curriculum/Course Features
• Communicative responses:
Focus on socially validated student responses to the authentic material and project task (Kenny:1989).
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CALL Room
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Benefits of teaching in a Wired Classroom
• Large folder space to store student work
• Convenient location of equipment for teacher (DVD, CD, Scanner, OHP, Video, Staff computer)
• CAMPUS ESPer software (Monitoring from a distance, My Document Deliveries, Keyboard, Mouse Lock function)
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Drawbacks of teaching in a Wired Classroom
• Non-Flexible Study Location
• Fixed seating arrangement• Monitors inhibiting communication / eye-contact
• Boot up time
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Drawbacks of teaching in a Wired Classroom• Artificial environment, stale air, warm in summer adding to lethargy
• Bulky Equipment impeding movement
• Authorization problems
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Benefits of teaching in a Wired Classroom
• Stable internet connection• Fast internet access • Reliability of hardware• Ability to print• Students familiar with desk top operations
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Affordance Analysis: Wired and Wireless
Parameter Wired WirelessTechnology Cost
Expensive Inexpensive
Technology Reliability
Stable Fragile
Space Fixed Flexible
Pedagogy Project-based Project-based plus more conversation & group
work
Authority Higher control of student operation
Lower control of student operation
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SGU Cycle Two: Booklets
• Booklets• LMS reconfiguration/New Modules
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SGU Cycle Three:• Purposes: events, publishing,
public• Assessment: WEI, WAI• Spaces: kanda light movable
furniture carpet• Sharing: teacher online
repository
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Conclusions I• Intial euphoria over mobile technology exposed a technocentric preoccupation
• Low level students need highly structured, just-in-time language support in a group-based activities (not self-study)
• Paper-based, custom-built forms in project booklets provided the core blended learning technology along with customized open source LMS modules
• Teaching team collaboration key to shared materials, accelerated innovation
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Conclusions II
• Move from SLA to SLS as a theoretical framework, ecological metaphors, and semiotic (not only linguistic) analysis
• Select research methodologies based on qualitative, longitudinal investigations. Especially, collaborative action research teacher-groups in cyclical stages. Encourage use of reflexive tools in insider teams.
• Focus on teacher actions and learner actions as unit of analysis-- a hybrid, blended perspective (van Lier, 2007)
• Conceptualize “autonomy” as an emergent quality happening in the solidarity of learning communities
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ReferencesKramsch, C. (ed.) (2002a). Language acquisition and language
socialization: Ecological perspectives. London: Continuum.
Kramsch, C. (2002b). Introduction: How can we tell the dancer from the dance? In C. Kramsch (Ed.) Language acquisition and language socialisation: Ecological perspectives (pp. 1-30). London: Continuum
Rogers, E. (2003). Diffusion of innovations. Fifth edition. New York: Free Press.
van Lier, L. (2002). An ecological-semiotic perspective on language and linguistics. In C. Kramsch (Ed.) Language acquisition and language socialization: Ecological perspectives, (pp. 140-164). London: Continuum.
van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer.
van Lier, L. (2007). Action-based teaching, autonomy, and identity. Innovation in Language Learning and Teaching. Vol. 1, No. 1. Pp. 46-65.
Warschauer, M. and Kern, R. (eds.) (2000). Network-based Language Teaching: Concepts and practice. Cambridge, UK: Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, identity. Cambridge, UK: Cambridge University Press.
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Historical Rationale:
Institution Profile• Number of Students: 5000• Nationality: Japan• Level: Low• Majors: Commerce, Econ, Law, Psychology, English• Classes: 100+• Requirements: two years of “A”
English-reading/listening two years of “B” English-
communication• Students per class: 28 (average)• Number of Teachers: 40• Teacher Nationality: A classes --
Japanese B
classes -- Native
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Institutional ProblemsStudents• Passive background• Skill imbalance• Low motivation• Poor attendence• English not relevant
Teachers• Dissatisfied teachers• No accountability - high independence
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Institutional Teaching History• Tradition of teacher independence
• Choose texts and materials• Choose requirements and assessment• Choose topics and emphasis• 50% part-time staff
• Extensive computer laboratory facilities• Ten labs• Special purpose CALL lab “first in Northern Japan”
• Required two year curriculum• No student choice
• Textbook-based, no school materials• General curriculum, not content-based by
department
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Institutional Innovation
• 2002: Add projects to textbook-based courses• Powerpoint Speeches: Bossaer, Hinkelman, Miyamachi
(2002)
• 2004: Remove textbooks, only projects• PowerPoint Projects: Kay & Flenner (2004)• Self-designed textbooks: Gemmell (2004)
• 2006: Coordinated curriculum• Common projects by year• Shared materials• Student-owned technology wireless notebooks, mobile
phones• Language support
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Action Research Questions
2002: Can teachers technically manage large classes of students
using presentation software?
2004: How can projects be made more communicative?
2006: What should be coordinated, what should be independently-designed?