Tasks, technologies and Machinima Prof. M. Thomas @Cambridge_Uni

 

IMG_20151027_180502

RSLE Talk 27 Ocober 2015, University of Cambridge

Michael Thomas, UCLAN (www)

The Camelot Project

New project on learning analytics, focus on detection. Visualization.

Other projects: http://avalonlearning.eu/

Techno-evangelism

Diane Laurillard

Neil Seelwyn & Facer The politics of education and technology

Methodoogical weaknesses in CALL research

TBLT in technology-mediated contexts

 

TBLT: Current research overwhrlmingly focuses on teachers’ perceptions

Education as product, as employability, getting a job

Opportunities offered by TBLT: Ortega 2009

Online technologies: constructuvist pedgogies, simulation, learner motivation, collaboration, IT and digital literacy skills

Other projects: http://avalonlearning.eu/

 

EU FUNDED CAMELOT PROJECT (2013-2015)
CAMELOT stands for” CreAting Machinima Empowers Live Online Language Teaching and Learning”. This project has been funded with support from the European Commission (Project number: 543481-LLP-1-2013-1-UK-KA3-KA3MP). The information on this website reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Different types of activities. Emphasis on anybody can produce.

Camelot webinars: http://camelotproject.eu/webinars/

Camelot MOOT (MOOC): http://camelotproject.eu/moot-3/

 

 

 

 

5th Valencian Workshop on CALL: Telecollaboration & social media

 

5th Valencian Workshop on Computer-Assisted Language Learning: TELECOLLABORATION & SOCIAL MEDIA

  
V Jornadas Valencianas en torno al aprendizaje de lenguas asistido por ordenador: Telecolaboración y redes sociales

Noticia en la UPV 

13-14 noviembre 2015

Escuela Técnica Superior de Ingeniería del Diseño, Universidad Politécnica de Valencia

Precio inscripción: 40 euros (35 euros PDI, PAS y estudiantes UPV)
Política de devolución: hasta el 01/11/2015 (75%)

 

Flyer here

Programa
Viernes, 13 de noviembre de 2015
9.00 – 9.30
Recogida de documentación. Vestíbulo de la Escuela Técnica Superior de Ingeniería del Diseño (edificio 7B), UPV

9.30 – 10.00

Apertura de las Jornadas. Salón de Actos de la Escuela Técnica Superior de Ingeniería del Diseño
10.00 – 10.30

Exposición novedades editoriales y café
Vestíbulo de la Escuela Técnica Superior de Ingeniería del Diseño

10.30 – 13.30

Presentaciones teóricas. Salón de Actos de la ETSID:

Joan Tomàs Pujolà. Universitat de Barcelona – Christine Appel. Universitat Oberta de Catalunya
Melinda Dooly. Universitat Autònoma de Barcelona
Caoimhín Ó Dónaill. Universidad de Ulster, Irlanda del Norte
13.30 – 14-00

Presentación a cargo de editorial. Salón de Actos ETSID.

14.00 – 16.00

Descanso para comer

16.00 – 17.00

Taller práctico impartido por Joan Tomàs Pujolà y Christine Appel

17.10 – 18.10

Taller práctico impartido por Melinda Dooly

18.20 – 19.20

Taller práctico impartido por Caoimhín Ó Dónaill

Sábado, 14 de noviembre de 2015
10.00 – 12.00
Presentaciones teóricas. Salón de Actos ETSID:

Giorgos Ypsilandis. Universidad Aristotélica. Salónica, Grecia
Camino Bueno Alastuey, Universidad Pública de Navarra
12.00 – 12.30

Exposición novedades editoriales y café
Vestíbulo de la Escuela Técnica Superior de Ingeniería del Diseño

12.30 – 13.30
Presentación teórica. Salón de Actos ETSID:

Pascual Pérez Paredes. Universidad de Murcia
13.30 – 14.00 Presentación a cargo de editorial. Salón de Actos ETSID.
14.00 – 16.00

Descanso para comer

16.00 – 17.00

Taller práctico impartido por Giorgos Ypsilandis

17.10 – 18.10

Taller práctico impartido por Camino Bueno Alastuey

18.20 – 19.20

Taller práctico impartido por Pascual Pérez Paredes

19.30

Conclusiones. Puesta en común y clausura de las Jornadas. Salón de Actos ETSID.

 

Conferenciantes invitados

Camino Bueno Alastuey, Universidad Pública de Navarra

Telecollaboration and the development of competences

The rapid advancement of Information and Communications Technologies (ICT) has allowed for new ways of teaching and learning. As those technologies have become an essential part of our daily life, they have brought about new possibilities for education and the need to integrate them purposefully into the curriculum. One of the possibilities for integration is telecollaboration. Based on sociocultural approaches to learning which claim that people learn through social interaction, many studies have analyzed the effect of telecollaboration endeavours. This presentation will analyze some of those studies to present the various possibilities of telecollaboration to develop different kinds of competences. First, I will show the results of some telecollaboration projects based on the development of language and cultural competences. Secondly, I will focus on the possibilities of telecollaboration for teacher training and for the development of techno-pedagogical competences. Finally, I will describe our current research project (REDTELCOM), whose aim is to analyze the development of less-assessed key competences (digital competence, learning to learn, sense of initiative and entrepreneurship, social competence, and cultural awareness and expression) through telecollaboration, and to create instruments to evaluate their development.

Workshop: In this workshop, we will explore aspects which have been shown to contribute to the successful implementation and development of telecollaboration projects. Considering the results of studies that have signal the advantages and disadvantages of such projects, this workshop will show what needs to be considered, the steps to be followed and how to mitigate some of the most common obstacles telecollaboration projects present for the teachers and students involved.

Caoimhín Ó Dónaill. Universidad de Ulster, Irlanda del Norte

What is my role? Exploring the impact of Social Media/Telecollaboration on teacher-learner-learner relationships.

In spite of the widespread participation in social media networks by a broad cross section of society, and the dominance of electronic methods of communication, language educators still face the traditional duty of guiding their students through a defined programme of study and measuring success against set criteria. Introducing computer-mediated communication (CMC) to the language classroom, real or virtual, breaks down barriers and opens up a wealth of possibilities, however, this can conversely bring new challenges e.g. participation in social media networks often serves to increase the quantity of communication without regard to quality, and for younger age groups issues relating to pastoral care become more acute. This talk will examine examples of current best practice in using CMC in language education and consider the changing role of the language teacher in web enriched study programmes.

Workshop: Planning and assessing computer-mediated communication activities

During this session participants will engage in a series of activities designed to evaluate a range of CMC tools and use templates to plan and review practical activities relating to their own teaching and using the resources available to them.

Melinda Dooly. Universitat Autònoma de Barcelona

Telecollaborative Language Learning: What, why and how?

This talk is divided into two parts. The first part of the talk will look at ways in which Telecollaborative Language Learning (TcLL) has been defined, designed and implemented within educational contexts in the past twenty years. Taking a brief look at research results, the pros and cons of TcLL, as well as underlying assumptions of this approach will be interrogated. The second part (the workshop) will deal with more practical aspects of how to design, implement and assess effective TcLL exchanges, with a particular emphasis placed on TcLL projects.

Giorgos Ypsilandis. Universidad Aristotélica. Tesalónica, Grecia

The notion of feedback in computer-assisted language learning

Feedback in language learning has been an issue for research since the Skinnerian behaviorist days. While different types of corrective feedback have been tested over the years, supportive feedback (provided automatically by software) is an issue that has only recently begun to attract a small number of scientists and findings resulting from experimental research are not solid yet. This keynote discusses the different notions of feedback and concentrates on feedback provided by language learning software. The methodology for data collection is presented. Effectiveness to short and long term memory is explored while findings from past experimental research is summarized. Future research on the topic is presented in relation to learner’s cognitive and learning style.

Workshop: Decoding and improving feedback provision strategies in CALL software

This workshop follows the relevant keynote and further presents an opportunity for participants to use acquired knowledge in practice and: a) decode existing feedback strategies in ready-made CALL software, b) improve existed feedback strategies and further, c) design feedback provision strategies for new software. Participants will prepare and present their ideas to the group and contribute to the creation of a list of different feedback strategies they will take with them at the end of the workshop.

Pascual Pérez Paredes, Universidad de Murcia

Normalising corpus use in the language classroom

Much has been said about the use of language corpora in the language classroom during the past 25 years. This includes both regular contributions to well-established conferences in the area such as TALC or Corpus Linguistics, as well as a wealth of edited volumes. This plethora of studies, mostly non-empirical, seems to suggest, in very general terms, that data driven learning (DDL) is beneficial for language learning. However, the use of corpora in the language classroom is far from being mainstream, and even farther from normalisation. This keynote will explore the factors that impede a wider spread and use of language corpora in FLT. In particular, this paper will discuss the teaching logistics, the learners’ conception and skills, the syllabus and software integration, as well as the training of the educators and learners that are involved in the use of corpora in the language classroom. A follow-up session will offer the opportunity to examine these factors across different applications and will offer the analytical tools to draw a picture of the role(s) of corpora in CALL.

Joan Tomàs Pujolà. Universidad de Barcelona
Christine Appel. Universitat Oberta de Catalunya

From gaming to gamification in language learning

Games have always been present in language teaching, from traditional methods to communicative approaches. The playful features of games help us develop students’ interaction, cooperation, and proactive involvement in doing language tasks. They are the catalyst to improve students’ motivation and to engage them with the content that is being provided. In recent years a new approach to enhance students’ motivation called gamification has started to make its way as an effective pedagogical approach. Now we are experimenting with game elements, game mechanics and game thinking to make the language teaching and learning experience game-like. In the workshop we will explore ways of how to gamify activities in the language class.

CFP Synchronous communication technologies in language and intercultural learning and teaching in higher education

 

Through the EUROCALL list

 

Special issue of Language Learning in Higher Education:
“Synchronous communication technologies in language and intercultural learning and teaching in higher education”

Submissions are invited for a special issue of the journal focusing on synchronous communication technologies in language and intercultural learning and teaching in higher education. Mediated communication in general continues to receive much attention from practitioners and researchers, as online technologies have become a central part of the communicative landscape. But the properties and potentials of particular types of mediated communication have rarely been brought sharply in focus. This special issue aims to address this with respect specifically to synchronous communication technologies, such as text-based chat and instant messaging, online video, and mixed-modality platforms. We welcome papers that address questions including, but not limited to, pedagogy, interactional dynamics, discourse, and language with respect to these technologies. It is essential that papers focus especially on the relationship between learning and communication on one hand, and the properties of synchronous technologies on the other.

Submission of articles 15 January 2016
Review process February – May 2016
Notification of acceptance June 2016
Revision of articles July – September 2016
Publication of the special issue Spring 2017

Please address any inquiries or proposals to Breffni O’Rourke (breffni.orourke@tcd.ie) and Ursula Stickler (ursula.stickler@open.ac.uk), with “LLHE” in the subject line.

Breffni O’Rourke (Trinity College Dublin) & Ursula Stickler (The Open University)

De Gruyter page for Language Learning in Higher Education: http://www.degruyter.com/view/j/cercles
This CFP: http://www.degruyter.com/view/supplement/s21916128_Call_for_Papers.pdf

CFP ALSIC special issue on telecollaboration

 

Through the CALICO list

Call for proposals, ALSIC special issue on telecollaboration.

Submissions will be accepted in French or English. For more information, please see the link https://alsic.revues.org/2819
The studies included in this issue will:

cover the different players and bodies involved in telecollaboration projects;

focus on telecollaboration in primary, secondary and university teaching (or even outside any formal context), within the framework of multilingual and intercultural education;

relate experiences of language learning and teaching via telecollaboration and the use of synchronous and/or asynchronous tools;

opt for exchanges in tandem and/or in lingua franca;

reflect on methods of work (pooling, discussion, cooperation, working together), on negotiation of meaning and development of learning tasks, and on the link between proposed tasks and communication scenarios (Dejean-Thircuir & Mangenot, 2006);

highlight the intercultural and multilingual aspects of these exchanges and issues concerning stereotyping and conflicts of opinion (O’Dowd & Ritter, 2006) or even different educational cultures;

demonstrate the interest of approaches focused on reflexivity and (re)discovery of oneself and others under the prism of distancing implemented, for instance, by keeping logs and/or by verbal exchanges aimed at mediation and reflection (Schneider & Von der Emde, 2006).
Initially we require a 4,000-character abstract (not including spaces and references), to be sent to anthippi.potolia@univ-paris8.fr

and

sofia.stratilaki@univ-paris3.fr

by 30th October 2015. The selected authors must send their complete text in the first quarter of 2016. The submissions accepted will be published online during 2016. If you are interested and not able to send us an abstract by 30th October, you can still contact us by sending an e-mail.

CFP Learner Autonomy and Web 2.0 deadline 31/08

 

Through the EUROCALL list
Provisional Book Title: Learner Autonomy and Web 2.0

Call for Abstracts

The 2017 CALICO Monograph, published by Equinox, aims to explore how the notion of learner autonomy is being reshaped within Web 2.0 environments. In early definitions, dating from the 1980s, learner autonomy was largely conceived of in terms of individuals working in ‘self-access’ mode, selecting the learning resources and methods they saw as effective, in pursuit of personal goals, perhaps with the aid of a learning adviser (Holec 1981). Other theorists of learner autonomy – such as Dam (1995), Little (2012) or Trebbi (1989) – viewed the concept as having a social dimension, rather than being purely individualistic. This second view of learner autonomy is more and more relevant given the advent of social media, where students have unprecedented opportunities for collaborative learning (Lamy & Zourou 2013). Consequently, social theories of learning (e.g. sociocultural theory, communities of practice, connectivism) have increasingly informed research into learner autonomy in foreign language learning (see Murray 2014). Of equal importance is the opportunity afforded by Web 2.0 of using multiple modes for making meaning, in learning to communicate online. This has enabled some to suggest a possible recasting of learner autonomy in the digital world as ‘the informed use of a range of interacting resources in context’ (Palfreyman, 2006; Fuchs, Hauck and Müller-Hartmann, 2012). Others may feel that being digitally literate alone does not constitute learner autonomy in the online world.

The question is: ‘What does?’ In this monograph, we welcome chapters grounded in sound theoretical frameworks and/or analyzing empirical data which investigate how learner autonomy intertwines with the social and/or the modal affordances of Web 2.0 environments. The questions raised for educational users of Web 2.0 environments about the relationship between CALL and learner autonomy include, but are not restricted to:

-Do online learners require or acquire learner autonomy in practising CMC?

-What affordances of CALL environments, and more particularly Web 2.0 environments, could help develop the different facets of learner autonomy?

-How do (a) digital literacy and (b) L2 proficiency relate to learner autonomy in online environments?

-What space exists for individuals to exercise learner autonomy in Web 2.0? How does individual autonomy relate to group autonomy in Web 2.0?

-How can online learning tasks be designed to foster both individual and group autonomy?

-How can individual learning gain be monitored and assessed in Web 2.0?

-With such questions at stake, what is the expected role of language centers?

-Which (new, or existing) forms of counselling may foster students’ learning-to-learn skills within Web 2.0 environments?

 

Interested authors should send a chapter abstract (200-300 words, plus references) and an author biography (100 words) to calico2017monograph@gmail.com before the end of August 2015.

 

Timeline

Notification of contributors 31 August 2015

First draft of papers to be submitted 1st Dec 2015

Second draft of papers to be submitted 15 Apr 2016

Special Issue to be published April 2017

 

Editors

Tim Lewis, Open University

Annick Rivens Mompean, Lille3 University

Marco Cappellini, Lille3 University

Researching Language Learner Interactions Online: From Social Media to MOOCs

The 2015 CALICO Monograph: Researching Language Learner Interactions Online: From Social Media to MOOCs edited by Ed Dixon and Michael Thomas is now available.

 

Ch. 1
Edward Dixon
Michael Thomas

Introduction
Ch. 2 Dana Milstein Pancake People, Throwaway Culture, and En Media Res Practices: A New Era of Distance Foreign Language Learning

Ch. 3 Alice Chik English Language Teaching Apps: Reconceptualizing Learners, Parents, and Teachers

Ch. 4
Timothy Lewis
Anna Comas-Quinn
Mirjam Hauck

Clustering, Collaboration, and Community: Sociality at Work in a cMOOC

Ch. 5 Fernando Rubio The Role of Interaction in MOOCs and Traditional Technology-Enhanced Language Courses

Ch. 6
Edward Dixon
Carolin Fuchs

Face to Face, Online, or MOOC–How the Format Impacts Content, Objectives, Assignments, and Assessments

Ch. 7
Vickie Karasic
Anu Vedantham

Video Creation Tools for Language Learning: Lessons Learned

Ch. 8
Michael Thomas

Researching Machinima in Project-Based Language Learning: Learner-Generated Content in the CAMELOT Project

Ch. 9 Yuki Akiyama Task-Based Investigations of Learner Perceptions: Affordances of Video-Based eTandem Learning

Ch. 10 Ilona Vandergriff Exercising Learner Agency in Forum Interactions in a Profesionally Moderated Language Learning Networking Site

Ch. 11 Motoko I. Christensen
Mark Christensen Language Learner Interaction in Social Network Site Virtual Worlds

Ch. 12 Geraldine Blattner
Amanda Dalola
Lara Lomicka Tweetsmarts: A Pragmatic Analysis of Well Known Native French Speaker Tweeters

Ch. 13 Theresa Schenker Telecollaboration for Novice Language Learners–Negotiation of Meaning in Text Chats between Nonnative and Native Speakers

Ch. 14 Giulia Messina Dahlberg
Sangeeta Bagga-Gupta Learning On-The-Go in Institutional Telecollaboration: Anthropological Perspectives on the Boundaries of Digital Spaces

Ch. 15 Marie-Thérèse Batardière Examining Cognitive Presence in Students’ Asynchronous Online Discussions

Ch. 16 Kelsey D. White Orientations and Access to German-Speaking Communities in Virtual Environments

Ch. 17 Megan Case Language Students’ Personal Learning Environments Through an Activity Theory Lens

Ch. 18 Bonnie Youngs
Sarah Moss-Horwitz
Elizabeth Snyder Educational Data Mining for Elementary French On-line: A Descriptive Study

Ch. 19 Stephanie Link
Zhi Li Understanding Online Interaction Through Learning Analytics: Defining a Theory-Based Research Agenda