Author: perezparedes

Webinar: The Pedagogy of MOOCs -Fri 14 March 11.00 GMT

Open Education Week Webinar: The Pedagogy of MOOCs -Fri 14 March 11.00 GMT

Webinar on Friday 14 March from 11 am to 12noon GMT – The Pedagogy of MOOCs

Below is a schedule for the webinar. In addition to giving us a chance to discuss and argue MOOC pedagogies and shape where open education is going, this webinar is a kind of announcement of the eMundus project which, among other things, maps out cases of universities forming partnerships to help along open educational practices, worldwide (http://www.emundus-project.eu/). In fact, this blog post lists a whole series of eMundus-sparked webinars happening during Open Ed Week:

http://beyonddistance.wordpress.com/2014/03/05/cool-webinars-for-open-education-week-2014/

The webinar will happen via Adobe Connect (facilitated by Athabasca University in Canada) and the link to get in will be:

http://connect.athabascau.ca/oew2014

Reading concordances is not a trivial task

The methodological transfer from the CL research area to the applied ring of language learning and teacher underwent no adaptation, and thus learners were presented with the same tools, corpora and analytical tasks as well-trained and professional linguists.

[…]

Reading concordances is, by no means, a trivial task. Sinclair (1991) recommends a complex procedure which involves five distinct stages. Let us review very briefly what they entail. The first stage is
that of initiation. Learners here will look to the left and to the right of the nodes and determine the dominant pattern. Then, learners are prompted to interpret and hypothesize about what it is that these
words have in common. Thirdly, the consolidation stage, where students are to corroborate their hypothesis by looking more closely at variations of their hypotheses. After this, these findings have to be reported and, finally a new round of observations starts. Although typically reduced in language classrooms, this procedure is common in the possibilities scenario and certainly characterises the so-called bottom-up approach (Mishan, 2004: 223). A recent analysis (Kreyer, 2008) deconstructs the idea of corpus competence in different skills, namely, interpreting corpus data, knowledge about corpus design, knowledge about resources in the Internet, some linguistic background, knowledge about how to use concordances and, finally, some corpus linguistics background. This is a positive effort in the
right direction as the author admits the need to create the conditions for the use of corpora in the language classroom or, in other words, the Kreyer recognizes that pedagogic mediation is necessary if we want to turn the corpus into a learning tool. Notwithstanding, the challenges are significant.

Pérez-Paredes, P. (2010). Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Scenario. In T. Harris & M. Moreno Jaén (Eds.), Corpus Linguistics in Language Teaching (pp. 53-73). Peter Lang.

Reading concordances is not a trivial task

The methodological transfer from the CL research area to the applied ring of language learning and teacher underwent no adaptation, and thus learners were presented with the same tools, corpora and analytical tasks as well-trained and professional linguists.

[…]

Reading concordances is, by no means, a trivial task. Sinclair (1991) recommends a complex procedure which involves five distinct stages. Let us review very briefly what they entail. The first stage is
that of initiation. Learners here will look to the left and to the right of the nodes and determine the dominant pattern. Then, learners are prompted to interpret and hypothesize about what it is that these
words have in common. Thirdly, the consolidation stage, where students are to corroborate their hypothesis by looking more closely at variations of their hypotheses. After this, these findings have to be reported and, finally a new round of observations starts. Although typically reduced in language classrooms, this procedure is common in the possibilities scenario and certainly characterises the so-called bottom-up approach (Mishan, 2004: 223). A recent analysis (Kreyer, 2008) deconstructs the idea of corpus competence in different skills, namely, interpreting corpus data, knowledge about corpus design, knowledge about resources in the Internet, some linguistic background, knowledge about how to use concordances and, finally, some corpus linguistics background. This is a positive effort in the
right direction as the author admits the need to create the conditions for the use of corpora in the language classroom or, in other words, the Kreyer recognizes that pedagogic mediation is necessary if we want to turn the corpus into a learning tool. Notwithstanding, the challenges are significant.

Pérez-Paredes, P. (2010). Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Scenario. In T. Harris & M. Moreno Jaén (Eds.), Corpus Linguistics in Language Teaching (pp. 53-73). Peter Lang.

CFP: Researching Language Learner Interaction Online: From Social Media to MOOCs

ALL FOR ABSTRACT SUBMISSIONS

The 2015 Volume in CALICO’s Monograph Book Series.

Guest editors

Dr Ed Dixon (University of Pennsylvania, USA)

Dr Michael Thomas (University of Central Lancashire, UK)

Book Title

Researching Language Learner Interaction Online: From Social Media to MOOCs

Overview

This timely volume aims to publish new empirical research on language learning in digitally-mediated environments and conceptual chapters that address new research approaches for effectively understanding the complex interactions taking place online. This dual focus distinguishes the volume from existing books in the field and is based on a recognition of the need for qualitative, multimodal and mixed methods research approaches that aim to capture a holistic understanding of learner interaction in online spaces.

According to advocates, social network sites and new learning spaces like Coursera, Instreamia and other MOOCs are set to have an unprecedented impact on educational practice and affect the ways students engage with language and culture over the next decade. The volume will also examine the process of language acquisition in globally networked learning environments and the role that international interactions play in enriching the language learning experience and perspectives of world cultures. Chapter authors will make important contributions towards a better understanding of how international online interactions in online environments such as social networking sites can achieve proficiency goals and aid learner interaction, intercultural understanding and digital literacy skills. Chapters are requested which explore how digital environments provide learners with opportunities to:

●      Engage in meaningful conversations and exchange viewpoints with like-minded learners worldwide;

●      Compare one’s own cultural reference with a multiplicity of different cultural perspectives of the target language and culture;

●      Connect with other disciplines through online courses that offer professional and academic courses in foreign languages;

●      Continue their study of the target language beyond the school setting in multicultural online communities of practice.

In addition to discussing the potential contribution of MOOCs and social networks in terms of enriching the language-learning experience and preparing students for global citizenship through the study of a foreign language, authors will address a multiplicity of issues affecting language education at pedagogical and institutional levels. At the pedagogical level, this volume will examine instructional methods, learning strategies, student feedback, peer assessment and lifelong learning. At the institutional level, we will investigate issues of teacher readiness, accreditation and articulation.

The volume will have two parts,

●      with the first addressing new approaches to researching online CALL environments using digital technologies and applications

●      and the second providing examples of empirical research on learner interaction online e.g., in social networking sites such as Livemocha, virtual worlds, telecollaboration, and online and blended language learning contexts.

In the first stage, abstracts of no more than 250-300 words are requested on the following or related topics:

●      Methods and approaches to language learning and teaching in MOOCS, social networks and blended environments

●      Cultural and social approaches to online language study

●      Language learner interaction in virtual worlds

●      Proficiency and assessment of online learners

●      Microblogging and language learning

●      Input and output in digital-learning environments

●      Institutional readiness and professional development

●      Accreditation, curricular integration and articulation

●      Using digital video and screen capture software

●      Eye tracking software and digital literacy

●      Multimodal and new approaches to researching language learning in social networks

●      Big data and learner interaction

●      The ethics of online research with language learners

Timeline:

First Call for Abstracts (1 March  2014)

Deadline for submission of abstracts (1 April  2014)

Notification of contributors (1 May 2014)

First draft of full papers to be submitted (1 October 2014)

Publication of the CALICO monograph (1 May 2015)