Transcript Slide 1

ESL on the move:
Effective use of iPod touches and other
mobile devices for language learning.
Aga Palalas
George Brown College
December 2009
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Mobile-Assisted Language Learning (MALL)
◦ Definition
◦ MALL literature digest
◦ Main projects and findings
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MALL at George Brown College
◦ Hybrid ESP Course
◦ Pedagogy
◦ Mobile Component (iPod Touch)
◦ Pilot findings
◦ Follow-up project
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Practical Usages
◦ Examples of applications
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Mobile-Assisted Language
Learning (MALL)
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Wireless technologies
Mobility of learner
Mobility of location
Interaction and connectivity
Contextualization
Formal and informal
Technology affordance: e.g. adaptive software
When learners are not at a fixed, predetermined location, and
they “take advantage of the learning opportunities offered
by mobile technologies’’ (Kukulska-Hulme, 2005, p. 1)
“The processes of coming to know through conversations
across multiple contexts amongst people and personal
interactive technologies” (Sharples, Taylor, & Vavoula, 2007, p. 225)
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Mobile Technology
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Wireless telephony: LAN (WiFi), cellular, bluetooth
or infrared network
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Network affordances
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Mobile devices:
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e.g., mobile phones,
MP3/4 players,
iTouches, PDAs,
compact laptops,
tablet PCs…
Device affordances
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Context: Telephony
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The Economist: A special
report on telecoms in
emerging markets
◦ “Poor countries have already
benefited hugely from mobile
phones.”
◦ Over 4 bn subscribers (=3.6
bn people)
 ->6 bn by 2013
◦ New uses
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Over 800 various devices
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MALL Research
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Duke University
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Athabasca University
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Open University (UK)
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University of Tokushima
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On-demand flexibility “congruent with learners’
increasingly mobile, always-connected lifestyles”
“Continuity or spontaneity of access”
(Kukulska-Hulme & Shield, 2008)
‘‘Personal, informal, contextual, portable, ubiquitous
(available everywhere) and pervasive (so integrated with
daily activities that it is hardly noticed)’’ (Kukulska-Hulme, 2005)
Convenient with fewer time and space constraints (Nah et al.,
2008)
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Ownership and control of what, when and where to learn
(Laurillard, 2007)
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Personalized, self-paced
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Selected Advantages
cont.
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Utilizing the dead time productively
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Access to up-to-date material
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Multimedia options
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(Kukulska-Hulme & Pettit, 2009)
Student creation of content and their active participation in
content delivery (Quinn, Mardomingo & Valentine, 2009)
Attractiveness, motivation
Access to resources integrating in-class and out-of-class
learning
Value for money
(Rosell-Aguilar, 2007)
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Selected Disadvantages
Mobile Devices
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Cost of mobile devices which limits flexibility
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Inherent technical and ergonomic limitations:
◦ Inadequate sound quality of microphones and speakers
◦ Limited control functions
◦ Small screen sizes
◦ Small keyboards
◦ Everything small and short
◦ Short battery life
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Lack of Wi-Fi access in many locations
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Selected Disadvantages
cont.
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Increase in teacher workload –content creation
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Challenging for those not technically savvy
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Potential for information overload
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Changes in teacher-student relationship
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Mostly audio
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Audio content cannot be skimmed
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(Rosell-Aguilar, 2007)
Some functions not meeting expectations (e.g.,
GPS)
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MALL @
George Brown College
Funded by the Ministry of Citizenship and Immigration (MCI)
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Goal: To provide Internationally Trained Immigrant
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Solution: Hybrid (blended learning) ESP course
(ITI) graduates with communication skills that will
lead to their success in the workplace
Funded by the Ministry of Citizenship and Immigration (MCI)
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New to Canada
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Internationally Trained Immigrant
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Confucius-heritage learners
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Adult learners/non-traditional students
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Busy college students
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SLA
CALL
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interactive
collaborative discourse
socio-cultural
student-centred
task-based
authentic content
informal and lifelong learning
MALL
◦ + mobility
◦ + situated learning
◦ + inherent audio/video affordances
◦ + communication and connectivity
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Accounting Communications Adjunct – Hybrid
In-class + online + mobile (iTouches)
Hours: 14 weeks x (2+1+2)
Modular and scalable
Course-specific with some generic content
Language training, socio-cultural skills and
Canadian workplace
◦ Focus on speaking and listening, pronunciation
◦ Critical reading and writing competencies
◦ Business terms and colloquial language
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Mobile Component
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Listening and video activities (podcasts and
vodcasts)
◦ Key terms and definitions, excerpts from textbooks
◦ Pronunciation
◦ Telephone scripts
◦ Listening quizzes
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In-house and open sources
◦ ESLpod, Business English
◦ OSLP audio – Intermediate Accounting text, email English,
Whaddaya Say
◦ OSLP video – accounting scenarios, and socio-cultural content
◦ Online accounting dictionaries
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Blogging and email
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Pilot Findings
(MALL)
Funded by the Ministry of Citizenship and Immigration (MCI)
Is It Effective?
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Findings: Hybrid
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High satisfaction with the course in general: 7SC +
5VS
“Doing in-class, mobile and online together is
best.”
“More listening files (mp3) are going to help!!”
“Don’t know how to prioritize the activities. A label
‘Do this first’ or ‘Most important’ would be
helpful.”
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Did Students Learn?
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Listening:
 1- greatly, 4-considerably, 1-somewhat, 4-minimally
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Speaking
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Writing
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Reading
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Is iPod Touch an Appropriate
Technology for Language Learning?
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iTouch Technology
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“I don’t want to take time to download; I only want
to listen to what’s available.”
“We can download dictionary for iTouch? I didn’t
know.”
“I didn’t know I have to go to everyone’s blog to
read what they wrote. I thought their comments
and postings would appear on my blog.”
“iPod was fairly new to me at the beginning and
was very complicated to me.”
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Mobile Learning Advantages
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Access to the Internet
Learning while on the move
Instant access to online data
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Instant access to audio and video data
Learning pronunciation
Ability to carry it around
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Fun
Using free time
To keep up with email
Ability to carry different types of media
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“The class helped me develop confidence with
technology” (4VH + 8 H)
"I don’t need to make extra time for hearing
[content] because I could access anytime,
anywhere.”
“Whenever I have extra time, I could listen and
watch especially during driving or in the bus. I
don't need to make extra time for hearing it
because I could access anytime anywhere. It was
very good and I'll keep using the files.”
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Audio, video and open source podcasts found
valuable: 8VV + 4SV (for all 3 categories)
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Speaking/Listening vs. Reading/Writing
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Good for pronunciation practice, learning
accounting terminology and reviewing content
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Downloading additional podcasts, e.g. ESLpod
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iTunesU
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Ways in Which Students Used iTouches
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Greatest Total
Hours
Least Total
Hours
Number of “0"
Hours
Average (excludes
"0"s)
15
0
6
11.9
Browse
Internet
40+
0
1
14.15
Listen to
audio
100
0
1
24.15
Watch video
30
2
0
11.4
Type notes
15
0
4
6
Download
podcasts
25
0
1
14.25
Search
podcasts
15
1
0
9.09
30+
0
3
10.6
Blog
Email
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Perceived Value of Podcasts and Blog
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Mobile Learning Disadvantages
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Cost
Typing on it not easy
Lack of WiFi/internet connection
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Short battery life
Downloading and selecting content timeconsuming
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Technical problems
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Lots of functions to learn
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New technology
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Small screen, taxing on the eyes
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Lacking interactivity
Unaware of available resources
No ownership of devices hence no experimentation
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“Cool” factor
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Dependence on structure
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Technological difficulties
◦ Great effort to prepare students for technology
◦ Students self-reported being comfortable with
technology
◦ Difficulties observed
◦ After course, 11/12 reported that they are VC or QC
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Next MALL Project
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Survey of mobile device usage
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Listening learning objects
◦ Contextualization and context awareness
◦ Personalization
◦ Flexibility
◦ Access
◦ Interactivity
◦ Engagement
◦ Informal learning
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Mobile Devices:
Practical Usages
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Distribution and playback of music, interviews, radio
programs, language drills, dialogues
Listening to recorded lectures and conferences, audio
books, audio courses and other podcasts and materials
downloaded from the web
Using digital sound files to record progress and
achievement
Recording students’ practice or spoken reflections on their
learning
Logging thoughts electronically
Creating digital sound files
Feedback
Gap fill and listening exercises…
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Mobile Device Usages
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Podcasts and vodcasts
Communication (Web 2.0 tools + telephone)
Games
Student-generated content
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Examples
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GBC
English for Mobile Phones - food vocabulary
IELTS Academic Preparation (www.ieltsexams.net)
What time is it?
ESLpod
Real ESL
ESL Phone Demo – LinguaComm
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Contact
Aga Palalas
[email protected]
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References
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Anderson, T. (2009). Foreword. In M. Ally (Ed.), Mobile learning transforming the delivery of education and training (pp. 15-182).
Athabasca University: AU.
Chan, A. & McLoughlin, C. (2006). Everyone’s learning with podcasting: A Charles Sturt University experience. Paper presented at 23rd
Annual Ascilite conference: Who’s learning? Whose technology? , Syndey, Australia.
Duke Unviersity. (June 2005). Duke iPod First-Year Experience – Final Evaluation Report Summary. Retrieved from
http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p92.pdf
Kukulska-Hulme, A. (2005). Introduction. In A. Kukulska-Hulme & J. Traxler (Eds.), Mobile learning: A handbook for educators and
trainers. London: Routledge.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported
collaboration and interaction. ReCALL 20(3), 271-289. doi:10.1017/S0958344008000335
Kukulska-Hulme, A., & Pettit, J. (2009). Practitioners as innovators: emergent practice in personal mobile teaching, learning, work and
leisure. In M. Ally (Ed), Mobile learning transforming the delivery of education and training. Athabasca University: AU Press.
Kukulska-Hulme, A., & Traxler, J. (2007). Learning design with mobile and wireless technologies. In H. Beetham and R. Sharpe, (Eds.),
Rethinking pedagogy for a digital age: designing and delivering e-learning (pp. 180–192). London, UK: Routledge.
Laurillard, D. (2007). Pedagogical forms of mobile learning: framing research questions. In Pachler, N. (Ed.), Mobile learning – towards a
research agenda (pp. 153-175). WLE Centre, Institute of Education, University of London.
Nah, K.C., White, P. & Sussex, R. (2008). The potential of using a mobile phone to access the Internet for learning EFL listening skills
within a Korean context. ReCALL, 20(3), 331-347. doi:10.1017/S0958344008000633
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning. University of
Birmingham: Futurelab.
Quinn, A., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning
opportunities. ReCALL, 21(1), 96-112.
Rosell-Aguilar, F. (2007). Top of the pods - In search of a podcasting podagogy for language learning. Computer Assisted Language
Learning, 20(5), 471-492. doi:10.1080/09588220701746047
Sharples, M. (2007). Foreword. In M. Sharples (Ed.), Big issues in mobile learning. Report of a workshop by the Kaleidoscope Network of
Excellence Mobile Learning Initiative (p. 4). Nottingham, UK: Learning Sciences Research Institute. University of Nottingham.
Sharples, M., Taylor, J., & Vavoula, G. (2007). A theory of learning for the mobile age. In R. Andrews and C. Haythornthwaite (Eds.) The
Sage Handbook of Elearning Research (pp. 221-47). London: Sage.
The Economist (2009, September 26). A special report on telecoms in emerging markets.
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