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Listening with mobile devices: An ecological approach to context-embedded learning. Agnieszka (Aga) Palalas, Ed.D . Debra Hoven, Ph.D. May 2013. Overview. What is DBR What are mobile devices/mobile learning? L istening in the real world What is ecological constructivism (EC) - PowerPoint PPT Presentation
Citation preview
Listening with mobile devices: An ecological approach to
context-embedded learning
Agnieszka (Aga) Palalas, Ed.D.Debra Hoven, Ph.D.
1May 2013
1. What is DBR2. What are mobile devices/mobile learning?3. Listening in the real world 4. What is ecological constructivism (EC)5. MELLES study overview6. Listening tasks7. EC and context-embedded language learning8. Conclusions9. Discussion
Overview
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DBR methodology “Design experiments” > design-based research = design
research = DBR = EDR = researching innovative educational designs in their naturalistic settings
(Brown, 1992; Collins, 1992)
A systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories.
(Wang & Hannafin, 1999, p. 7)
Context rules
Practice research (unifying theory and practice) Drawing on engineering and technological research Focusing on design, construction, implementation
and adoption of learning solutions Process-focused and iterative---evolving Interventionist: applied solutions to real educational
problems; participatory (multiple agents & actors) Contextual: real people, context, and cultural
background(s), in-situ investigation/evaluation
DBR
DBR: implications
The intervention “embod[ied] specific theoretical claims about teaching and learning, and reflect[ed] a commitment to understanding the relationships among theory, designed artifacts, and practice. […] research on specific interventions can contribute to theories of learning and teaching.”
(Design-Based Research Collective, 2003, p.6)
(Palalas & Hoven, 2013)
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• Learning or training: knowledge construction, skill development and performance support
• Learners participate across locations, times and contexts (inside and outside the classroom)
• Enabled by portable devices and web connectivity• flexible on-demand access to learning materials, experts,
peers and other resources• tools to create content and interact with peers, experts,
learning systems and supports, and the environment in which the learning is occurring
• M-learning devices: handheld, highly portable, connected, always-on, personal, ubiquitous
…contingent on needs and context
What is mobile learning?
Authentic listening◦ In dynamic real-world communicative situations◦ Integrated listening-speaking◦ Supported by “chunking” tasks & JIT
peer/teacher/ learner-created audio-visual-textual vocabulary bank
◦ Collaboratively co-construed meanings & interpretations
◦ Collaboratively co-constructed schemata & environments
Listening in the real world 1/…2
Authentic listening
Learners utilizing the resources available to them- self- peer- tool- expert
… to raise their awareness of their context in order to perceive the affordances of features within the environment around them &/or accessible to them
Listening in the real world 2/…2
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Mobile-Enabled Language Learning Eco-system (MELLES)
What are the characteristics of an effective, pedagogically-sound MELLES for students’ mobile
devices, through which adult ESP students in a community college enhance listening skills, while
expanding their learning outside the classroom?
Evolution of theory• MELLES design principles• Ecological Constructivism
Evolution of practice• MELLES prototype• Model for replication
DBR application for educational context(Palalas, 2012)
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Inadequate aural skills instruction - college ESP students
Solution: MELL educational intervention to enhance effectiveness and appeal of ESP◦ augment in-class learning◦ out-of-class language practice◦ students’ own mobile devices◦ replicable and reusable design principles
Statement of the problem
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Evolution of DBR process and outcomes
Benchmarking Study (2005-2007)
M-learning Exploratory Study (2007-2009)
MALL Design Pilot (Jun-Aug 2009)
DBR Pilot (Sep 2009–Jan 2010)
MELLES DBR Study (Jun 2010–Dec 2011)
2005
2007
2011
Social Constructivism --> SCT --> Ecological Constructivism
2009
2010
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Methodology: DBR
• Bannan, B. (2009)• Barab, S., & Squire, K. (2004)• Brown, A. (1992)• Dede, C. (2004)• Herrington, J., McKenney, S., Reeves, T., &
Oliver, R. (2007)• Kelly, A. (2009)• Plomp, T. (2009)• Reeves, T. (2006)• Van den Akker et al (2006)• Wang, F., & Hannafin, M. J. (2005)
• Palalas, A. (2012)
DBR Phases•Informed exploration•Enactment•Evaluation:
LocalBroad
(Analysis of outcomesRedesign iterations)
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Outcomes: listening tasks
Eight interconnected, non-linear tasks Co-learning: collaborative & individual Authentic communication challenges Expert guidance Interaction: peers, L1 speakers, ESP experts Co-created multimedia artefacts Peer evaluation: comments & rating each other’s audio Evolving ESP resource Aural focus but integrated all four language
skills (holistic learning context)
Listening tasks
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Emerging theoretical framework Ecological Constructivism
Deriving from:• Social Constructivism + Sociocultural Theory +
Ecological Linguistics + Contextual and situated learning • “the recent metaphor of ecology attempts to capture the
interconnectedness of psychological, social, and environmental process in SLA” (Lam & Kramsch, 2003, p.144)
• Affordances:- exist as an initial state in the dynamic environment- represent a relationship (reciprocal interaction) between the actors (learners) and elements of the environment- are for learners to perceive, construe and act purposefully upon, both individually and in collaboration with others
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Ecological Constructivism: emergent theory
◦ Incorporating: Interaction mediated by “cultural tools such as language and
technology” (Hoven, 1997; Pachler, 2009, p. 5)
Learning mediated by the context Active learning in & around real-life problems Goal-oriented, real-life communicative activities Interactivity in social contexts Community-embedded communication Communities of learners developing into communities of
practice Scaffolding and guidance Feedback from facilitators and peers
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1. Language is dynamic and contextually contingent2. Affordances are inherent in the dynamic environment3. Learners act on affordances in the environment4. Learning, individual or collaborative, emerges from and through
interactions – co-construing of knowledge5. The process of collaboration enables individuals to perceive novel
affordances6. Noticing of affordances can be self-originating or can be guided7. Dynamic networks of fluidly inter-linked contexts form an open
system8. Mobile technologies mediate interaction and connection over the
network and with environment 9. Knowing: an evolving process enabled by acting on affordances
available in the environment, in which learners operate and collaborate across dynamic networks through connections made possible by mobile technologies
Ecological Constructivism: principles
Thank you!
Q&A
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Bannan, B. (2009). The Integrative Learning Design Framework: An illustrated example from the domain of instructional technology. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 53-73). SLO: Netherlands Institute for Curriculum Development.
Barab, S., & Squire, K. (2004). Design-Based Research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14. doi:10.1207/s15327809jls1301_1
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Collins, A. (1992). Towards a design science of education. In E. Scanlon and T. O’Shea (Eds.), New directions in educational technology (pp. 15–22). Berlin: Springer.
Dede, C. (2004). If Design-Based Research is the answer, what is the question? The Journal of the Instructional Sciences, 13 (1).
Design-Based Research Collective. (2003). Design-Based Research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. Retrieved from http://www.designbasedresearch.org/reppubs/DBRC2003.pdf
Farmer, R., & Gruba, P. (2006). Towards model-driven end-user development in CALL. Computer Assisted Language Learning, 19(2 & 3), 149-191.
Palalas, A. (2012). Design guidelines for a Mobile-Enabled Language Learning system supporting the development of ESP listening skills (Doctoral dissertation, Athabasca University). Retrieved from http://hdl.handle.net/10791/17
Palalas, A., & Hoven, D. (2013). Implications of using DBR to investigate the iterative design of a mobile-enabled language learning system. CALICO
Plomp, T. (2009). Educational design research: An introduction. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 9-36). SLO: Netherlands Institute for Curriculum Development.
Reeves, T. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research: The design, development and evaluation of programs, processes and products (pp. 52-66). New York: Routledge.
Van den Akker, J. (1999). Principles and Methods of Development Research. In J. van den Akker, R.M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 1-14). Boston: Kluwer Academic.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.
References
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