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One to One digital language learning Michael Carrier Cambridge English Language Assessment UNESCO Paris, Feb 2014
© UCLES 2013
English as a global tool - Aspirations & Challenges
Aspirations:
Challenges: • High demand • Shortage of teachers • Low level of some
teachers’ English proficiency
• Short time in class • Large class sizes • Outdated school leaving
examinations • New generational
learning styles
• Access to Education
• Access to Employability
• Access to Social mobility
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New learning models 1:1
Mobile Tablet
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Mix of pedagogical models
Less formal learning Formal learning
Communicative content creation
Teacher-led (inc. remote)
Self-directed digital
1:1 device groups
Group-oriented
Self-study
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Technology-supported: learners at the centre
Face-to-face classroom
eTutors VOIP & FaceTime
Learning device
LMS as hub
Blended learning
Big Data: Tracking & Portfolio
The Learner Individualised
pathways
Social learning
Handheld learning
On-demand content
Cloud synchronisation
Adaptive learning
Speech recognition & AI tools
Learning – oriented assessment
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1:1 learning with classroom devices
“What children lack is not capability, it is opportunity and resources. In the first years of OLPC we have seen two million previously marginalized children learn, achieve and begin to transform their communities.”
• Is about democratising learning & empowering learners
• Is not about technology but methodology
• Is about in-class vs out-of-class learning
• Is about time on task
• Is not (always / usually) about phones
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1:1 & language learning • Access to anytime anywhere learning • Access to authentic models of English • Develop new forms of communicative
pairwork activity in class • Create content - tell a group-developed
story • More time on task - more hours per week
for English study, outside class • Reinforce parts of classwork • Prepare ahead in Flipped mode • Increase motivation
Not yet available: • Students can’t learn to
speak – though they can learn to listen and improve pronunciation
• Students can’t carry
out natural speech interaction with a virtual partner
• Technology can’t understand and semantically respond to student speech (though can transcribe it and translate it)
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In-class vs Out-of-class model
Before Class In Class After Class
Activities: • Writing • Comprehension
questions • Online workbook • Practise vocab
with Apps • Formative
assessment
Activities: • Reading &
Listening activities • Study text • Learn vocab
online • Grammar in Use
activity with Apps
Activities: • Speaking
activities • Pairwork • Concept
questions • Communication
activities, games storytelling
• Mentoring
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Your own Activity taxonomy task individual group Consuming: Grammar study
√
Self-access quiz √ Reading √ Listening √ Vocabulary √ √
Producing: recording/interviewing
√
storytelling/writing √ √ phonecasting √ phoneblogging √ upload & share projects √
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© UCLES 2013
Plan Ceibal – remote teaching, local support
Remote teacher using video-
phone
Students with Classroom
laptops
Local class teacher
managing activity
Local classroom: TV screen
showing remote teacher
Lesson materials shown via Webex
2-way video & audio
Joint lesson planning
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1:1 Policy development
Investment focus Budget Technology infrastructure: • Bandwidth • Equipment – 1:1 devices &
BYOD systems
33%
Teacher development: • pre-service • in-service
33%
Curriculum update: • pedagogical models,
language syllabus, assessment systems
Digital content: • textbooks, authentic input,
activities, apps
33%
Policy checklist Strategy: •Outcomes •Measurement •Quality Standards •Sustainability
Pedagogical models: •Curriculum design/integration •Teacher training •Classroom design Technology: •Connectivity •Device-agnostic content •Platform agnostic content •Issues: •BYOD, AR, ASR, IWB, LMS, QR, Flipped Classroom
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1:1 Policy - Digital teacher competences
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• Personal development: Technology awareness; curiosity; User training
• Lesson planning: how to integrate digital content
• Classroom management: how to coordinate formal & informal activities
• Classroom management online: how to manage a virtual classroom
• Digital tools & media awareness: how to create new content with students
“You can fill all the classrooms with computers, but if you don’t train the teachers on how to use them effectively, [your] investment will lose all of its purpose.”
Dr. Huseyin Celik, former minister of
education, Turkey
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Cambridge – from Apps to eTextbooks
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Cambridge – research to exams
Cambridge ALTA Research Institute
ALTA researches into:
• text and speech processing
• machine learning • corpus
development and analysis
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Research – TIRF mobile language learning papers
• 8 papers on current state of mobile learning approaches to teaching of English
• Download from:
author title Ken Beatty Beyond the classroom: mobile learning in the wider world
Agnes Kukulska-Hulme Re-skilling language learners for a mobile world
Nicky Hockly Designer learning: the teacher as designer of mobile-based classroom learning experiences
Philip Hubbard and Glenn Stockwell
Some emerging principles for mobile-assisted language learning
John Traxler Mobile Learning for Languages - Can The Past Speak to the Future?
Nik Peachey Quality reviews of language learning materials available for mobile devices, including those for workplace English
Paul Sweeney TBC Matthew Kam TBC
www.tirf-online.org
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Babel fish?
Cambridge English sites: • www.cambridgeenglish.org • www.cambridgeenglishteacher.org • www.tirf-online.org Contacts: [email protected]
