Teacher perceptions of the Teacher perceptions of the ‘affordances’ of social software for ‘affordances’ of social software for language education in their language education in their teaching contextsteaching contexts

Susan Brown & Gary Motteram (Language Teacher Education Group: Susan Brown & Gary Motteram (Language Teacher Education Group: University of Manchester) University of Manchester)

Introduction Introduction

Outline of presentationOutline of presentation

1.1. Part 1: Part 1: Ecological perspectivesEcological perspectives Why ecological perspectives?Why ecological perspectives? Ecological perspectives in the literature Ecological perspectives in the literature

Part 2: The nature of Web 2.0 (social software): Ecological Part 2: The nature of Web 2.0 (social software): Ecological perspectives and affordancesperspectives and affordances

Part 3: Description of the MA course in Educational Part 3: Description of the MA course in Educational Technology and TESOL entitled Courseware Development Technology and TESOL entitled Courseware Development in Distributed Learning.in Distributed Learning.

Part 4: Case Study: Vida Zorko (of the University of Part 4: Case Study: Vida Zorko (of the University of Ljubljana, Slovenia) Ljubljana, Slovenia)

Part 1: Why ecological perspectivesPart 1: Why ecological perspectives

Our interest in ecological perspectives when considering the Our interest in ecological perspectives when considering the affordances of social software has arisen mostly through the affordances of social software has arisen mostly through the accounts of teachers working with technology in context. We accounts of teachers working with technology in context. We have gathered a number of these accounts since the first have gathered a number of these accounts since the first run of the course (described in Part 3).run of the course (described in Part 3).

– These accounts have reinforced our belief that the value of These accounts have reinforced our belief that the value of social software in language education needs to be considered social software in language education needs to be considered from the perspective of context and the rich weaver of factors from the perspective of context and the rich weaver of factors that make up that context. The case study in Part 4 provides a that make up that context. The case study in Part 4 provides a situated accounts of how the value of social software is situated accounts of how the value of social software is perceived in relation to those factors.perceived in relation to those factors.

Ecological perspectives in the wider Ecological perspectives in the wider literature on learningliterature on learning

A full analysis of any learning context A full analysis of any learning context must :must :

– acknowledge complex unfolding non-linear acknowledge complex unfolding non-linear interactions with a technology (Young et al, interactions with a technology (Young et al, 2001) 2001)

– Pin down how learning and development Pin down how learning and development can be driven by perceptions of the can be driven by perceptions of the affordances of an environment and by affordances of an environment and by cyclical interaction of perception and actioncyclical interaction of perception and action

Perspectives in the language Perspectives in the language education literatureeducation literature

Increased emphasis on ecological Increased emphasis on ecological perspectives (Tudor, 2003; Bax, 2003) and perspectives (Tudor, 2003; Bax, 2003) and appropriate methodology (Holliday, 1991) in appropriate methodology (Holliday, 1991) in the literaturethe literature

The ecological perspective on language teaching:The ecological perspective on language teaching:

focuses attention on the subjective reality focuses attention on the subjective reality which various aspects of the teaching-learning which various aspects of the teaching-learning process assume for participants, process assume for participants,

on the dynamic interaction between on the dynamic interaction between methodology and contextmethodology and context

confronts us with the complex and multifaceted confronts us with the complex and multifaceted nature of teaching and learning as they are nature of teaching and learning as they are actually lived out in specific settings. (Tudor, actually lived out in specific settings. (Tudor, 2003: 1) 2003: 1)

Ecological perspectives: the fit of technology to Ecological perspectives: the fit of technology to pedagogy and vice versapedagogy and vice versa

The role and positioning of technology with respect to an The role and positioning of technology with respect to an ecological perspective has been little discussed in the ecological perspective has been little discussed in the literature on language learning.literature on language learning.

Technology in that literature tends to be discussed principally Technology in that literature tends to be discussed principally with regard to with regard to

– the ‘fit’ (appropriateness) of technology to pedagogical the ‘fit’ (appropriateness) of technology to pedagogical approaches ( Salaberry, 2001; Watts, 1999; Hanson- Smith approaches ( Salaberry, 2001; Watts, 1999; Hanson- Smith , 1997) , 1997)

That fit of technology to pedagogical approach is often That fit of technology to pedagogical approach is often articulated in terms ofarticulated in terms of

socio-cultural theory and social constructivism socio-cultural theory and social constructivism problem-based, task-based learning and situated problem-based, task-based learning and situated

learninglearning

Ecological perspectives: considerations Ecological perspectives: considerations

However pedagogical approaches perceived as However pedagogical approaches perceived as consonant with technology may not be consonant with consonant with technology may not be consonant with the ecology of a contextthe ecology of a context

language teachers working with technology may well language teachers working with technology may well need to consider the role of technology from three need to consider the role of technology from three perspectives:perspectives:

– The relevance of the technology to contextThe relevance of the technology to context

– The relevance of the technology to pedagogical approachThe relevance of the technology to pedagogical approach

– The relevance of the perceived fit of technology and pedagogy to The relevance of the perceived fit of technology and pedagogy to their context.their context.

There should be integrated, dynamic and negotiated links between There should be integrated, dynamic and negotiated links between perception of the affordances of technology, pedagogy and context. perception of the affordances of technology, pedagogy and context.

Part 2: Social softwarePart 2: Social software

Emerging social software genres such as Emerging social software genres such as wiki are often referred to as Web 2.0.wiki are often referred to as Web 2.0.

Web 2.0 is described as: Web 2.0 is described as:

– A state of mind (Miller, 2005) A state of mind (Miller, 2005) – An attitude not a technology (O’Reilly, 2005)An attitude not a technology (O’Reilly, 2005)– Providing “an architecture for participation” Providing “an architecture for participation”

(O’Reilly, 2005)(O’Reilly, 2005)– taking on “emergent properties” (O’Reilly, taking on “emergent properties” (O’Reilly,

2005)2005)

Social software and contextSocial software and context

‘‘Architecture of participationArchitecture of participation’’

– The affordance of such architecture may have great The affordance of such architecture may have great potential for language education. It may, for example, afford potential for language education. It may, for example, afford great scope in student-centred learning. great scope in student-centred learning.

– A teacher may need to consider this affordance with respect A teacher may need to consider this affordance with respect to how a student –centred approach relates to their context: to how a student –centred approach relates to their context: e.g. e.g.

how learners in their context may feel about negotiating a how learners in their context may feel about negotiating a coursecourse

whether that sets a precedent that is not in keeping with the whether that sets a precedent that is not in keeping with the accepted practices and goals of the educational institution they accepted practices and goals of the educational institution they work at.work at.

Social software and contextSocial software and context

takes on “emergent properties” takes on “emergent properties” (O’Reilly, 2005)(O’Reilly, 2005)

By inference Web 2.0 properties are moulded by By inference Web 2.0 properties are moulded by perceptions of user. perceptions of user.

We might argue therefore that the inherent We might argue therefore that the inherent ‘malleability’ of Web 2.0. means it can be adapted to ‘malleability’ of Web 2.0. means it can be adapted to the specificities of context. the specificities of context.

Part 3: Ecological perspectives: Part 3: Ecological perspectives: MA Educational Technology and TESOL course entitled: MA Educational Technology and TESOL course entitled: Courseware Development for Distributed learningCourseware Development for Distributed learning

An Ecological perspective forms the reflective backbone of the An Ecological perspective forms the reflective backbone of the course. course.

The course seeks to promote reflection on the appropriateness of The course seeks to promote reflection on the appropriateness of

social software to the ‘ecology’ in which the teachers work, and social software to the ‘ecology’ in which the teachers work, and to the pedagogical approaches teachers feel are most suited to to the pedagogical approaches teachers feel are most suited to that ecology.that ecology.

Other objectives of the course are to:Other objectives of the course are to:

– Give teachers the practical skills to develop courses using a range of Give teachers the practical skills to develop courses using a range of technologies: technologies:

VLE’s: WebCT, & MoodleVLE’s: WebCT, & Moodle Wikis, blogs, podcasting, social bookmarking, synchronous environments Wikis, blogs, podcasting, social bookmarking, synchronous environments

(breeze) (breeze)

– Help frame teachers’ thinking on the development of courses with Help frame teachers’ thinking on the development of courses with respect to instructional design for language educationrespect to instructional design for language education

Brief Description of Course: Home PageBrief Description of Course: Home Page

Course Wiki areaCourse Wiki area

Course blog areaCourse blog area

Course sample materialsCourse sample materials

Part 4: Case study: Vida Zorko at the Part 4: Case study: Vida Zorko at the University of LjubljanaUniversity of Ljubljana

Technologies Vida uses in her courseware:Technologies Vida uses in her courseware:

– WikiWiki (for problem based learning and as a ’vocabulary’ aid) (for problem based learning and as a ’vocabulary’ aid) – BlogBlog

Aspects of context Vida focuses on when discussing the value of social Aspects of context Vida focuses on when discussing the value of social software in her coursewaresoftware in her courseware

– The Learners: The Learners: Sociology students at the Faculty of Social Sciences, studying ‘English for Specific Sociology students at the Faculty of Social Sciences, studying ‘English for Specific

Purposes’ . They have advanced English and good Internet skills. They all have access Purposes’ . They have advanced English and good Internet skills. They all have access to an internet connection at home and given the limited hours available for face-to-to an internet connection at home and given the limited hours available for face-to-face study, many of them use the Internet to further their studies.face study, many of them use the Internet to further their studies.

– The Teaching:The Teaching: includes communicative methods with a recent focus on problem-based learning (PBL) includes communicative methods with a recent focus on problem-based learning (PBL)

and the provision of an online resource of useful vocabulary and the provision of an online resource of useful vocabulary

– The InstitutionThe Institution Encourages a cross disciplinary approach Encourages a cross disciplinary approach Encourages the greater use of technology in teachingEncourages the greater use of technology in teaching

Part 4: Case study: Vida Zorko at Part 4: Case study: Vida Zorko at the University of Ljubljanathe University of Ljubljana

Vida says thatVida says that “ “PBL is based on the social constructivist PBL is based on the social constructivist belief that learning occurs when students are meaningfully belief that learning occurs when students are meaningfully

engaged in social activities” engaged in social activities”

She sees a PBL approach, which has recently been She sees a PBL approach, which has recently been introduced at the sociology department, as promoting a introduced at the sociology department, as promoting a more active learning amongst the students which will in turn more active learning amongst the students which will in turn lead to better learning outcomeslead to better learning outcomes

She perceives social software (wikis and blogs) as a means She perceives social software (wikis and blogs) as a means of facilitating and promoting a PBL approachof facilitating and promoting a PBL approach

Case study: Vida Zorko at the University Case study: Vida Zorko at the University

of Ljubljanaof Ljubljana

– The introduction of PBL in Vida’s context raised a The introduction of PBL in Vida’s context raised a number of concerns relating to:number of concerns relating to:

student participation student participation group learning, group learning, motivation,motivation, the sharing of knowledge, the sharing of knowledge, responsibility, responsibility, the assessment of student work the assessment of student work communication with teacherscommunication with teachers vocabulary related problems : students lack a bilingual vocabulary related problems : students lack a bilingual

dictionary of problematic terms. dictionary of problematic terms.

Case study: Vida Zorko at the Case study: Vida Zorko at the University of LjubljanaUniversity of Ljubljana

The use of wiki and blogs , as Vida sees it, The use of wiki and blogs , as Vida sees it, can address those concerns by:can address those concerns by:

– promoting peer-to-peer, teacher-teacher and promoting peer-to-peer, teacher-teacher and student-teacher interactions student-teacher interactions

– increasing motivation by publicly displaying group increasing motivation by publicly displaying group productsproducts

– facilitating the sharing of knowledge among facilitating the sharing of knowledge among students and teachers students and teachers

– empowering students with the authority to empowering students with the authority to construct their own knowledgeconstruct their own knowledge

– enabling teachers to better assess students’ enabling teachers to better assess students’ progress by monitoring the historyprogress by monitoring the history of the processof the process..

Case study: Vida Zorko at the University Case study: Vida Zorko at the University of Ljubljanaof Ljubljana

Vida’s perceptions of the affordances of wiki which can play a role in Vida’s perceptions of the affordances of wiki which can play a role in addressing those concerns:addressing those concerns:

The wikiThe wiki

– can adapt and simplify interface to make them more transparent for userscan adapt and simplify interface to make them more transparent for users

– Student and tutor contributions are easily accessible with mostly 1 click access Student and tutor contributions are easily accessible with mostly 1 click access to all areas, thus to all areas, thus

promoting greater sharing of knowledge and promoting greater sharing of knowledge and allowing tutors to better monitor student progress and to collate reoccurring language allowing tutors to better monitor student progress and to collate reoccurring language

problems and deal with them in a face-to-face environment problems and deal with them in a face-to-face environment

– Tutors can see who is working in the wiki, and can respond almost immediately Tutors can see who is working in the wiki, and can respond almost immediately to student contributions. From this perspective Vida characterises the wiki as to student contributions. From this perspective Vida characterises the wiki as “nearly a synchronous space” “nearly a synchronous space”

– Allows for easy dialogue between student and student, and student and tutor Allows for easy dialogue between student and student, and student and tutor through comment area. Students prefer this area as it is less prominent and through comment area. Students prefer this area as it is less prominent and less accessible than in a blog .less accessible than in a blog .

Case study: Vida Zorko at the University of LjubljanaCase study: Vida Zorko at the University of Ljubljana

http://www2.arnes.si/~vzorko/http://www2.arnes.si/~vzorko/ http://fdvenglish2pbl.pbwiki.com/http://fdvenglish2pbl.pbwiki.com/

Case study: Vida Zorko at the University Case study: Vida Zorko at the University of Ljubljanaof Ljubljana

http://fdvenglish2pbl.pbwiki.com/http://fdvenglish2pbl.pbwiki.com/

Case study: Vida Zorko at the Case study: Vida Zorko at the University of LjubljanaUniversity of Ljubljana

Final points on the case study:Final points on the case study:

– In Vida’s context there is a happy consonance between In Vida’s context there is a happy consonance between pedagogy, technology and context though Vida feels the pedagogy, technology and context though Vida feels the wiki environment needs to be carefully shaped in order wiki environment needs to be carefully shaped in order to facilitate collaboration between learnersto facilitate collaboration between learners

– Other teachers who have taken the MA course looking at Other teachers who have taken the MA course looking at courseware development in distributed learning have courseware development in distributed learning have described a number of tensions between context, social described a number of tensions between context, social software and pedagogy. Where they see the value of a software and pedagogy. Where they see the value of a social software genre, they try to find ways of social software genre, they try to find ways of reconciling those tensions. Their experiences will form reconciling those tensions. Their experiences will form the basis of future case studies.the basis of future case studies.

Concluding comments: what case studies such as Concluding comments: what case studies such as Vida’s tell us Vida’s tell us

Our course: Our course:

– Our experiences with past and present students on our Our experiences with past and present students on our course underlines to us the need to consider the course underlines to us the need to consider the affordances of social software from an ecological affordances of social software from an ecological perspective, as this is a crux concern for language perspective, as this is a crux concern for language teachersteachers

Perceptions of the affordances of social software Perceptions of the affordances of social software – I hope I’ve shown, via Vida’s case study, how the value I hope I’ve shown, via Vida’s case study, how the value

of social software is perceived very much in relation to of social software is perceived very much in relation to contextual factors and how that influences the way the contextual factors and how that influences the way the social software is shaped and used. social software is shaped and used.