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Slides presented at the Innovative Language Teaching and Learning at University: Enhancing the Learning Experience through Student Engagement conference. Friday, 28th June 2013 School of Arts, Languages and Cultures University of Manchester Manchester Conference Centre. Abstract: Higher Education practitioners are facing great challenges in the current economic climate. One is ensuring that students remain deeply engaged in their learning experience. Another is equipping them with a set of skills that will enable them to thrive in a context where “the connections that enable us to learn more are more important than our current state of knowing” (Siemens, 2005). Over the last decade, connectivist learning theories (Siemens, 2005; Kop & Hill, 2008) have demonstrated that digital literacy (Martin & Madigan, 2006) and participatory literacy (Jenkins, 2006) are essential to the development of students as lifelong learners and engaged citizens. This presentation reports on the deployment of a learning system which is designed to foster vocabulary building through collaborative processes. It utilises tasks which contribute to Open Educational Resources (OER) (Casserly & Smith, 2008). This system combines the collaborative productivity application Google Drive© and the cross-platform, web 2.0-enabled vocabulary-building application Quizlet©. The speaker will outline how this student-led, tutor-curated learning system was used to complement and expand on an existing vocabulary-building application. Areas such as the impact on students’ learning experiences and their views on mobile and bring-your-own-device (BYOD) learning (Craig, 2011), will be explored. Attitudes towards Open Educational Resources and likelihood of further contributing to them will also receive particular attention in this presentation.
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Bring Your Own VocabularyEngaging students in vocabulary learningwith mobile & collaborative technologies
Manchester, 28th June 2013. #iltlu13
CC
BY-N
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Benoît Guilbaudwww.benguilbaud.comTwitter: @benguilbaud
This work is licensed under a Creative Commons Attribution-
NonCommercial 3.0 Unported licence (CC BY-NC 3.0).
More details at http://creativecommons.org/licenses/by-nc/3.0/.
@benguilbaud, 2013
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Sydney Uni CC BY-NC-SA 2.0
Context
Oh la la !
Context
• Specialised language teaching: medical, business - prevalence of lexicon
• Three undergraduate classes / 36 students / one semester
• Fortnightly formative vocabulary tests + final summative test
• 31 existing lists (2,917 entries) (+ 9 new lists (484 entries) created in 2013)
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Motives for change
• Time required to produce new lists
• Opportunity to increase student engagement
• Expanding on existing software solution (Interlex)
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Platform
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© Quizlet.com
Platform
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Feature Interlex
Compatibility PC only, installation required Cross-platform / web-based
Mobile access No Yes
Connectivity Offline Web 2.0
Content Student-generated, tutor-curated Collaborative
Interface Good Better
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© Quizlet.com
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© Quizlet.com
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© Quizlet.com
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© Quizlet.com
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Compiling lists
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© Google.com
Google Drive
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Rationale
Micro
• Learning new words
• Researching vocabulary
• Creating revision lists
• Encouraging independent learning
• Fostering participation (Craig, 2011, Jenkins, 2006)
• Producing OERs (Casserly & Smith, 2008)
• Promoting networked learning (Couros, 2011, Siemens, 2005)
• Developing digital literacy (Martin & Madigan, 2006)
Macro#iltlu13
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Evaluation
Evaluation
• End-of-semester questionnaire
• 53 open and closed questions
• 42% respondents
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18/06/2013 11:19Survey Results
Page 1 of 14https://selectsurveys.humanities.manchester.ac.uk/PrintOverview.aspx?SurveyID=9lK34l83
1. Please enter your full name (Optional) (NB: all survey results will be anonymised entirely)
Total Respondents 14
(skipped this question) 15
2. Which of the following units were you enrolled on in 2012-13?
ResponseTotal
ResponsePercent Points Avg
Medical French level 1 7 35% n/a n/aMedical French level 2 9 45% n/a n/aBusiness French"further" level 4 20% n/a n/a
Total Respondents 20 100%
(skipped this question) 9
3. "I understand that my answers may be used and quoted anonymouly for the purpose of the present research study." Click hereto read more.
ResponseTotal
ResponsePercent Points Avg
Yes 20 100% n/a n/aTotal Respondents 20
(skipped this question) 9
4. From which devices did you usually access Quizlet? Tick all answers that apply.
ResponseTotal
ResponsePercent Points Avg
University PC 9 53% n/a n/aPersonalcomputer(includinglaptop)
17 100% n/a n/a
Smartphone 5 29% n/a n/aTablet 0 0% n/a n/aPrinted lists 1 6% n/a n/aOther, pleasespecify 0 0% n/a n/a
Total Respondents 17
(skipped this question) 12
5. From which device did you access Quizlet the most?
ResponseTotal
ResponsePercent Points Avg
University PC 1 6% n/a n/aPersonal computer(including laptop) 14 82% n/a n/a
Smartphone 2 12% n/a n/aTablet 0 0% n/a n/aPrinted lists 0 0% n/a n/aOther (as specifiedabove) 0 0% n/a n/a
Total Respondents 17 100%
(skipped this question) 12
Quizlet survey 2013
Respondents: 29 displayed, 29 total Status: Closed
Launched Date: 05/06/2013 Closed Date: 16/06/2013
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Findings
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Vocabulary learning
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“Quizlet was useful to my learning”
20%
40%
60%
80%
100%
Very usefulUseful
NeutralUseless
Very useless
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“I found that quizlet motivated me to revise vocabulary”
20%
40%
60%
80%
100%
Strongly agree Agree NeutralDisagree Strongly disagree
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Increase in time spent revising vocabulary
20%
40%
60%
80%
100%
Much more time A little more timeAbout
the same
Less time Much lesstime
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Place of use
Very often Often Sometimes Rarely Never
Public transports
Home
University& library
Outdoors
Work
Around campus
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Length of revision session
AVERAGE MAX
40 mins 100 mins
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Class-generated vocabulary lists
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“collaboratively creating vocabulary listsis a good way to encourage student engagement”
20%
40%
60%
80%
100%
Strongly agree Agree Neutral Disagree Strongly disagree
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how important is it that students are included in the design of study materials?
20%
40%
60%
80%
100%
Very importantImportant
NeutralUnimportant
Veryunimportant
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Issues with class-generated listsoccurring “often”
Technical problems 7%
Late entries (delaying test revisions) 33%
Duplicate entries 20%
Inaccurate entries 20%
Irrelevant entries 26%
% of respondents agreeing
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Open educational resources& sharing
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Very likely
Likely
Neutral
Unlikely
Likeliness of sharingown learning resources
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Very pleased
Pleased
Neutral
Pleased to share class-made resources
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Bring Your Own Device
Views on BYOD
• Free choice of learning device is favoured.
• University-sanctioned platforms should be widely compatible.
• Despite empirical evidence that students enjoy using their own devices in class, survey responses show reluctance to bring devices to class.
• BYOD may create discrepancies in access to learning.
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Conclusions
Conclusions
• Experience very positive overall
• High level of student engagement and satisfaction
• Several positive comments in unit satisfaction survey
• Summative test results show very effective learning
• Importance of thorough curation of contents by tutor
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Comments
“Provided there is appropriate oversight this is a fantastic resource.”
“Overall I have found this a great tool to use to learn vocabulary and
I hope to continue using it in the future.“
“I love the Quizlet tool.”
“Great learning tool.”
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References• Casserly, C.M., Smith, MS.S, 2008. Revolutionizing education through innovation: Can openness transform teaching and
learning? In: Iiyoshi, T. & Kumar V. (eds), 2008. The collective advancement of Eduction through Open Technology, Open Content and Open Knowledge. Cambridge, Mass, MIT Press.
• Couros, A., 2011. Why networked learning matters. Education in a Changing Environment (ECE) 6th International Conference, Creativity and Engagement in Higher Education, 6-8 July 2011, University of Salford, Greater Manchester, UK.
• Craig, D.V., 2011. Encouraging Participatory Culture and Language Learning: Assisting ELLs in Becoming Part of the Digital Youth. In: TNTESOL Journal, 4(1) pp. 84-93.
• Jenkins, H., 2006. Convergence culture: where old and new media collide. New York; London: New York University Press.
• Kop, R., Hill, A., 2008. Connectivism: Learning theory of the future or vestige of the past? In: International Review of Research in Open and Distance Learning, 9(3) [Online]. Accessible at: http://www.irrodl.org/index.php/irrodl/article/viewArticle/523 [accessed 27th June 2013].
• Martin, A., Madigan, D. (eds), 2006. Digital Literacies for Learning. London: Facet publishing.
• Siemens, G., 2005. Connectivism: A Learning Theory for the Digital Age. In: International journal instructional technology and distance learning, 2(1) [Online]. Accessible at: http://itdl.org/journal/jan_05/index.htm [accessed 27th June 2013].
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