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English language teaching: how can should technology support
teaching and learning?Rick Shepherd, EEPG Conference, Thursday, Sept. 15 2016
Berlin, [email protected]
@rickmadridSkype: rickshep
Is this familiar?• Simple Present • Present Progressive / Continuous• Simple Past • Past Progressive / Continuous• Present Perfect Simple• Present Perfect Progressive / Continuous• Past Perfect Simple• Future Simple• Future Progressive / Continuous• Future Perfect
'A syllabus may start with the present simple, then the present continuous, then the past simple, and so on*. Learners are not usually exposed to more difficult structures than the ones they are learning.‘
From ‘Grammatical syllabus’ the British Council, www.teachingenglish.org.uk
Verging on nonsense
1. Do you like cheese?
2. Does he like onions?
From The Cat in the Hat Comes Back, Dr. Suess, Random House
Surreal
Is there any cheese?
No, there isn’t. But there’s some ice-cream.
Image: CC for non-commercial use
Usage
At 8 o’clock …
1. I’m having breakfast.2. I have breakfast.3. I’d be having breakfast.4. I’ll have breakfast.
Usage
At 8 o’clock …
1. I’m having breakfast. 2. I have breakfast. 3. I’d be having breakfast. 4. I’ll have breakfast.
Usage
At 8 o’clock …
1. I’m having breakfast. 2. I have breakfast. 3. I’d be having breakfast. 4. I’ll have breakfast. 5. I’ll be having breakfast.
There is no structure or area of the Englishlanguage which is inherently more 'difficult‘than any other.
The 'linear' model of language …• Simple Present • Present Progressive /
Continuous• Simple Past • Past Progressive / Continuous• Present Perfect Simple• Present Perfect Progressive /
Continuous• Past Perfect Simple• Future Simple• Future Progressive /
Continuous• Future Perfect
From: 5bblogger.blogspot.com
The SAMR model
Tech as support for Student Centered Learning, eg. creating a documentary video = collaboration, discussion. No one right answer
Significant functional change in the classroom, eg. collaborative writing skills for an authentic audience (blog, GDocs, WP)
Tech makes it easier, better, eg Immediate feedback
Same old, same old… with a computer. No functional change in teaching and learningSubstitution
Augmentation
Modification
Redefinition
The SAMR Model, Dr. Ruben Puentedura
Bloom’s Taxonomy
Memorize: retrieve information
Understand: comprehend meaning
Apply: use in a new situation
Analyse: understand structure
Evaluate: make judgements about value
Create: create a new meaning
The SAMR model and Bloom’s Taxonomy
Substitution
Augmentation
Modification
Redefinition
Memorize
Understand
Apply
Analyse
Evaluate
Create
Pedagogy should drive change, technology enables the change
•moving from individual to more collaborative learning•moving from passive to active learning•differentiated instruction and personalized learning are becoming popular•people are becoming multitaskers
2 models• Produced on demand• Short run• Can change in real time
• Produced after many prototypes
• Economics dictate long run
• Difficult and expensive to change
Images: CC for non-commercial use
Digital publishing – two models
Monolithic
Disaggregated
‘enough stuff’
Images: CC for non-commercial use
How things change(necessarily) bland and ‘one size fits all’. Irrelevant
2015
?
?
Images: CC for non-commercial use
August 26th 2016
How things change(necessarily) bland and ‘one size fits all’. Irrelevant
2015 August 26th 2016
Images: CC for non-commercial use
How could we publish?Multimedia CMS Digital offer
Images: CC for non-commercial use
How do/could we publish?Author submits proposalMarket review, readersContract €%Eds.+Author MSReviewsResource sourcing (AW, photos)RightsProofing: 1st, 2nd, 3rd, CoverMarketing strategyPrint (Digital version starts)PromotionAdoptionsShipping from printersWarehouse
fix, improve, change
Launch
DisaggregateMonitor
Sell
Problems• Pushback
• Upskilling
• Change Management
• Tagging to substitute coherence through linearity
fix, improve, change
Launch
DisaggregateMonitor
Sell
Where does content come from?• Text• Images• Photos• Video* • Audio• Activities
– PPP– TBL
• YouTube• Promotional videos• YouTubers**
– YGS – Good Mythical Morning– ASDF
• News• Music• Websites• Social media• Users
User Generated Content (UGC)
• Offers anyone the chance to become a ‘hero’
• Publishers offer their best service
Implications and developmentsPublishers • continue to use their employee skillset:
design, accuracy, rigor, universality and, most importantly …
• drive their Marque - seal of approval• remain relevant in the face of ‘good
enough’ OERs• offer a constantly updated changing
learning experience – what teachers want
Students and educators want learning experiences
that are personal
“… we have to (…) make education personal. (…) teachers are not just instructors and test administrators. They are mentors, coaches, motivators, and lifelong sources of inspiration to their students.“ Ken Robinson Image: Tumblr
CurationDesignAccuracyRigourUniversalityMarque
Move from content to service
Images: CC for non-commercial use
Learning ‘Pills’Thematic unitsSubscription ‘as and when’
Lower origination costs
Addressing the long tail
Image: CC for non-commercial use
So … what might it look like?1.Introduce the task using a
piece of authentic video. Comprehension and pre-teaching of key vocab.
2.Possible tasks:– Invent conversation
with pet animal– Things that dogs (or
cats) would say3.Record the task using
mobile phones or audio recording or any medium they choose.
4. Students present or perform their task
5. Tasks reviewed and:• Grammar• Vocab• Pronunciation• Chunks
… picked out for practice. The offer provides form-based
(controlled practice) practice material. There is a need for LOTs activities but in the context of a higher purpose.
6. After review and teaching stage tasks are redone.
7. Students then compare attempts and evaluate themselves: where they have improved, where not, etc.
What have done here?• we have chosen and curated the videos• we have provided exploitation activities• we have provided a task framework• we provide a wide range of form-based practice activities
incorporating the traditional expertise of publishers in:– design– accuracy– rigor– universality
• we provide the teacher's guide• we suggest ways of working collaboratively• we give our marque• we might even provide the safe collaborative environment
(although we should be wary of providing services that are already catered to by LMS or other services)
Value adds
‘Just in time’/rolling Publishing
CMS - based
Constantly updated, ‘always being published’
Offering a tagged ‘cloud’ of disaggregated content
Retaining traditional Publisher’s value-adds
•Design
•Accuracy
•Rigour
•Universality
New publisher digital product (I)• will take into account learning both in and out of the classroom. With special
attention to mobile device content and look forward to other devices• will involve parent and peers as much as teachers and students themselves• will cater to different learning styles• will contain some daily 5 – 10 minute mobile revision component• will illuminate paths to related materials through tagging• will embrace and contain use of social media as part of peer learning• will 'never stop being published‘ like Gmail, Linux and Windows, the offer will
be continually updated. However updated and legacy content will coexist until legacy becomes unusable.
• will be less chaotic than social type learning and less structured than a typical course
• will bring the real world into the class• will use 'situated learning' where students are applying what they are
learning to an immediate context. • will be multiplatform
New publisher digital product (II)• will provide an offer that covers
– classroom– mobile (small device) 'knowledge pills' designed to provide revision,
controlled practice input or self-testing eg: flash cards, audios, quick tests, quick idioms, quick phrasal verbs, quick grammar
– home learning– spinning off elements into small apps,
• will provide tools for, aggregate and curate UGC, adding value with traditional editorial values– Design– Accuracy– Rigour– Universality– Marque… and sell it back at a premium
The upsides• no new titles every few years
– new design, covers and re-branding– no cyclical major upfront investment
• will gradually build up a store of activities for practising microcontent• will not require new grammar, vocabulary and other reference
sections• will not need cyclical promotion - cost of sale will fall• will allow successful smaller parts to be spun off as learning pills so
allowing for a long tail sales model• will not require new rights agreements with authors• will lock in users• will open new market opportunities:
– subscriptions– sales to third parties
English language teaching: how can should technology support
teaching and learning?Rick Shepherd, EEPG Conference,
Thursday, Sept. 15 2016 ,Berlin [email protected]
@rickmadridSkype: rickshep