WhatsApp? An educational treasure hunt with mobile phones

Department of English and Languages PILL ARG

Coventry University 30th April, 2014

Billy Brick and Tiziana Cervi-Wilson

lsx133@coventry.ac.uk and lsx091@coventry.ac.uk Coventry University

Previous research

Digital literacy, Mobile Language Learning (MALL) and how mobile messaging apps fit in

The project

Findings

Future Directions

Introduction

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Guardian (2014)

“The messaging apps are next-generation,

mobile-native communications services, social

networks and digital platforms.”

“Facebook's dramatic purchase of WhatsApp is just the latest move in a much larger battle between the west and Asia for the future of social networking, mobile communications and tech sector dominance.”

“They offer smartphone owners free instant messaging, via Wi-Fi or mobile data, as an alternative to paid-for SMS messaging. To this highly attractive consumer proposition, the messaging companies are adding further communications features (such as Skype-like VOIP and video calls), social networking (profiles and timelines), entertainment (games and music), and online-to-offline services, whereby users can access their bank account, book a taxi or buy cinema tickets.”

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Creating the activity (repurposing existing activity)

Briefing with students (phones, ethics, willingness, BYOD)

Setting up groups on WhatsApp (must have app on phone)

Data collected from 2 groups via questionnaires and focus groups.

The Pilot Projects (1)

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On the day (weather, graduation ceremony, road works)

Told students they could text or phone us if they got stuck

Feedback (Google maps) – Serendipitous! Discussion about directions, clarifying contentious issues

The Pilot Project (2)

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Positives

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Overwhelming positive response

‘Lots of fun’

‘Applied use of language’

‘Made me want to be better at Italian’

Positives (2)

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‘Excellent practise at listening, writing and speaking’ ‘Preferable to

using Moodle due to immediacy and convenience’

‘Using Italian in a ‘real life’ situation’

‘Made me more aware of the fluidity required when responding to questions’

Background noise

Sequence of instructions

Weather!

Negatives

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Anonymity of number – has to ask the Faculty to get us a phone.

SD memory Card

Wireless connection. Poor signal.

GPS and installation

Students did not need technology support and didn’t mention data charges

Technical Issues

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Record sound files directly rather than via Dropbox

Timed?

Incorporate short videos

Students create own treasure hunts/tasks

Improvements

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Designing Weekly tasks for IWLP students to reinforce classroom learning. (Italian, German, Spanish)

Experiment with short student videos (video selfies)

Supporting CU students during year abroad.

Future Directions

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JISC (2011)

Avatar Languages (2009) Augmented Reality Language Learning [online] available from <http://www.slideshare.net/AvatarLanguages.com/augmented-reality-language-learning-virtual-worlds-meet-mlearning > [29th April 2014]

Betham, H. and Sharpe , R. (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. London: Routledge.

Benson, P (2013) Learner Autonomy, TESOL Quarterly, 47 (4) 839-842

Bibby, S (2011) Do Students Wish to ‘Go Mobile’? An Investigation into Student Use of PCs and Cell Phones. International Journal of Computer-Assisted Language Learning and Teaching, 1 (2), 43-54

Brown, E (2010) Introduction to location-based mobile learning. In: Brown, Elizabeth ed. Education in the wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. STELLAR Alpine Rendez-Vous workshop. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham, 7–9. [online] available from <http://www.lsri.nottingham.ac.uk/ejb/preprints/ARV_Education_in_the_wild.pdf >[29th April 2014]

Bloom, B (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay

Godwin-Jones, R (2011) Emerging Technologies. Mobile Apps for Language Learning. Language Learning and Technology 15 (2) 2-11. [online] available from <http://llt.msu.edu/issues/june2011/emerging.pdf> [29th April 2014]

Guardian (2013) Teenagers say goodbye to Facebook and hello to messenger apps [online] available from <http://www.theguardian.com/technology/2013/nov/10/teenagers-messenger-apps-facebook-exodus> [29th April 2014]

Guardian (2014) Asian mobile messaging apps face off against the west [online] available from <http://www.theguardian.com/media-network/media-network-blog/2014/feb/26/asian-mobile-messaging-apps-compete-against-west-facebook-whatsapp> [29th April 2014]

References

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Conole, G and Alevizo, P (2010) A literature review of the use of Web2.0 tools in Higher Education. HEA Academy. [online] available from <http://www.heacademy. ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf> [29th April 2014]

Corrin, L. Lockyer, L. and Bennett, S (2010) Technological diversity: an investigation of students' technology use in everyday life and academic study. Learning, Media and Technology, 35 (4) 387-401

JISC (2011) Supporting Learners in a Digital Age, Briefing Paper.

JISC (2014) Developing digital literacies [0nline] available from http://www.jiscinfonet.ac.uk/infokits/digital-literacies/ [29th April 2014]

Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL 21 (2) 157-165.

Kukulska-Hulme, A and Jones, C (2011) The next generation: design and the infrastructure for learning in a mobile and networked world. In: Olofsson, A. D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI Global), 57–78.

Reedy, K. and Goodfellow, R. (2012) Digital and information literacy framework. Open University.

Stockwell, G. (2013). ‘Technology and motivation in English-language teaching and learning’. In International perspectives on motivation: Language learning and professional challenges Basingstoke, UK: Palgrave Macmillan 156–175.

Ushioda, E (2013) Motivation Matters in Mobile Language Learning: A Brief Commentary. Language Learning and Technology 17 (3) 1-5.

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