A springtime of language learning & technology

IAFOR ACLL/ACTC Conference
Kobe, Japan
11-14 May, 2017

Kobe, Japan

Kobe, Japan. Photo by Mark Pegrum, 2017. May be reused under CC BY 3.0 licence

The annual conferences, The Asian Conference on Language Learning and The Asian Conference on Technology in the Classroom, came together over several days in an IAFOR-organised event in Kobe in the midst of Japanese springtime this year. Along with keynotes that gave broad overviews of the conference theme of ‘Educating for Change’, there were numerous papers presenting different aspects of teaching and learning with digital technologies.

In his opening keynote, Change in Japanese tertiary education: Implementing content and language integrated learning (CLIL) in Japan, Ted O’Neill spoke of how the European concept of CLIL is beginning to make inroads into Japan, with content being taught through the target language, and the target language simultaneously being investigated through the content. In CLIL, there should be constant feedback, he suggested, between content and language. It is possible to have both soft and hard versions of CLIL, with educators at either end of this spectrum potentially being able to meet, over time, in the middle. Offering CLIL, he went on to say, helps prepare for globalisation; helps students access international certifications; and sends a strong message about plurilingual education. In preparing students for future studies, he mentioned, it is possible to offer modules focusing on ICTs incorporating international lexis.

In my own keynote, Beyond web 2.0: Designing authentic mobile learning for everyday contexts in Asia, I suggested that we need to move beyond web 2.0, while retaining the best of its elements of personalisation and collaboration in learning, but using mobile devices and especially mobile augmented reality to add in greater elements of authenticity, situatedness and contextualisation. I showcased mobile AR learning trails from Singapore, Indonesia and Hong Kong to demonstrate how educators are already establishing successful precedents in this area.

In her keynote, Instructional designers as agents for change: Facilitating the next generation of technology-enhanced learning, Barbara Lockee outlined the ADDIE Learning Design Model, involving stages of analysis, design, development, implementation and evaluation. The wider setting is now changing, she argued, leading to the need for instructional designers to address the advent of learning sciences, the rise of flexible opportunities through for-profit institutions, the emergence of a culture of innovation in universities, and the renewed interest in personalised learning opportunities. She went on to say that the field of instructional design and technology originated in the convergence of media and technology, and suggested that designers can leverage what is known about human learning in the systematic design of instructional solutions. Ultimately, instructional designers can function as change agents across a range of disciplines. Importantly, she also noted that technology doesn’t always have to be part of the solutions that instructional designers propose.

She finished by suggesting that the next generation of technology-enhanced learning can be sparked through collaborative, creative thinking about how to leverage the affordances of technological innovations and overcome barriers to the adoption of innovation for the advancement of learning – something that is possible at conferences like this one.

Among the many presentations on the use of digital technologies in education, the tools and techniques considered ranged from educational apps and platforms, digital storytelling and gaming through the flipped approach to mobile learning, including mobile augmented reality (AR) and robots.

In her presentation, An investigation of the integration of synchronous online tools into task-based language teaching: The example of SpeakApps, Nouf Aljohani reported on an initiative where female Saudi students, who normally have insufficient opportunities to practise spoken English outside the classroom, were asked to use SpeakApps to increase their amount of practice. The video chat function allowed up to six students at a time to engage in an online chat, with the recorded conversation being uploaded to a blog where it could be revisited to identify strengths and weaknesses. Students met online for an hour a week outside of class. Each speaking task had a communicative purpose, involved students in authentic tasks to develop critical thinking skills, and related to the Saudi context.

In their presentation, A case study of using Edmodo to enhance language learning for Japanese and British students at tertiary level, Shinji Okumura and Miho Inaba suggested that the term CALL is somewhat outdated, with TELL (Technology Enhanced Language Learning) and MALL (Mobile Assisted Language Learning) being more contemporary expressions. He described the Edmodo platform, indicating its similarities to Facebook. He went on to report on a project where Japanese and British students conversed on Edmodo, using a mixture of Japanese and English language. The Japanese students felt that they had improved their English skills, including in areas such as organising texts in English and learning native English expressions; the British students also felt that they had gained valuable Japanese language practice and learned more about Japanese society. Most Japanese students used their smartphones to participate, and did so in moments of downtime, such as when waiting for trains. However, more frequent opportunities for interaction would have been preferable, and the groups were a little too large to permit close interaction. For the British students, who were at a lower level in Japanese, it was very time-consuming to type posts and read replies, and they needed teachers’ help to complete the tasks.

Turning to the use of technology in an underdeveloped context in their presentation, Shifting the paradigm in higher education: Students’ progression towards ICT-supported learning in a resource-constrained context, Peshal Khanal, Prem Narayan Aryal and Ellen Carm outlined a blended learning project for continuous professional development of teachers in Nepal. Within the project, Moodle was used as a platform along with Classjump (though the latter is no longer available), and teachers were encouraged to interact on Facebook as well. Aside from access and opportunities, students’ progression towards the use of ICTs was found to depend on factors such as perceived benefits, prior knowledge, learning difficulty, and the role of change agents (teachers) in motivating them. Over time, many students came to appreciate the learning potential of the internet. Issues included: access and reliability of technology, the dominance of traditional pedagogy, and teacher favoritism of bright students over others. Gender issues also surfaced: girls were reluctant to take the lead voluntarily in group work, and there was a feeling of insecurity around girls working and learning in what was generally understood as an unusual time and environment.

In her talk, Digital storytelling as assessment for learning in mathematics education, Sylvia Taube spoke about addressing early childhood pre-service teachers’ fears of mathematics through digital storytelling. Drawing on the work of Helen Barrett, she suggested that digital storytelling facilitates the convergence of four student-centred learning strategies:

  • Student engagement
  • Reflection for deep learning
  • Project-based learning
  • Effective integration of technology in instruction

Drawing on the work of Robin (2006), she went on to say that there are seven key elements of digital storytelling. These help students to convey their messages and their associated emotions effectively:

  • Point of view
  • A dramatic question
  • Emotional content
  • The gift of voice
  • The power of the soundtrack
  • Economy
  • Pacing

Digital stories may be personal narratives; may examine historical events; and may inform or instruct.

She explained that she formerly asked her pre-service teachers to write about their own experiences of learning maths at school, but now she asks them to create multimedia digital stories. She showed an example of a story which was created in PowerPoint overlaid with other tools like Snapchat, including extensive use of AR effects to emphasise emotions in the video narration. Other students used Prezi, Animoto, PowToon, VoiceThread or Adobe Spark. Reflecting on past negative maths learning experiences helped many of them to realise what they need to do to help their own students in the future. She suggested that these digital storytelling skills will be very useful for these future teachers who can use the technology to help explain mathematics concepts to their students.

In her presentation, Digital games for English language learning: Students’ experiences, attitudes and recommendations, Louise Ohashi referred to the work of James Gee (2005), mentioning key learning principles of good games:

  • identity
  • interaction
  • production
  • risk-taking
  • customisation
  • agency
  • well-ordered problems
  • challenge and consolidation
  • just-in-time or on demand
  • situated meanings
  • pleasantly frustrating
  • system thinking
  • explore, think laterally, rethink goals
  • smart tools and distributed knowledge
  • cross-functional teams
  • performance before competence

She went on to report on a research project where she asked Japanese learners of English (n=102) about their experiences with digital games in English, and their attitudes towards games as a learning tool. Smartphones were the devices most commonly used by students to play games in English; in the previous 12 months, 31% had played an English game in class, and 50% out of class. There was a mixture of commercial games (Call of Duty, Battlefield, Grand Auto Theft, etc) and educational games (TOEIC Galaxy, Quizlet, Kahoot, etc). The majority of students thought it was valuable to play digital games in study time. Their comments suggested that they found games motivating and that in many cases they helped them to improve their English.

In her presentation, Flipping the classroom: Voices of teachers, Anna Ma reported on her research on the flipped approach in Hong Kong. She indicated that many teachers are already flipping their classes, though they may not be using video, and they may not be calling what they do a flipped approach. The flipped approach is in fact nothing new, though it may be becoming more popular. She outlined five key misconceptions about the flipped approach among teachers, as found in her research:

  • Video is a must (though it can be very effective, it’s not a requirement)
  • I have not done any flipping (teachers don’t realise they may already be doing this but without using video)
  • It’s very time-consuming because I have to redo everything
  • To flip or not to flip: there are no other options (it is possible to partly flip a class)
  • I am not a techie; I don’t know anything about video or creating a video

Challenges include motivating students to watch the videos or do the other preparation before class; the sense of competition among teachers to create flipped classes; parents who think a flipped approach is akin to a kind of home schooling; a lack of technological resources for teachers; and the time demands on busy teachers.

The key point about the flipped approach, she concluded, referring to the work of Bergmann and Sams, is not about the videos, but about what can be done with the additional time in class.

In a different take on the flipped approach focused at primary level in the Philippines, The flipped classroom: Teaching the basic science process skills to high-performing 2nd grade students of Miriam College Lower School, Mark Camiling outlined some advantages of using a flipped approach: asynchronous quality; having class at home and doing homework in school; and more time for the teacher to detect students’ difficulties and needs. Challenges include internet connectivity; resource quality; student resistance; and deciding on curation versus creation of flipped content. Although some people might consider that primary students are not responsible enough or digitally literate enough, he found in his research that a flipped approach can be effective at primary level. It may also help to prepare younger students for future use of ICTs in school. It seems, however, that the flipped approach may work better for high-achieving than low-achieving students.

In their paper, Maximising the tablet learning experience: A study of MCHS Mathematics 7 teacher awareness and readiness in using tablet-based pedagogy, Lyle Espinosa, Mon Ritche Bacero and Lady Angela Rocena reported on a study of teachers’ attitudes to tablet use. It was found that teachers mainly used tablets as e-book readers in the classroom, and they used them in their lesson preparation to search for supplementary online resources and apps. Nevertheless, teachers agreed unanimously that tablets helped them explore new teaching techniques, and that they promoted student collaboration. The teachers viewed themselves as ‘engineers of lessons’ with the tablet as their tool. At the same time, teachers always prepared backups in case of technological problems. They were concerned that students were more knowledgeable than they were, and that there was an expectation that teachers should learn about new technologies without formal training.

In their paper, Using and developing educational applications for mobile devices as a tool for learning, Andrey Koptelov and James Hynes reported on a survey of teachers around Houston, USA, where they discovered that the three most commonly used educational apps were Kahoot, Plickers and Nearpod. While these are not pedagogically sophisticated, they can be engaging for students. The authors went on to suggest that students can be asked to create their own mobile apps, and that it is useful for pre-service teachers to have this design skillset. Their students created Android apps with MIT’s open source App Inventor, an example of a cloud-based IDE (Integrated Development Environment), which provides all the tools needed to develop a programme, in this case a mobile app. Other IDEs that can be used by students with no previous programming experience include Ionic Creator (iOS and Android) and Apple Swift Playground (iOS only).

When the pre-service teachers were asked to design an app, they had to fill in a spreadsheet covering the following details:

  • Name of app/cost
  • Platform/need for internet connection
  • Detailed description of app
  • Subject/grade level where app could be used
  • Main use of app in the classroom (instruction, assessment, collaboration, etc)
  • Which students will benefit most (ESL, special education, gifted and talented, etc)
  • Blooms Taxonomy level or Vygotsky’s ZPD that could be targeted with app
  • Benefits of app for teacher/school or parents/community
  • Other comments

Only after undertaking this exercise were students asked to begin work with App Inventor to build the app itself. They got help from group members and guidance from the instructor. The next step then involved testing, feedback and reflection.

In their presentation, Augmented reality design principles for informal learning, Eric Hawkinson, Parisa Mehran, Mehrasa Alizadeh and Erin Noxon showcased a variety of case studies of AR, demonstrating how it can lead to real world connections and learner customisation. In one case, they showed the engagement of participants at TEDxKyoto. In another, they showed how students undertook an orientation activity to familiarise themselves with the university library, which involved students scanning AR markers placed around the library as they participated in an imaginary story where they had to search for clues to hunt a thief. Using the AR cards produced by the research team, students can also set up links to digital content they have created. Examples of these and other uses of AR can be seen in Eric Hawkinson’s ARientation Project YouTube channel.

In his presentation, Social robots as peer tutors for pre-travel study abroad preparation, Paul Wallace explained that when students are preparing to go abroad on study placements, they need greater familiarity with everyday norms of language use.

Social robotics focuses on developing machines capable of interacting with humans to assist and achieve progress in convalescence, rehabilitation, training and education. Robots are designed to be engaging but not threatening; embodiment in human form is engaging, and the non-threatening design aids belief that the robot is non-judgemental. The NAO V5 Robot “Max” has speakers, microphones, eyelids, cameras, sonars, prehensile hands with sensors, and a wifi connection to retrieve information from the web. It can have 19 different languages installed. It is programmable (using a software package called Choreographe) and is semi-autonomous, and it is possible to create scenarios and levels for its interactions.

The robot can be programmed as a language and cultural tutor for students who are going abroad. Programmes can be launched by showing the robot a NAO mark, which functions something like a QR code; it can then switch into a pre-programmed scenario. Levels can be set so that the robot recognises a range of pronunciations, or so that pronunciation must be very precise – this can be adjusted depending on the levels of the language learners. The robot is not meant to replace a human tutor, but it does offer advantages in terms of:

  • availability (e.g., languages not available locally)
  • access (24/7)
  • flexibility (it never gets tired or offended)
  • customisation
  • adaptability (threshholds, speaking speeds)
  • personalisation
  • feedback (visual or audio feedback, recording and repeating students’ responses)
  • interactive help
  • student anxiety (non-threatening design to counteract foreign language anxiety)
Kobe cable car

Kobe cable car, Japan. Photo by Mark Pegrum, 2017. May be reused under CC BY 3.0 licence

All in all, we spent several days in rich discussions about the theme of educating for change. On the technological side, a key overarching theme was that different technology types and levels are appropriate for different teachers and students in different contexts, but that bringing together a range of researchers and practitioners from varying backgrounds facilitates the emergence of new ideas and insights in intercultural, interdisciplinary conversations.

New hardware, new software, and new questions about learning

mLearn
Sydney, Australia
24-26 October, 2016

syd16b

Hyde Park, Sydney, Australia. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence

After an absence of three years, it was great to be back at mLearn, which took place this year at the University of Technology Sydney. As always, this conference brought together an international spread of expertise and contemporary research in mobile learning, focused in 2016 on the theme of Mobile Learning Futures: Sustaining Quality Research and Practice in Mobile Learning. Presentations covered new hardware (such as wearables), new software (such as AR and VR interfaces), new strategies (such as gaming), new questions about mobile teaching and learning, and the intersection points between all of these. Many of these presentations are written up in the conference proceedings.

New hardware – in connection with  new software – was showcased in the presentation, The use of wearable technologies in Australian universities: Examples from environmental science, cognitive and brain sciences and teacher training, where Victor Alvarez, Matt Bower, Sara de Freitas, Sue Gregory and Bianca de Wit began by showcasing the Vandrico Wearables Database, which lists the main wearables available for different parts of the body (see Figure 1).

Vandrico Wearables Database. Source: http://vandrico.com/wearables/

Figure 1. Vandrico Wearables Database. Source: http://vandrico.com/wearables/

They went on to give some examples of the use of wearables at Australian universities.  The first example was Murdoch University’s Conserv-AR mixed reality mobile game to promote awareness of wildlife conservation in Western Australia; there is an augmented reality field trip followed by a visit to a conservation island in virtual reality. The second was Macquarie University’s Portable Teaching Laboratory, involving a gaming headset to monitor brain activity in the cognitive and brain sciences. The third was the University of New England’s Virtual Teacher project involving student teachers engaging in classroom roleplays in the virtual world Second Life as part of their preparation for their first professional experience placements. As the authors pointed out, wearable technologies can thus be used in a wide variety of different ways in a wide variety of different areas; in some ways, wearables involve more research complexities than handheld mobiles because there are so many possible variations in the hardware, software, and pedagogical approaches.

In the presentation, Perceived utility and feasibility of wearable technologies in higher education, Matt Bower, Daniel Sturman and Victor Alvarez mentioned key areas where wearables are being used, from medical diagnosis through aged care to the social implications of facial recognition augmented with personal information. They gave an overview of the educational affordances of wearable technologies, as showcased in Bower and Sturman’s 2015 article ‘What are the educational affordances of wearable technologies?‘ They then went on to discuss eight use cases of wearables that were rated for utility and feasibility in an international survey, noting that there were significant differences in many cases between perceived utility and perceived feasibility. Key issues surrounding wearable use mentioned by respondents were cost; technological issues; lack of pedagogical benefits; distraction or disruption; resistance to change; and privacy and legal issues. This is an area where there is really a considerable gap between potential utility and current feasibility in education, notably in terms of cost.

Contemporary software was showcased in the presentation, WhatsApp in mLearning: The (learning) medium is the message(r), where Christopher Pang spoke of the phenomenal rise in popularity of the OTT (over the top) platform, WhatsApp. He asked how habitual use of a mobile platform like WhatsApp shapes a learner’s practices. M-learning offers an additional platform for e-learning, he suggested, and can be a motivational aid to e-learning. Beyond this, it can support collaborative learning and informal learning, and supports the blurring of boundaries and role distances.

In this study, he created weekly replacement, supplementary and complementary tasks for business students, given to trial and control groups, followed up by self-reported questionnaires, revisiting of conversation threads, and selected interviews. However, even in the control group which was not specifically asked to use WhatsApp, students were already using it extensively.

Overall, he found that the use of the mobile app drove online completion and led to higher completion rates. Students demonstrated self-directedness and elements of lifelong learning. They were very willing to receive formative feedback through WhatsApp, including students who normally would not ask questions in class. Students also used WhatsApp groups for group sourcing of answers; the dilemma for a tutor in a WhatsApp group is whether to intervene or allow students to work out the answers for themselves. In conclusion, he noted that active WhatsApp students were likely to show greater learner negotiation, greater agency, and greater learning effectiveness; and were more likely to show a drive towards self-directed learning, to seek personalised learning and co-creation of learning opportunities, and to connect data to generate new learning.

In my own paper, On the path to situated learning: Embedding academic integrity via mobile augmented reality learning trails, co-authored with Eva Wong and Theresa Kwong, my colleagues from Hong Kong Baptist University, I spoke about the outcomes experienced to date, at approximately the midway point of a 3-year Hong Kong-government-funded project where AR TIEs (Trails of Integrity and Ethics)  have been developed to help students connect formal learning about integrity and ethics with the everyday situations they face on campus. The trails immerse students in collaborative problem-solving tasks centred on ethical dilemmas, addressed in real-world locations where such dilemmas might arise, with contextually appropriate digital advice and information available on hand. By allowing students to play out the consequences of their decisions, this approach is designed to complement classroom engagement and, in particular, to reinforce the links between theoretical learning and the practical application of such learning in everyday contexts. Results to date indicate the value of situated learning in helping students to integrate ethical understandings into their everyday study practices. At the same time, numerous challenges have arisen, leading to an ongoing reshaping of the trail designs as we seek to capitalise on the potential of mobile learning to turn academic integrity and ethics from a formal requirement into a set of considerations that inform students’ daily lives.

In another paper, Factors in designing an augmented reality m-learning trail with place-based pedagogy in residential education, my colleagues Kevin Yue, Lisa Law, Hiu Ling Chan, Jade Chan, Elaine Wong, Theresa Kwong and Eva Wong spoke about the Hall Tutors TIE (Trail of Integrity and Ethics), which is one of the subject-specific trails forming part of the same Hong Kong project outlined above. It was explained that ethical reasoning and judgement skills can be more effectively developed when linked with personal experiences. Therefore a learning trail was created in which student hall tutors explore a scenario-based story to help them develop a more personal understanding of their roles. The presenters used a visualiser to demonstrate the underpinning mobile app, giving the audience a sense of the digital screens, information and choices through which students move when taking the trail. Visualisations of keywords used by students in pre- and post-trail online discussions have revealed a shift from a focus on ‘rules’ to a focus on being a ‘role model’, suggesting a change of mindset among the student hall tutors, who seem to have developed a new sense of their roles.

In their presentation, Understanding the relationship  between augmented reality games and educational pedagogies, Christine Redman and Joanne Blannin discussed the educational potential of the AR game Ingress (an older but more complex game from the same company, Niantic, that created Pokémon Go; see Figure 2) in terms of motivation, learning theories, pedagogical strategies, 21st century skills, and a STEM focus. They are using Positioning Theory to understand people’s motivation to play and continue playing. The game requires players to move between the real and the virtual and to connect with other people. In the game, players receive constant and instant feedback, and there is a complex, multifaceted reward system. There are 16 levels, with each level taking longer than the last, and more badges are needed to move on. There are two teams, Green and Blue, which need to remain in communication, with team members collaboratively planning major goals.

ingress1

Figure 2. A comparison of Ingress and Pokémon Go player views. Source: https://goo.gl/7kTDgm

From an educational perspective, we can say that learners know where they are up to and can predict strategies to move on in the game; have clear intentions; have explicit success criteria; and have constant feedback on progress. Playing a game like this, the authors suggested, can lead to the development of enterprise skills, 21st century skills, and the 7C skills. In particular, the game rewards strategic thinking, problem solving, memory, spatial awareness, teamwork, communication, and leadership skills. Elements of geography and environmental awareness, history and architecture, mathematics and spatial skills, are also prominent in the game. It is played by people of all ages and there are numerous women in leading roles. Active participation in the game often involves learning, and sometimes also teaching others.

In the presentation, Location-based mobile learning games: Motivation for and engagement with the learning process, Roger Edmonds and Simon Smith suggested that GPS and maps can power up experiences with authentic location interaction, while storytelling and rich media deliver learning, personalisation and an emotional connection, and gameplay helps with retention and recollection of knowledge.  They described location-based mobile learning games created using the Mobile Learning Academy platform, which does not require programming knowledge; some have been created by lecturers, but students are now also generating their own games. Typically, the design stage of a game involves identifying and scoping out the game and creating context with a story. The development stage involves using gaming software to link rich media to places, and adding location-interaction tasks and gameplay, before testing and publishing. The play stage involves walking to places, triggering the activation of content and tasks, performing challenges, answering quizzes, uploading photos and notes, and finally sharing experiences via Facebook and Twitter.

In a study of students’ responses to the four lecturer-created games, engagement did not vary much between the four different disciplines, but whether the students thought they understood more about the topic did vary – key considerations were design factors (e.g., content, duration, level of difficulty, location, tasks, and competencies) and implementation strategies (how the game is integrated with tutorials or excursions, and whether it is mandatory or voluntary). In conclusion, location-based mobile games do provide active, authentic, engaging educational experiences in higher education, but the pedagogical benefits are influenced by game design factors and implementation strategies. Further information is available on the project’s companion website, Pedagogy Go.

In their presentation, Using mobile serious games technology to enhance student engagement and learning in a postgraduate ethics classroom, Gillian McGregor and Emma Bartle explored the opportunity for technology to contribute to the teaching and learning of applied psychology skills in the form of a serious game called How Do You Feel (which can be downloaded for Android devices here or played in the Firefox or Internet Explorer web browsers here). Intended to supplement rather than replace teaching in a professional psychology programme, the game involves a series of scenarios where clients present a variety of issues, allowing students to safely build up their skills in dealing with clients. In preliminary findings, it has been established that student engagement is greater when using the serious game than when reading a static case study. Students liked the connection to real life, being able to see the theory in practice, seeing examples of what psychologists could say when encountering different scenarios, and discussing the scenarios with peers.

In their presentation, A mobile learning framework for developing educational games and its pilot study for secondary mathematics education, Yanguo Jing and Alastair Craig described how they structured a game around GCSE maths skills, with each level of the game focusing on different skills. Students enjoyed the game and thought it helped them learn key concepts and skills. Learning theory and game design principles are fundamentally important in creating successful educational games. The future plan is to employ more social and multiplayer elements to increase the level of student engagement.

In their presentation, Survive with the VUVU on the Vaal: Eyetracking findings of a user interface evaluation of a mobile serious game for statistics education, Seugnet Blignaut, Gordon Matthew and Lizanne Fitchat suggested that balancing fun and teaching in serious games can be challenging. They described a game for students at a rural South African university which teaches everyday life skills alongside basic statistics. Eyetracking software provided quantitative data revealing where students were and were not focusing on the screen. Qualitative data revealed students’ concerns over the user interface (including for some students who were familiar with mobile technologies but not with a mouse when the game was played on a PC), game instructions (including the need to have these available throughout the game), 3D graphics (which were limited compared to commercial games), and the game challenges (with a need to individualise the levels and adjust them to players’ competencies). Two key lessons learned were that eyetracking devices and usability interviews are not unobtrusive and reduce players into subjects; and that students should be continuously involved in the conceptualisation and production of the game.

Key teaching and learning themes were flagged up in the paper, Does the mobility of mobile learners across locations affect memory?, where Chrysanthi Tseloudi and Immaculada Arnedillo-Sánchez opened by stating that mobile learning research focuses on the flow of learning as learners move through physical, technological, conceptual, social and temporal dimensions. This paper focused on the physical contexts, and asked whether learners’ memory is challenged when they try to recall learning from one context in a different context. Environmental elements can become encoded in memory along with the learning that is taking place; it may be a struggle to remember what we have learned in a different context where the same environmental cues are not present. This is a major challenge for mobile learning. Possible strategies include mentally reinstating the original learning context, i.e., essentially remembering the place you were in when learning (though learners vary in their ability to do this), or suppressing the surrounding context when learning (which may be difficult to do in an environment rich with stimuli, some of which might be relevant to the learning). Decontextualisation of learning may be a preferable approach; in other words, it may be more promising to learn in multiple contexts, and make the learning available in many different places.

In sum, should we really be trying to learn “anywhere” – and should we be learning in the exact place in which we need the information, or in many different places? This is currently unanswered. We need to research how much mobility is needed to facilitate decontextualisation, how artificial and real contexts interact, and what elements learners can manipulate to reinstate or vary their own contexts. In mobile learning research, they suggested, we should be investigating contextualisation in parallel with decontextualisation.

In an interesting follow-up discussion, Jocelyn Wishart raised the idea that a key advantage of mobile devices is allowing users to recreate contextualisation of learning through the multimodal records we make at the time when learning occurs. It was suggested by others that the context may sometimes but not always be relevant to learning, and that different strategies might be needed depending on the case. Kevin Burden commented that another advantage of mobile devices in learning is reducing the cognitive load because information can be partly offloaded to the device and carried with the learner.

In the presentation, Choosing between a student-generated animation or written assignment: Students know what they want, Hardy Ernst and Laurel Dyson talked about introducing a video-based assignment instead of a written assignment in a course, but although the quality of learning was similar, the videos were disruptive, time-consuming and not appreciated by all students. The following year students were given the choice between a video or written assignment, and it was found that students employed very individual learning strategies. It depended on students’ visual and digital literacy skills, time management, group work preferences, and engagement, with having a choice being more engaging for students. When asked in 2016 about the main reason for their choice of a video or written assignment, it was found that those who didn’t like group work chose the written assignment; other factors influencing the choice either way were students’ perceptions of their ability to manage time, interest, better learning opportunities, and leniency of marking (with many students thinking the videos would be more leniently marked). In a thematic analysis of students’ responses about why they chose the video option, key factors mentioned by students were interest and fun, as well as a belief that the visual mode is a good way to present knowledge, a wish to share ideas, and novelty; these are generally positive factors. Among the students who chose the written assignment, the key factors were working at their own pace and independent learning, as well as the time-consuming nature of making a video and past negative experiences with group work; here there are more negative factors mentioned. In sum, students demonstrated a solid understanding of their own abilities, allowing them to adopt deliberate individual learning strategies.

In his plenary which opened the final day, The role of education in identity transformation and acculturation, John Traxler raised some concerns around mobile learning. He spoke of two ‘elephants in the room’: the notion that mobile technologies are value-free conduits which are morally neutral and serve no-one’s particular interests; and the linked notion of the completion of the European project of modernity.

He spoke of the only partially successful inclusion agenda in Western higher education, which led to a massification process as non-traditional students were brought into education, accompanied by the introduction of computer laboratories as industralised workshops; in this context, mobile devices might represent a more flexible, user-friendly kind of industrialisation. He asked whether the process of acculturation into education adds to or replaces one’s sense of identity, in a process of ‘them’ becoming ‘us’. However, he speculated that with mobile technologies, there is more pressure from the outside world where mobile technologies are widely used, which is beginning to transform education from without – with ‘them’ perhaps starting to transform ‘us’.

Technology, he suggested, distorts the relationship between people and language because of the encoding of characters and the available input mechanisms. Moreover, computing is arguably underpinned by a programming paradigm which does not map well to many natural languages. Technology also has the effect of changing pedagogy, notably as international aid agencies have sought to make their educational missions scalable and sustainable through mobile devices, pushing them towards transmissive pedagogies rather than more constructivist pedagogies, and without taking into account locally relevant pedagogies. Furthermore, much of the education takes place in English. In a sense, technology is a Trojan horse for education, but education itself is a Trojan horse.

The hegemony of US technology, the English language, and European models of pedagogy may be especially challenging for cultures and languages which differ substantially from these; but is the hegemony of middle class values equally challenging for working class, non-traditional students? He spoke of the work of Richard Heeks on ICT4D 2.0, and the need to distinguish between:

  • pro-poor innovation (outside of but on behalf of poor communities)
  • para-poor innovation (working alongside poor communities)
  • per-poor innovation (within and by poor communities).

He went on to discuss the concept of epistemicide, where whole ways of looking at the world are killed off, starting with examples from the European 16th century. This is linked to the hegemony of the European university system around the world, with the University of Cape Town resembling the University of Florence, he suggested. In a different way, it is linked to the growing hegemony of mobile technologies, though the latter may also be producing a kind of postmodernity where knowledge can be generated outside the academy and everyone can discuss and share ideas. As Traxler commented in response to an audience question, the fundamental question may be whether the technology is hegemonic or enabling; and this may depend at least in part on whose hands it is in.

In her workshop, Debating the future for mobile learning in schools, Jocelyn Wishart mentioned that the use of mobile devices in schools varies enormously across the world, ranging from outright bans to an expectation that students will bring and use mobile devices. Mobile phones are also being used in a wide range of different ways, from ways that support learning to ways that distract students from it. She showcased a series of mobile phone policies from schools around the globe to demonstrate just how different the approaches taken by schools are. This was followed by a group discussion about how to balance up the benefits and drawbacks of using mobile devices in education.

In their workshop, The Handbook of Mobile Teaching and Learning, Aimee Zhang and Dean Cristol described the 2015 publication of this book through Springer, as well as outlining plans for a second edition. Given the number of new possibilities emerging in the field, as showcased in the papers at this conference, there will be no shortage of material to include in the new version! Some key emerging focus areas are likely to include wearables and AR/VR.

Jacarandas in blossom, Sydney, Australia. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence

Jacarandas in blossom, Sydney, Australia. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence

As always, then, this year’s mLearn Conference highlighted currently emerging themes around mobile learning, providing a snapshot of where we’re at, where we’re heading, and what our most pressing questions are.

New devices, new spaces, and new games

eLearning Forum Asia
Shanghai, China
13-15 June, 2016

Zhujiajiao Old Town (朱家角), Shanghai, China. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

Zhujiajiao Old Town (朱家角), Shanghai, China. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

The annual eLFA conference moved this year to Shanghai, where as usual it brought together a mixed group of educators and technologists, especially from the Asian region but also from further afield. There was a strong emphasis this year on the need to make room for students’ use of multiple devices, especially mobile devices, for learning. There was considerable discussion of online learning platforms or spaces where students’ learning experiences can be gathered together; these ranged from traditional LMSs through online platforms like Google Classroom to the cutting-edge developments around MOOCs, learning analytics, and the use of xAPI to track, collate and derive insights from students’ various learning devices and platforms. Another key theme to emerge was gamification, including how it can be applied to platforms ranging from apps through to MOOCs.

In his presentation, Reimagining education, Yves Dehouck, the Vice President of Blackboard, listed six key educational trends of the future as identified by Blackboard:

  • Learner-centric education
  • Non-traditional learners
  • Big data
  • Consumer preferences
  • Education is truly global
  • Online and mobile everywhere

He went on to pick up on the last two points. By 2020, four in 10 of the world’s young graduates in higher education will be coming from China and India. This means a need to further develop the educational infrastructure in those countries, as well as opening up opportunities for the educational systems of the surrounding countries. These students will want to learn anytime, anywhere, on any device.

In her presentation, Pedagogical intelligence: A student lens for inquiry into informal digital learning practices, Caroline Steel, also from Blackboard, argued that it is critical for students to understand the impact that their informal digital learning can have on their formal learning. Digital literacies are now essential for students, along with soft skills like critical thinking and creativity. She explained that we need help our students develop pedagogical intelligence, so that they:

  • gain an understanding of learning and teaching theories
  • gain insights into how they learn and how others learn
  • are aware that teaching styles are as diverse as learning styles (and some may not suit them)
  • are empowered to navigate learning and teaching, by developing the capacity to self-teach and self-regulate their learning
  • are better informed as co-partners in education

She gave an example of a Learning Challenge class where she helped students to develop their understanding in this area. Students benefited in terms of making better use of informal learning and setting their own goals, and they appreciated the inbuilt gaming aspects. Looking towards the future, she suggested that elements of pedagogical intelligence could be foregrounded through some kind of wearable mobile device which offers learning analytics, with gamification and social aspects included.

In my keynote, Developing mobile literacy, which tied in with the theme of the move towards multiple mobile devices in education, I outlined a range of ways that we can deepen students’ learning and engagement as we help them to develop the mobile literacy (and the constituent digital literacies which feed into it) that is so crucial in a digitally enabled mobile world.

In her talk, Seeding learning innovations in continuing education and training in Singapore, Zan Chen spoke about the current context of more global demand for innovation, as product life cycles become shorter and shorter, while we are simultaneously seeing a convergence of technologies, and a need for multidisciplinary research. In this context, there is considerable scope for open innovation. She went on to describe iN.LAB, part of the Institute for Adult Learning in Singapore, which focuses on providing a space to foster collaboration around innovation. She described the half-yearly InnovPlus event, a funded competition designed to catalyse innovation by bringing together organisations facing training/learning challenges and potential solution providers, or teams of solution providers.

In his talk, Using Google Classroom and Google Apps for Education (GAFE) as a learning environment to deliver blended learning for a large cohort of students, Yik Sheng Lee reported on a Malaysian action research project involving a study of teachers’ use of Google Classroom and Apps. Despite teachers’ intentions, it was found that the technology was being used overwhelmingly for content delivery rather than to facilitate student collaboration. Drawing on Garrison & Anderson’s Community of Inquiry (CoI) model for online learning, Lee indicated that the affordances of the learning environment – to foster cognitive presence, teaching presence, and social presence – were thus not being fully utilised, with the current focus being on cognitive presence and students learning individually. This led to two types of interventions: more training, and sharing of teachers’ experiences. This has in turn led to greater adoption of the technology, and the next stage of the research will focus on whether the teachers are using the environment more fully and promoting interactivity.

In her talk, Self-paced learning through co-construction in MOOCs, Betty Hui from CUHK suggested that MOOCs offer a different learning opportunity from traditional classroom learning, with students choosing educators and what courses to take. MOOCs offer flexibility of learning in both self-paced and weekly content. Learning no longer happens in a set or individual context. The possibility for learning in tandem with other learners around the globe is unprecedented. There can be a real opportunity for co-constructing meaning through interactions with global peers.

In his plenary, Developing MOOC-enabled flipped learning courses, Jin-Hyouk Im from UNIST in South Korea suggested that to deal with falling income but higher demands in education, MOOCs and flipped learning are possible strategies worth adopting. He went on to discuss the nature of MOOCs (see figure below). One of the possible limitations of MOOCs is that students may learn passively; the pros include automation and instant feedback. MOOCs can also be used as SPOCs (small private online courses) for one class at a time; this would generally be a paid model, like paying for a textbook.

IMG_1198

Nature of MOOCs (Jin-Hyouk Im, 2016)

Traditionally, we have handled the lower levels of Bloom’s Taxonomy in class, and the higher levels in after-class activities; but flipped learning allows us to reverse this. Indeed, MOOCs could be used for the lower levels, and flipped learning for the higher levels, with the highest levels being addressed in class as part of an overall flipped approach; this is a kind of MOOC-enabled flipped learning. He gave the example of the Residential MITx programme as a way of realising this. A partly MOOC-based teaching approach can also offer students the advantage of being able to take some components of their courses from a range of international institutions.

In his presentation,  An analysis model and framework design for a MOOC platform, Nien-Lin Hsueh from Feng Chia University, Taiwan, spoke about the information that an instructor can gain from learning analytics regarding learners’ engagement, where difficulties have arisen, and learners’ performance. Researchers, for their part, can learn about behaviour in MOOCs, what is good video design, and behaviour vs performance. He concluded by emphasising the importance of a goal-driven approach to analysis, and a flexible architecture to tailor the analysis. However, data analysis alone, he said, is not enough.

In his talk, Using xAPI and learning analytics in education, Kin Chew Lim from SIM University, Singapore, spoke about the difficulties of the LMS-centric model: the LMS must always be connected to the internet; it can’t consolidate learning from different devices and social media; the teacher is still the knowledge dispenser and content organiser; the content is mostly text-based and linear; and the widely used multiple-choice questions always have single answers. He asked how, when students use many different types of devices and apps – from mobile devices to AR apps – it is possible to capture their learning.

xAPI has been developed to deal with this; the x stands for ‘experience’. SCORM, which is about packaging interoperable content and linking it into an LMS, is now 15 years old. People these days communicate and collaborate more with mobile devices, but they do not necessarily connect their devices to the internet 24 hours a day. People learn differently through texting, desktop learning, iPads or Android phones. Rustici Software was commissioned to come up with a new e-learning platform; this is xAPI, also commonly referred to as Tin Can API. It is a set of open specifications to track learning experiences, and is still evolving. It is commonly regarded as the next generation after SCORM. xAPI comes down to a noun-verb-object statement, e.g., ‘I watch a video on YouTube’, or ‘I practise yoga’, which can capture a learning experience. It uses JavaScript Object Notation (JSON) to specify the API statements. These records go into an LRS, or Learning Record Store; whether you play a game, do a simulation, write a blog, or watch a YouTube video, this can all be stored in the LRS.

In his plenary, Flipped class and xAPI learning data analysis, Lijie Chin from the Chinese e-Learning Association of Taiwan showed how xAPI has been used in the Taiwanese context. He emphasised the importance of problem-solving approaches and creativity. He spoke about using Bloom’s Revised Taxonomy in the context of a flipped approach in such a way as to change the emphasis of learning in the classroom (see figure below).

Bloom's Taxonomy (Lijie Chin, 2016)

Bloom’s Taxonomy (Lijie Chin, 2016)

He then went on to discuss the value of gathering big data from students’ online learning experiences. He outlined the Taipei CooC-Cloud (Taipei CooC-Learning) system, which allows students to use multiple kinds of hardware to access software from diverse companies, all of which conforms to the same technological standard (xAPI) so that students’ learning data can be captured and analysed in a multi-platform database. Insights can be drawn together from all of a student’s learning activities, ranging from their actions in a MOOC to their interactions with an e-book.

Teachers can better understand students’ learning behaviour, allowing them to better support students and modify their teaching as appropriate. Students can also access their own records to gain insight into their learning strengths and weaknesses. More insight is thus available into students’ learning processes, not just the final results. He demonstrated some of the wide range of visualisations of student learning which are available. Students will be able to develop a cloud résumé that they can take away with them at the end of their studies.

In his keynote on Gamification for education, Ping-Cheng (Benson) Yeh from the National Taiwan University spoke about the value of gamification, which should have elements of competition, peer acknowledgement, and smart rules. He gave the example of a probability course where, rather than setting problems for the students, he had students create problems for each other; this meant the students had to understand the content well, and they were able to set complex, creative problems for each other. Students were highly engaged in setting and solving these problems. Gamification, he suggested, pushes students to their limit.

He went on to explain about a second gaming approach he developed, PaGamO, on the Coursera MOOC platform. Students had to complete problems in order to occupy land in a gaming environment, and could purchase monsters from a store to help safeguard the land they had taken over. A worldwide ranking board encouraged students to remain engaged in the game. It was found that there was a high correlation between students’ PaGamO scores and their Coursera grades. When surveyed, students agreed that they could now finish more challenging tasks. PaGamO is currently being used for K12 students in all subjects, for corporate training, and in higher education courses. A variation was also developed for students who, instead of engaging in competition, prefer to develop the land they have occupied in the game.

When it comes to flipped teaching, he suggested it is naïve to simply ask students to start watching lecture videos at home without preparation for this learning style. It is better to have them watch videos together in class to get them used to this kind of approach. When students are asked to watch videos at home, one possibility is to have a poll, for example on Facebook, so students can see that others are watching the videos; another possibility is to have a chat group on WeChat or a similar app where students can post messages as they finish watching the videos. It was found that this peer-to-peer approach increased the percentage of students viewing videos from around 60% to 90%. Those students who have not watched a video can be asked to watch the video at the back of the face-to-face class, while other students participate in the follow-up activities. With the majority of students carrying out these in-class activities, it becomes easy for the teacher to identify learning problems in the group.

MOOCs and gamification, he concluded, are here to stay. Gamification will soon be a must-have for education, and students may find it difficult to concentrate on anything that doesn’t have gaming elements. His ideas are outlined in his book Teach for the Future.

In his presentation, Gamified pedagogy: Examining how gamified educational apps coupled with effective pedagogy support learning, Ronnie Shroff talked about the importance of designing gaming apps in such a way that students can engage with them in a state of flow. Instructional design is important here: gamification should not be an excuse for simplistic learning designs. Points, levels, rewards, leaderboards, quests and customisation are good gamification elements to include. Feedback, including through elements like points and leaderboards, is also critical, and good game design builds in freedom to fail along the way.

In his bilingual presentation on the final day, Smarter education in China: Theoretical efforts and pedagogical practices, Zhiting Zhu from East China Normal University began by outlining international developments in smart learning environments in South Korea, Australia, and around the world. He went on to say that the Chinese translation of ‘smart’ is close to the idea of ‘wisdom’. He indicated that according to Confucius, wisdom can be gained in three ways: reflection (the noblest), imitation (the easiest), and experience (the bitterest). Zhu then gave his own definition of smarter education, which he said involves constructing technology-infused environments and creating a finer ecology of pedagogies, so that higher achievements of teaching, better experiences of learning, and personalised learning services can be enabled. Students should emerge with greater wisdom, including a better value orientation, higher thinking quality, stronger doing ability, and deeper potential for creativity. By contrast, ‘stupid education’ involves: not tailoring teaching strategies individually, solely emphasising book-based knowledge, severing history and culture instead of seeing them as a bridge connecting the past with the future, and countenancing higher costs but lower performance in developing educational informatisation in schools.

We need a technologically enabled smart environment combined with smarter pedagogy to lead to smarter talents. He suggested that the move we have seen from e-learning to m-learning to u-learning needs to proceed now to s-learning (‘smart learning’). He spoke about the importance of students having personal online learning spaces, and the role learning analytics might play in these, and he suggested that flipped classrooms can be a trigger for class-based smart learning. In smart classrooms, it should be possible to provide students with precise feedback based on their learning performance. He mentioned a range of ongoing initiatives, from multimodal e-books to physical makerspaces, and showed examples of school-based projects, from problem-based learning approaches to students acting as micro-learning designers.

Challenges include the need for more research on big data; teacher competency requirements; and the need for systemic changes and innovations to build smart schools. Smart education needs to promote whole person development.

eLFA Banner, Shanghai, China. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

eLFA Banner, Shanghai, China. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

Participants would certainly have come away from this conference with a clear sense of key directions of development in contemporary educational technologies, notably including MOOCs, xAPI-enabled learning analytics drawing together insights from students’ learning on multiple devices and platforms, and the growing role of gamification. It will be interesting to see how these themes have developed further when the conference reconvenes in Hong Kong in 2017.

The brain, language and technology

JALTCALL
Tokyo, Japan
5-6 June, 2016

Street scene, Machida, Tokyo, Japan. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

Street scene, Machida, Tokyo, Japan. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

The JALTCALL Conference this year brought together a sizeable audience at Tamagawa University in Tokyo. For this conference, JALTCALL partnered with the BRAIN SIG (whose full name is the Mind, Brain and Education SIG) to focus on the theme of CALL and the Brain, with various presentations addressing the intersection of knowledge about the brain, language, literacy and educational technologies.

In her virtual plenary, Neuroconstructivism in the modern classroom, Tracey Tokuhama-Espinosa began with a warning that, although we know more than ever about the human brain, we still know relatively little. She pointed out that no two human brains are the same, because they are shaped by our past experiences, and that prior knowledge influences new learning. Therefore individuals need different amounts of exposure to new knowledge before they ‘know’ it, because it depends on prior experience with similar information. Neuroconstructivism is a framework focusing on the construction of representations of knowledge in the brain. People will interpret information subjectively depending on their past experiences, and it is important how they connect new knowledge with those experiences.

Language processing as a whole is very complex. To be able to read effectively requires the activation of at least 16 neural pathways in the brain. Writing is even more complex. It is easier to say what parts of the brain are not used in language processing, rather than trying to list all the parts that are. However, recent studies suggest that bilingualism and multilingualism lead to functional, rather than structural, changes in the brain. Neurolinguistics shows many benefits of bilingualism, and no disadvantages.

Three key ideas for teachers are:

  • Teachers need to attend to the multiple neutral networks needed to achieve a task, such as speaking a foreign language. More basic pathways must be laid down before more complex pathways can be laid down.
  • The individual brain constructs knowledge based on a combination of genetics and environment (nature vs nurture), so different people have different levels of potential.
  • Each brain will need different amounts of exposure before it learns, leading to the question of how teachers can respond to all learners.

One way of using technology to do this is through virtual bundles of information which can be presented in mini-libraries online. Each bundle for a weekly topic could, for example, consist of a video and slides introducing a topic and priming students to learn things they don’t already know, and a collection of instructor-recommended resources which allow students to gain further and deeper understanding. These virtual bundles allow learners to each approach the topic from their own starting point, thus providing different levels of entry to the topic; creating the opportunity for learners to fill personal gaps as well as to shine in later face-to-face classes; and enhancing the motivation level of learners due the Goldilocks Effect, where nothing is too easy or too hard. This flipped approach also has the benefit of allowing the teacher to work from a common starting point in face-to-face classes. She wrapped up by referencing the TPACK framework as presenting key considerations for teachers, who need subject knowledge, pedagogical knowledge, and technological knowledge to support the first two of these and to help individual students to learn.

In his virtual plenary, Can neuroimaging inform the principles of learning technology?, Paul Howard-Jones discussed the value of uncertain, rather than certain, rewards in education. He outlined a current study entitled Does ‘gamification’ boost engagement and educational learning? which involves uncertain, escalating rewards, as well as competition with a peer. In another study entitled ‘Brain School’, a comparison was made between a study-only condition, a self-quizzing condition, and a game-based condition (with uncertain, escalating rewards and competing with a peer). In self-reported behavioural results, game-based learning was found to be more engaging than self-quizzing, which in turn was more engaging than study-only. In brain scans, there was found to be some default mode network (DMN) deactivation, which may be a useful neural marker for educational engagement. In other words, gamification increased self-reported engagement and learning, and deactivated DMN. More study is needed on various aspects of these experiments, including on how uncertainty, escalation and peer competition in gaming contribute to the brain’s reward response and learning.

In my keynote, Beyond traditional language and literacy: The rise of mobile literacy, which closed the first day of the conference, I gave an overview of key digital literacies which feed into mobile literacy, as well as making some comments on the need to balance up the advantages of mobile devices (for deepening students’ learning and engagement) with the challenges they present (in areas such as culture, socioeconomics, privacy and surveillance, health, and the environment). Facing up to the challenges of mobile learning, I suggested, will best allow us to capitalise on its possible benefits.

In their presentation, Digital literacy: A case of Japanese EFL students, Jeong-Bae Son and Moonyoung Park spoke about the fact that while young people may use technologies in many aspects of their lives, they often need training on how to do so for learning purposes. After considering various definitions, Jeong-Bae Son defined digital literacy as the ability to use digital technologies at an adequate level for creation, communication, and information search and evaluation, in a digital society. It involves the development of knowledge and skills for using technologies for different purposes. He indicated that there are 5 main elements:

  • information search and evaluation
  • creation
  • communication
  • collaboration
  • online safety

Moonyoung Park reported on a study of 70 EFL students at a Japanese university. Even though these were computer science majors, many said they were limited in their ability to create with digital technologies – for example, building webpages or recording digital videos. A considerable percentage did not know virtual worlds like Second Life, or key podcasting or photosharing sites. Students generally perceived their level of digital literacy as moderate to high, but recognised the importance of improving their digital fluency.

In his presentation, Gamification: The future of learning?, Guy Cihi suggested that the lower levels of Bloom’s taxonomy – remembering and understanding – lend themselves to memorisation through a gaming format. A good game is characterised by successive eustresses (positive stresses) experienced in your brain. Most good games use an element of uncertain reward, which produces consistently higher levels of dopamine than do unexpected rewards or certain rewards. This can be seen for example in the use of dice, and the point was illustrated with reference to the Candy Crush game. Almost any game you play with students can be modified so that certain rewards are treated as uncertain rewards. An app like Zondle, which has paired associate tasks, makes use of user-uploaded content, and allows for certain and uncertain game rewards, is an example of a learning game which applies uncertain rewards. The forthcoming Lexxica app Words & Monsters will work on similar principles.

In their presentation, Smartphones and homework, Douglas Jarrell and Emily Mindog pointed out that smartphones have both receptive and productive capabilities, and can be used for ubiquitous access as well as accommodating different learning styles. They discussed Schoology as a platform that can be used both on computers and on mobile phones, though the iPhone and Android apps are a little different. Speaking of childhood education majors, they emphasised the importance of the students improving their speaking and listening skills. They gave examples of activities where students made an audio recording of their speaking; where students had to draw a picture while listening to an audio recording of instructions by the teacher; and where students had to turn a sequence of activities described by the teacher in a video into written instructions. While most students said that using mobile phones for learning was good, convenient and modern, a number ran into data limit problems, and several Android users had problems.

Dangers of sitting all day, every day. Source: Fearless, J.H. (2015). DIY Desk. Made. www.custommade.com/blog/diy-desk/

In his presentation, Killing Them Softly with Phone Love, Brian Gallagher spoke about healthy and unhealthy approaches to our use of digital devices. He highlighted issues like bad posture and poor ergonomics (see figure above), and eye strain, including computer vision syndrome, or CVS (see figure below). He spoke about an annual survey conducted with Japanese students over 4 years, where students, over time, reported greater degrees of agreement with statements that they were using computers too much, felt their eyes were tired after using small screens, and felt dizziness or neck pain after using technology. The danger is that we may be harming our students by using too much technology too much of the time. We should employ good practice and teach this to students, with a key message being to use everything in moderation. We should also consider asking students for their opinions after informing them of good practice.

The 20-20-20 rule. Source: Butler, T. (2015). How to avoid computer eye strain. Lenstore Vision Hub. eyecare.lenstore.co.uk/how-avoid-computer-eye-strain

The 20-20-20 rule. Source: Butler, T. (2015). How to avoid computer eye strain. Lenstore Vision Hub. eyecare.lenstore.co.uk/how-avoid-computer-eye-strain

On the second afternoon of the conference, an unconference session took place where participants were invited to wander between rooms and dip into the various topics being discussed in each room. I dropped in on a series of discussions on topics ranging from voice recognition to physiological responses to screens, as well as an app exchange session which included a whiteboard sharing of useful apps and websites (see figure below). There is a full list of all the apps and websites mentioned, in alphabetical order, on Paul Raine’s blog.

App exchange, JALTCALL Unconference. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

App exchange, JALTCALL Unconference. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

It’s always interesting to come back to Japan – a country with an astonishingly, but unevenly, high-tech landscape – to see how the educational technology sector is continuing to evolve. There are always plenty of lessons here for the rest of the world.

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