Smart language learning

Liberty Square, Taipei, Taiwan

Liberty Square (自由廣場), Taipei, Taiwan. Photo by Mark Pegrum, 2019. May be reused under CC BY 4.0 licence.

PPTELL Conference
Taipei, Taiwan
3-5 July 2019

The second Pan-Pacific Technology-Enhanced Language Learning Conference took place over three days in midsummer in Taipei, with a focus on language learning within smart learning environments.

In his keynote, In a SMART world, why do we need language learning?, Robert Godwin-Jones spoke of visions of a world with universal machine translations; innovations in this area range from phone translators and Google Pixel Buds to devices like Pocketalk and Illi. But it’s time for a reality check, he suggested: it’s not transparent communication because you have to awkwardly foreground the device; there are practical issues with power and internet connections; and although the devices are capable with basic transactional language, the user remains on the outside of the language and the culture.

We are now seeing advances in AI thanks to deep learning and big data, including in areas such as voice recognition and voice synthesis, and we are seeing a proliferation of smart assistants and smart home devices; along with commercial efforts, there are efforts to create open source assistants. Siri and Google can operate in dozens of languages. Amazon’s Alexa now has nearly 100,000 ‘skills’ and users are being invited to add new languages. Smart assistants are already being used for language learning, for example for training pronunciation or conversational practice. We are gradually moving away from robotic voices thanks to devices such as Smartalk and Google Duplex; assistants such as the latter work within a limited domain, making the conversation easier to handle, but strategic competence is needed to avoid breakdowns in communication. Likely near-term developments include more improvements in natural language understanding, first in English, then other languages, and voice technology being built into ever more devices (with human-sounding voices raising questions of trust and authenticity). However, there are challenges because of the issues of:

  • cacophony (variations of standard usage, specialised vocabulary, L2 learners, the need for a vast and continuously updated database);
  • colour (idioms, non-verbal communication);
  • creativity (conventions may change depending on context, tone, individual idiosyncrasies);
  • culture (knowing grammar and vocabulary only gets you so far, as you need to be able to adapt to cultural scripts, and to develop pragmatic competencies);
  • codeswitching (frequent mixing of languages, especially online, in a world of linguistic superdiversity).

There is emerging evidence that young people are learning languages informally online, especially English, as they employ it for recreational and social purposes (see: Cole & Vanderplank, 2016). We may be moving towards a different conception of language relating to usage-based linguistics, which is about patterns rather than rules. It may call into question the accepted dogma of SLA (the noticing hypothesis, intentionality, etc) and the idea that learning comes from explicit instruction. However, there are caveats: most studies focus on English and on intermediate or advanced learners, who may not be reflecting much on their language learning.

The scenario we should promote is one where we blend formal and informal learning. For monolinguals and beginners, structure is helpful; for advanced learners, fine-tuning may be important. Teachers may model learner behaviour, and incorporating virtual exchange is easier when there is a framework. There are also issues with finding appropriate resources for a given individual learner. Some possible frameworks for thinking about this situation include:

  • structured unpredictability (teacher supplies structure; online resources supply unpredictability and digital literacy; students move from L2 learners to L2 users; a formal framework adds scope for reflection and intercultural awareness – Little & Thorne, 2017);
  • inverted pedagogy (teachers should be guides to what students are already learning outside class – Socket, 2014);
  • bridging activities (students act as ethnographers selecting content outside the classroom as they build interest, motivation and literacy – Thorne & Reinhardt, 2008);
  • global citizenship (students learn through direct contact and building critical language awareness through telecollaboration);
  • serendipitous learning (we should have a learner/teacher mindset everywhere; there is a major role for place-based learning and mobile companions using AR/VR/mixed reality – Vazquez, 2017).

Smart technology can help through big data and personalised learning, including language corpora. In the future, smart will get smarter, he suggested. More options will mean more complexity; the rise of smart tech + informal SLA = something new. There will be more variety of student starting points, identities, and resources; we could consider the perspective supplied by complexity theory here. We need to rethink some standard approaches in CALL research:

  • causality, going beyond studies of single variables;
  • individualisation, because one size doesn’t fit all;
  • description, not prediction;
  • assessment, which should be global and process-based in scope;
  • longitudinal approaches, picking up learning traces (see the keynote by Kinshuk, below).

A possible way forward for CALL research, he concluded, is indicated by Lee, Warschauer & Lee, 2019.

In his keynote, Smart learning approaches to improving language learning competencies, Kinshuk pointed out that education has become more inclusive, taking into account the needs of all students, and focusing on individual strengths and characteristics. There are various learning scenarios, both in class and outside class, which must be relevant to students’ living and work environments. There is a focus on authentic learning with physical and digital resources. The overall result is a better learning experience.

Learning should be omnipresent and highly contextual, he suggested. We need seamless learning integrated into every aspect of life; it should be immersive and always on; it should happen so naturally and in such small chunks that no conscious effort is needed to be actively engaged in it in everyday life. Technologies provide us with the means to realise this vision.

Smart learning analytics is helpful because it allows us to discover, analyse and make sense of student, instruction and environmental data from multiple sources to identify learning traces in order to facilitate instructional support in authentic learning environments. We require a past record and real-time observation in order to discover a learner’s capabilities, preferences and competencies; the learner’s location; the learner’s technology use; technologies surrounding the learner; and changes in the learner’s situational aspects. We analyse the learner’s actions and interactions with peers, instructors, physical objects and digital information; trends in the learner’s preferences; and changes in the learner’s skill and knowledge levels. Making sense is about finding learning traces, which he defined as follows: a learning trace comprises a network of observed study activities that lead to a measurable chunk of learning. Learning traces are ‘sensed’ and supply data for learning analytics, where data is typically big, un/semi-structured, seemingly unrelated, and not quite truthful (with possible gaps in data collection), and fits multiple models and theories.

In the smart language learning context, he mentioned a smart analytics tool called 21cListen, which allows learners to listen to different audio content and respond (e.g., identifying the main topic, linking essential pieces of information, locating important details, answering specific questions about the content, and paraphrasing their understanding), and analyses their level of listening comprehension depending on the nature and timing of their responses. Analytics does not replace the teacher, but gives the teacher more tools; and as teachers give feedback, the system learns from them and improves. Work is still underway on this project, with the eventual aim of producing a theory of listening skills. He went on to outline other tools taking a similar analytics approach to reading, speaking and writing.

In his keynote, Learning another first language with a robot ‘mother’ and IoT-based toys, Nian-Shing Chen spoke of the advantages of mixed-race babies growing up speaking two languages, a situation which could be mimicked with the use of a robot ‘mother’ speaking a language other than the baby’s mother tongue. This, he suggested, would help to solve L2 and FL learning difficulties indirectly but effectively. It would deal with issues of age (the need for extensive language exposure before the age of three), exposure (with children in language-rich households receiving up to 30 million words of input by age three), and real ‘human’ input (since when babies watch videos or listen to audio, they do not acquire language as they do from their mothers).

His design involves toys for cultivating the baby’s cognitive development, a robot for cultivating the baby’s language development, and the use of IoT sensors for the robot to be fully aware of the context, including the interaction situation and the surrounding environment. The 3Rs (critical factors for effective language learning design) are, he said, repetition, relevance and relationship. The idea is for the robot to interact with the baby through various toys. He is currently carrying out work on various types of robots: a facilitation robot, a 3D book playing robot, a storytelling robot, a Chinese classifiers learning robot, and a STEM and English learning robot.

NTNU Linkou Campus, Taipei, Taiwan

NTNU Linkou Campus (台師大·林口校區), Taipei, Taiwan. Photo by Mark Pegrum, 2019. May be reused under CC BY 4.0 licence.

In his presentation, Autonomous use of technology for learning English by Taiwanese students at different proficiency levels, Li-Tang Yu suggested that technology offers many opportunities for self-directed learning, which is important as students need to spend more time learning English outside of their regular classes. In his study, he found there was no significant difference between high and low proficiency English learners in terms of the amount of autonomous technology-enhanced learning they undertook. Most students in both groups mentioned engaging in receptive skills activities, but the high proficiency students engaged in more productive skills activities. Teachers should familiarise students with technology-enhanced materials for language learning, and recommend that they undertake more productive activities.

In her talk, Online revised explicit form-focused English pronunciation instruction in the exam-oriented context in China, Tian Jingxuan contrasted the traditional method of intuitive-imitative pronunciation instruction with newer and more effective form-focused instruction; in revised explicit form-focused instruction, there is a focus on both form and meaning practice. In her study, she contrasted traditional instruction (control group) with revised explicit form-focused instruction (experimental group, which also undertook after-class practice) in preparing students for the IELTS exam in China. Participants in the experimental group performed better in both the immediate and delayed post-test; she concluded that revised explicit form-focused instruction is more effective in preparing students for their exams, at  least in the case of the low-achieving students she studied.

In the paper, Investigating learners’ preferences for devices in mobile-assisted vocabulary learning, Tai-Yun Han and Chih-Cheng Lin reported on a study of the device preferences of 11th grade EFL students in Taiwan, based on past studies conducted by Glenn Stockwell in Japan. The most popular tool for completing vocabulary exercises was a mobile phone, followed by a desktop PC, laptop PC and tablet PC; students’ scores were similar, as was the amount of time required to complete the tasks. In general, students have high ownership of mobile phones and low availability of other devices (unlike the college students in Stockwell’s studies), and are accustomed to mobile lives.

In his paper, Perceptions, affordances, effectiveness and challenges of using a mobile messenger app for language learning, Daniel Chan spoke about the use of WhatsApp to support the teaching of French as a foreign language in Singapore. It has many features that are useful for language teaching, e.g., the recording of voice messages, the annotating of pictures, and the sharing of files. Some possibilities include:

  • teachers sharing announcements with students;
  • students sharing information with teachers;
  • sharing photos of work done in class;
  • sharing audio files;
  • correcting students’ texts by marking them up on WhatsApp.

In a survey, he found that many students were already using WhatsApp groups to support their studies, but without teachers present in those groups. Students’ perceptions of the use of WhatsApp for language learning (in a group including a teacher) were generally very positive; for example, they liked being able to clear up doubts immediately, engaging in collaborative and multimodal learning, and preserving traces of their learning. However, some found such a group too public, and much depends on the dynamics of groups; there is also a danger of message overload if students are offline for a while. Both teachers and students may feel under pressure to respond quickly at all times. In summary, despite some challenges, there is real potential in the use of WhatsApp for language learning, but its broader use will require a change of mindset on the part of teachers and students.

In their presentation, Does watching 360 degree virtual reality videos enhance Mandarin writing of Vietnamese students?, Thi Thu Tam Van and Yu-Ju Lan described a study in which students viewed photos (control group) or viewed 360 degree videos with Google Cardboard headsets (experimental group) before engaging in writing activities. Significant differences were found in all areas assessed (content, organisation, etc) and in overall performance; the authentic context provided by the 360 degree videos thus enhanced the level of students’ Mandarin writing. All students in the experimental group preferred using Google Cardboard compared to traditional methods in writing lessons.

In their paper, Discovering the effects of 3D immersive experience in enhancing oral communication of students in a college of medicine, Yi-Ju Ariel Wu and Yu-Ju Lan mentioned that 3D virtual worlds allow learners to immerse themselves fully and perform contextualised social interactions, while reducing their anxiety. The virtual world used was the Omni Immersion Vision Program from NTNU, Taiwan, and students engaged in a role-play about obesity (experimental group), while another group of students performed the role-play in a face-to-face classroom (control group). The experimental group created more scenes than the control group; used a wider range of objects; had richer communication, with the emergence of spontaneous talk; and their interaction was generally more fluid and imaginative. The experimental group said that using the virtual world reduced their fear of oral communication; made them more imaginative; and made oral communication more interesting.

On the final day of the conference, I had the honour of chairing a session comprising six short papers covering topics such as online feedback, differences in MALL between countries, the use of WeChat for intercultural learning, and location-based games. I wrapped up this session with my own presentation, Personalisation, collaboration and authenticity in mobile language learning, where I outlined some of the key principles to consider when designing mobile language and  literacy learning experiences for students.

Overall, the conference provided a good snapshot of current thinking about promoting language learning through smart technologies, an area whose potential is just beginning to unfold.

Crossing borders & boundaries

The Inn at Virginia Tech, Blacksburg, Virginia, USA

The Inn at Virginia Tech, Blacksburg, Virginia, USA. Photo by Mark Pegrum, 2019. May be reused under CC BY 4.0 licence.

The IAFOR Conference on Educational Research & Innovation
Virginia Tech, Blacksburg, USA
6-8 May 2019

It was an honour to be asked to present a keynote paper at the inaugural IAFOR Conference on Educational Research & Innovation, held in Virginia, USA. Focused on the theme of ‘Learning Beyond Boundaries’, and with attendees from across state and national borders, the conference delivered a strong message about the importance of working across disciplinary and other boundaries.

In her opening keynote, Context is everything: Rethinking evidence beyond boundaries, Amy Price Azano offered a critique of evidence-based practice as an urbanised and often decontextualised approach, suggesting that practice-based evidence is a socially just alternative in diverse contexts. Despite longstanding evidence of inequalities among students, the search continues for sameness in determining what works; however, this ignores the salience of context. Practice-based evidence is about attending to context: it involves identifying local needs; selecting, planning and implementing; and examining and reflecting. It recognises that students are not the same, nor are contexts. She suggested that, going beyond place-based pedagogy, place can provide a philosophical foundation, content and context, method, and evidence.

She noted that rurality should not be seen as a factor to be overcome, but as a viable and valuable context for nuanced understandings about what works across diverse contexts, and outlined a research project currently being carried out on rural gifted education. One key question is how a bright child in a socioeconomically deprived area can be given the message that he or she is bright and gifted, without also getting the message that he or she needs to leave the area.

In my own keynote, Mobility, mixed reality, and the crossing of linguacultural boundaries, I looked at a series of innovative m-learning projects where mobile devices serve as lenses allowing students to cross the boundaries between educational and non-educational spaces, as well as between the real and the digital, and between languages and cultures. As such, mobile devices can benefit a diverse range of learners with a diverse range of learning needs.

In his keynote, Research beyond boundaries: Educational psychophysiology, Rich Ingram spoke about a new field of research, educational psychophysiology, which concerns the measurement of learning-relevant psychological states and performance for the purpose of informing teaching and learning design. The focus is on examining continuous data in real-world settings.

The following day, Rich Ingram ran an informal workshop where it was possible to try out the equipment used for physiological measurements, including an electroencephalogram (EEG) monitor (measuring electrical activity in the brain), an eye tracking bar (also incorporating pupillometry), a heart rate monitor (measuring heart rate variability), and a Galvanic Skin Response (GSR) sensor (measuring skin conductance). It was fascinating to observe the kinds of data obtained and how it can be read (see the photos below of me using brain imaging software, and the associated images of my brain activity). It was also revealing to see how portable and relatively affordable the equipment has become. The current issues in the field are that there is far more data being collected than can easily be analysed, and that it is still unclear how to interpret much of the data. To some extent, it is a matter of asking the right questions and finding meaningful correlations – but already new insights are beginning to emerge, for example regarding attention and distraction with the use of digital technologies. This is an exciting space to watch over coming years, with plenty of scope for more researchers to get involved.

Mark Pegrum using EEG brain imaging technology

Mark Pegrum using EEG brain imaging technology. Photo by Rich Ingram, used by permission.

Brain scan 1. Photo by Mark Pegrum, 2019.

Brain scan 1. Photo by Mark Pegrum, 2019.

Brain scan 2. Photo by Mark Pegrum, 2019.

Brain scan 2. Photo by Mark Pegrum, 2019.

Brain scan 3. Photo by Mark Pegrum, 2019.

Brain scan 3. Photo by Mark Pegrum, 2019.

In his keynote, Anatomy of flipped classrooms, Robert Doyle suggested that a flipped approach is based on student involvement theory, and also allows students to develop important skills beyond knowledge acquisition, including higher-order thinking, communication skills and metacognitive skills. He spoke about Bergmann and Sams who initially developed flipped learning to reach students who missed class on snow days, and used voiceovers and annotations in PowerPoint slideshows to present their material online. He mentioned four different categories of presentation: audio recording, voiceover, screencasting, and video. Videos can be produced in one-button or full-service studios, with certain trade-offs between the two approaches; the latter allow higher production quality and they involve the support of skilled technicians, but incur higher costs.

Some of the advantages, he said, include students viewing materials at their own pace; students encountering concepts at least twice, before class and in class; and class time being used for more effective learning activities, with faculty and students interacting directly during class. Disadvantages include potentially less engaging lectures where students can’t ask questions; a significant time commitment; technical problems; and varying quality and student access. Key design principles include providing an opportunity for students to learn before class; checking to ensure students arrive in class prepared; and making a clear link between pre- and in-class activities. He suggested that for every hour of face-to-face lecturing, it takes at least four hours to record, edit and upload a comparable digital lecture, and noted that when flipping a class, it is worth beginning with a single module or section of a course. Automated captioning is a useful inclusion.

In his paper, Online teaching in a mobile era: Pedagogy, policies, and the cultural transformation, Martín Sueldo referred to the work of Antoni Gutiérrez-Rubí, indicating that we find ourselves in a new mobile reality where cellphones have become extensions of ourselves. He spoke about the need for education to take on board these changes, and discussed the importance of institutional online learning policies as well as training, support and mentoring for faculty. He suggested that there is a need for a ‘liquid pedagogy’ (based on Zygmunt Bauman’s liquid modernity) which can take different forms in different teaching contexts.

In the talk, Professional development in an international context: Fostering intersections between technology and culture, Kevin Oliver, Ruie Pritchard, Angela Wiseman and Michael Cook spoke about a US teacher development programme preparing teachers to use emerging technologies to introduce cultural lessons to, and enhance the cultural understandings of, their own students; weekend campus classes were followed by a short study abroad period. Teachers were asked to build Weebly portfolios, sharing project work and evidence of increasing cultural understandings in three areas:  cultural connections, cultural collections, and cultural reflections. Regarding culture, teachers increased their personal understandings of other cultures, and came to better recognise and address diverse cultures represented in their own classrooms. Regarding technology, teachers enjoyed the opportunity to be placed in the role of students. The researchers concluded that culture-focused PD can impact how culture is addressed in the classroom, and that technological tools and writing can impact teaching and learning about culture. Past programme websites and teacher portfolios can be seen at:

In the talk, Humanity centred design: A promising approach for preparing culturally responsive educators, Catherine Lawless Frank and Treavor Bogard focused on using human centred design to foster a global mindset with the aim of enhancing culturally responsive teaching. The key idea here is that to be effective educators, teachers must understand their own culture and that of their students, since culture and education are intertwined. Human centred design (HCD), they explained, is a framework for empathetic immersion into a social problem in order to adjust one’s thinking based on experiential knowledge of the culture and needs of those affected. In a true HCD framework, the desire to enhance a global mindset originates within an individual, who feels uncertainty or tension regarding their understanding. Two HCD projects were highlighted, the first involving collecting books to serve local neighbourhood needs, and the second involving assigning students  grocery store visits in different neighbourhoods.

In the closing plenary, Steve Harmon spoke about future trends in his presentation entitled Creating the next in education: On the road to the university of 2040. He outlined some of the dramatic technological developments currently underway, including neural nets to allow brain-computer interfacing, and neurostimulation to improve learning capacity. AI capabilities are also growing exponentially, making it hard to predict future developments. Drivers of change include fewer high school graduates choosing to go to college, and the increasing diversity of student cohorts, as well as the changing nature of work (from globalisation to the gig economy) and needs and capabilities (the need for agile, T-shaped thinkers with 21st century skills). Current growth is in jobs requiring social skills (ideally in combination with maths skills) and in nonroutine cognitive jobs. The old higher education approach of information transfer is inadequate to this new era. There needs to be a focus on deliberate innovation and lifetime education, and universities need to serve as platforms rather than pipelines.

He went on to mention a number of future-oriented initiatives at Georgia Tech, including whole person education, covering: experiential learning, globalisation at home, professional development for graduate students, and a whole person curriculum. The T-shaped student, he said, should have both breadth of knowledge and depth of expertise. Adaptive expertise is more important than routine expertise. Another initiative is New products and services, with blockchain (essentially a distributed database) as one example that might be used in academic credentialling. A third is Advising for a new era, covering prescriptive advising (based on likely trends), intrusive advising (where students are at risk) and developmental advising, as well as personalised advising for a lifetime. A personal board of directors would advise students, and would include advisers on courses, content and careers. A fourth is AI and personalisation, covering AI-enabled personalised learning systems, along with AI-based, adaptive learning platforms for mastery learning, and human-centred AI. Students might well have a group of AIs to help them. A fifth is A distributed worldwide presence, which is about how to provide lightweight versions of the Georgia Tech presence in cities around the country with large concentrations of online students nearby. Fuller details are available in the report Deliberate Innovation, Lifetime Education.

All in all, this three-day conference provided a forum for rich pedagogical and cultural exchanges across disciplinary as well as geographical boundaries, allowing all of us to come away with new perspectives on how we teach and how our students learn.

Global CALL gathering in Latin America

WorldCALL Conference
Concepción, Chile
13-16 November 2018

Excerpt of mural La Presencia de América Latina by Jorge González Camarena in La Casa del Arte, Concepción, Chile

Excerpt of La Presencia de América Latina by Jorge González Camarena in La Casa del Arte, Concepción, Chile. Photo by Mark Pegrum, 2018. May be reused under CC BY 4.0 licence.

The fifth WorldCALL Conference took place this year in Concepción, Chile, drawing together presenters and attendees from across the world. The last WorldCALL I attended was 10 years ago in Fukuoka, Japan, and it was good to be able to once again join this global event. A common theme to emerge across the four days was the need for CALL educators to take into account the bigger political and social picture and, in an era of polarisation and isolationism, to help promote connections across languages and cultures.

In his opening plenary, WorldCALL then and now: Engagement, adaptation and change, Mike Levy began by asking how the language teaching profession can prepare students for the world in which we live, and what role technology and CALL can play in this. Referring to Chris Candlin’s work, he indicated that tolerance is essential to connecting the social and cultural worlds of learners outside the classroom and those worlds within the classroom. We now find ourselves in a context he described using the acronym PEST:

  • Political = populist leaders, polarisation, fake news, alternative facts;
  • Economic = big tech, trillion dollar companies, monopolies, inequality;
  • Social = social media, division, delivery of news, publishing;
  • Technological = artificial intelligence, machine learning, big data, algorithms, data analytics, predictive analytics, manipulation, disposable technologies, surveillance.

This year the UK became the first country to have a Minister for Loneliness; in this superconnected world, he noted, a need was seen to have such a ministry.

Academic disciplines, he suggested, are rather like castles separated from the world and each other. Taking a look at the language teaching profession, we see that common terms – tasks, input/output, texts – have technical definitions that differ from the general definitions in use outside the castle. Many learners are in fact interested in social, cultural or political issues affecting the areas where the target language is spoken; we should attempt to give them a chance to access authentic materials to learn about these conditions. When we change and simplify or grade texts, we do take something away from them. Authentic materials potentially give you access to the full range of human production and expression in all forms.

He went on to discuss CALL, pointing out that it is neither a single method, nor a single technology. It is important that we spend more time looking at what is happening in other castles; CALL can for example learn from the discipline of digital literacies. He mentioned Kathy Mills’ work on digital literacies, as well as my forthcoming work on digital literacies co-authored with Gavin Dudeney and Nicky Hockly. He then talked about predictive literacy in the context of Google searches, where possible questions are predicted by the search algorithm.

He concluded that we should seek engagement and connection with the wider world, not withdrawal; we should seek out cognate disciplines as they may provide new ideas; and we should harness the opportunities but be aware of the threats. Ultimately, he said, language teachers can offer a gift of understanding and tolerance in a fractured world; they are a force for good and they have the power to change lives.

In her plenary on the final day, Recalibrating content-related strategies for language learning in the digital age, Carol Chapelle spoke about the fact that language is always used for a purpose – conveying content, building relationships – and hence is always connected with content. However, the content in our field is often under-analysed. Typically there are two strategies: we assume that students know their discipline-related content, or we select humanities-based topics of general interest. Technology, however, offers greater potential, because students have access to content of all kinds. There is the potential for building content knowledge about different subjects, as well as building relationships. Teachers need strategies for employing digital technologies to maximise the use of content for language learning; the old strategies are not helpful because they assume limited content, whereas now there is an excess of content available. She focused on three key content-related strategies available to teachers:

  • Corpus-based pedagogy (advanced): We should bear in mind that students in each field need to read and write different genres; they need help to learn the language used in their fields for knowledge building. Here, we need an understanding of how language is used to build knowledge.
  • Virtual exchange (intermediate to advanced): The dreams of previous generations of CALL are now being realised through virtual exchange (VE) on various social media platforms. Its history includes distance learning, e-Tandem, cross-cultural collaboration, telecollaboration, and now virtual exchange. VE has been defined by Robert O’Dowd as involving the engagement of groups of learners in extended periods of online intercultural interaction and collaboration; it involves partners from other cultural contexts or geographical locations, is an integrated part of educational programmes, and takes place under the guidance of educators and/or expert facilitators. In VE it is important to consider content that will prompt good cross-cultural learning rather than failed communication. Here, we need an understanding of how different types of content are negotiated in collaboration.
  • Multimedia narrative for culture learning (beginners): In the past, meaning-based language learning was largely relegated to higher language levels in the form of literature; the future should involve language and content at all levels, beginning with multimodal cultural content, e.g., in the form of narratives. Here, we need an understanding of how to identify important cultural artefacts and narratives in multimedia materials.

She concluded that content and language are very much interrelated and are both important building blocks in language learning. Students need not only to learn to speak the language, but to have something to speak about.

The theme of making linguistic and cultural connections, often through virtual exchange or VE, surfaced in many papers at the conference. Our symposium, CALL for help: Critical CALL for diversity, inclusion and sustainability, focused on how CALL can reach and connect diverse and often under-served populations of learners. Moderated by Liliana Simón and introduced by Phil Hubbard, the symposium consisted of live presentations by Louise Ohashi and Mark Pegrum, and video presentations by Mirjam Hauck, Sarah Guth and Francesca Helm.

In her paper, Reaching beyond conferences: The potential of CALL in supporting diversity and inclusion, Louise Ohashi talked about the reasons why some teachers might not be able to attend conferences: these include financial reasons, family reasons (e.g., looking after children or elderly parents), inability to get permission from employers, a reluctance to interrupt their classes, and inability to obtain a visa or difficulty obtaining one. Some teachers compensate by watching live-streamed content and/or prerecorded talks; others participate on Twitter, Facebook and other social media platforms; others contact presenters for more information; and still others read conference proceedings. There are some, however, who don’t try alternative means to participate, in the belief that it is essential to be part of the conversations that take place in the social spaces of conferences. Virtually connecting, she suggested, is one way of having speakers at conferences interact in real time with those who are not at the conference but would like to ask questions and have discussions. It is also important to use social media to advertise scholarships, the availability of child care facilities, and where to access presentations online, etc.

In my own presentation, Connecting cultures via intercultural, ethical and critical literacies, I referred to the revised Framework of Digital Literacies that Gavin Dudeney, Nicky Hockly and I have created this year, due for publication shortly in The European Journal of Applied Linguistics and TEFL. I spoke about the importance of those digital literacies that can help teachers and students to build bridges between cultures, and which are particularly salient in an era of polarisation, misinformation and disinformation.

In her presentation, CALL and critical digital literacies for a sustainable future, Mirjam Hauck referred to Freire, speaking about the importance of reading the world critically and acting in the world to change it. Digital literacies have both functional and critical aspects, and the latter are essential to the development of agency. Too often, frameworks of digital literacies present literacy as universal and decontextualised. Any definition of digital literacies, however, is inherently political. It is not enough for digital literacies to help people fit into today’s inequitable societies; rather, a critical perspective is needed to help students develop agency in the world. Literacies are necessary for public engagement, global citizenship, and the enhancement of democracy.

VE, she suggested, naturally involves a sociopolitical context – indeed, it brings together at least two sociopolitical contexts in each case. She mentioned EVOLVE (Evidence-Validated Online Learning through Virtual Exchange). Such projects link the deep impact of intercultural exchange with the broad reach of digital technologies. In VE tasks, learners should develop a critical perspective on both the linguistic and non-linguistic elements of digital communication.

In their presentation, CALL for help: The place of critical CALL in building a sustainable, diverse and inclusive future, Sarah Guth and Fran Helm described VE as a kind of  experiential and collaborative learning, allowing the development of transversal skills including intercultural awareness, foreign language skills, and digital literacies. It also offers opportunities to build diverse personal relationships, supports preparation for work and civil engagement in a global context, and piques students’ interest in study abroad. They noted, nevertheless, that technology can pose a risk when combined with neoliberal,  neocolonial attitudes that may lead to a one-way transmission of knowledge from the developed world for the benefit of refugees or other under-served students.

VE can open up perspectives on other social realities, but we need to expand its reach. To date, it has been mainly East-West or North-North, but we need to involve all kinds of people in virtual exchanges. VE can also work within a single country, for example with young people from urban and rural areas, allowing them to get to know each other and promoting social cohesion.

In his presentation, Online learning through virtual exchange: A new role for CALL experts, Sake Jager talked about telecollaboration/VE having moved from language learning to content and language-integrated learning (CLIL) and now to content learning (where language learning is not necessarily an objective). He pointed out, with reference to De Wit and Leask (2015), that with the internationalisation of the curriculum has come a shift of focus from mobility for the elite to curriculum and learning outcomes for all students, whether mobile or not. Telecollaboration outcomes that are relevant in this context include language skills, intercultural competence, and digital literacy. There can be cross-national and cross-disciplinary perspectives on learning content. VE goes beyond languages through initiatives like UNICollaboration, the Erasmus+ Virtual Exchange (where European universities can connect their students with students from the southern Mediterranean, with a view to building intercultural understanding and undermining radicalisation), and EVOLVE. EVOLVE helps universities to implement VE by providing online training and support; it conducts research on VE at learner, educator, and institutional levels; and it actively promotes the results and engages with policy- and decision-makers at university, university network, and European levels.

In her presentation, Be the change, take the challenge: Teaching sustainable development goals, co-authored with Barbara Anna Zielonka, Shirlene Bemfica de Oliveira suggested that literacy practices with an emphasis only on the linguistic aspects of communication do not meet the demands of students in the contemporary, globalised world. Costa (2013) mentions that mobile technologies offer multiple affordances: negotiating interactive content, communicating with native or non-native speakers, making publications, recording videos, sending voice messages, and engaging in social actions. She spoke of the Be the Change, Take the Challenge project which focuses on human rights via a selection of the UN Sustainable Development Goals (SDGs), and on English learning through the SDGs; in 2017-2018, it involved 101 schools worldwide. Teachers can interact with colleagues abroad and share materials through Loomio; however, sometimes lesson plans which are used in one location – such as those focusing on gender equality and LGBT+ issues in the Brazilian context – might not be able to be applied in other contexts. She showed an example of an activity on Padlet, where high school students from around the world were asked to comment on problems they perceived in their own societies. In another task, students used Adobe Spark to create multimedia posters saying how they would like the world to be in 2030. Most teachers saw this project as offering possibilities and opportunities, and as promoting the use of the English language for real world purposes. Teachers developed new perspectives on technologies, both as a means of learning English, and as a means of prompting social activism.

There were a number of papers that addressed mobile learning, directly or indirectly. In his  talk, Reflective practice: Implementing 21st century skills in teaching EFL, Hiroyuki Obari suggested that mobile technologies involve a paradigm shift where students are more in control of their own learning. Mobile technologies can also facilitate seamless learning. He went on to talk about 21st century skills, including the 7 Cs (critical thinking, creativity, collaboration, cross-cultural understanding, communication, computing & ICT literacy, and career and learning self-reliance), but indicated that an additional important skill involves understanding and knowing how to co-exist with AI. He contrasted his classroom in 2014, where students were using iPads, and 2018, where students are making use of AI in various ways – Google Home and Alexa speakers, as well as Google AR/VR headsets – alongside tablets. He concluded that 21st century education should involve a combination of the following elements: blended and flipped learning; 21st century skills; a focus on Bloom’s taxonomy; social constructivism; ICTs/mobile technologies; and student autonomy. Moreover, he said, students need to expand their worldviews and find the purpose of their lives.

In his presentation, Exploring mobile support for English language teachers in a context of conflict: The case of informal Syrian refugee teachers in Jordan, co-authored with Shai Omali, Susan Dawson, Nasmi Al Masri and Heba Hamouda, Gary Motteram spoke about an ESRC-funded project called Supporting and developing teachers in contexts of conflict and disturbance. It was designed to support the development of teachers’ knowledge and skills to: design courses and resources/materials; make use of a variety of free online resources; create an online/mobile resource bank or course; evaluate the resources/course; and become reflective teachers through being part of the research project. Syria is 149 out of 188 on the HDI (having slipped 29 places since 2010). There are 72 mobile phone subscriptions per 100 people in Syria, and most people in refugee camps have access to a mobile phone.

The project needed a mobile app that could work in a variety of contexts, worked offline, and was authorable. They chose the Android app Ustad Mobile (see their blog for a summary of the projects in which they have been involved). You need three tools to create materials: eXe Learning (to create ePub files), the Ustad Mobile app, and H5P for additional interactivity. In the accompanying WhatsApp group, 24% of the communication was coded as interpersonal, 30% as organisational, and 46% as developmental. There were discussions about classroom methodology but largely based on teachers’ experiences rather than literature reading, and there were discussions about language usage. He went on to show a number of examples of conversations where learning and development were taking place. There was development of both linguistic and pedagogical knowledge; reflection; and evidence of the sociocultural realities of teachers and students.

In his talk, Language learning on tap! Twitter as an autonomous language learning tool – The learners’ perspective, Fernando Rosell-Aguilar mentioned that Twitter was seen very early on as a potential language learning platform, allowing linguistic and cultural input; writing and speaking output; and interaction with native speakers, fellow learners, teachers, language learning institutions, and chatbots/virtual assistants. Research studies have identified positive effects of Twitter, e.g., on target language output, developing a sense of community, and increasing the quantity of communication; but often these studies have been small-scale and carried out by teachers researching their own students.

He conducted a 30-question survey containing multiple-choice and open-ended questions, and offered in 4 languages; he received 401 responses in total. Participants had been learning a variety of different languages on Twitter. The majority were not studying formally but were using Twitter as part of their informal study, and most were not living in an area where the target language was spoken. The majority tweeted at least sometimes in the language they were learning. Most said they focused on both meaning and form in the target language they were reading; 62.9% said they had learned new vocabulary, but only 22.9% had learned new grammar rules. Most had learned facts about the places where the target language is spoken, most commonly related to news and current affairs. The majority of respondents agreed that they had improved their knowledge of the target language, and of target language areas. Some didn’t like the use of informal language on Twitter, but others liked the way it complemented the kinds of language learned in courses or textbooks; and some struggled to express themselves in 140 characters, whereas others liked this limit.

In his talk, Using WhatsApp for teaching French as a FL, Daniel Chan began by referring to Mark Zuckerberg’s comment that messaging is one of the few things people do more than social networking. WhatsApp is currently the most widely used messaging app in the world. It is generally already known to students and is usually accessed on their mobile phones. It can be used to facilitate communication, broadcast and share information and resources, and create discussion groups. It is an ideal way of fitting language learning into students’ lives. WhatsApp can also be used to post images of work done by students in class. Students’ responses can be corrected online.

When surveyed, his students indicated their appreciation of the fact that WhatsApp creates learning opportunities, allows collaborative and multimedia learning, preserves records of content for revision, and allows compact and succinct learning. In terms of challenges, some felt the groups were too public for their questions; that much depends on the dynamics of individual groups; that there is a danger of spamming and missing important information; and that there is pressure both on the students to respond, and on the teacher to respond quickly enough. Students wanted the teacher to animate the groups more, and to integrate the audio function to practice pronunciation and oral production.

A number of other interesting topics surfaced in presentations across the conference. In her talk, Silence as a challenge: How online language teachers deal with the void, Ursula Stickler noted that communication mediated through technology is different from face-to-face communication: there are delays in communication and potential technological faults, but beyond this, there is a lack of external cues (space awareness, proximity markers, shared environmental information) and there can be differences in levels of digital literacies (including the use of substitute cues like emoticons, emphasis and images). Online pedagogy needs to be based on understanding the communicative differences, limitations, and opportunities.

There has been quite a lot of research on silences in language teaching, which can have didactic, social and pragmatic, gendered, and culturally influenced (e.g., Confucianism) aspects. Online silence may be deliberate or the result of a technical glitch. One way of investigating online silence is with eye-tracking: this shows where a user’s attention is focused; and teachers’ and students’ gazes can be tracked in parallel and compared (though there are technical challenges in this). Online silence may be purposeful, but it may be unexpected (e.g., connected with turn-taking or politeness) or technical. Research indicates that teachers’ and students’ perspectives on silences differ (e.g., teachers may give room for answers but students may be experiencing cognitive overload), with some areas of overlap (e.g., cultural divergence from teachers’ perspectives may correspond to politeness/turn-taking from students’ point of view). Teachers may sometimes need to offer technical help; accept surface excuses; and stay calm in settings where they cannot recognise students’ reactions in the same way as in face-to-face teaching. Teaching online is not just about teaching language, but about teaching the skills of online communication.

In his presentation, Gamifying teacher professional development through Minecraft MOOC, Vance Stevens explained that over the last 40 years he has taught English through behaviourist and cognitive approaches, then communicative approaches, followed by communities of practice, connectivism (aligned with the original idea of MOOCs as community-driven), and most recently gamification. He indicated that Minecraft has caught the attention of many educators over the last decade; it promotes critical thinking, collaboration, problem-solving, language and communication, and has been used for architecture, engineering, chemistry, mathematics and coding, in addition to language teaching. Gamification, he said, is about learning not in a top-down format, but by exploring in a bottom-up way. The challenges for teachers are: penetrating Minecraft communities of learners; the complexity and depth of the game; and understanding how students will interact and communicate with each other in Minecraft, and how they will engage in self-directed critical/collaborative learning. The EVO Minecraft MOOC started in 2015 to address and resolve these problems, and newcomers are welcomed every January/February.

In a talk showing the power of data visualisation, Mapping Astoria: Engaging with the multilingual city using digital tools, Stephane Charitos and Nelleke Van Deusen-Scholl indicated their interest not only in the social turn or multilingual turn, but the spatial turn. They suggested that students can be engaged through place-, project- and community-based education. Astoria is a multilingual area of Queens, New York. An incipient project was set up in critical cartography, linguistic ethnography, and geo- and sociolinguistics; it was about considering language practices in spatial terms and reflecting on the links between language, space and identity. The idea was to create a ‘thick map’ of Astoria, with layers anchored to locations.

They spoke about ProM, a repository of pedagogically consistent modules related to language learning in given community spaces, which will be made public in due course. Example projects include a Korean language brochure and oral tour of the Yale campus; another, My New Haven, involves a photosafari and linguistic landscape, focusing on the use of Spanish; and yet another, StoryMap: My Happy Place, involves students carrying out multimodal digital storytelling in Korean.

They concluded that place-, project- and community-based initiatives can help students to reflect on the relationship between space and place (the latter having meaning attached to it); to identify and curate the symbols and habits of language; to critically explore the multilingual hyperdiversity that characterises urban centres, and challenge the tenets of a national ideology; to find innovative solutions that undermine the implicitly monolithic linkage between language and place, and champion different ways of visualising that relationship; to invent new ways of visually exploring the endless individual trajectories that make up today’s multiethnic, multilingual urban environments, and present connections between a city and the languages it speaks.

All in all, the message that threaded its way through many of the varied conference papers was that in the current historical moment we should be taking every opportunity to emphasise the role that languages and technologies can play in highlighting diversity, accommodating difference, and making connections between people and cultures. It will be interesting to see how the conversations around these themes have progressed when WorldCALL convenes again in another five years.

Innovating in English learning

BAAHE Conference
Louvain-la-Neuve, Belgium
1 December 2017

Louvain-la-Neuve, Belgium

A snowy morning in Louvain-la-Neuve, Belgium. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

It was great to have the opportunity to head to snowy Belgium at the start of December to open the annual BAAHE Conference, which this year focused on the theme of  ‘Let’s Inter-Act! Innovative Teaching Practices in English Studies’. A series of papers covered innovative approaches to language teaching, many of them referencing digital technologies.

In my opening plenary, Revisiting mobile learning: Seizing new opportunities for language learning and cultural exploration, I outlined innovative teaching and learning approaches in the form of mobile augmented reality language learning and literacy acquisition initiatives from Singapore, Indonesia, Hong Kong and Vietnam. I pointed out that although not all of these projects are solely focused on English, all have lessons to teach us about how to support our students in using their everyday mobile devices to approach the English language, English literacies, and English-speaking cultures.

In their presentation, Giving students’ writing skills a boost: Towards a self-learning platform for an optimized use of online resources, Gaëtanelle Gilquin and Samantha Laporte spoke about their research on students’ use of online tools for writing, captured via screencasts and logs of their writing processes, with the ELAN software being used for video annotation. In their preliminary results, they found that students spent around 12% of their time using writing tools, making 17 searches each on average. There was however no correlation between the number of searches and their final grades; it may be that proficient writers need less help. Bilingual dictionaries represented 47% of students’ searches, and bilingual concordancers 20%. There was thus an overwhelming use of bilingual tools, and in general there was a conspicuous absence of corpus and collocation tools. It was discovered that most students stuck to a limited number of tools when seeking help. In nearly 70% of cases, it was found that students’ searches were helpful in improving their texts; but in other cases, the searches led to incorrect or partly incorrect formulations, or had no effect. The presenters concluded that there is a need to raise students’ awareness of the range of tools available, when to use them, and what help they can provide.

In his presentation, Using a ‘flipped classroom’ teaching modality to help English Master’s students master text-editing skills, John Linnegar spoke about a 10-week course involving three in-class sessions complemented by autonomous, self-directed learning. The textbook took on an even more central role in this context, he suggested. There were downloadable weekly video or audio clips by experts, as well as exercises and assignments. In addition, there was a closed Facebook community of practice. Students were generally very positive about the approach, and felt that the work was evenly spread over the 10 weeks. They were also very positive about the three contact sessions, but this may be partly a product of the fact that they were already so used to face-to-face teaching approaches. Unexpected outcomes included the fact that some students expressed a preference for more structure in their learning; a number did not participate fully or at all in the Facebook group; and they rarely emailed the lecturer. Areas for improvement in future iterations of the course include: making better use of video and audio clips and perhaps webinars; encouraging greater involvement on Facebook; giving more regular feedback on assignments; and above all more tightly planning and structuring the course. He concluded that a flipped approach requires a much tighter structure than a traditional face-to-face approach.

In her presentation, Online training module for language professionals: Promoting the uptake of open educational NLP [natural language processing] resources in language learning and teaching, Fanny Meunier spoke about a Moodle course on new technologies created for teachers. Teachers showed a lot of interest in the teaching opportunities provided by the tools; they liked the easy, practical and free access to the tools selected; they also liked the NLP tools that helped them identify the level of the pedagogical materials; and they liked interactive tools that allowed them to collaborate with colleagues and share materials with students. They appreciated the fact that learners could increase their autonomy, engage in more personalised learning, and use the target language within an online community. Problems included school bans on smartphones; lack of easy learner access to technologies in the classroom and/or at home; lack of a good internet connection in some schools; the preference of some teachers and students not to use digital technologies; a lack of computer literacy; and some less user-friendly and more linguistically complex tools. She demonstrated the use of one of the tools covered with the teachers, namely Acapela Box, discussing its potential to support learner-centred, independent, differentiated learning. Lessons learned by the project organisers include: keeping only the best tools; identifying additional ways of presenting the tools; and offering in situ presentations and teacher support. In future the organisers will take a learning-by-design approach where they ask teachers to discuss how they might actually employ these tools within their own teaching contexts.

In the closing plenary workshop, Audience response systems (clickers): How to enhance interaction with and between students, Ingrid Bertrand demonstrated the use of three different polling apps, namely Kahoot!, Socrative and Wooclap. Clickers are not a magic bullet, she said, but they have many possible benefits: they make learning fun, involve students in more active learning, provide immediate feedback, indicate to teachers whether more explicit teaching is needed, and improve students’ communication skills. It was suggested that when a student vote produces between 35-70% correct answers to a multiple-choice question, students can be asked to engage in peer discussion to convince their classmates of the correct answers, and then to vote again. The percentage of correct answers is likely to increase if those students who originally had the correct answers have presented strong enough arguments to their peers. In the peer discussion process, students also need to hone their communication skills as they engage in conversations with classmates and seek to persuade them of the correctness of their views.

All in all, this intensive one-day event was an ideal chance to gain some insights into the tools currently being explored and implemented by those involved in English teaching in Belgian higher education, and for lecturers to share with colleagues what is working in their particular contexts, thereby facilitating the spread of the most effective, locally relevant technological practices.

Asking the big questions around online learning

ICDE World Conference on Online Learning
Toronto, Canada
16-19 October 2017

New City Hall, Toronto, Canada

New City Hall, Toronto, Canada. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

The ICDE World Conference on Online Learning, focusing on the theme of “Teaching in a Digital Age – Re-thinking Teaching and Learning”, took place over four days in October, 2017. Like at other recent large technology conferences, it was interesting to see increasing recognition of the broader sociopolitical and sociocultural questions in which online learning is embedded, as reflected in many of the presentations. Papers were presented for the most part in groups of three or four under overarching strands. Short presentation times somewhat restricted the content that speakers were able to cover, but each set of papers was followed by audience discussion where key points could be elaborated on.

In his plenary presentation, edu@2035: Big shifts are coming, Richard Katz referred to Marshall McLuhan’s comment that “we march backwards into the future“, meaning that it is very difficult for us to predict the future without using the past as a framework. He went on to speak of Thomas Friedman’s framework for the future involving six core strategies – analyze, optimize, prophesize, customize, digitize and automize – in which, Katz suggested, all companies as well as all educational institutions need to be engaged. He suggested we may need to consider wild scenarios: could admission to colleges in the future be based not on performance tests but on genotyping? The gap between technology advancement and socialisation of technologies is widening, he stated.

As we look to the future, we have some choices in post-secondary education: avoid the topic; paralysis by analysis; choose mindful incrementalism; or invent a new future. To do the last of these, we need to take at least part of our attention off the rear view mirror. We need to construct scenarios, develop models, identify risks, and extract themes, and to present these ideas in short video formats that will be engaged with by today’s audiences. In short, we need to iterate, communicate and engage.

He mentioned William Gibson’s comment that “the future is already here, it’s just not very evenly distributed“, and a comment from Barry Chudakov (Sertain Research) that “algorithms are the new arbiters of human decision-making“. Evidence that the future is now can be found in various areas, from chatbots to the explosion of investment in cognitive systems and artificial intelligence (AI). Drawing on Pew Internet research, he suggested algorithms will continue to proliferate, with good things lying ahead. However, humanity and human judgement are lost when data and predictive modelling become paramount. Biases exist in algorithmically organised systems, and algorithmic categorisations deepen divides. Unemployment will rise. And the need is growing for algorithmic literacy, transparency and oversight.

He asked whether, by 2035, we can use new technologies and algorithms to personalise instruction in ways that both lower costs and foster engagement, persistence, retention and successful learning, possibly on a global scale? He concluded with a number of key points:

  • The robots are coming, aka change is inevitable;
  • Our mission must endure (even as our delivery and business models change);
  • While the past may be a prologue, there will be new winners and losers;
  • A future alma mater may be Apple, Google, Microsoft, Alibaba …;
    • scale is critical;
    • lifetime employability is critical;
    • students will determine winners and losers;
  • The future is already here, the question is whether we can face it;
    • ‘extreme planning’ must be practised;
  • Never discount post-secondary education.

In his plenary presentation, Reboot. Remake. Re-imagine, John Baker, the CEO of D2L, asked why it is that so many movie makers decide to re-imagine old movies? It’s because the original idea was great, but something has changed in the meantime, and a new direction is needed. Today’s political, science and environmental problems will ultimately be solved through education and its ripple effects, he suggested. In the current climate of rapid change, it is essential to focus not on remaking or rebooting, but rather on re-imagining the possible shape of education.

The technology must be about more than convenience; it must improve learning and increase engagement and satisfaction. Well-designed learning software can allow teachers to reach every student; what if there was no back of the classroom, he asked. It should be possible to reach remote learners or disabled learners or refugees or students using a range of devices from the brand new to hand-me-down technologies (hence the importance of responsive design).

We will soon see AI, machine learning, automation and adaptive learning becoming important; it is not just technology that is changing, but pedagogy. He cited an Oxford University study suggesting that 47% of all current jobs will cease to exist within two decades as a result of the advent of AI. The reality is that our skills development is not currently keeping pace with what will be needed in an AI-enabled future. Continuing educational opportunities for the workforce will be key here.

He suggested that the most important pedagogical innovation of the current era is competency-based education. In a discussion of its advantages, especially when accelerated by adaptive learning, he indicated that the greatest benefit is not so much the achievement of the competencies, but the leftover time and what can be done with it – could students learn more about other areas? Could they enrich their education through more research even at undergraduate level?

In response to an audience question, he also suggested that ‘learning management system’ (LMS) is an outdated term and ‘learning platform’ or ‘learning hub’ might be preferable. How do we capture and share the learning that is taking place across multiple platforms and spaces? It is vital that these systems should be porous, and interoperability between systems (e.g., through Learning Tools Interoperability [LTI] and Caliper) is essential.

In his plenary presentation, The future of learning management systems: Development, innovation and change, Phil Hill suggested that while there are many exciting educational technology developments, there is also a great deal of unhelpful hype about them. The steady, slower paced progress being made at institutions – for example in the introduction of online courses – is in many ways disconnected from the media and other hype. What is important is what can be done with asynchronous, individualised online education that cannot be done so easily in a plenary face-to-face classroom. Some of today’s most creative courses are bypassing LMSs in order to incorporate a wider range of platforms and tools.

Most institutions now have an LMS; these are seen as necessary but not exciting or dynamic. The core management system design is based on an old model. Some companies are trying to add innovative features, but it’s not clear how useful or effective some of these may be. (It may be that over time all ed tech platforms start adding in extra features which eventually make them look like badly-designed LMSs.) When LMSs first appeared, there were few competitors, but now there are many flexible platforms available, creating a demand that LMSs can replicate the same features. There is considerable frustration with LMSs, which are seen as much harder to use than the platforms and tools on the wider web.

He mentioned that in higher education Moodle is currently the LMS with the largest user base, while Canvas is the fastest growing LMS. At school level, Google Classroom, Schoology and Edmodo have some leverage, but they are less used in higher education. Many other platforms have attempted to enter the mainstream but have since disappeared. Overall, this is a fairly static market without many new successful entrants. The trend is towards having these systems hosted in the cloud; this may be the only choice with some LMSs, such as Canvas. While there is currently a lot of movement towards open education, in North America the installed base of LMSs is moving away from the main open source providers, Moodle and Sakai; similar trends are seen elsewhere. There is a certain perception that these look less professional than the proprietary systems. Open source is arguably not as important as it used to be; many educational institutions have moved away from their original concern not to be beholden to commercial providers, and are now focusing more on whether staff and students are happy with the system. Worldwide we’re seeing most institutions working with the same small number of LMSs: Canvas, D2L, Blackboard, Moodle and to some extent Sakai. We should consider the implications of this.

The question is how to resolve the tension between faculty desires to use the proliferating educational technologies which offer lots of flexible teaching and learning options, and institutional insistence that faculty make use of the LMS. Many people are saying that LMSs should go away, but in fact that’s not what we’re seeing happening. Opposition to LMSs is largely based on the fact that they function as walled gardens, which is how they were originally designed. In many cases, they have added poor versions of external software like blogs or social networks, and there has been an overall bloating of the systems.

What we’re seeing now is a breaking down of the walled garden model. The purpose of an LMS is coming to be seen as providing the basics, with gateways offered so that there are pathways to the use of external tools. It should be easy to access and integrate these external tools when faculty wish to use them. Interoperability of tools through systems like LTI, xAPI and Caliper is an important direction of development, though there is a need for these standards to evolve. They key point however is the acceptance by the industry that this is the direction of evolution. He concluded that there are three major trends in LMSs nowadays: cloud hosting; less cluttered, more intuitive designs; and an ability to integrate third-party software. Much of this change has been inspired by the Educause work on NGDLEs. There is a gradual move among LMS providers towards responsive designs so that LMSs can be used more effectively on mobile devices.

The strand Engaging online learners focused on improving learning outcomes through improving learner engagement. In their presentation, Engaging online students by fostering a community of practice, Robert Kershaw and Patricia Lychak explained their belief that if facilitators are engaged with developing their own competencies, then they will use these to engage students. Initially, a small number of workshops and informal support were provided for online facilitators in their institution; then a training specialist was brought in; and it was found through applied research that online facilitators wanted more development in student engagement, supporting student success, and technology use. A community of practice model with several stages has been developed: onboarding (involving web materials, a handbook, and a discussion forum) > community building (involving a discussion forum, webinars, and in-person events) > coaching (involving checking in with new facilitators, one-on-one support, and inquiries) > student success initiatives (involving early check-ins with students,  mid-term progress reports on students, and final grade entry) > training (shaped in part by feedback from the earlier stages; this also shapes the next onboarding phase). Lessons learned include:

  • introduce variety (delivery method, timing, detail level);
  • encourage sharing (best practices, student success stories, sample report comments);
  • promote efficiency (pre-populate templates, convert documents to PDF fillable forms, highlight LMS time-saving tools).

What the trainers try to do is to model for online facilitators what they can do for and with their students.

In his presentation, Chasing the dream: The engaged learner, Dan Piedra indicated that the tools we invest in can lock us into design mode templates. He quoted Sean Michael Morris: “today most students of online courses are more users than learners … the majority of online learning basically asks humans to behave like machines“. Drawing on Coates (2007), he suggested that engagement involves:

  • active learning;
  • collaborative learning;
  • participation in challenging academic activities;
  • formative communication with academic staff, and involvement in enriching educational experiences;
  • feeling legitimated/supported by learning communities;
  • work-integrated learning.

He showed a model being used at McMaster University involving the company Riipen, which places a student with a partner company that assesses students’ skills, after which the professor assigns a grade.

In her talk, A constructivist pedagogy: Shifting from active to engaged learning, Cheryl Oyer referred to Garrison, Anderson and Archer’s Community of Inquiry model involving cognitive, teaching and social presence. She mentioned a series of learner engagement strategies for nursing students: simulations, gamification, excursions, badges and portfolios.

The strand Online language learning focused on the many possibilities for promoting language learning through digital technologies. In his presentation, The language laboratory with a global reach, Michael Dabrowski talked about a Spanish OER Initiative at Athabasca University. The textbook was digitised, with the Moodle LMS being used as the publishing platform. Open technologies were used, including Google Maps (as a venue for students to conduct self-directed sociocultural investigations), Google Translate (as a dictionary, and a pronunciation and listening tool, which now also incorporates Word Lens for mobile translation), and Google Voice (the foundation for an objective open pronunciation tutor). With Google Translate, there are some risks including laziness with translation and uncritical acceptance of translations, but in fact it was found that students were noticing errors in Google’s translations.  With Google Voice, it is not a perfect pronunciation tutor; sometimes it is too critical, and sometimes too forgiving. Voice recognition by a computer is nevertheless a preferable form of feedback compared to learners’ own self-comparisons with language speakers heard in an audio laboratory; effectively it is possible to have a free open mobile language learning laboratory nowadays.

In her presentation, Open languages – Open online learning communities for better opportunities, Joerdis Weilandt described an open German learning course she has run on the free Finnish Eliademy platform. In setting up this course, it was important to transition from closed to open resources so they could be modified as needed. Interactive elements were added to the materials presented to students using the H5P software.

In their paper, Language learning MOOCs: Classifying approaches to learningMairéad Nic Giolla Mhichíl and Elaine Berne explained that there has been a significant increase in the availability of LMOOCs (language learning MOOCs). They were able to identify 105 LMOOCs in 2017, and used Grainne Conole’s 12-dimension MOOC classification to present an analysis of these (to be published in a forthcoming EuroCALL publication). They went on to speak about a MOOC they have created on the FutureLearn platform to promote the learning of Irish.

In his presentation, Online learning: The case of migrants learning French in Quebec, Simon Collin suggested that linguistic integration is important in supporting social and professional integration. This has traditionally been done face-to-face but increasingly it is being done online. Advantages of online courses for migrants fall into two major categories: they can anticipate their linguistic integration before arriving; and after migration, they can take online courses to facilitate a work-family-language learning balance. He described a questionnaire about perceptions of online learning answered by 1,361 adult migrants in Quebec. The common pattern was to take an online course before arrival, and then a face-to-face course after arrival. Respondents thought online courses were more helpful for developing reading and listening, but not as helpful for developing speaking skills.

The strand Leveraging learning analytics for students, faculty and institutions brought together papers focusing on the highly topical area of learning analytics. In their paper, Implementing learning analytics in higher education: A review of the literature and user perceptions, Nobuko Fujita and Ashlyne O’Neil indicated that there are benefits of learning analytics for educators in terms of improving courses and teaching, and for students in terms of improving their own learning. They reported on a study of perceptions of learning analytics by educators, administrators and students. Overall, there was a concern with the impact on students; the main concerns reported included profiling students, duty to respond, data security and consent.

In her presentation, An examination of active learning designs and the analytics of student engagement, Leni Casimiro indicated that active learning has four main components: experiential, interactive, reflective, and deep (higher-order). She reported on a study making use of learning analytics to determine to what extent students were in fact engaged in active learning. Descriptive analytics revealed that among the three courses examined, there was considerable variation in levels of activity; this was due to differences in student outcomes (tasks should help students focus rather than distracting them), teacher participation (teacher presence is essential), interactivity (teacher participation is important, as is the quality of questions), and the nature of students (asynchronous communication may be preferred by international students). Because of the weight given to teacher participation in active learning, it deserves special attention.

In his presentation, Formative analytics: Improving online course learning continuously, Shunping Wei explained that formative analytics are focused on supporting the learner to reflect on what has been learned, what can be improved, which goals can be achieved, and how to move forward. Formative analytics reports should be provided not only to management, but to teachers. It is possible to track whether students access all parts of an online course and whether they do so often, which would likely be signs of a good learner. It is also possible to create a radar map for a certain person or group, comparing their performance with the average.

The strand Mobile learning: Learning anytime, anywhere brought together a number of different perspectives on m-learning. In their presentation, Design principles for an innovative learner-determined mobile learning solution for adult literacy, Aga Palalas and Norine Wark spoke about their project focusing on a literacy uplift solution in the context of surprisingly low adult literacy rates in Canada. They have created a cross-platform mobile app for formal and informal learning incorporating gamification elements within a constructivist framework, but with more traditional behaviourist components as well. Based on data obtained in their study to date, key design themes and principles have been determined as follows:

  • mobility: design for the mobile learner;
  • learner-determined: respond to the learner;
  • context: integrate environmental influences.

Future plans include presentation of the pedagogical and technological principles and guidelines, and replication of the study in different contexts.

In her presentation, English to go: A critical analysis of apps for language learning, Heather Lotherington suggested that there is an element of technological determinism in mobile-assisted language learning (MALL). In MALL, there can be an app-only/content-oriented approach which gives you a course-in-a-box; or design-oriented learning which uses the affordances of mobile technologies in customised learning. Examining the most popular commercial language learning apps, she found that most were underpinned by ‘zombie pedagogies’ involving grammar-translation, audiolingualism, teaching by testing, drill and kill, decontextualised vocabulary, and so on. Ultimately, there were multiple flaws in theory, pedagogy, and practice. This led to failures from the point of  view of mobility (with a need to record language in a quiet room rather than in everyday settings), gamification, and language teaching (there was, for example, generally a 4-skills model of language learning, which is outdated in an era of multimodal communication). Companies are also gathering users’ data for their own purposes. It is essential, she concluded, that language teachers are involved in designing contemporary approaches to mobile language learning; and teachers should also be familiar with content-based apps so they can incorporate them strategically in design-based language teaching and avoid technological determinism. Later, in question time, she went on to suggest that what we are currently confronted with is a difficult interface between slow scholarship and fast marketing.

In her presentation, New delivery tool for mobile learning: WeChat for informal learning, Rongrong Fan explained that WeChat has taken over from QQ as the most popular messaging platform in China. WeChat incorporates instant messaging, official accounts, and ‘moments’ (this works on the same principle as sharing materials on Facebook). Some institutions are using official accounts which push learning material to students, which could be as little as a word a day; an advantage is that this can support bite-sized learning, but a disadvantage is that too many subscriptions can lead to ‘attention theft’. WeChat can be used for live broadcasting with low fees; this allows more direct interaction but the long-term learning effects and value are questionable. It is also possible to set up virtual learning communities in the form of WeChat groups; this can be motivating and help to overcome geographical barriers, but learners may not be making real progress if they are learning only from each other. She concluded that WeChat can be integrated into formal learning as a complementary platform; that use of WeChat could be incorporated in teacher training to give teachers more options for delivering their content; and that a strong learner support team is needed.

The strand Virtual reality and simulation in fact covered both virtual and augmented reality. In his presentation, Flipping a university for a global presence with mirrored reality, Michael Mathews spoke about the Global Learning Center at Oral Roberts University.  Augmented and virtual reality, he said, are additive to the experience that students receive, and can help us reach the highest level of Creating in Bloom’s Taxonomy. The concept of mirrored reality brings together augmented and virtual reality. These technologies can offer ways of reaching a diverse range of students scattered around the world.

In my own presentation, Taking learning to the streets: The potential and reality of mobile gamified language learning, which also formed part of this strand, I outlined the value of an augmented reality approach for helping students to engage with authentic language learning experiences in everyday life.

The strand Augmented reality: Aspects of use in education highlighted a range of contemporary uses of AR. In their talk, Distributed augmented reality training to develop skills at a distance, Mohamed Ally and Norine Wark described AR as an innovative solution to rapidly evolving learning needs. They spoke of their research on an industrial training package about valve repair and maintenance created by Scope AR and delivered onsite via iPads and AR glasses, for which they gathered data relating to the first three levels of the Kirkpatrick Model. The response to the AR training was overwhelmingly positive, with past hands-on training being seen as second-best, and computer-based training being least valued. It was felt that AR could replace lengthy training programmes. Scope AR has now developed a Remote AR collaboration tool which can be used to deliver support at a distance.  The presenters concluded by saying that AR could have many applications in distance education where the expert is in one location but can communicate at a distance to tutor or train someone in a different location.

In his presentation, Augmented reality and technical lab training using HoloLens, Angelo Cosco explained that skilled trades training can be created to be accessed via Microsoft’s HoloLens, allowing students to learn at their own pace, but also offering development opportunities for employees. Advantages include the fact that unlike with VR, there are no issues with nausea; users can wear the HoloLens and move around easily; and recordings can be made and sent immediately through wifi networks.

In their paper, Maximizing learner engagement and skill development through modelling, immersion and gameplay, Naza Djafarova and Leonora Zefi demonstrated a training game (though not an AR game per se) for community nurses in the Therapeutic Communication and Mental Health Assessment Demo video. The game is set up on a choose-your-own-adventure model, giving students a chance to practice what they have learned in a simulated and ‘safe’ environment, which is especially valuable given the lack of practicum placement positions available. Usability testing was conducted to identify benefits and determine possible future improvements. Students felt that the game helped them to build confidence and evoked empathy, and added that they were very engaged. They thought that the purpose of the resource should be explained up front, and requested more instructions on how to play the game, as well as an alternative to scoring. The research team’s current focus is on how to facilitate game design in multidisciplinary teams, and on examining linkages between learning objectives and game mechanics.

CN Tower, Toronto

CN Tower, Toronto. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

While many of the talks described above already began addressing the bigger philosophical issues around digital learning, there were also strands dedicated to these larger questions. The strand Ethical issues in online learning brought together presentations addressing a wide range of ethical issues connected with digital learning. In his presentation, Privacy-preserving learning analytics, Vassilios Verykios noted that we all create a unique social genome through the many activities we engage in online. There is now an unprecedented power to analyse big data for the benefit of society; there can be improvement in daily lives, and verification of research results and reductions in the costs of research projects, but strict privacy controls are needed. There are some regulatory frameworks already in place to protect data, including the US HIPAA and FERPA and the EU Data Protection Directive and General Data Protection Regulation (GDPR). The last of these deals with consent, data governance, auditing, and transparency regarding data breaches. There are data ownership issues, given that companies collect data for their own benefit; from a research perspective, it is important to remember that data is gathered by different bodies with their own ways of managing and storing it.

When it comes to educational data, technology now allows us to monitor students’ activities. Learning analytics is used to improve the educational system as a whole, but also to personalise the teaching of students. ‘Data protection’ involves protecting data so it cannot be accessed by intruders; and ‘data confidentiality’ means data can be accessed by legally authorised individuals. Data de-identification is a way of stripping out individually identifying characteristics from the data collected; one approach to anonymised data is known as k-anonymity. A fundamental challenge comes from the fact that when we anonymise data we do lose a lot of information, and it may somewhat change the statistics; so it is  necessary to find a balance between accessing useful data and protecting privacy.

In his presentation, The ethics of not contributing to digital addiction in a distance education environment, Brad Huddleston indicated that addiction takes place in the same part of the brain, regardless of what you are addicted to. Addiction is about going harder to generate larger quantities of dopamine to overcome the chemical barrier erected by the brain to deflect excessive amounts of dopamine. When it comes digital addiction, the symptoms are: anger when devices are taken away; anxiety disorders; and boredom (the last of these results from a lack of dopamine getting through the brain’s dopamine barrier). Studies have suggested, amongst other things, that computers do not necessarily improve education; that reading online is less effective than reading offline; and that one of the most popular educational games in the world, Minecraft, is also one of the most addictive.

There is a place, he stated, for the analogue to be re-integrated into education, though not to the exclusion of the digital. We should work within the limitations of the brain for each age group; that means less technology use at lower ages. We should teach students what mono-tasking or uni-tasking is about. We also need to understand, he said, that digital educational content is just as addictive as non-educational content.

In her presentation, ‘Troubling’ notions of inclusion and exclusion in open distance and e-learning: An exploration, Jeanette Botha mentioned that the divide between developed and developing nations is increasing, largely because of a lack of internet access in the latter. In the global north, there has traditionally been a concern with equity, participation and profit. In the global south, there has been more of an emphasis on social justice, equity and redress; social justice incorporates the notion of social inclusion. Inclusivity, she went on to say, now has a moral, and by extension, ethical imperative.

Since the Universal Declaration of Human Rights in 1948, there has been a focus on the inclusiveness of education. Open and distance learning are seen as a key social justice and inclusion instrument and avenue. However, we haven’t made the kind of progress that might have been expected. One reason is that context matters. Contextual barriers to inclusivity include:

  • technology (infrastructure and affordability);
  • quality (including accreditation, service and quality of the learning experience);
  • cultural and linguistic relevance and responsiveness;
  • perceived racial barriers;
  • ‘graduateness’ and employability of open and distance learning graduates;
  • confusion, conflation and fragmentation in the global open and distance learning environment.

In his presentation, Intercultural ethics: Which values to teach, learn and implement in online higher education and how?, Obiora Ike mentioned global challenges such as the rise of populism, economic and environmental problems, addictions, and issues of inclusivity. Culture matters, he argued, and from culture come values and ethics. Behaving in an ethical way engenders trust and promotes an ethical environment. Globethics.net, based in Geneva, has developed an online database of materials about ethics as well as a values framework. We must integrate ethics with all forms of education, he argued. This is a project being pursued for example through the Globethics Consortium, which focuses on ethics in higher education.

The strand Online learning and Indigenous peoples brought together papers on a variety of projects focused on Indigenous education through online tools. In the talk, A digital bundle – Indigenous knowledge on the internet: Emerging pedagogy, design, and expanding access, Jennifer Wemigwans suggested that respectful representations of knowledge online can be effective in helping others to access that knowledge. While it does not replace face-to-face transmission, cultural knowledge shared by elders online becomes accessible to those who might not otherwise have access to such knowledge, but who might wish to apply it in a range of contexts from the personal to the community sphere.

In her talk, Supporting new Indigenous postgraduate student transitions through online preparation tools, Lynne Petersen spoke about supporting Indigenous students through online tools in the Medical and Health Sciences Faculty at the University of Auckland in New Zealand. The work is framed theoretically by Indigenous research methodologies, transition pedagogies, and the role of technology and design in supporting empowerment (however, there are questions for Indigenous communities where face-to-face traditions are prevalent). There may be a disconnect between perceptions of academic or professional competency in the university system, and cultural knowledge and competency within an Indigenous community. Among the online tools created, a reflective questionnaire helps students think through the areas in which they are well-prepared, and the areas where they may need support. Future explorations will address why the tools seem to work well for Maori students, but not necessarily for Samoan or Tongan students, so it may be that as they stand these tools are not appropriate for all communities.

In the paper, Language integration through e-portfolio (LITE): A plurilingual e-learning approach combining Western and Indigenous perspectives, Aline Germain-Rutherford, Kris Johnston and Geoff Lawrence described a fusion of Western and Indigenous pedagogical perspectives. In a WordPress-based social space, each learner can trace their plurilingual journey covering the languages they speak, their daily linguistic encounters, and their cultural encounters. In another part of the website, students are directed to language exercises. After completing these, students can engage in a reflection covering questions relating to the four areas of mind, spirit, heart and body. Students can also respond to questions relating to the Common European Framework to build ‘radar charts’ reflecting their plurilingual, pluricultural identities. The fundamental aim of such an approach is to validate students’ plurilingual, pluricultural knowledge base.

Old City Hall, Toronto

Old City Hall, Toronto. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

Bringing together a wide range of academic and industry perspectives, this conference provided an important forum for discovering digital learning practices from around the globe, while simultaneously thinking through some of the big questions posed by new technologies.

Learning on the move in Brunei

ISITL Symposium
Bandar Seri Begawan, Brunei
22-23 August 2017

Masjid Omar Ali Saifuddien, Bandar Seri Begawan, Brunei

Masjid Omar Ali Saifuddien, Bandar Seri Begawan, Brunei. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

The 3rd International Symposium on Innovative Teaching and Learning, on the theme of “Mobile Learning and Innovation in Technologies”, focused squarely on the role of mobile learning within the larger field of innovative technology-enhanced teaching and learning. The symposium was opened by the Minister for Education of Brunei, who stressed the value of using mobile technologies for collaboration and independent learning within the Bruneian education system.

In my opening keynote, Making the most of mobile: Developing literacies while on the move, I presented some recent theories of mobile learning, connected to key themes – authenticity, situatedness, learning design, and game-based learning – which have emerged in recent years in the mobile learning research. I followed up with case studies of AR projects from Singapore, Indonesia, Hong Kong and Vietnam to illustrate the range of possibilities currently being explored in cutting-edge projects around Asia.

In a follow-up panel discussion facilitated by Danial Azizan Henry from Microsoft Brunei, and with a panel consisting of Don Carlson (Microsoft Asia Pacific), Abbes Sebihi (SEAMEO VOCTECH) and myself, we touched on a range of issues such as how to gradually change the mindsets of policymakers, educational leaders, teachers, students, parents and the wider public; how to align the interests and contributions of different stakeholders in implementing mobile learning; and how to create spaces for exploration and experimentation. It was apparent from audience questions and comments that there is a lot of interest in this area in Brunei, suggesting considerable potential for future development.

In his opening keynote on the second day, Educational digital transformation, Don Carlson discussed some of the major changes taking place in employment worldwide: factory workers being replaced by robots; manufacturing occurring at the point of purchase thanks to 3D printing; or the construction of prefabricated high-rise buildings within a matter of weeks. As educators, we have to ask how what we are doing is relevant to the changing world around us.

Major issues include equity (ensuring that no students are disadvantaged), youth unemployment, youth interest in bigger global issues than what they may encounter in education, youth turning away from universities as they fail to see their relevance, and the mobility of students between universities and countries. Is technology the answer, he asked. He discussed the 2015 OECD report Students, Computers and Learning which indicated that there have been no appreciable improvements in student achievement in reading, maths or science in countries that have invested heavily in ICTs; but the report went on to say that to build on the promise of technology, countries need better strategies to build teachers’ capacity, and policy-makers need better strategies to build support for this agenda. In other words, technology is not the problem; it is about building capacity around the technology. He spoke about three key clusters of issues: the quality of education; skills for employability; and equity and access.

From the point of view of educational institutions, he suggested that there has been a recent realisation in higher education that we need to become better teachers. From the point of view of students, there is a growing expectation of personalisation in all aspects of life; and yet when they come into the classroom we put them in rows, give them all the same materials, and wonder why it is ineffective. He added that the question of what is real or not real (generated on computers) is less and less important; there is a blur between the real and the unreal. Data analytics which allow personalisation of teaching and learning are one of the biggest areas of current innovation worldwide.

Feedback from industry indicates that many of today’s graduates do not have the skills which employers are seeking. Challenges in this area were flagged up in the 2016 report Managing Skills Challenges in ASEAN-5. From the point of view of Microsoft, there are many jobs in this region that are currently unfilled because qualified candidates are not available; this will be increasingly the case in the future. It may be that we are not conveying to students the ways in which disciplines like engineering or computer science could enable them to help address some of the world’s largest contemporary challenges. There need to be accompanying policy shifts to encourage students to move into STEM and related areas from the earliest levels of education. Minecraft is now having a huge impact at school level, involving students in STEM without them necessarily making the explicit connection. He went on to talk about approaches such as the Skype-a-thon, which allows students to connect with experts and/or peers in other countries.

He concluded by presenting Microsoft’s Education Transformation Framework with its ten components, on each of which a white paper has been developed. It is important for educators to share their learning experiences, and for us to learn from each other what works and what doesn’t.

In his talk, Encouraging teachers’ creativity and bravery for innovative teaching in primary school, Abdul Walid bin Misli spoke about the importance of teachers helping students develop their 21st century skills in the context of working towards the Brunei Vision 2035 – Wawasan 2035, linked to the Ministry of Education’s SPN21 vision. He introduced Vivian Robertson’s concept of student-centred leadership and the eHijrah Whole School ICT Development (WSID) project in Brunei. In one example of a ‘brave story’, he demonstrated that even in settings with relatively restricted hardware and software availability, there is still some scope for creative use of new technologies, drawing on the mobile devices available to the teacher and the students. In another story, he showed how email and Skype were used to underpin a real-life English language exchange between students in Brunei and Taiwan, helping them to engage in collaboration, inquiry and global learning.

In her talk, Flipped classroom and mobile learning in the 21st century, Kalpana Kishorekumar stated that the value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, interact with one another and engage in hands-on activities. Advantages include the fact that students have more control over their learning; they develop 21st century skills such as collaboration and self-regulation; lessons and content are more accessible; parents have easier access to an overview of students’ learning; and efficiency. Disadvantages include the possible existence of a digital divide; extra teacher workload; reliance on preparation and trust; the fact that it may not be a standard test preparation approach; and student workload. Much flipped learning occurs nowadays via mobile devices. Successful channelling of m-learning, she said, is not about digitising educational systems, but rather catering to the needs of 21st century learners.

She presented a series of screenshots of the flipped system she uses, where she creates slides with Microsoft Office Mix. As she showed, Office Mix provides data analytics reflecting the work completed by students. She also demonstrated the use of OneNote as a space for organisation, materials delivery and note-taking, as well as for student-teacher interaction and student-student collaboration. She then explained the ways in which it is possible to use Skype, for example for recording and sharing the experiences of educators or students in different parts of the world, or for bringing scientists and other experts into the classroom. She concluded that innovative spaces do not create innovative teachers, but that innovative teachers will always find ways to create innovative spaces.

In his workshop, Facilitating formative assessment and student monitoring on the mobile platform through CLOUD services, Saiful Anuar Abdul Rahim started by asking the audience to complete a pre-workshop survey in Google Docs, demonstrating the aggregated data he was able to obtain instantaneously about the demographics and ICT experience of the cohort, and indicating that this would allow him to tailor his delivery to the needs of those in the room. Similarly, a post-task assessment allows a presenter or teacher to check how well a lesson has been understood. He demonstrated the use of Kahoot! for this purpose. Mobile formative assessments, he suggested, can increase students’ motivation, participation and collaboration in mapping out their own lesson progress.

In her presentation, Challenges and opportunities of mobile learning, Jaya Priah Kasinathan opened by quoting from recent reports on the spread of smartphones, including Deloitte’s 2016 There’s No Place Like Phone. Nonetheless, there are some challenges for teachers. Technological challenges include screen sizes (a particular concern in BYOD contexts when students bring devices of quite different sizes to class), different phone types, app compatibility with different phones, unstable connectivity, and a lack of power sources; but many of these are interim problems that will be solved in time. The real challenges, she suggested, are in areas that involve more human factors: digital literacy, ICT anxiety, and ICT teaching self-efficacy. She went on to describe some easy-to-use tools that could provide an entry point for lecturers who might not yet have much experience of using ICTs in higher education: Kahoot! (where you can create gamified quizzes, or find quizzes created by other teachers), Socrative and Poll Everywhere.

In his presentation, Educational applications development with virtual world and mobile technology, Mohamad Saiful Haji Omar explained that virtual worlds are persistent and allow for continuing and growing social interactions; they give users the ability to carry out tasks that would be difficult in the real world due to constraints such as cost, scheduling or location; and they can grow and adapt to meet different user needs. The UTB (Universiti Teknologi Brunei) 3DVLE (virtual learning environment) was developed with OpenSim, combining aspects of game-based learning and simulation, mimicking the real world and providing flexible learning spaces. It can be viewed using the virtual world viewer Firestorm. He showed images and videos of educational activities on the UTB virtual campus in OpenSim. It was found that 3D VLEs have great educational potential, with user acceptance (as per the Technology Acceptance Model, or TAM) being the key element. Nevertheless, he concluded, there is a need for balance in education, meaning that ICTs have a place in learning but do not have to be used all the time.

In his presentation, Use of augmented reality (AR) in teaching secondary science students, Au Thien Wan indicated that the concept of AR has been around for a while but has only recently become implementable and reliable thanks to high quality image capturing, and image processing by CPUs (central processing units) and GPUs (graphics processing units). AR users feel less separated from the real world than virtual reality (VR) users, he said. He demonstrated a chemistry project where students were asked to scan markers to view simulated 3D models of chemical elements, which would otherwise be hard for them to conceptualise or visualise. Comparing an experimental group to a control group on a post-test of understanding, it was found that the former had significantly higher scores.

There were also a number of presentations which were partly or wholly from an industry perspective. In his talk, The application of learning and innovative technologies in business – Case studies from two UK companies, Ian Wall began with an example of a firm providing training to a field-based sales team through online coaching materials and workbooks, along with one-to-one videoconferencing coaching sessions. Advantages included flexibility and self-pacing, and anywhere, anytime learning; drawbacks included the need for self-discipline, and intrusion into personal time. In a similar system set up for training office and warehouse staff – to avoid training eating into their working time – similar advantages were found: flexibility to use the resources on various mobile devices, presentation of the material in manageable chunks, progress checks, and self-paced learning; participants identified disadvantages as including the requirement for an offline component, and the inability to download content.

In a second case study, he explained that about a year ago the Automobile Association (AA) in the UK gave all its mobile staff an iPhone to access instruction manuals and training materials; order spare parts, supplies or uniforms; access HR resources and submit forms; communicate by phone or email; and view requests for help, customer details and locations. The benefits were immediate access to information and resources; patrols were more empowered; and, from the point of view of the company, the staff were more accountable for their activities. Drawbacks reported were that documents and videos were difficult to view, and that phones were sometimes lost or stolen. The company subsequently released an AA app for customers to report breakdowns, track the recovery van, gain real-time traffic information, plan routes, find fuel and view prices, and find restaurants offering discounts to AA members. Moving in the direction of connected cars, AA has also now released a plug-in Car Genie device which checks the car’s health, sending notifications to your mobile phone.

He concluded that the advantages of mobile learning in industry are similar to those in education:

  • flexibility (fits into daily schedule)
  • mobility (can be used while travelling, with everything on one device)
  • self-paced (can work at your own pace within a timeframe)
  • suitable content (best if bite-sized and fitted to screen)
  • feedback & response (system can provide immediate feedback)

In her talk, Virtual reality learning, Malina Raman explained the relevance of virtual reality to training in the context of the oil and gas industry. A distinction was made between 360 video where you can observe a scene from one point of view, looking in different directions but without interacting with or moving through the scene; and VR, which was demonstrated through the use of an Oculus Rift headset displaying a simulated oil rig environment, where the user can move around at will. The latter took the form of a game where users have to identify hazards. She concluded that conventional teaching involves photos/videos, no mobility, a 2D perspective, and desktop or mobile devices; 360 video involves live action, restricted movement, a perspective dependent on the camera movement, and desktop or mobile devices; and immersive VR involves a digital environment, an immersive world, free walkthrough, and head-mounted displays or mobile devices.

In their presentation, ISPI next – Digital BMW and mini service consultation, Sivakumar Krishnan and Wee Jeau Liang focused on a system called ISPI (Integrated Service Process Information) Next, which represents a move away from the traditional manual approach to car servicing. This means that, with the aid of an iPad, service consultations will be much more streamlined and efficient, and car inspections can even be carried out at a customer’s home. Overall, there will be a deeper involvement of the customer in the consultation process. They demonstrated how, just by scanning the car’s connected key, a whole range of information about the car can be displayed, and a history of past servicing and repairs can be accessed. Photos of any damage can be taken with the iPad and stored, and written notes can be made using voice recognition.

An app for making car service bookings, the QAF Auto Services Mobile App, is now being created by students at Politeknik Brunei and will eventually be rolled out by BMW across Brunei. The students explained key design considerations behind the app, including usability, availability (for both Apple and Android devices), scalability, flexibility (referring to ease of use), productivity (because it will save both customers’ and administrative staff’s time), and customer loyalty. They demonstrated the prototype app in action, taking the audience through the screens that a customer would typically see. Once the app has been fully developed, the students will be involved in testing it before it is marketed through social media and made available to the public.

The lake at Masjid Omar Ali Saifuddien, Bandar Seri Begawan, Brunei

Ceremonial stone boat, Masjid Omar Ali Saifuddien, Bandar Seri Begawan, Brunei. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

The symposium wrapped up after two busy days where educators and industry representatives exchanged views on the applications of mobile ICTs in education and training. Indeed, there appears to be some interesting potential in the crossover area between education and industry, suggesting that we should perhaps be paying more attention to the mutual benefits that can emerge from closer partnerships between the two.

DIGITAL LESSONS, LITERACIES & IDENTITIES

AILA World Congress
Rio de Janeiro, Brazil
23-28 July 2017

Praia da Barra da Tijuca, Rio de Janeiro, Brazil

Praia da Barra da Tijuca, Rio de Janeiro, Brazil. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

Having participated in the last two AILA World Congresses, in Beijing in 2011 and in Brisbane in 2014, I was delighted to be able to attend the 18th World Congress, taking place this time in the beautiful setting of Rio de Janeiro, Brazil. This year’s theme was “Innovations and Epistemological Challenges in Applied Linguistics”. As always, the conference brought together a large and diverse group of educators and researchers working in the broad field of applied linguistics, including many with an interest in digital and mobile learning, and digital literacies and identities. Papers ranged from the highly theoretical to the very applied, with some of the most interesting presentations actively seeking to build much-needed bridges between theory and practice.

In her presentation, E-portfolios: A tool for promoting learner autonomy?, Chung-Chien Karen Chang suggested that e-portfolios increase students’ motivation, promote different assessment criteria, encourage students to take charge of their learning, and stimulate their learning interests. Little (1991) looked at learner autonomy as a set of conditional freedoms: learners can determine their own objectives, define the content and process of their learning, select the desired methods and techniques, and monitor and evaluate their progress and achievements. Benson (1996) spoke of three interrelated levels of autonomy for language learners, involving the learning process, the resources, and the language. Benson and Voller (1997) emphasised four elements that help create a learning environment to cultivate learner autonomy, namely when learners can:

  • determine what to learn (within the scope of what teachers want them to learn);
  • acquire skills in self-directed learning;
  • exercise a sense of responsibility;
  • be given independent situations for further study.

Those who are intrinsically motivated are more self-regulated; in contrast, extrinsically motivated activities are less autonomous and more controlled. But either way, psychologically, students will be motivated to move forward.

The use of portfolios provides an alternative form of assessment. A portfolio can echo a process-oriented approach to writing. Within a multi-drafting process, students can check their own progress and develop a better understanding of their strengths and weaknesses. Portfolios offer multi-dimensional perspectives on student progress over time. The concept of e-portfolios is not yet fully fixed but includes the notion of collections of tools to perform operations with e-portfolio items, and collections of items for the purpose of demonstrating competence.

In a study with 40 sophomore and junior students, all students’ writing tasks were collected in e-portfolios constituting 75% of their grades. Many students agreed that writing helped improve their mastery of English, their critical thinking ability, their analytical skills, and their understanding of current events. They agreed that their instructor’s suggestions helped them improve their writing. Among the 40 students assessed on the LSRQ survey, the majority showed intrinsic motivation. Students indicated that the e-portfolios gave them a sense of freedom, and allowed them to  challenge and ultimately compete against themselves.

Gamification emerged as a strong conference theme. In her paper, Action research on the influence of gamification on learning IELTS writing skills, Michelle Ocriciano indicated that the aim of gamification, which has been appropriated by education from the fields of business and marketing, is to increase participation and motivation. Key ‘soft gamification’ elements include points, leaderboards and immediate feedback; while these do not constitute full gamification, they can nevertheless have benefits. She conducted action research to investigate the question: how can gamification apply to a Moodle setting to influence IELTS writing skills? She found that introducing gamification elements into Moodle – using tools such as GameSalad, Quizlet, ClassTools, Kahoot! and Quizizz – not only increased motivation but also improved students’ spelling, broadened their vocabulary, and decreased the time they needed for writing, leading to increases in their IELTS writing scores. To some extent, students were learning about exam wiseness. The most unexpected aspect was that her feedback as the teacher increased in effectiveness, because students shared her individual feedback with peers through a class WhatsApp group. In time, students also began creating their own games.

The symposium Researching digital games in language learning and teaching, chaired by Hayo Reinders and Sachiko Nakamura, naturally also brought gaming and gamification to the fore in a series of presentations.

In their presentation, Merging the formal and the informal: Language learning and game design, Leena Kuure, Salme Kälkäjä and Marjukka Käsmä reported on a game design course taught in a Finnish high school. Students would recruit their friends onto the course, and some even repeated the course for fun. It was found that the freedom given to students did not necessarily mean that they took more responsibility, but rather this varied from student to student. Indeed, the teacher had a different role for each student, taking or giving varying degrees of responsibility. Students chose to use Finnish or English, depending on the target groups for the games they were designing.

The presenters concluded that in a language course like this, language is not so much the object of study (where it is something ‘foreign’ to oneself) but rather it is a tool (where it is part of oneself, and part of an expressive repertoire). Formal vs informal, they said, seems to be an artificial distinction. The teacher’s role shifts, with implications for assessment, and a requirement for the teacher to have knowledge of individual students’ needs. The choice of project should support language choice; this enables authentic learning situations and, through these, ‘language as a tool’ thinking.

In her presentation, The role of digital games in English education in Japan: Insights from teachers and students, Louise Ohashi began by referencing the gaming principles outlined in the work of James Paul Gee. She reported on a study of students’ experiences of and attitudes to using digital games for English study, as well as teachers’ experiences and attitudes. She surveyed 102 Japanese university students, and 113 teachers from high schools and universities. Students, she suggested, are not as interested as teachers in distinguishing ‘real’ games from gamified learning tools.

While 31% of students had played digital games in English in class over the previous 12 months, 50% had done so outside class, suggesting a clear trend towards out-of-class gaming. The games they reported playing covered the spectrum from general commercial games to dedicated language learning or educational games. Far more students than teachers thought games were valuable aids to study inside and outside class, as well as for self-study. Only 30% of students said that they knew of appropriate games for their English level, suggesting an area where teachers might be able to intervene more.

In fact, most Japanese classrooms are quite traditional learning spaces – often with blackboards and wooden desks, and no wifi – which do not lend themselves to gaming in class. While some teachers use games, many avoid them. One teacher surveyed thought students wouldn’t be interested in games; another worked at a school where students were not allowed to use computers or phones; another thought the school and parents would disapprove; others emphasised the importance of a focus on academic coursework rather than gaming; and still others objected to the idea that foreign teachers in Japan are supposed to entertain students. She concluded that most students were interested in playing games but most teachers did not introduce them, by choice or otherwise, possibly representing a missed opportunity.

In her presentation, Technology in support of heritage language learning, Sabine Little reported on an online questionnaire with 112 respondents, examining how families from heritage language backgrounds use technology to support heritage language literacy development for their primary school students. Two thirds of the families spoke two or more heritage languages in the home. She found that where there were children of different ages, use of the heritage language would often decrease for younger children.

Parents were gatekeepers of both technology use and choices of apps; but many parents didn’t have the technological understanding to identify apps or games their children might be interested in. Many thought that there were no apps in their language. Some worried about health issues; others worried about cost. There are both advantages and disadvantages in language learning games; many of these have no cultural content as they’re designed to work with more than one language. Similarly, authentic language apps have both advantages (e.g., they feel less ‘educational’) and disadvantages (e.g., they may be too linguistically difficult). Nevertheless, many parents agreed that their children were interested in games for language learning, and more broadly in learning the heritage language.

All in all, this is an incredibly complex field. How children engage with heritage language resources is linked to their sense of identity as pluricultural individuals. Many parents are struggling with the ‘bad technology’/’good language learning opportunity’ dichotomy. In general, parents felt less confident about supporting heritage language literacy development through technology than through books.

In my own presentation, Designing for situated language and literacy: Learning through mobile augmented reality games and trails, I discussed the places where online gaming meets the offline world. I focused on mobile AR gamified learning trails, drawing on examples of recent, significant, informative projects from Singapore, Indonesia and Hong Kong. The aim of the presentation was to whet the appetite of the audience for the possibilities that emerge when we bring together online gaming, mobility, augmented reality, and language learning.

AR and big data were also important conference themes. In his paper, The internet of things: Implications for learning beyond the classroom, Hayo Reinders suggested that algorithmic approaches like Bayesian Networks, Nonnegative Matrix Factorization, Native Forests, and Association Rule Mining are beginning to help us make sense of vast amounts of data. Although they are not familiar to most of today’s teachers, they will be very familiar to future teachers. We are gradually moving from reactive to proactive systems, which can predict future problems in areas ranging from health to education. Current education is completely reactive; we wait for students to do poorly or fail before we intervene. Soon we will have the opportunity to change to predictive systems. All of this is enabled by the underpinning technologies becoming cheaper, smaller and more accessible.

He spoke about three key areas of mobility, ubiquity, and augmentation. Drawing on Klopfer et al (2002), he listed five characteristics of mobile technologies which could be turned into affordances for learning: portability; social interactivity; context sensitivity; connectivity; and individuality. These open up a spectrum of possibilities, he indicated, where the teacher’s responsibility is to push educational experiences towards the right-hand side of each pair:

  • Disorganised – Distributed
  • Unfocused – Collaborative
  • Inappropriate – Situated
  • Unmanageable – Networked
  • Misguided – Autonomous

Augmentation is about overlaying digital data, ranging from information to comments and opinions, on real-world settings. Users can add their own information to any physical environment. Such technologies allow learning to be removed from the physical constraints of the classroom.

With regard to ubiquity, when everything is connected to everything else, there is potentially an enormous amount of information generated. He described a wristband that records everything you do, 24/7, and forgets it after two minutes, unless you tap it twice to save what has been recorded and have it sent to your phone. Students can use this, for example, to save instances of key words or grammatical structures they encounter in everyday life. Characteristics of ubiquity that have educational implications include the following:

  • Permanency can allow always-on learning;
  • Accessibility can allow experiential learning;
  • Immediacy can allow incidental learning;
  • Interactivity can allow socially situated learning.

He went on to outline some key affordances of new technologies, linked to the internet of things, for learning:

  • Authentication for attendance when students enter the classroom;
  • Early identification and targeted support;
  • Adaptive and personalised learning;
  • Proactive and predictive rather than reactive management of learning;
  • Continuous learning experiences;
  • Informalisation;
  • Empowerment of students through access to their own data.

He wrapped up by talking about the Vital Project that gives students visualisation tools and analytics to monitor online language learning. Research has found that students like having access to this information, and having control over what information they see, and when. They want clear indications of progress, early alerts and recommendations for improvement. Cultural differences have also been uncovered in terms of the desire for comparison data; the Chinese students wanted to know how they were doing compared with the rest of the class and past cohorts, whereas non-Chinese did not.

There are many questions remaining about how we can best make use of this data, but it is already coming in a torrent. As educators, we need to think carefully about what data we are collecting, and what we can do with it. It is only us, not computer scientists, who can make the relevant pedagogical decisions.

In his paper, Theory ensembles in computer-assisted language learning research and practice, Phil Hubbard indicated that the concept of theory was formerly quite rigidly defined, and involved the notion of offering a full explanation for a phenomenon. It has now become a very fluid concept. Theory in CALL, he suggested, means the set of perspectives, models, frameworks, orientations, approaches, and specific theories that:

  • offer generalisations and insights to account for or provide greater understanding of phenomena related to the use of digital technology in the pursuit of language learning objectives;
  • ground and sustain relevant research agendas;
  • inform effective CALL design and teaching practice.

He presented a typology of theory use in CALL:

  • Atheoretical CALL: research and practice with no explicit theory stated (though there may be an implicit theory);
  • Theory borrowing: using a theory from SLA, etc, without change;
  • Theory instantiation: taking a general theory with a place for technology and/or SLA into consideration (e.g., activity theory);
  • Theory adaptation: changing one or more elements of a theory from SLA, etc, in anticipation of or in response to the impact of the technology;
  • Theory ensemble: combining multiple theoretical entities in a single study to capture a wider range of perspectives;
  • Theory synthesis: creating a new theory by integrating parts of existing ones;
  • Theory construction: creating a new theory specifically for some sub-domain of CALL;
  • Theory refinement: cycles of theory adjustment based on accumulated research findings.

He went on to provide some examples of research approaches based on theory ensembles. We’re just getting started in this area, and it needs further study and refinement. Theory ensembles seem to occur especially in CALL studies involving gaming, multimodality, and data-driven learning. Theory ensembles may be ‘layered’, with a broad theory providing an overarching approach of orientation, and complementary narrower theoretical entities providing focus. Similarly, members of a theory ensemble have different functions and therefore different weights in the overall picture. Some can be more central than others. A distinction might be made, he suggested, between one-time ensembles assembled for a given problem and context, and more stable ones that could lead to full theory syntheses. Finally, each ensemble member should have a clear function, and together they should lead to a richer and more informative analysis; researchers and designers should clearly justify the membership of ensembles, and reviewers should see that they do so.

Intercultural issues surfaced in many papers, perhaps most notably in the symposium Felt presence, imagined presence, hyper-presence in online intercultural encounters: Case studies and implications, chaired by Rick Kern and Christine Develotte. It was suggested by Rick Kern that people often imagine online communication is immediate, but in fact it is heavily technologically mediated, which has major implications for the nature of communication.

In their paper, Multimodality and social presence in an intercultural exchange setting, Meei-Ling Liaw and Paige Ware indicated that there is a lot of research on multimodality, communication differences, social presence and intercultural communication, but it is inconclusive and sometimes even contradictory. They drew on social presence theory, which postulates that a critical factor in the viability of a communication medium is the degree of social presence it affords.

They reported on a project involving 12 pre-service and 3 in-service teachers in Taiwan, along with 15 undergraduate Education majors in the USA. Participants were asked to use VoiceThread, which allows text, audio and video communication, and combinations of these. Communication was in English, and was asynchronous because of the time difference. It was found that the US students used video exclusively, but the Taiwanese used a mixture of modalities (text, audio and video). The US students found video easy to use, but some Taiwanese students worried about their oral skills and felt they could organise their thoughts better in text; however, other Taiwanese students wanted to practise their oral English. All partnerships involved a similar volume of words produced, perhaps indicating that the groups were mirroring each other. In terms of the types of questions posed, the Taiwanese asked far more questions about opinions; the American students were more cautious about asking such questions, and also knew little about Taiwan and so asked more factual questions. Overall, irrespective of the modality employed, the two groups of intercultural telecollaborative partners felt a strong sense of membership and thought that they had achieved a high quality of learning because of the online partnership.

As regards the pedagogical implications, students need to be exposed to the range of features available in order to maximise the affordances of all the multimodal choices. In addition to helping students consider how they convey a sense of social presence through the words and topics they choose, instructors need to attend to how social presence is intentionally or unintentionally communicated in the choice of modality. The issue of modality choice is also intimately connected to the power dynamic that can emerge when telecollaborative partnerships take place as monolingual exchanges.

In their paper, Conceptualizing participatory literacy: New approaches to sustaining co-presence in social and situated learning communities, Mirjam Hauck, Sylvie Warnecke and Muge Satar argued that teacher preparation needs to address technological and pedagogical issues, as well as sociopolitical and ecological embeddedness. Both participatory literacy and social presence are essential, and require multimodal competence. The challenge for educators in social networking environments is threefold: becoming multimodally aware and able to first establish their own social presence, and then successfully participating in the collaborative creation and sharing of knowledge, so that they are well-equipped to model such an ability and participatory skills for their students.

Digital literacy/multiliteracy in general, and participatory literacy in particular, is reflected in language learners’ ability to comfortably alternate in their roles as semiotic responders and semiotic initiators, and the degree to which they can make informed use of a variety of semiotic resources. The takeaway from this is that being multimodally able and as a result a skilled semiotic initiator and responder, and being able to establish social presence and participate online, is a precondition for computer-supported collaborative learning (CSCL) of languages and cultures.

They reported on a study with 36 pre-service English teachers learning to establish social presence through web 2.0 tools. Amongst other things, students were asked to reflect on their social presence in the form of a Glogster poster referring to Gilly Salmon’s animal metaphors for online participation (see p.12); students showed awareness that social presence is transient and emergent.

They concluded that educators need to be able to illustrate and model for their students the interdependence between being multimodally competent as reflected in informed semiotic activity, and the ability to establish social presence and display participatory literacy skills. Tasks like those in the training programme presented here, triggering ongoing reflection on the relevance of “symbolic competence” (Kramsch, 2006), social presence and participatory literacy, need to become part of CSCL-based teacher education.

In his presentation, Seeing and hearing apart: The dilemmas and possibilities of intersubjectivity in shared language classrooms, David Malinowski spoke about the use of high-definition video conferencing for synchronous class sessions in languages with small enrolments, working across US institutions.

It was found that technology presents an initial disruption which is overcome early in the semester, and does not prevent social cohesion. There is the ability to co-ordinate perspective-taking, dialogue, and actions with activity type and participation format. Synchronised performance, play and ritual may deserve special attention in addition to sequentially oriented events. History is made in the moment: durable learner identities inflect moment to moment, and there are variable engagements through and with technology. There are ongoing questions about parity of the educational experience in ‘sending’ and ‘receiving’ classrooms. Finally, there is a need to develop further tools to mediate the life-worlds of distance language learners across varying timescales.

Christo Redentor, Rio de Janeiro, Brazil

Christo Redentor, Rio de Janeiro, Brazil. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

There were many presentations that ranged well beyond CALL, and to some extent beyond educational technologies, but which nevertheless had considerable contextual relevance for those working in CALL and MALL, and e-learning and mobile learning more broadly.

The symposium Innovations and challenges in digital language practices and critical language/media awareness for the digital age, chaired by Jannis Androutsopoulos, consisted of a series of papers on the nature of digital communication, covering themes such as the link between language use and language ideology; multimodality; and the use of algorithms. One key question, it was suggested in the introduction, is how linguistic research might speak to language education.

In their presentation, Critical media awareness in a digital age, Caroline Tagg and Philipp Seargeant stated that people’s critical awareness develops fluidly and dynamically over time in response to experiences online. They introduced the concept of context design, which suggests that context is collaboratively co-constructed in interaction through linguistic choices. The concept draws on the well-known notion of context collapse, but suggests that offline contexts cannot simply move online and collapse; rather, contexts are always actively constructed, designed and redesigned. Context design incorporates the following elements:

  • Participants
  • Online media ideologies
  • Site affordances
  • Text type
  • Identification processes
  • Norms of communication
  • Goals

They reported on a study entitled Creating Facebook (2014-2016). Their interviews revealed complex understandings of Facebook as a communicative space and the importance of people’s ideas about social relationships. These understandings shaped behaviour in often unexpected ways, in processes that can be conceptualised as context design. They concluded that the role of people’s evolving language/media awareness in shaping online experiences needs to be taken into account by researchers wishing to effectively build a critical awareness for the digital age.

In her paper, Why are you texting me? Emergent communicative practices in spontaneous digital interactions, Maria Grazia Sindoni suggested that multimodality is a reaction against language-driven approaches that sideline resources other than language. However, language as a resource has been sidelined in mainstream multimodality research. Yet language still needs to be studied, but on a par with other semiotic resources.

In a study of reasons for mode-switching in online video conversations, she indicated that the technical possibility of doing something does not equate with the semiotic choice of doing so. In the case of communication between couples, she noted a pattern where intimate communications often involve a switch from speech to text. She also presented a case where written language was used to reinforce spoken language; written conventions can thus be creatively resemiotised.

There are several layers of meaning-making present in such examples: creative communicative functions in language use; the interplay of semiotic resources other than language that are co-deployed by users to adapt to web-mediated environments (e.g., the impossibility of perfectly reciprocating gaze, em-/disembodied interaction, staged proxemics, etc); different technical affordances (e.g., laptop vs smartphone); and different communicative purposes and degrees of socio-semiotic and intercultural awareness. She concluded with a critical agenda for research on web-mediated interaction, involving:

  • recognising the different levels (above) and their interplay;
  • encouraging critical awareness of video-specific patterns in syllabus design and teacher training;
  • promoting understanding of what can hinder or facilitate interaction (also in an intercultural light);
  • technical adaptivity vs semiotic awareness.

In their paper, Digital punctuation: Practices, reflexivity and enregistrement in the case of <.>, Jannis Androutsopoulos and Florian Busch referred to David Crystal’s view that in online communication the period has almost become an emoticon, one which is used to show irony or even aggression. They went on to say that the use of punctuation in contemporary online communication goes far beyond the syntactic meanings of traditional punctuation; punctuation and emoticons have become semiotic resources and work as contextualisation cues that index how a communication is to be understood. There is currently widespread media discussion of the use of punctuation, including specifically about the disappearance of the period. They distanced themselves from Crystal’s view of “linguistic free love” and the breaking of rules in the use of punctuation on the internet, suggesting that there are clear patterns emerging.

Reporting on a study of the use of punctuation in WhatsApp conversations by German students, they found relatively low use of the period. This suggests that periods are largely being omitted, and when they do occur, they generally do so within messages where they fulfil a syntactic function. They are very rare at the end of messages, where they may fulfil a semiotic function. For example, periods may be used for register switching, indicating a change to a more formal register; or to indicate unwillingness to participate in further conversation. Use of periods by one user may even be commented on by other users in a case of metapragmatic reflexivity. It was commented by interviewees that the use of periods at the end of messages is strange and annoying in the context of informal digital writing, especially as the WhatsApp bubbles already indicate the end of messages. One interviewee commented that the use of punctuation in general, and final periods in particular, can express annoyance and make a message appear harsher, signalling the bad mood of the writer. The presenters concluded that digital punctuation offers evidence of ongoing elaboration of new registers of writing in the early digital age.

In his presentation, The text is reading you: Language teaching in the age of the algorithm, Rodney Jones suggested that we should begin talking to students about digital texts by looking at simple examples like progress bars; as he explained, these do not represent the actual progress of software installation but are underpinned by an algorithm that is designed to be psychologically satisfying, thus revealing the disparity between the performative and the performance.

An interesting way to view algorithms is through the lens of performance. He reported on a study where his students identified and analysed the algorithms they encounter in their daily lives. He highlighted a number of key themes in our beliefs about algorithms:

  • Algorithmic Agency: ‘We sometimes believe the algorithm is like a person’; we may negotiate with the algorithm, changing our behaviour to alter the output of the algorithm
  • Algorithmic Authority (a term by Clay Shirky, who defines it as our tendency to believe algorithms more than people): ‘We sometimes believe that the algorithm is smarter than us’
  • Algorithm as Adversary: ‘We believe the algorithm is something we can cheat or hack’; this is seen in student strategies for altering TurnItIn scores, or in cases where people play off one dating app against another
  • Algorithm as Conversational Resource: ‘We think we can use algorithms to talk to others’; this can be seen for example when people tailor Spotify feeds to impress others and create common conversational interests
  • Algorithm as Audience: ‘We believe that algorithms are watching us’; this is the sense that we are performing for our algorithms, such as when students consider TurnItIn as their primary audience
  • Algorithm as Oracle: ‘We sometimes believe algorithms are magic’; this is seeing algorithms as fortune tellers or as able to reveal hidden truths, involving a kind of magical thinking

The real pleasure we find in algorithms is the sense that they really know us, but there is a lack of critical perspective and an overall capitulation to the logic of the algorithm, which is all about the monetisation of our data. There is no way we can really understand algorithms, but we can think critically about the role they play in our lives. He concluded with a quote from Ben Ratliff, a music critic at The New York Times: “Now the listener’s range of access is vast, and you, the listener, hold the power. But only if you listen better than you are being listened to”.

In her presentation, From hip-hop pedagogies to digital media pedagogies: Thinking about the cultural politics of communication, Ana Deumert discussed the privileging of face-to-face conversation in contemporary culture; a long conversation at a dinner party would be seen as a success, but a long conversation on social media would be seen as harmful, unhealthy, a sign of addiction, or at the very least a waste of time. Similarly, it is popularly believed that spending a whole day reading a book is good; but reading online for a whole day is seen as bad.

She asked what we can learn from critical hip-hop studies, which challenge discourses of school versus non-school learning. She also referred to Freire, who considered that schooling should establish a connection between learning in school and learning in everyday life outside school. New media, she noted, have offered opportunities to minorities, the disabled, and speakers of minority languages. If language is seen as free and creative, then it is possible to break out of current discourse structures. Like hip-hop pedagogies, new media pedagogies allow us to bring new perspectives into the classroom, and to address the tension between institutional and vernacular communicative norms through minoritised linguistic forms and resources. She went on to speak of Kenneth Goldsmith’s course Wasting Time on the Internet at the University of Pennsylvania (which led to Goldsmith’s book on the topic), where he sought to help people think differently about what is happening culturally when we ‘waste’ time online. However, despite Goldsmith’s comments to the contrary, she argued that online practices always have a political dimension. She concluded by suggesting that we need to rethink our ideologies of language and communication; to consider the semiotics and aesthetics of the digital; and to look at the interplay of power, practice and activism online.

Given the current global sociopolitical climate, it was perhaps unsurprising that the conference also featured a very timely strand on superdiversity. The symposium Innovations and challenges in language and superdiversity, chaired by Miguel Pérez-Milans, highlighted the important intersections between language, mobility, technology, and the ‘diversification of diversity’ that characterises increasing areas of contemporary life.

In his presentation, Engaging superdiversity – An empirical examination of its implications for language and identity, Massimiliano Spotti stressed the importance of superdiversity, but indicated that it is not a flawless concept. Since its original use in the UK context, the term has been taken up in many disciplines and used in different ways. Some have argued that it is theoretically empty (but maybe it is conceptually open?); that it is a banal revisitation of complexity theory (but their objects of enquiry differ profoundly); that it is naïve about inequality (but stratification and ethnocentric categories are heavily challenged in much of the superdiversity literature); that it lacks a historical perspective (he agreed with this); that it is neoliberal (the subject it produces is a subject that fits the neoliberal emphasis on lifelong learning); and that it is Eurocentric, racist and essentialist.

He went on to report on research he has been conducting in an asylum centre. Such an asylum seeking centre, he said, is effectively ‘the waiting room of globalisation’. Its guests are mobile people, and often people with a mobile. They may be long-term, short-term, transitory, high-skilled, low-skilled, highly educated, low-educated, and may be on complex trajectories. They are subject to high integration pressure from the institution. They have high insertional power in the marginal economies of society. Their sociolinguistic, ethnic, religious and educational backgrounds are not presupposable.

In his paper, ‘Sociolinguistic superdiversity’: Paradigm in search of explanation, or explanation in search of paradigm?, Stephen May went back to Vertovec’s 2007 work, focusing on the changing nature of migration in the UK; ethnicity was too limiting a focus to capture the differences of migrants, with many other variables needing to be taken into account. Vertovec was probably unaware, May suggested, of the degree of uptake the term ‘superdiversity’ would see across disciplines.

May spoke of his own use of the term ‘multilingual turn’, and referred to Blommaert’s emphasis on three key aspects of superdiversity, namely mobility, complexity and unpredictability. The new emphasis on superdiversity is broadly to be welcomed, he suggested, but there are limitations. He outlined four of these:

  • the unreflexive ethnocentrism of western sociolinguistics and its recent rediscovery of multilingualism as a central focus; this is linked to a ‘presentist’ view of multilingualism, with a lack of historical focus
  • the almost exclusive focus on multilingualism in urban contexts, constituting a kind of ‘metronormativity’ compared to ‘ossified’ rural/indigenous ‘languages’, with the former seen as contemporary and progressive, thus reinforcing the urban/rural divide
  • a privileging of individual linguistic agency over ongoing linguistic ‘hierarchies of prestige’ (Liddicoat, 2013)
  • an ongoing emphasising of parole over langue; this is still a dichotomy, albeit an inverted one, and pays insufficient attention to access to standard language practices; it is not clear how we might harness different repertoires within institutional educational practices

In response to such concerns, Blommaert (2015) has spoken about paradigmatic superdiversity, which allows us not only to focus on contemporary phenomena, but to revisit older data to see it in a new light. There are both epistemological and methodological implications, he went on to say. There is a danger, however, in a new orthodoxy which goes from ignoring multilingualism to fetishising or co-opting it. We also need to attend to our own positionality and the power dynamics involved in who is defining the field. We need to avoid superdiversity becoming a new (northern) hegemony.

In her paper, Superdiversity as reality and ideology, Ryuko Kubota echoed the comments of the previous speakers on human mobility, social complexity, and unpredictability, all of which are linked to linguistic variability. She suggested that superdiversity can be seen both as an embodiment of reality as well as an ideology.

Superdiversity, she said, signifies a multi/plural turn in applied linguistics. Criticisms include the fact that superdiversity is nothing extraordinary; many communities maintain homogeneity; linguistic boundaries may not be dismantled if analysis relies on existing linguistic units and concepts; and it may be a western-based construct with an elitist undertone. As such, superdiversity is an ideological construct. In neoliberal capitalism there is now a pushback against diversity, as seen in nationalism, protectionism and xenophobia. But there is also a complicity of superdiversity with neoliberal multiculturalism, which values diversity, flexibility and fluidity. Neoliberal workers’ experiences may be superdiverse or not so superdiverse; over and against linguistic diversity, there is a demand for English as an international language, courses in English, and monolingual approaches.

One emerging question is: do neoliberal corporate transnational workers engage in multilingual practices or rely solely on English as an international language? In a study of language choice in the workplace with Japanese and Korean transnational workers in manufacturing companies in non-English dominant countries, it was found that nearly all workers exhibited multilingual and multicultural consciousness. There was a valorisation of both English and a language mix in superdiverse contexts, as well as an understanding of the need to deal with different cultural practices. That said, most workers emphasised that overall, English is the most important language for business. Superdiversity may be a site where existing linguistic, cultural and other hierarchies are redefined and reinforced. Superdiversity in corporate settings exhibits contradictory ideas and trends.

In terms of neoliberal ideology, superdiversity, and the educational institution, she mentioned expectations such as the need to produce original research at a sustained pace; to conform to the conventional way of expressing ideas in academic discourse; and to submit to conventional assessment linked to neoliberal accountability. Consequences include a proliferation of trendy terms and publications; and little room for linguistic complexity, flexibility, and unpredictability. She went on to talk about who benefits from discussing superdiversity. Applied linguistics scholars are embedded in unequal relations of power. As theoretical concepts become fetishised, the theory serves mainly the interests of those who employ it, as noted by Anyon (1994). It is necessary for us to critically reflect, she said, on whether the popularity of superdiversity represents yet another example of concept fetishism.

In conclusion, she suggested that superdiversity should not merely be celebrated without taking into consideration historical continuity, socioeconomic inequalities created by global capitalism, and the enduring ideology of linguistic normativism. Research on superdiversity also requires close attention to the sociopolitical trend of increasing xenophobia, racism, and assimilationism. Ethically committed scholars, she said, must recognise the ideological nature of trendy concepts such as superdiversity, and explore ways in which sociolinguistic inquiries can actually help narrow racial, linguistic, economic and cultural gaps.

Rio de Janeiro viewed from Pão de Açúcar

Rio de Janeiro viewed from Pão de Açúcar. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

AILA 2017 wrapped up after a long and intensive week, with conversations to be continued online and offline until, three years from now, AILA 2020 takes place in Groningen in the Netherlands.

Mapping out the future of VR and AR

Mobile World Congress
Shanghai, China
30 June – 1 July, 2017

The Yu Garden with the Shanghai Tower behind

The Yu Garden (豫园) with the Shanghai Tower (上海中心大厦) behind. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

After flying up from Guilin on 29 June, I managed to catch the last two days of the Mobile World Congress in Shanghai. An enormous event that brought together technologists, marketers and investors, and showcased new technologies from phones to drones and robots to cars, it also hosted a series of summits on specific themes. I spent Friday 30 June at the VR and AR Summit, where industry speakers offered their perspectives on the latest developments and the current challenges facing VR and AR.

In his presentation, What is the future of VR & AR?, Christopher Tam (from Leap Motion) argued that there are 5 key elements of VR and AR, namely immersion, imagination, availability, portability and interaction. Before the advent of VR/AR, it was as if our computing platforms only allowed us to peek at the possibilities through a tiny keyhole, but now we can open the door into a utopian world, he said.

Immersion needs high quality graphics and rapid refresh rates; imagination needs good content; but interaction is hard to measure. One way of measuring interaction is by considering human-machine interaction bandwidth. This is a fundamental factor to unlock the mainstream adoption of VR/AR and, while a lot of progress has been made on the other elements, this remains a bottleneck which the industry is currently focused on addressing. The leap from 1D to 2D computing required the invention of the mouse to accompany the keyboard. A mouse works for 2D because it allows one-to-one mapping; however, it is not sufficient in a 3D world, because in such a world we need to do more than moving, selecting, pointing or clicking. Interaction in a 3D world should be inspired by the way we interact with the real world; we should use the model of ‘bare hands’ interaction, given that this is our primary way of interacting with the real world. It is natural, universal, unencumbered, and accessible. In education, children can study in a hands-on style, with more fun and better retention; this is how children learn in the real world. In training, people can practise how to handle complex situations in hands-on ways. In commerce, consumers can enjoy the digital world and be impressed at the first try. In healthcare, we can enable diagnosis, physical therapies and rehabilitation; this moves the barrier between healthcare givers and their patients. In art and design, we can express ourselves by creating in a 3D manner with no restraints. In social relations, we can hang out and interact with friends. In entertainment, there will be easier, more intuitive controlling, and deeper immersion; users can become the protagonists in the stories we are telling, not just operating a person but becoming that person. Thus, hand tracking brings to life the advantages of VR/AR in almost all verticals. He concluded by demonstrating Leap Motion’s hand tracking technology.

In his presentation, The future of virtual reality in China, James Fong (from Jaunt China) suggested that VR is the next stage in a long human quest to experience and interact with captured and created realities; this stretches from cave art through painting, photography, gramophones, motion pictures, television and 3D films to AR and VR. He suggested that there is no need to separate VR and AR as they will merge soon. He briefly pointed out some questions of looming importance: we want Star Trek’s Holodeck or the Matrix experience, but we need to ask how this affects our humanity. Will we become isolated from each other? Will we appreciate human connections? Will we not want to leave the perfect VR/AR world?

In VR/AR storytelling, we can be part of a scripted narrative or take our own pathway through a free-form construct; engage in first-person participation or third-person observation; venture alone or interact with n-number of participants; and focus on private enjoyment or share experiences with family, friends and the world. It will however take a long time for high quality and compelling content to arrive, in part because VR will disrupt every element of content creation. We are used to third-person stories and it will take time to get used to first-person stories. We haven’t yet developed the creative language for working with VR. However, all of the major companies that run operating systems are moving to support VR natively, and this will usher in major developments.

He wrapped up by looking at the Chinese market, where there is no Google, Facebook, Amazon or Twitter, and where the market is dominated by local players like Baidu, WeChat, Weibo, iQiyi, Youku, Tencent, Alipay and WeChat Pay. Therefore a lot of international products don’t work in this country. Some challenges in China are the same as in the rest of the world (e.g., poor headset viewing experiences; market experimenting with live and 360) and some are different (VR experience centres/cafés in China keep interest high; content quality has not improved due to a lack of financing; and the camera and higher quality headset market is starting to pick up). He predicted that China could be the largest VR market in the world by 2018.

The slogan of the 2017 Mobile World Congress, Shanghai. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

In a panel discussion moderated by Sam Rosen (ABI Research), with panel members Alvin Wang (Vive), James Fong (Jaunt China) and Christopher Tam (Leap Motion), it was suggested that 5G will make a big difference to VR/AR adoption because if processing is done online at high speed, we will be able to use much less bulky headsets with less drain on batteries. Alvin Wang mentioned that it will soon be possible to wear headsets that incorporate facial recognition and emotion recognition based on microgestures, allowing interviewers to sense whether an interviewee is nervous or lying, or teachers to sense whether a student understands. He claimed that one of the scarcest commodities in the world is good teachers, but AI technology can give everyone personalised access to the best teachers. He mentioned a project to put 360 cameras in MIT classes so that anyone in the world can join a class by high profile professors. James Fong talked about the power of VR to give people a sense of real-world events; he gave the example of being able to place viewers in the context of refugees arriving in another country, seeing the scale of the phenomenon, maybe being able to touch the boat the refugees arrived on, and thereby building more empathy than is possible with traditional news reports on TV.

In his presentation, The next big test for HMDs: Is the industry prepared?, Tim Droz (from SoftKinetic) said the aim of VR and AR is to take you somewhere other than your current location. There are two types of interaction which are theoretically possible in VR and AR environments; inbound interaction through sight, hearing, smell, taste, and haptics; and outbound interaction through the mind, gaze, facial expression, voice, touch, pushing, knocking, grabbing (etc), gesture, body expression, and locomotion. At the moment only a few of these are available, but as more are built into our equipment, it will become more bulky and unwieldy. However, for mass adoption, a lighter and more seamless experience is needed. He demonstrated some SoftKinetic hardware (like the time-of-flight sensor) and software (like human tracking and full body tracking software) which will make a contribution to interaction through hand movements. This greatly strengthens users’ sense of presence.

In his presentation, 360° and VR User Generated Content – Millions of 360° cameras and smartphones in 2017!, Patrice Roulet (from ImmerVision) suggested that it will soon become normal for everyday smartphones to be used to record and share 360 content, in such a way that it captures your entire environment and the entire moment. It will only take two clicks to share such content on social media. To capture this content, it’s necessary to have a very good lens (such as ImmerVision’s panomorph lens which provides a high quality image across the whole field of view, can be miniaturised for mobile devices, and allows multi-platform sharing and viewing), and advanced 360 image processing. The panomorph lens can be used for much more than capturing 360 images; the internet of things (IoT) is about to evolve from connected devices to smart devices, and this technology has the potential to play a role as part of artificial intelligence (AI) in the upcoming ‘Cambrian explosion’ of the IoT.

In his presentation, VR content: Where do we go next?, Andrew Douthwaite (from WEARVR) stated that one key question is what comes first: adoption of hardware or high quality content; it’s something of a chicken and egg situation. He showed an example of a rollercoaster VR experience on a headset linked to a desktop computer; he noted that many people initially experience some nausea due to the sensory conflict that arises from, for example, sitting still while immersed in a moving VR experience. The emergence of mobile VR is now bringing VR experiences to a much wider audience; Google Cardboard is currently the most widespread example. There is a lot of 360 content on YouTube, and games like Raw Data are helping to drive the industry forward. Google Earth VR is another great example and will help VR reach the mass market, and could impact travel and tourism. New software is now making it possible for users to create VR characters and then inhabit their bodies and act as those characters.

Important future developments are wireless and comfortable VR headsets and more natural input mechanisms, including hand presence. One problem is that much 360 video content is currently of low quality; there is no point in having high quality headsets unless there is also high quality content available. The future of content, he said, lies in storytelling and narrative-based content; social interaction; healthcare; property; training; education; tourism; therapy and mental health (e.g., mindfulness and meditation); serialised content; lifestyle and productivity (though this might be more AR); and WebVR (an open standard which is a kind of metaverse, allowing you to have VR experiences in your web browser).

In his presentation, VR marketing, Philip Pelucha (from 3D Redshift) suggested that the next generation of commerce will not be browser-based; he gave the example of a 360 video of a product leading to a pop-up store allowing customers to further engage with the product. Noting that we already have online universities, he asked how long before virtual reality universities appear. He mentioned that soon we won’t have to commute to work because our phones and laptops will turn the world into our virtual office. In fact, he said, this is already beginning to happen, and when today’s children grow up, they won’t understand why you would have to go to an office to work, or to a shop to buy something. He also spoke about one major area of current development as being language education; a VR/AR app for immersive learning, or to support you when travelling, could be extremely helpful.

In his presentation, Bring the immerse experience to entertainment, movie and live event, Francis Lam (from Isobar China) showcased innovative examples of 360 videos. He showed the B(V)RAIN headset that combines VR with neural sensors; as your emotions change, what you see changes. In effect, the hardware allows you to visualise your mental state, and this can have consequences such as the targets you face in a shooter game, or the taste combinations in drinks that are recommended to you.

He concluded with some issues for consideration. Bad VR, he pointed out, can make you feel sick, so it needs to be high quality and low latency. VR is not just about watching, but rather about experiencing; it is about how, from a first-person point of view, you can go into a scene and experience it. VR is not just visual; audio is important, but there can be other sensors and tactile feedback. We should also ask to what extent VR can be a shared experience, where someone wearing a headset can interact with others who are not. VR is good for communication, a point which is well understood by Facebook; for example, with VR you can make eye contact in a way that is not possible in video chat. VR can allow us to explore new possibilities, such as experimenting with genders. In fact, VR hasn’t arrived yet; there is much more development to happen. Finally, he stated, VR is really not content, it is a medium.

China Mobile slogan, 2017 Mobile World Congress, Shanghai

China Mobile display, 2017 Mobile World Congress, Shanghai. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

There is no doubt that industry perspectives on new technologies differ in some ways from those usually heard at academic and educational conferences, but is important that there is an awareness, and an exchange, of differing views between technologists and educators. After all, we face many of the same challenges, and we stand to gain from collaboratively developing solutions that will work in the educational and other spheres.

From China to the world: Mobile tech in teacher education

MTech Conference
Guilin, China
27-29 June, 2017

Shanhu Lake, Guilin, China

Shanhu Lake, Guilin (杉湖, 桂林), China. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

The inaugural MTech Conference, based on the MTech Project and its underpinning MTech Survey, drew together teacher educators from Asia and Europe to discuss how best to integrate mobile technologies in teacher education internationally. It is hoped that this will be the first in an ongoing series of collaborative events involving the MTech Network.

In our opening presentation, Mobile learning in teacher education: Beginning to build a global overview, Kevin Burden and I gave an overview of the MTech Project and the underpinning survey of technology use by teacher educators around the world. We outlined initial insights emerging from the first round of data collection, based on 96 responses, with a little under two thirds from Asia, and a little over a fifth from Europe. We showed for example that relative to the iPAC Mobile Pedagogical Framework (see image below), teacher educators typically report more evidence of personalisation and collaboration than authenticity in mobile learning activities.

iPAC Framework

iPAC Mobile Pedagogical Framework (Kevin Burden, 2017)

Interesting insights are also beginning to emerge around themes of seamlessness and intercultural learning. We invited attendees and their colleagues to complete the survey, which has now entered the second round of data collection, with the aim of increasing the overall number of responses and especially obtaining responses from regions of the world which are currently underrepresented in the data.

In a presentation reflecting the Chinese context at GXNU, Developing pre-service teachers’ ICT in education competencies and curriculum leadership, Xibei Xiong referred to the TPACK Framework in describing a proposed ICTs in education curriculum which should include TK, TPK, TCK, and TPCK. Curriculum leadership, she said, shapes teacher education programmes by providing supportive policies, managing the curriculum, and evaluating pre-service teachers’ learning outcomes. Teacher education programmes may in turn shape the practices of curriculum leaders in terms of changing the education system requirements. Curriculum leaders at university level have a role to play in policy formulation and resource allocation; at school level, they have a role in determining educational curriculum structure, course objectives and academic credit management; and at classroom level, they have a role in developing course content and pedagogy.

In a presentation from the Singaporean context, Understanding teachers’ design talk for the co-creation of seamless science inquiry, Ching Sing Chai discussed the TPACK Framework and its various revisions and extensions in recent studies, before coming to focus on TPASK (Technological Pedagogical And Science Knowledge). He suggested that teachers need to design instruction with technology in order to develop their TPK; they should learn through designing in a collaborative community; they should be supported with appropriate scaffolds; and finally they need to engage in reflective experiential learning. Design talk embedded in a dialogic design, he went on to say, is key to supporting the emergence of TPACK. Sustainability and scalability ultimately come through teachers, so teacher development is more and more important in today’s world.

He described a Singaporean study involving the  5E (Engagement, Exploration, Explanation, Elaboration and Evaluation) approach for science inquiry-based learning, used as a PCK framing. Teachers talked about designing lessons for Grade 3/4 students. Mobile devices were used in various ways, including for seamless science learning (for example, students taking pictures and explaining heat sources in their own houses). The software used included KWL, Sketchbook, MapIt, Blurb (from the University of Michigan) and other tools (Nearpod, PowerPoint, Google, etc). The content of teachers’ design discussions was analysed to identify references to TK, PK, CK, TPK, TCK, PCK, TPCK, and CTX (representing context). A lot of the initial discussion was about TK but this element declined over time; conversely, the amount of discussion involving PCK increased over time, as did the discussion involving TPASK (but this was at a much lower level). CTX featured strongly but also decreased over time. The resulting model is quite different from the theoretical TPACK model (see image below).

A possible depiction of TPASK in design

A possible depiction of TPASK in design (Ching Sing Chai, 2017)

In a presentation from the Hong Kong context, Cultivating academic integrity and ethics of university students with augmented reality mobile learning trails, Theresa Kwong and Grace Ng showcased the mobile AR TIEs (Trails of Integrity and Ethics) developed by HKBU and its partner institutions in a Hong Kong-government funded project (a project on which I am also a consultant). As Theresa pointed out, this is learning in the style of Pokémon Go, but in fact this project began around 18 months before the release of Pokémon Go. It is all about linking the environment to relevant educational content, in this case related to themes of academic integrity and ethics. Given that students find these AR trails motivating and helpful in connecting theoretical content with their everyday lives, this is an approach which is highly relevant to present and future educators and teacher educators.

In a presentation from the Taiwanese context, Mobile learning x cloudclassroom = ?, Chun-Yen Chang suggested that the spread of mobile devices along with BYOD policies means that the moment is right to be implementing mobile learning. The Taiwanese Ministry of Education has run collaborative projects on mobile learning in schools, and has set up a Teaching Application Mall of educational apps. He went on to describe his CCR (CloudClassRoom) project which supports mobile-assisted anonymous quizzes and presents teachers with aggregated data. It can be used, he said, in museums, outdoors, online, and in the ‘Asian silent classroom’. Polling students before and after lessons can be an ideal way of tracking changes in their understandings.

In a presentation from the Australian context, Teaching teachers how to go mobile: What’s happening in Australia?, Grace Oakley suggested that although mobile technologies are being used in many Australian schools, mobile learning is not developing as quickly as might be hoped, nor are its boundaries being pushed. There are many policy barriers, she added, including duty of care issues, funding, behaviour management issues, cybersafety, testing regimes, school processes, and equity issues. She then illustrated some activities with mobile devices being carried out in primary schools: oral retelling with Puppet Pals; learning prepositions with a camera and the Book Creator app; media presentations with Tellagami; and mobile augmented reality learning trails created with FreshAiR. She wrapped up with a discussion of how digital technologies, digital literacies, and mobile learning are beginning to feature in initial teacher education courses as well as in resource platforms for practising teachers, such as the Digital Technologies Hub. She indicated that some pre-service teachers are beginning to create mobile learning activities for their students, but she concluded by asking whether they are getting enough opportunities to do so.

In a presentation from the Irish context, Mobile learning on an initial teacher education progamme – MGO programme, Seán Ó Grádaigh showcased the technological changes that have occurred in the last decade. Uber is the largest transport company in the world, but has no cars; Facebook, Twitter and WeChat are the largest content platforms in the world, but they produce no content; Alibaba is the largest shopping mall in the world, but it has no shops; and Netflix is the largest cinema in the world, but has no movie theatres. However, he argued, we haven’t seen a game-changing application in education yet. Still, given the speed of changes, we need to be educating students for the future.

There is a misconception that better technology – from kitchen mixers through cameras to gym equipment – will lead to changes by itself. The same is true in education. But what is required is a vision, a plan, professional development, and pedagogical (as opposed to technological) training. In terms of the technology available, most schools are way ahead of most teacher training programmes, a situation that needs to change.

He went on to suggest that using technology to facilitate reflective practice by pre-service teachers may be a game changer. His students are asked to do reflections – hot reflections straight after a class, and cold reflections where they later revisit their initial reflections – using text, audio, video, or videoconferencing. He showed an example of a teaching video with a voiceover where the pre-service teacher provided commentary on her performance. She then received feedback from two tutors. The five steps followed in this task are:

  • Students create and construct a lesson
  • Students deliver and record it
  • Students watch and analyse it
  • Students create a reflective voiceover on their video
  • Students receive feedback on their reflection from tutors

He continued by suggesting that digital technologies can help to recreate immersive learning contexts for language learning as well as other subjects. However, rather than passively listening or watching, it is better to build inquiry activities around multimedia materials like videos. Teachers and students can also become actively involved in multimedia creation. Involving students in ‘teach-back’ activities is a great way to check that they have understood what they are learning.

In another presentation anchored in the Hong Kong context but with wide global relevance, entitled Learning design and mobile technologies in STEM education, Daniel Churchill explained that STEM is an approach to learning that removes traditional barriers separating science, technology, engineering and mathematics, and integrates them into real-world, rigorous and relevant learning experiences for students. It aims to improve learning in STEM areas; improve teaching effectiveness; deal with the shortage of STEM professionals in the future; include minorities, achieve gender balance, and provide opportunities for low-income members of society; decrease unemployment; foster international competitiveness in the 21st century; and help provide solutions to internationally pressing problems. Ideally, STEM should be not only multidisciplinary (where concepts and skills are taught separately in each discipline but housed within a common theme) or interdisciplinary (where there is the introduction of closely linked concepts and skills from two or more disciplines with the aim of deepening understanding and skills) but transdisciplinary (where knowledge or skills from two or more disciplines are applied to real-world problems and projects with the aim of shaping the total learning experience). There are both scientific and engineering approaches to STEM; in the latter, there are phases of problem scoping, idea generation, design and construction, design evaluation, and redesign. Challenges include insufficient teacher training; insufficient teacher knowledge of STEM; insufficient funding; insufficient laboratory resources and technicians; insufficient community support and media coverage; preferences for music, sport, and academic subjects; a student focus on exam preparation; learning computer coding without any logical or systematic thinking; and a focus on rote memorisation and a lack of depth of conceptual understanding.

He went on to explore six key affordances of  mobile technologies for STEM:

  • multimodal content (e.g., in the form of dynamic, interactive learning objects)
  • linkage of technologies (i.e., a mobile phone can connect to a whole ecology of digital devices)
  • capture (e.g., taking photos or making videos, capturing GPS position and acceleration, etc)
  • representation (e.g., programming a robot, making a digital story, creating a presentation, etc)
  • analytical (i.e., processing and looking for patterns in data)
  • socially interactive

Combining these affordances, he suggested, leads to new learning possibilities. Key tools include robotics, 3D printing, and cognitive tools.

He concluded by saying that STEM should not be just another science, maths or technology class. Learning design based on (pre-) engineering tasks is the critical strategy for STEM education, he argued, and STEM can be conceptualised based on an interaction model. Mobile and emerging technologies are essential for enabling STEM: these include virtual reality, augmented reality, wearables, and so on.

In his presentation, Key issues in mobile learning: A research framework, Pedro Isaías spoke of a range of current developments and challenges in mobile learning. He began by talking about the ubiquitousness pillar of mobile learning. He described the development of mobile LMSs, but mentioned that they have generally not really been designed for mobile devices. He asked whether they can be truly mobile-friendly without compromising navigation. He went on to emphasise the importance of creating responsive designs by following these guidelines: use mobile-friendly layouts, compress content, concentrate on the essential, format your text, and test the course on several platforms.

He went on to address the authenticity pillar of mobile learning, stressing the role of wearable technologies in education: for example, for interactive simulations, facial recognition for identifying students, creating first-person videos, and enhancing game participation. The challenges include cost, design concerns, privacy issues, familiarisation with the interface – digital literacies are needed here – and technical challenges. Augmented reality, he said, also has an important role to play in promoting authentic learning: it increases student engagement, mediates between students and the world, supports problem solving, enhances motivation, and provides access to real-world scenarios. One challenge is that students may become overly focused on the technology rather than the learning, and there are cost implications. He illustrated his comments with a video about the SNHU (Southern New Hampshire University) AR app, and a video about simulated 3D objects generated from textbook images with Arloopa. Gamification, too, can contribute to authenticity. Gamification should not be about external rewards, but about learning objectives. It enhances student motivation, provides ubiquitous access to resources, facilitates authentic and situated learning, improves peer interaction, promotes technical literacy, and fosters teamwork. Mobile learning game essentials, he said, are: an introduction and logo, instructions, a game objective, questions, feedback and results.

He then addressed the personalisation pillar of mobile learning, which is linked to mobile learning analytics, artificial intelligence, and geolocation. There are some concerns around data privacy and informed consent with analytics. With mobile intelligent systems, advantages include the fact that students can be taught according to their knowledge; adaptive learning methods; individualised adaptive teaching; explanation of teaching content; and automatic generation of exercises. Some LMSs provide geolocation features: this allows delivery of content according to location, designing of location-based online content, reaching a global audience, and consideration of cultural differences. Geolocation examples include language-adaptable subtitles, scavenger hunts, and geocaching games.

Finally, he addressed the collaboration pillar, which is about social learning and the e-society. Mobile learning harnesses the potential of social learning, promoting collaboration, discussion and knowledge exchange. But it is important to consider the quality of the interactions, and to think about the role of the teacher in the students’ discussions. Mobile learning involves the production of multimedia content, allows ubiquitous access to information, encourages the development of digital literacy, and creates informed citizens. There may be some issues around data privacy and security, and we must ask whether an increasingly mobile society may lead to an expansion of the digital divide.

In a presentation looking at future developments in mobile learning through wearables, The research on pedagogical feedback tactics of affective tutoring system based on physiological responses, Qin Huang suggested that in time wearable devices will be able to detect humans’ real emotions by registering physiological signals. She gave details of a study making use of the OCC emotional classification model, which is one of the most complete models and the first structural model used in the field of artificial intelligence. With good calculability, she said, it is widely used in the field of emotional computing.

Sun Tower & Moon Tower, Guilin, China

Sun Tower (日塔) & Moon Tower (月塔), Guilin, China. Photo by Mark Pegrum, 2017. May be reused under CC BY 4.0 licence.

The conference concluded with an MTech Steering Group meeting to discuss future directions for the MTech Network, how to gather more responses to the MTech survey and collaboratively publish our research, and when and where to meet again for another conference event. It is likely that the second MTech Conference will be held in China in late 2018.

When mobile makes a difference

DL4D/World Vision Project
Phnom Penh & Takéo, Cambodia
5-7 June, 2017

Provincial school, Takéo, Cambodia.

Provincial school, Takéo, Cambodia. Photo by Mark Pegrum, 2017. May be reused under CC BY 3.0 licence.

It was a great privilege to spend several days in Cambodia as part of the evaluation team for an early reading project entitled Total Reading Approach for Children Plus (TRAC+), a follow-up to the original Total Reading Approach for Children (TRAC) project which ran from 2012-2014. This project focuses primarily on improving the L1 Khmer literacy of struggling students in Grades 1-3.

In addition to meetings with World Vision and World Education staff, my visit involved travelling to schools in the Takéo province to meet with school directors, teachers, librarians and literacy coaches, and to observe primary students using the Aan Khmer app and engaging in benchmarking Interval Tests. In time, the evaluation team will produce a report, and subsequently discuss with the project team how best to disseminate what we have learned about using mobile technologies to support early literacy development in the Cambodian context.

Tablets in a provincial school library, Takéo, Cambodia

Tablets in a provincial school library, Takéo, Cambodia. Photo by Mark Pegrum, 2017. May be reused under CC BY 3.0 licence.

While using digital technologies in developed locations can lead to certain improvements in teaching and learning, using digital technologies effectively in developing locations – with due attention to the local context and stakeholders’ needs and wishes – has the potential to really transform students’ learning opportunities and experiences. It is very inspiring to see the efforts being made by NGOs, ministries of education, and educators at all levels to open up the learning horizons of children in developing contexts.

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