innovation in english language learning: 21st century...

Innovation in English Language Learning:

21st century learn, teaching & assessment

Michael Carrier

Cambridge English

ACERT Prague

March 2014

Innovation in…..

• Theory

• Methodology

• Teacher support

• Technology

• Learning materials

• Assessment

"cellphones are the

gateways to all of

human knowledge"

Ray Kurzweil

"Whenever I go into

class, I have to

power down."

English as a global tool - Aspirations & Challenges

Challenges for

English: • High demand for

English

• Short time in class

• Large class sizes

• Non-communicative

school leaving

examinations

• New generational

learning styles

Aspirations:

• Access to Education

• Access to Employability

• Access to Social mobility

New ideas in education

A new vision of learning …… as an activity not a place, open to new people with new ideas, of learners “pulling” learning toward themselves, rather than teachers “pushing” learning out” Michael Stevenson

• Blended learning

• 1:1 classrooms

• Flipped classroom

• Adaptive learning

• Big data

• Learning-oriented

assessment (LOA)

• Collaborative assessment

• Deep learning

21st century skills

The 7 Cs:

Critical thinking & problem solving

Creativity & innovation

Collaboration & teamwork

Cross-cultural understanding

Communications, media literacy

Computing and ICT literacy

Career & learning self-reliance

PLUS – the 8th C:

Competence in English

New learning styles for new generations

Generation Y Learning Styles:

• Doing is more important than

knowing

• A need for immediacy

• Trial and error approach to

problem-solving

• Low boredom threshold

• Multitasking and parallel

processing

• Visual, nonlinear and virtual

learning

• Collaborative learning

• Constructivist approach

Ashridge Business School

Classroom

External world

Personal world

Techno-logy

options

English speaking

world

Reflection

Are your learners different from learners 5-10-15

years ago?

What consequences (if any) should we draw from

this?

Digital Learning

1 New Goals • Digital literacy, global citizenship,

interculturality

2 New Pedagogical models • For learning in a digital age

3 New Activities • Inside and outside of class

• Formal and informal learning

• Ubiquitous learning

• Consume content vs Produce content

• Individual vs collaborative work

4 New Content

5 New Tools, new media

Benefits:

• Relevance

• Align with learning styles

• Communicative & productive

focus

• Rich content gives exposure to

authentic language

• Collaborative activities

• Time on Task - extends learning

time beyond classroom

• New pedagogical models

empower the learner

Digital Classroom Personal Response Systems

Voting &

assessment

devices (and now

phone apps) with

real-time quiz

scores via mobile

Digital Textbooks

Technology-supported: learners at the centre

Face-to-face

classroom

eTutors

VOIP & FaceTime

Learning

device

LMS as hub

Blended

learning

Big Data: Tracking &

Portfolio

The

Learner Individualised

pathways

Social learning

Handheld learning

On-demand content

Cloud synchronisation

Adaptive learning

Speech recognition

& AI tools

Learning – oriented

assessment

New Learning modes

Benefits:

• More time with

teacher

• Learn at own pace

• Mastery learning

• Level playing field

• Absences

• Diagnostics

• Students teach

each other

• Involves parents

Mix of pedagogical models

Informal learning Formal learning

Communicative

content creation

Teacher-led

(inc. remote)

Self-directed digital

1:1 device groups

Group-

oriented

Self-

study

In-class vs Out-of-class model

Before Class In Class After Class

Activities: • Writing

• Comprehension

questions

• Online workbook

• Practise vocab

with Apps

• Formative

assessment

Activities: • Reading &

Listening activities

• Study text

• Learn vocab

online

• Grammar in Use

activity with Apps

Activities: • Speaking

activities

• Pairwork

• Concept

questions

• Communication

activities, games

storytelling

• Mentoring

What is the teacher of the future?

Frontal teacher

Sage on the stage

Vs.

Facilitator

Mentor

Guide

Support

Reflection - Are you a technophobe?

• Do you use cassettes in your class?

• Do you use website materials in class less than once a month?

• Do you show video clips in class less than once a month?

• Have you ever said “I’m not good with technical things”?

• Do you have a non-Internet phone?

Personalisation

• Adaptive learning

• Individualisation

• ‘Big data’ analytics

• Targeted

recommendations

• Tracking

• Learning-Oriented

Assessment (LOA)

• ePortfolio

Personalised learning

Learner:

Personal learner profile

Has voice & choice

Chooses resources

Owns learning

Learning environment:

Flexible & blended

Multiple learning technologies

Access to tools and resources

Community

Teacher:

Facilitator & guide

Understands individual learners

Redesigns classroom

Differentiates activities

Pedagogy:

Communicative

Standards-based

Learners co-design goals

Assessment for differentitation

21st century

assessment:

Big data

• International

standards

• Research-led

• Evidence-

based

• CB

• Automated

grading

What’s Handheld Learning?

Handheld learning What is Handheld Learning?

•Using tablets/mobile phones in class

to study language activities –

exercises, reading, listening etc

•Using student laptops/ handhelds in

class for group activity

•Using tablets/mobile phones outside

class for student self-access language

practice

•Using mobile phones ‘in the wild’ - to

collect data for lesson input, record

interviews etc

Mobile or Handheld?

Mobile Handheld

Phone SIM yes no

Use in class less likely - often

banned

yes – can be

managed

Use out of class yes yes

Group work for out of class

tasks, recording,

data collection

plus: rich media,

web research

Individual study

activities

yes – but limited yes

Courseware less likely yes

Your own Activity taxonomy

task individual group

Consuming:

Grammar study

√

Self-access quiz √

Reading √

Listening √

Vocabulary √ √

Producing:

recording/interviewing

√

storytelling/writing √ √

phonecasting √

phoneblogging √

upload & share projects √

Top 10 Social Media activities

Twitter: Send a tweet about next week's class - with task to do in advance

Post links to authentic resources to study

Facebook:

Create a Facebook group for the class

post homework tasks for next class

post interesting links to resources like videos, exercises, cartoons

post topic questions for debate/discussion, & monitor discussions

post a video link and give the task of making notes about it (précis writing)

Instagram/Flickr: post interesting photos to stimulate writing practice activities

Blogs:

Create a class blog for you and students to write in

Blog about videos to watch - students keep a list of new vocab they come across

Students blog about what they have learned, trips they have taken, new resources etc

Top 10 app activities…

Feature phones

• Take photos out of class - bring to class for discussion or project (eg writing city tourist guide)

• Record conversations & pair dialogues in class

• Use mobile flashcards for vocabulary

• Use dictionaries on phones

SmartPhones/Tablets

• Use practice apps – grammar & vocab exercises

• Watch video podcasts

• Listen to audio podcasts & check comprehension

• Create stories with photos and recordings (eg Scavenger Hunt)

• Use authentic input from Internet

• Phone casting & Phone blogging

• PRS quizzes

What’s the 1:1 concept?

1:1 learning - OLPC classroom devices

• Uruguay

• Paraguay

• Peru

• & more…

“What children lack is not capability,

it is opportunity and resources.

In the first years of OLPC we have

seen two million previously

marginalized children learn, achieve

and begin to transform their

communities.”

“OLPC's mission is to empower the world's poorest children

through education” Nicholas Negroponte, MIT

1:1 learning “The students were

clearly interested,

motivated and engaged

by the computer based

materials, far more so

than is likely to be the

case for traditional

approaches to

teaching. “

In their study, Bebell and Kay found that teaching

and learning practices changed when students and

teachers were provided with laptops & wireless

learning environments.

In the five 1:1 schools they examined, they found

that access to 1:1 computing led to measurable

changes in teacher practices, student achievement,

student engagement, and students’ research skills

compared to the control condition.

1:1 & language learning • Access to anytime anywhere learning

• Access to real models of English - bring more

authentic English content into the classroom

• Develop new forms of communicative

pairwork activity in class

• Set up authentic tasks using the device’s

recording functions to tell a group-developed

story

• More time on task - extend language practice

outside the classroom – more hours per week

for English study.

• Can reinforce parts of classwork

• Can prepare ahead in Flipped mode

• Added motivation

Not yet available:

• Students can’t learn to

speak – though they

can learn to listen and

improve pronunciation

• Students can’t carry

out natural

communicative

interaction with a

virtual partner (but can

have remote partner)

• Technology can’t

parse, understand and

semantically respond

to student speech

(though can transcribe

it and translate it)

Plan Ceibal – remote teaching, local support

Remote teacher

using video-

phone

Students with

Classroom

laptops

Local class

teacher

managing activity

Local classroom:

TV screen

showing remote

teacher

Lesson materials

shown via Webex

2-way video

& audio

Joint

lesson

planning

30

What is the value of 1:1 & handheld learning?

• Anytime anyplace

• Time on task

• Personalised learning

• Self-paced learning

• Autonomous learning

• Motivation

• Authenticity

• Credibility

What should we do?

• Integrate out-of-class with in-class

learning

• Design curriculum for out of class

learning

• Deliver English practice on mobile

phones

• Ensure learners have BYOD access

• Use handheld learning and VLEs to

structure autonomous learning

Reflection

How can 1:1 & Handheld learning approaches add support to your teaching?

• Now?

• In 2 years’ time?

• In 5 years’ time?

What’s Cambridge doing?

Cambridge English Apps

Supplementary practice apps

Exam preparation apps

Tablet course materials

Tablet textbooks – Complete IELTS

Tablet-based testing

Helping teachers develop

1:1 Policy development

Investment focus Budget

Technology infrastructure:

• Bandwidth

• Equipment – 1:1 devices &

BYOD systems

33%

Teacher development:

• pre-service

• in-service

33%

Curriculum update:

• pedagogical models,

language syllabus,

assessment systems

Digital content:

• textbooks, authentic input,

activities, apps

33%

Policy checklist

Strategy:

•Outcomes

•Measurement

•Quality Standards

•Sustainability

Pedagogical models:

•Curriculum design/integration

•Teacher training

•Classroom design

Technology:

•Connectivity

•Device-agnostic content

•Platform agnostic content

•Issues:

•BYOD, AR, ASR, IWB, LMS, QR,

Flipped Classroom

Digital teachers - competences

42

• Personal development:

Technology awareness;

curiosity; User training

• Lesson planning:

how to integrate digital content

• Classroom management:

how to coordinate formal

& informal activities

• Classroom management online:

how to manage a virtual

classroom

• Digital tools & media

awareness:

how to create new content with

students

“You can fill all the classrooms

with computers, but if you don’t

train the teachers on how to use

them effectively, [your]

investment will lose all of its

purpose.”

Dr. Huseyin Celik, former minister

of education, Turkey

Online tutor course

Digital teachers – development courses

43

Teachers Tech Toolkit:

• Wikis

• Blogs

• Facebook

• Twitter

• Slideshare

• Dropbox

• Prezi

• App stores

• iTunesU

• MOOCs

• VOIP – Skype

• VLEs – Moodle, Blackboard

Reflection

Are you a networked teacher?

What digital competences would you like to have?

Digital teachers – our CPD

• Cambridge CPD

framework for

lifelong journey

• Cambridge English

Teacher

Resources

• Cambridge

Language update

courses

• Cambridge

Methodology

courses

Cambridge CPD Framework

Cambridge Teacher Qualifications

What next?

The Educational Technology Horizon Report

Time to adoption – one year or less

Flipped Classroom

Mobile apps

Tablet computing

Learning Analytics

Mobile Learning

Social media

Cloud computing

MOOCs

Time to adoption – two to three years

Augmented reality

Gamification

Internet of Things

3D Printing

Badges

Visualisation

Digital identity

Open content

Personal learning environment

Time to adoption – four to five years

Flexible displays

Wearable technology

Virtual and remote

learning

Natural user interfaces

Telepresence

MOOCs – also for English?

Can provide:

• System

knowledge

• Receptive

skills

• Teacher

training

• Teacher

reference

Remote learning - Telepresence

Wearables, AR, ASR

• Wearable technology

– the iWatch

• Augmented reality -

overlays

• Speech recognition –

facilitating new learning

processes

• Voice control – Google

Glass

• Speech-to-speech

translation - Google

Translate

• Brainwave detection

Babel Fish

Top 5 issues for innovation

• Learning success requires extensive access to authentic

spoken language input

• Learning success requires learner activity tracking,

assessment and feedback loops, and personalisation of

learning content

• Teachers need support to integrate technology

• We need technology to extend learning beyond the classroom

and increase Time on Task

• We need to innovate to give new generations of learners need

more autonomy over their access to knowledge

Research – TIRF language learning papers

• 8 papers on

current state of

mobile learning

approaches to

teaching of

English

author title

Ken Beatty Beyond the classroom: mobile learning in the wider world

Agnes Kukulska-Hulme Re-skilling language learners for a mobile world

Nicky Hockly Designer learning: the teacher as designer of mobile-

based classroom learning experiences

Philip Hubbard and

Glenn Stockwell

Some emerging principles for mobile-assisted language

learning

John Traxler Mobile Learning for Languages - Can The Past Speak to

the Future?

Nik Peachey Quality reviews of language learning materials available

for mobile devices, including those for workplace English

Paul Sweeney TBC

Matthew Kam TBC

Download from: www.tirf-online.org

Contacts:

For a free reference list on

Technology in English Language Learning,

please go to: www.tirfonline.org

Cambridge English sites:

• http://www.cambridgeenglish.org

• https://www.teachers.cambridgeesol.org/ts/

• http://www.cambridgeenglishteacher.org

Comments:

Carrier.m@cambridgeenglish.org

If you would like copy of the presentation & references:

www.michaelcarrier.com