connected practice - a language tutor journey through digital and networked technologies - llas...

@BenGuilbaud

Connected practice:

A language tutor’s journey through

digital and networked technologies

Benoît Guilbaud

LLAS elearning symposium 2015, University of Southampton

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@BenGuilbaud

Outline

Benoît Guilbaud - LLAS elearning symposium 2015

Personal background

Teaching with technology

Conclusions

Connected practice

Case studies


Personal background

Conclusions


Case studies

Connected practice


Personal background

Conclusions

Teaching

practice

Professional

development


Case studies

Connected practice


Personal background

Conclusions


Case studies

Connected practice


Designing cartoons

Recording music

Creating websites

Playing games


Playful design, learning curve scaffolding,

failure management, motivation (gamification)

Document layout, word-processing

AV resource editing, exam recording

VLE, online learning

Designing cartoons

Recording music

Creating websites

Playing games


Personal background

Conclusions


Case studies

Connected practice


Teaching with tech

Pablog61

Walter Parenteau Moodle


Unit tutor

VLE

VLE unit

Unit students

Other tutors

Other students

Institution

Outside world

Guilbaud, 2012

VLE discussion forum

Web 2.0 discussion forum (Ning)


• helps students acquire IT skills (alongside literacy & numeracy)

• develops digital literacy

• helps students familiarise themselves with tech tools

• uses media students know

• enhances motivation

• is fast, ubiquitous, efficient

‘Traditional’ teaching + tech…


• can be limited in time, size and scope

• is sometimes overly controlled and/or too passive

• tends to feel artificial

• does not take advantage of the affordances of web 2.0 technologies

• can lack real-world relevance

‘Traditional’ teaching + tech…


1 - Computer literacy - "general fluency and comfort in navigating

around and using a computer”

2 - Information literacy - ability to access, evaluate, sort, etc.

information online

3 - Multimedia literacy - interpret and create multimedia content

4 - Computer-mediated communication literacy - netiquette -

argumentation and persuasion with a variety of Internet media -

establish and manage online communications between groups of

people

Digital Literacy (Warchauer, 2003)


Personal background

Conclusions


Case studies

Connected practice(Networked learning, Couros, 2011)


Constructivism

Based on Vygostky, 1978


Connectivism


• Learning and knowledge rests in diversity of opinions.

• Learning is a process of connecting specialized nodes or information sources.

• Learning may reside in non-human appliances.

• Capacity to know more is more critical than what is currently known.

• Nurturing and maintaining connections is needed to facilitate continual

learning.

• Ability to see connections between fields, ideas, and concepts is a core skill.

• Currency (accurate, up-to-date knowledge) is the intent of all connectivist

learning activities.

• Decision-making is itself a learning process. […]

Principles of connectivism

Siemens, 2005


The connections created by a learner are more valuable than the

resulting knowledge.

What matters isn’t possessing information, it’s knowing how and

where to find information.

Learning with networks


Learner


Personal Learning Network (PLN)


It’s about helping students:

• make sustainable connections for future learning

• develop independent learning habits and critical thinking

• become creative, resourceful and adaptable

• join or develop local and global learning communities

• gain confidence in accessing, curating and sharing information

• participate!

What’s in it for us, then?


Personal background

Conclusions


Case studies

Connected practice


Learning in the open:

Web 2.0 discussion forums for translation

Guilbaud, 2012


Sharing part of the

homework on the forums

Commenting on one

another’s contributions

Weekly task


• Collect student feedback on use of OADs for peer-feedback

• Measure student engagement with OADs

• Evaluate impact on performance (contributions / marks)

• Gauge if interactions lead to deep, collaborative learning (Wheeler, 2012)

The study

Murphy’s collaboration

model (2004)

Download it, use it!


Guilbaud, 2012

https://docs.google.com/document/d/1ZcL6Q0U0_DP-QA0zlPo_ZMGkdqtIMziGnpMnO1hbdRw/edit?usp=sharing


Learning as a participatory process:

Collaborative vocabulary lists

Guilbaud, 2014


Traditional vocabulary teaching(and maybe learning)


Better vocabulary learning


+

Google drive Quizlet


Google drive


Quizlet


• Increasing breadth of vocabulary

easily and systematically

• Active participants in their learning

process

• Collaboratively involved in content

design

• Engage with outward-facing

learning & OER production

• Reduces need for specialist

knowledge

• Keeps students engaged

outside of contact hours

• Increases class motivation

• Saves time

What’s in it for … ?

Students Tutors


Personal background

Conclusions


Case studies

Connected practice


• The future is Open

• All teachers and students are learners

• Networked learning and open learning are becoming prevalent

• Connectivist principles do not solely apply to MOOCs

• Small steps can be taken in everyday classroom teaching

• Education is about participation, not consumption

• Beyond formal education: life-long learning and civic engagement

Conclusions


Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging

technologies in distance education. Athabasca University Press.

Couros, A. (2011). Why networked learning matters. Presented at Education in a Changing Environment (ECE) 6th International

Conference, Creativity and Engagement in Higher Education, 6-8 July 2011, University of Salford, Greater Manchester, UK.

Guilbaud, B., (2014). Bring your own vocabulary: Engaging students in vocabulary learning with mobile & collaborative

technologies. In: Reshaping Languages in Higher Education Conference 2014. Southampton, Grand Harbour Hotel, 9-

10th July 2014.

Guilbaud, B., (2012). Using Online Asynchronous Discussions for Peer-Feedback: a Case-Study. In: Langages – Cultures –

Sociétés : interrogations didactiques. Université Paris 3 – Sorbonne Nouvelle ‐ DILTEC, Paris 20, 21, 22 June 2012.

Murphy, E., 2004. Recognising and promoting collaboration in an online asynchronous discussion. In: British Journal of

Educational Technology, 35(4) pp.421–431.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. In: International Journal of Instructional Technology &

Distance Learning, 2(1). Retrieved from http://itdl.org/ journal/jan_05/article01.htm

Siemens, G. (2006). Knowing knowledge. Retrieved from: http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.

Wheeler, S., 2012. Digital Pedagogy: Content is a Tyrant, Context is King. In: NAACE 2012 Annual Conference, 9 March 2012,

Leicester, United Kingdom.

References


Any questions?

@BenGuilbaud

connected practice - a language tutor journey through digital and networked technologies - llas...

Education

multimedia literacy

discussion forum ning

information literacy

affordances of web

digital literacyhelps

multimedia content

exam recordingvle

failure management