edtech in elt: sorting out the trends from the fads
TRANSCRIPT
Edtech in ELT:
Sorting out the trends from the fadsBrian Engquist
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The SAMR model for evaluating technology use
Student uses word processer and e-mails you their writing
Student collaborates with classmates on group writing using tool.
Writing is published and shared with other classes around the world starting a debate.
Student uses spell check and embeds media.
Some other things to think about
Teachers will not be made extinct by tech or “disintermediated.”
The debate has reached a moment of maturity.
Language teachers are uniquely positioned to contribute to the debate.
Edtech applied to languages is a different ballgame.
The grassroots use of Edtech vs. top-down implementation is largely a false dichotomy.
Today we’ll be looking at three things:
Mobile Learning
1
Mobile Learning: Not just a fad. But why?
Mobile Learning…
Is concerned primarily with work outside of class.
Is conditioned by learners using the same/similar devices.
Is primarily concerned with the software/apps being used.
Requires a centre to devise a programme for their use.
Means investing in content for the devices.
The USA
Mobile Learning…
Is concerned primarily with work outside of class.
Is conditioned by learners using the same/similar devices.
Is primarily concerned with the software/apps being used.
Requires a centre to devise a programme for their use.
Means investing in content for the devices.
Photo sharing
Voice Recording
Text Chat
Groups
Download conversationsPhoto sharing
Voice Recording
Text Chat
Photo sharing
Voice Recording
Download conversations
Text Chat
Photo sharing
Voice Recording Groups
Download conversations
Text Chat
Photo sharing
Voice Recording Groups
Download conversations
Text Chat
Groups
Download conversationsPhoto sharing
Text Chat
Groups
Download conversations
Voice Recording
Photo sharing
Text Chat
Groups
Download conversations
Too much information Data Analytics, Adaptive Learning and Computer Based Testing
2
The Grammar McNuggets debate
C2 Mastery
Proficient User
C1 Operational eff.
B2 Vantage
Independent User
B1 Threshold
A2 Waystage
Basic User
A1 Breakthrough
LOGIT ALTE LEVELS CEFR
2.80 3.90 Mastery C2
1.74 2.80 Operational eff. C1
0.72 1.74 Vantage Plus B2+
-0.26 0.72 Vantage B2
-1.23 -0.26 Threshold Plus B1+
-2.21 -1.23 Threshold B1
-3.23 -2.21 Waystage Plus A2+
-4.29 -3.23 Waystage A2
-5.39 -4.29 Breakthrough A1
-5.39 ‘Tourist’
CEFR
Are we there yet?
Progress – how do we know we’re making it?
If the CEFR organised marathons…
20
Global Scale of English90
10
We have created a scale which more accurately reflects the origins of the CEFR:
●It has a new way of looking at what it means to be “at a level”
●It offers a finer more granular scale
●It starts well below A1
●It goes from 10 to 90: nobody starts at true zero and nobody is perfect
●It gives us actionable data around can do descriptors tied to our English Learning Objectives.
CEFR
C2
C1
B2
B1
A2
A1
Learning Objectives
Video
3
No real mystery here…
The Flipped Classroom
Home Sweet Home
Example #3 (Home Sweet Home)
…R: I can’t stand moving house. I never want to see another cardboard box again!A: Your new house is really cool.R: Thanks, Ash.E: What’s your bedroom like?R: It’s a bit small, but that’s OK. There’s a space for a chest of drawers and a little desk for my computer. Anyway, I prefer spending time in the garden.E: What’s behind that door?R: The living room. It’s got a big door out to the patio.A: Let’s go out there now. It’s a lovely dayT: Hang on! Let’s show Ruby the town first.R: I’d like that. What’s the town like?E: It’s very big, but it’s quite nice.A: Come on, then. Let’s go!
Example #3 (Who lives there?)
New Vocabulary Vocab from unit Describing
Dubbin
g
Questions?
Thankyou
Guide to font sizesin PowerPoint presentation
All text should be written in Verdana Regular or Bold.
Large quotes are written in bold 36ptSmaller quotes and main titles can be written in bold 24pt
Section dividers, large quotes subtitles are written in bold 20pt
Subheads can appear in regular 20pt
Large bodycopy is written in regular 20ptCaptions can be written in regular 10pt or bold 10pt
Source is written in bold 12pt
Graph source is written in regular 7pt
Guide to colours in PowerPoint presentation
40% tint
R248 G196 B155
50% tint
R246 G181 B130
60% tint
R244 G166 B106
70% tint
R242 G151 B81
80% tint
R241 G137 B56
90% tint
R239 G122 B31
Orange
R237 G107 B6
Tints
Principle Colours
40% tint
R216 G161 B182
50% tint
R206 G137 B163
60% tint
R196 G113 B145
70% tint
R186 G90 B127
80% tint
R177 G66 B109
90% tint
R167 G43 B90
Purple
R157 G19 B72
40% tint
R153 G209 B190
50% tint
R128 G197 B174
60% tint
R102 G185 B158
70% tint
R76 G174 B142
80% tint
R51 G162 B125
90% tint
R25 G151 B109
Green
R0 G139 B93
40% tint
R175 G180 B213
50% tint
R154 G161 B202
60% tint
R134 G142 B191
70% tint
R114 G123 B181
80% tint
R94 G105 B170
90% tint
R74 G86 B160
Blue
R54 G67 B149
Supporting colours
The supporting spectrums of colour originate from the principle colours, and are used in typography and graphics. Lighter shades should always sit above darker ones.
Principle colours
The four core principle colours in the Pearson colour palette are given equal usage and are always used in the Pearson bar. Only use one hue per application.
Sample chart layout 24pt boldSecond line can appear here 24pt regular
15%
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10pt Verdana Regular
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Source: Source: 7pt Verdana Regular
Sample image and text slide 24pt boldSecond line can appear here 24pt regular
Caption text 10pt regular
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Sample chart layout 24pt boldSecond line can appear here 24pt regular
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Source: Source: 7pt Verdana Regular
Sample chart layout 24pt boldSecond line can appear here 24pt regular
Chart or diagram title 20pt regular
Chart or diagram title 20pt regular
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Source: 7pt Verdana Regular Source: 7pt Verdana Regular
Sample chart layout 24pt boldSecond line can appear here 24pt regular
15%
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40%
10pt Verdana Regular
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Source: Source: 7pt Verdana Regular
Sample chart layout 24pt boldSecond line can appear here 24pt regular
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10pt Verdana Reg 10pt Verdana Reg 10pt Verdana Reg 10pt Verdana Reg
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Sample chart layout 24pt boldSecond line can appear here 24pt regular
• 20pt regular text runs here• 20pt regular text runs here• 20pt regular text runs here• 20pt regular text runs here
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Source: 7pt Verdana Regular
Main title 24pt boldSub-head can appear in 24 pt regular
Bodycopy sub-headline 20pt boldLarge body copy is written in 20pt regular Nemporia voles nia verumdvent, nihit is audam quia demodione nos rem re, inis eatusapellumincilla borepugiae expe que natia quis di ipicia.
• Sub-section– Sub-section
○ Sub-section
Section name 24pt boldSection sub-head 24pt regular
Large body copy is written in 20pt regular Nemporia voles nia verumvent, nihit is audam quia demodione nos rem re, inis eatusapellumincilla borepugiae expe que natia quis di ipicia• Vollest rendeliquo quis di ipicia sa ventissimus, corae vellaborate
intus acea doluptatur seque
‘Key point or quotation can appear here, in this size and position’ 36 boldSource 12pt bold
‘Key point or quotation can appear here, in this size and position’ 24pt boldSource 12pt bold
Some basic considerations to start with
1. Section name– Sub-section– Sub-section– Sub-section
2. Section name3. Section name4. Section name
– Sub-section– Sub-section
http://www.academia.edu/2050979/Mobile_learning_What_is_it_and_why_should_you_care
Some basic considerations to start with
1. Section name– Sub-section– Sub-section– Sub-section
2. Section name3. Section name4. Section name
– Sub-section– Sub-section
Start learning “Perfect”
Learner Descriptor
<A11
32
CEFR boundary
A1
A2
B1
B2
C1C2
Some learners learn faster than others
Learning is not always continuous: learners will lose some ability when they pause
learning
The CEFR ‘levels’ divide the continuum in stages
Growing proficiency is described with ‘can-do’
statements: descriptors
Learner 1 and 2 are at same ‘level’, but 2 and 3 are closer in proficiency.
Note: the CEFR stages are arbitrary; learning is continuous, not staged
A Learning JourneyThe CEFR: Describing language proficiency
Some basic considerations to start with
1. Section name– Sub-section– Sub-section– Sub-section
2. Section name3. Section name4. Section name
– Sub-section– Sub-section
Some basic considerations to start with
1. Section name– Sub-section– Sub-section– Sub-section
2. Section name3. Section name4. Section name
– Sub-section– Sub-section
Learning Objectives
Launched April 2015 at IATEFL
✓Hundreds more ‘can do’ statements to teach with compared to CEFR
✓4 audience specific sets of objectives
✓‘Can do’ statements rated by thousands of teachers worldwide
✓Underpins pedagogy of course material
Is course agnostic
Is low stakes (not an end in itself but the beginning of a conversation and action plan)
Provides actionable data around can do statements
Is a completely adaptive test - adjusts to each individual leaner so no two test experiences are ever the same (eliminates ability to copy).
Uses fully automated computer marking for all four skills (including the productive skills - speaking and writing) which is more objective than human scorers (.97 reliability)
Provides 7 marks: Global, 4 skills, plus a grammar and vocabulary mark in seconds
Is reported on the Global Scale of English with correlations to other internationally recognized frameworks like CEFR.