elt and social media: using whatsapp as a virtual learning
TRANSCRIPT
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ELT and Social Media: Using Whatsapp as
a Virtual Learning Environment
Donato MartanoCLA Unical, Rende
I.I.S. DaVinci,S. Giovanni in Fiore
Rende, 22/09/2016
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Keywords EFL/ESL = English as Foreign/Second Language
TELL = Technology Enhanced Language Learning
MALL = Mobile Assisted Language Learning
LMS = Learning Management System
VLE = Virtual Learning Environment
SNS = Social Networking Sites
NBLT= Network Based Language Teaching
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Key Points of the Presentation
Formal vs Informal Learning
Virtual Learning Environments
SNS and ELT
Whatsapp as a VLE
Students and Teachers in chat
Advantages and Disadvantages
SNS in Higher Education
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Formal Learning
Occurs in official settings (school, college, university)
Part of a defined curriculum
Planned structure, schedule, objectives and expected outcome
Subject to formal assessment/evaluation
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Informal LearningNo dedicated setting
No defined content, timing, instructions
No set objectives or outcome
Not intentional from the learner’s perspective
Learning by experience, includes languagebuilding, socialization and play
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Virtual Learning Environments Formal: static and structured, with lessons and
practice/assessment sections. Online tutoring and chat/forum as extra features. Often mandatory.
Semi formal: provide both structured parts or courses and extra resources/activities chosenautonomously by the user.
Informal: No predetermined path, usersparticipate in the VLE according to theirpreferences.
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Classification of VLE J. Park (2011) classifies mobile learning
applications confronting two factors:
1) HIGH vs LOW Transactional Distance(Moore, 1993)
2) INDIVIDUALIZED VS SOCIALIZED learning activity
SNS can be considered LowTD/SocializedVLEs
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Integrating SNS in class coursesG. Mallia (The Social Classroom, 2014)
posits 4 ways of integrating SNS:
INTEGRATED
APPENDED
SUPPORTIVE
RANDOM
The difference lies mainly in the degree ofinvolvement in the course structure
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4 ways of Integrating SNS INTEGRATED: teacher imparts instructions on SN
use; SN pages explicitly part of the designed course.
APPENDED: SN pages as continuation/reinforcement of class work. Participation expected, not mandatory.
SUPPORTIVE: participation encouraged, not expected; incidental nature, in line with common usage of SN; likely to be accepted by SS
RANDOM: completely incidental reference to the course. Mainly used for class management, incidence difficult to map.
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Social Network Users “the very nature of most social networks is informal
(…) social networks are used because users want to, rather than because they have to”
(Mallia, The Social Classroom, 2014, Preface)
“ (…) three main dimensions motivate the choice of joining a social network: the information dimension, the friendship dimension and the connection dimension”
(Bonds – Raacke & Raacke, 2011)
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The studyCreation of class group chat in English (4
groups)
Students’ age from 16 to 20
Mixed level, ranging between A1 and B1
Duration: from 1 month to 3 years
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Key aspects of Whatsapp as a VLEThe most popular instant messaging app
Class Management Tool (notices, assignments, reminders, materials)
Communication-oriented
Favors acquisition rather than learning(Krashen 1982 – Input Hypothesis);
Informal, relaxed, anxiety-free (no requirements or expectations)
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Whatsapp featuresReceive and send text messages
View members’ status and profile pic
Share media content (documents/ images/ videos / music / links)
Use emoji and symbols in writing
Record and receive audio messages
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Extra supporting toolsT9
Text prediction
Spellchecker
Easy to integrate with extra apps and tools(online dictionaries, pronuciation check)
Internet search
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Language and interactionWhatsapp is suitable for beginners because:
Members normally exchange SHORT messages
Basic language, roughly tuned
Real communicational needs (sharing info, making appointments, small talk, class management)
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Students INPUT RECEIVERS/PRODUCERS – silence
admitted until they feel ready
IMITATE input produced by teacher or peers
ATTEMPT to communicate
CREATE CONTENT by sharing materials
REQUIRE FEEDBACK from teacher or peers
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Teacher INPUT PROVIDER/TUNER
FEEDBACK PROVIDER (when required)
FACILITATOR – provides scaffolding
SILENT MONITOR – observer
(Gentle) PROMPTER
ADMINISTRATOR – establishes rules
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Dealing with errors in a group chat
Self Correction - *oops
Peer Correction
Teacher’s feedback
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AdvantagesTurn mobile phones from source of
distraction into learning tools
Expand class time and exposure to L2
Support class management
Increase students’ motivation and confidence
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Familiarity with the mediumAgarwall (2011) “Ease of use and intuitive
interfaces of Social Media technologies (…) require zero to minimal training for learners (…) most individuals are already using the social media, and this makes blending them with a learning environment simple and rational”
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Knowledge co-construction “Real-time chat and data sharing
applications support communication, collaboration and knowledge construction.” (Koole, 2009, p. 26)
Structures of learning are built (…) also by collective learners; dialogue is formed (…) among the learners themselves. (Benson & Samarawickrema , 2009)
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Relevance for Students Students are key actors of the learning process,
feel important and trusted. (HumanisticEducation, Rogers 1969)
Meaningful interaction
Builds identity and sense of belonging to a community
Promotes cooperation and communication among SS
Relatively low level of self disclosure
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Disadvantages Impact on learning difficult to estimate or
assess
Didactic misbehaviour (OT, overuse of L1)
Social misbehaviour (quarrels, bullying, abusive language)
Privacy issues (intrusiveness, obsessive chatting, stalking)
Indefinite amount of extra work
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PrecautionsEstablishing a group netiquette
Being discreet and alert at the same time
Using a dedicated phone number/device
Silencing group chats
Shutting down the phone when necessary
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Using SNS in Higher Education? “Academics’ participation in SNS (…) blend social
grooming, identity building, networking and assistance provision-request” (Veletsianos, Aspiotiand Aspiotis, 2010)
Informal learning experiences “present alternative means of engaging students in academic content without the time constraint of the formal curriculum” (Bull, Thompson and Searson, 2008, p 126)
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(In)formal Learning at Unical: The English Corner (tutoring for students of
Engineering, 2009) Self Study Activities (Multimedia Language
Lab) CLAC Project -Language Courses for
International Certifications (Students, PhDs, School Teachers, 2009 -2013)
Conversando (2014/2015) (Conversation Classesheld by International Students at Unical)
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Final Remarks Implementing informal learning within formal learning
contexts enhances students’ motivation and can improveperformance
SNS are particularly suitable VLEs to be used as a continuation of class activities
Whatsapp as a VLE offers a number of advantages (ease ofuse, basic interaction, integrating skills, extra tools)
Some precautions must be taken by the teacher, particularly concerning privacy issues
Informal VLEs such as SNS can be implemented effectivelyin Higher Education contexts
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Bibliography Agarwall, N., 2011, Collective Learning: an Integrated use of Social Media in Learning Environment. In B.
White, I.King,P. Tsang (Eds), Social media Tools and Platforms in Learning Environments, Berlin, Springer-Verlag
Benson, R., Samarawickrema, G. (2009). Addressing the context of e-learnimg: using transactional distance theory to inform design. Distance Education, 30
Bonds-Raacke, J., and Raacke, J. (2010), My Space and Facebook: Identifying Dimensions of Uses and Gratifications for Friend Networking Sites, Individual Differences Research, 8
Koole, M. L. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 25-47). Edmonton, AB: AU Press, Athabasca University.
Krashen, S., Principles and Practice in Second Language Acquisition, 1982, Oxford, Pergamon Press
Mallia, Gorg (ed.) (2014), The Social Classroom: Integrating Social Network Use in Education,, ISR – IGI Global, Hershey PA, USA
Moore, M. G. (2007). The theory of transactional distance. In M. G. Moore (Ed.), Handbook of distance education (pp. 89-105). Mahwah, NJ: Lawrence Erlbaum Associates.
Park, J, 2011, A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types, International Review of Research into Open and Distance Learning, 12.2,
Rogers, Carl , (1969) Freedom to Learn. Columbus, Ohio: Charles E. Merrill.
Veletsianos, G. (Ed) (2010), Emerging Technologies in Distance Education, Athabasca University Press
Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. London: Harvard University Press.
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