iallt april 2017 presentation - networked language learning
TRANSCRIPT
Language Learning in NetworksTools and Frameworks for Open Language Learning
Χαίρεται!Apostolos Koutropoulos (aka “A.K.”)
UMass Boston Applied Linguistics, Program Manager
Athabasca University EdD Candidate
Adjunct Faculty, in Instructional Design
1.A little about youAnswer on the slide, or in the chat window
Do you teach?Yes
No
If yes...what do you teach?
If no… what is your role?
Mark this slide!
Where do you teach? What do you support?Face-to-face teaching (little tech) Blended Learning
Purely OnlineFace-to-face teaching (a lot of tech)
How do you connect?I connect myself using _______ I connect my class using______
2.History behind this ideaWhy networks?
Place your screenshot here
Time jump back to 1999(you know Bill & Ted, right?)
Yahoo Chat
Web Scavenged Image
Email!
Web Scavenged Images
Messenger, and ICQ
Web Scavenged Images
3.Definitionsand maybe some frameworks, too!
NetworksA little background on the “Networked” Part
of Networked Learning
A little on Networks
First Appearance in...
Seven Bridges of Königsberg
More recent work by...
● Watts (small-world networks)
● Barabasi (scale-free networks)
For our purposes...
Constitutions of networks exist when people interact with each other by communicating, sharing resources, working, learning or playing together, supported through face-to-face interaction as well as through the use of ICT (Haythornthwaite & De Laat, 2010).
Web Scavenged Image
Visual of a Network (CLMOOC)
From upcoming paper, image by Aras Bozkurt
Networked LearningSomething from the
other side of the pond...
“
We define ‘networked learning’ as learning in which ICT is used to promote connections: between one learner and other learners, between learners and tutors; between a
learning community and its learning resources.
Goodyear, P., Banks, S., Hodgson, V., & McConnell, D. (2004).
Networked Learning defined (as a visual)
Learner Resource
Instructor
?
?
Networked Learning (areas of pedagogy, summary)
Openness in the Educational Process
● Grand idea: learning seen to occur in social contexts, and as a consequence learners begin to address learning from a qualitatively different perspective, a meta-level.
● In McConnell’s research majority of students’ willingness to work collaboratively was dependent on the openness in the group
Self-Determined Learning
● Connection with SDL
● Grand idea: SD learners take primary responsibility for IDing their learning needs; SD learners help others determine their needs
A real purpose in the cooperative process
● Connection with PBL; POPP; Action Research
● Grand idea: Help learners see connections, don’t let things be abstract and unconnected to real situations.
● Promotion of positive interdependence (McConnell)
Networked Learning (areas of pedagogy, part II)
A supportive learning environment
● Connection with SCT and ZPD
● Grand idea: an environment where learners encourage and facilitate each other’s learning efforts.
Collaborative Assessment of Learning
● Connection with scaffolded learning
● Grand idea: Collaborative assessment process (self-; peer-; tutor- assessments). Learning from the process of assessment and getting better prepared for the next assessment.
Assessment and Evaluation of the ongoing learning process
● Connection with Instructional Design
● Grand idea: Learners need to feel that their contributions to course design change matter.
Networked Learning (with a little more depth and expansion)
DOHN’S EXPANSION
Networked learning is learning in which ICT is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources; between the diverse contexts in which the learners participate.
DESIGN FOR LEARNING
It is argued that you can’t design the learning itself. You can set the dominoes in place, but the actual outcome is impacted by the learners and the contexts.
DESIGN WITH PRIMARY CONTEXT IN MIND
Activities which are natural for the learners, and rewarding for them (one of the rationales for ‘going to the learner’ when it comes to social media in the classroom). Primary contexts hence become ancorage points for the learners.
Networked learning as part of a constellation
NL
CoP
ANT
PBL
SDL
SCTPLN
3.Where to from here?Tools, approaches, actions
Some ways to act and think in a networked environment
Downe’s Social Learning Participation actions
● Aggregate, Remix, Repurpose, and Feed Forward
● This is quite individual focused, but still useful
Patchworking
● Networked Learning means that learners engage potentially in many different types of networks.
● Remixing, Repurposing, and Patching together information, knowledge and resources from their various networks (portfolios come to mind here).
Not yet-ness
● Collier describes ‘the play, the fun, the opportunity in complexity and not-yetness’, and argues that ‘the ill-defined, the un-prescribed, the messy can lead to the unexpected, the joyful’. (Ross, 2015)
In addition to Creation
Tools, Part I
Contemporary Counterparts to favorite classics!
Fb Messenger
Fb
Localized social networks
Tools, PartII
“Classics” of the last decade
Wikis & Collaborative spaces
Portfolio Sites (weebly)
Blogs & Reflective Writing
Tools, PartIII
New ways to connect
Multimedia Blogs
HelloTalk
HelloLingo (LiveMocha reborn)
Tools, PartIII
New ways to connect
Web Scavenged ImagesTop: World of Warcraft
Bottom: Star Trek Online
ResourcesTo OER, or not to OER? (MOOCs, Podcasts, YouTube)
Top: France université numérique Middle: OpenCourses.gr
Bottom: MiriadaX
ResourcesLearner Created
Ευχαριστώ!Any questions?
You can find me at:Twitter: @koutropoulosLinkedIn.com/in/koutropoulosFacebook.com/umasslinguistics
References