Navigating the digital landscape by Teresa MacKinnon

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Slide Notes

reflecting on the hyperlink - how has this changed the way we live?

parallels more familiar societal shifts that resulted from air travel, increased interest in languages/other cultures

history of CALL - technologies developed through military needs to function effectively in unfamiliar environments

CMC - landscape for language learning changed by mediated through computers

Navigating the digital landscape

Published on Nov 18, 2015

Presentation prepared for Mahara Hui UK in Southampton 9th November 2015

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PRESENTATION OUTLINE

Navigating the digital landscape

Open educational practice for language learning

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Skills required

autonomy reflection analysis collaboration

to understand and find what you need
to behave appropriately in different contexts
to interact, share respectfully

in technical terms:
access details and password management, able to explore interface, differentiate between different forms of content, understand relevant widgets, refine and perfect hypotheses,

beg acc student mahara project:
shared access to blank collection, volunteers asked to share resources they find useful to support language learning,

transversal skills - see DeSeCo project http://www.oecd.org/pisa/35070367.pdf

“new digital divide” Brandtzæg et al., 2010 - more nuanced, not binary in disctinctions between individuals

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6 powerful forces in education:

Activity
Cooperation
Diversity
Expectations
Interaction
Responsibility

Chickering and Gamson published in 1987 principles for good practice resting on 50 years on the way teachers teach and learners learn.

Chikering's theory of Identity development created specifically to examine student identity development process of HE students, Education and identity revised and updated version published in 1993, describes policies and practices that will foster broad based development of human talent necessary for 21st century.

these harness "unseen" forces in education

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Undergraduate education...

encourages contacts between students and faculty
develops reciprocity and cooperation among students
uses active learning techniques
gives prompt feedback
emphasises time on task
communicates high expectations
respects diverse talents and ways of learning

2nd of the 7 principles identified = reciprocity
"good learning is collaborative and social, not competitive and isolated"
importance of modelling

Photo by Neil Melville-Kenney

project pages

http://m2.warwicklanguage.org.uk/mahara/view/view.php?t=X6MCqwkeI4zcU7iBOmJ...

link to student curated resources http://m2.warwicklanguage.org.uk/mahara/view/view.php?t=X6MCqwkeI4zcU7iBOmJ...

or tiny url:
http://tinyurl.com/omczc3u

Why?

altruism
supported own learning goals
willing to experiment with web tools

Gertrud (sociologist) - out of generosity, right thing to do
Freddie (WBS) diverse friendship group, familiar with online resources

G it is a plus, I might be more immersed in learning french

cc and identity management:

could see why may be attractive option for some, G (Hungarian) "shows progress"

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