Crossing borders disrpution
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Presentation for West Midlands Regional Learning technology meeting 14.11.16 at Coventry University DML
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Crossing borders disrpution
- 1. Disrupting borders Using technology to connect language learners for Online Intercultural Exchange (OIE). Teresa MacKinnon 14.11.16 WMRLTG
- 4. Definition and Selection of Competencies (DeSeCo)
- 6. 3 categories of telecollaborative tasks: • Information exchange • Comparison and analysis • Collaborative tasks (O’Dowd and Ware, 2009)
- 10. Tensions • Curriculum • Learning spaces • Roles • Modes of communication • Institutional norms • Closed, pre-defined vs co- constructed, flexible • Formal vs informal • Directed vs self directed • Enforced vs chosen • Fixed processes vs readiness for change
- 11. Read more: • O’Dowd, R., & Ware, P. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173–188. • O’Dowd, R., & Lewis, T. (eds.) (2016) Online Intercultural Exchange: Policy, Pedagogy, Practice. Routledge:London. • Trends shaping education 2016 OECD http://www.slideshare.net/OECDEDU/trends-shaping-education-2016 Harvard: Disruption in Education • Educause http://net.educause.edu/ir/library/pdf/ffpiu013.pdf
Editor's Notes
- M2.warwicklanguage.org.uk Disruption in education Christensen et al, 2003 Harvard BS – business centric, 2 types – product (telephone replacing telegram) / access (cost reduced – MOOCs)
- Diversion from importance of learning Polarisation – most interesting opportunities lie at the intersections
- Complexity of language learning – social/psychological, not purely cognitive. An effective 2nd language user has to create a new identity, a new way of being themselves. Increases empathy, opens minds, better thinkers. Access important.
- OIE happens at intersections OECD report – oie tasks situated there. Tasks designed collaboratively. Uni-collaboration.eu database
- Social aspects of VLE’s not well developed, carried out a survey of European language practitioners using tools for international collaboration for HEA. Moodle - Object oriented, content based approach. In language the interactions matter, social construction of knowledge limited by clunky asynchronous tools with unintuitive interfaces. Voice – scaffolding. Social media tools used by staff and students to augment and enhance immediacy
- Synchronous tools, wimba classroom + elluminate, bb collaborate classic – now webRTC – html5 Ultra, complex development as browser standards non existent, useable across browsers and devices. Type 1 disruptive technology, now pressure to type 2.
- Snap surfaces messages on right hand side once logged in Filters – so last century!
- Importance of open practice, learning should not be locked down, available only to some communities. Access to materials limited, opened16 conference – effects on us students of high costs of learning http://www.studentpirgs.org/reports/sp/access-denied