mobility of technology, learning and learner

E-learning & future Internet
New Vistas in Educational Technology

Prof. Dr. Piet Desmet
(K.U.Leuven/KULAK – itec)

EFODL – 01.03.2011 – Piet Desmet
E-Brain. The @rt of Innovation

0. Say it with metaphors….
1. Beyond closed tasks: intelligent building blocks
2. Adaptivity: construction of learning environment
3. Mobile learning: device
4. Serious gaming: type of learning environment
5. Social software: contact is king
6. Integrated learning environment:
relationship c-learning & e-learning
7. The digital world: the new normal


0. Future technologies, past didactics?
0. Say it images...
Say it with with metaphors….

0.1. Future technology & past pedagogy?
(technology-driven vs pedogogy-driven)

Metaphor 1: A new shop or just a new window?

Exercise environment for verb conjugation or vocabulary

Dos diskette -> Windows on cd-rom -> website -> LMS -> …

But: extra didactical features?


Technological progress
vs
Pedagogical innovation

-> Technology is no longer king….

Computerpower doubles every 2 years

The Penrose impossible stairs

Metaphor 2: Can we drive our four-wheel drive?
first: setting up multimedia language lab or e-learning centre
then: question of usefulness

-> need for digital didactics
(extra driving license)


0.2. Blended learning: relationship c- & e-learning?

Metaphor 3: Build a garden house or renovate the entire house?
impact of e on c

Metaphor 4 : Cherry on the cake or javanais?
e –learning offered as extra feature (bonus)
or as integrated part of the offer

users: focus on engine or on driving comfort?


1. Beyond closed tasks:
intelligent building blocks
1.1. Global typology: EDUMA-TIC

1.2. Approximate string matching and half-open learning tasks

1.3. Extension of the typology: supported open
(cf. legal cases online: Jurim@tic)

1.4. New half-closed types: select text


1.1. Global typology of learning activities

# possible correct Predictability of Automated correction
answers answers
Closed exercise One Total Yes

half-open exercise Multiple High Yes

open exercise any Limited No

Closed: MC, drag-and-drop, fill in the blank,
ordering/matching, cross words, etc.

Half-open: translation
rephrasing
correction
dictation
www.edumatic.be
Open: essay-question


1.2. Half-open: based on Approximate String Matching
cf. Vous dites?!

xxx = substitute
(…) = insert
(xxx) = delete


1.3. Supported open questions: online legal cases (Jurim@tic)

• Open question: free input entered by learner
• Creation of feedback, based on:
 Model answers
 keyword matching
• white list (+ score)
– and
– if
– if then
• black list (0 or – score)
• negations (and range)


Supported open: frontend (legal case & input zone)


Supported open: back office – white list & black list


Supported open: semi-automatic correction


Supported open: adapt score and select feedback


Use of supported open in two steps:
– Step 1 : testing
as highlight and feedback tool (support), used by
teacher
-> manual check and eventual optimization
of black and white list

– Step 2 : learning
Use results of step 1 as exercise with automatic
correction and extensive feedback (without human
intervention)


1.4. New half-closed exercise type: Select text

• Half-closed (possible answers are not given)
• Indicate keyword(s) in a sentence/ paragraph/ textmark
• Indicate the “range” for the selection (“range” as such does
not influence the score)
• feedback


select text: learning activity


select text: feedback


2. Adaptivity: construction of the
learning environment
• Automobile industry
(e.g. adaptive lighting, adaptive windscreen wipers, adaptive cruise
control, etc.)
Time and place, weather conditions, traffic, etc.
= external/ contextual factors
• adaptive marketing
User profiles
= internal factors


Adaptive learning (cf. Brusilovsky)
(a) Adaptivity: to what?
- difficulty level of the tasks
- learner profile (prior knowledge, motivation, cognitive load, interests & preferences)
- context (time and place, device, etc.)

(b) What to adapt?
- adaptive form representation (form in which content is presented to the learner, e.g.
dynamically generated hypermedia pages)
- adaptive content representation (e.g. with or without learner support)
- adaptive curriculum sequencing (e.g. selection of items in function of difficulty
level, learner profile, etc.)

(c) How to implement adaptivity?
- full program control (via reasoning component ‘if.. then…’ rules)
- full learner control
- shared control


Proficiency level: A1 – C2
Motivation: 0.50, 0.60, 0.70, …
chance of good answer
Creation and selection Interests: themes
of learning objects

Database

Backoffice

anytime, anywhere
E-screening
prior FRONTEND
knowledge
(motivation, i Adaptive Learning
nterests) Environment

tracking & logging data

etc.
Reasoner
Adaptive selection

Demo Maribel Camtasia


3. Mobile learning: device
Definition?  Mobility of:
– technology: Handheld devices: Smartphone, cell phone,
MP3 players, tablet PC’s, etc.
– learning: anywhere & anytime  freedom
– learner : “learner on the go”


Mobile learning

• Trends & topics in literature:
– Adaptation of learning activities to
• technology (cf. limitations of mobile devices)
• location  contextualized learning
– “rethinking” of some pedagogical aspects leads to new
learning experiences:
• Informal learning: mobile learning situation vs. formal
classroom context
• Personalized learning: learner = at the centre
• Collaborative learning: emphasis on social interaction


Mobile assisted language learning (MALL)

• 2 types of MALL applications (based on Kukulska-Hulme &
Shield 2008):
– Content-related approach: applications based on
delivering content
– Design-related approach: applications specifically designed
for mobile context
• The potential of language learning has already been proven in
a number of studies
Examples of mobile language learning
 vocabulary
 grammar
 pronunciation
 listening (multimedia)

Content-delivery: vocabulary

• Thornton & Houser (2005):
– Learners receive vocabulary via e-mail on their
Smartphones
 Results of study: higher learning effect than study of
vocabulary on paper  BUT: learners studying on
Smartphone were prodded more often to study (via e-
mails)
• Kennedy & Levy (2008):
– Learners receive SMS with Italian vocabulary (every week)

 Content delivery is still a teacher-led approach (vs. learner
who controls the learning process)

Design-based: Grammar

• Tense ITS (Cui & Bull 2005): exercises on verb
conjugation, adapted to learners’ location and context


Design-based: Pronunciation

• Uther et al. (2005): exercises for Japanese learners of English.
E.g. difficult sounds /r/ en /l/:


Design-based: Listening
From www.franel.eu to franel.mobi


www.franel.eu


Demo: film franel.mobi

http://www.youtube.com/watch?v=wS579FeJB1g


Challenges

• More empirical research studies on the effectiveness of
mobile applications.
• Towards a pedagogy of mobile learning?
• Design of learning activities, based on empirical research and
a sound theoretical framework.
• Adaptation of learning materials to technological limitations
while still providing rich input.
• Explore the use of social interaction and collaborative learning
in a mobile learning environment.


MAPLE
• Mobile Adaptive Language Learning Experience
• Mobile and adaptive learning environment for
French
• Content:
– Listening comprehension
– Reading comprehension
– Vocabulary
– Spoken interaction
• Based on authentic text and video material


4. Serious gaming: type of learning
environment
Added value?
A. Situated, authentic content/input (multimedia)
B. Authentic language learning tasks
C. Dynamic assessment (integrated, tiered feedback) (e.g.
Purushotma, Thorne, & Wheatley, 2008)
D. Social aspects: cooperation and negotiation with native
speakers in highly motivating gaming environment (e.g.
Thorne, 2008)
E. Higher retention of vocabulary (e.g. Neville et al, 2009)


Serious games: how to recognize one?
Elements of game (Prensky, 2001) Result (Prensky, 2001) Serious game?
1. Fun enjoyment, pleasure, motivation

2. Play intense involvement, absorbing

3. Rules structure procedural/basic knowledge

4. Goals & objectives motivation learning /learner goals

5. Interactive doing

6. Adaptive flow
7. Outcomes & feedback learning assessment

8. Win states ego gratification

9. Conflict/competition/challenge adrenaline 1-1, 1-other, 1-computer

10. Problem solving creativity

11. Interaction social groups 1-tutor, 1-other, 1-teacher

12. Representation & story emotion context


Situated Avatar-Based Immersive Learning (SAIL)
language as “resource”, as instrument to achieve certain goals
Mostly task-based, which requires a task-oriented
instructional design

Mini-games
Competition
Adaptivity (levels)
Time constraints
etc.


LLINGO
• Language Learning in an Interactive Game
Environment
Immersive language learning environment
Avatar-based
Task-based
Role-playing game
Recast as feedback
User-generated dialog system


E-Brain. The @rt of InnovationEFODL –
01.03.2011 – Piet Desmet
E-Brain; The @rt of innovation

Minigames


Mobile minigames


5. Social software: contact is king

Technology Content Contact


Livemocha.com


Geochallenge


Wordchallenge


6. Level of integration in the curriculum
Need for Integrated Language Learning Environments (ILLE)

6.1. infrastructure: c- and e-environment are not in tune
no e possible in c-environment (cf. traditional classroom)
no c possible in e-environment (cf. PC room)

6.2. domains: e-learning: dominance of knowledge components
(lexicon, grammar, etc.)
c-learning: also skills
(reading, listening, writing, speaking)
6.3. content: Limited interaction between c- and e-content
6.4. coaching: e-learning often used for remedying and differentiation
-> not a central component of the didactical process

limited interaction between c-coach and e-coach


6.1. Infrastructure: multimedia language lab
K.U.Leuven Kulak
 30 networked Pc’s (learners): 5 trapezial tables with 6 computers each
(eye contact with central console is possible + possibilities to
communicate around the table)
 Central console (coach): 2 Pc’s (one for the supervision of the lab and one
to select equipment) + data projector connected to second PC
 Central communication area

Equipment: CD, DVD, television channels, document reader, 2 cameras (fix &
mobile camera), tape recorder


4 layers of a language lab
1) PC class with extra features (placing, extra equipment, etc.)
2) Operating system for communication between central console and tables
(forward documents, take over learner PC’s, monitor learners, etc.)
3) Control system for learning content  often LMS
LMS offers particular advantages:
- learners start applications from the LMS (central console ↓)
- teachers focus exclusively on their role as coach
- learners do not all have to work on the same materials
(autonomy↑)
- learners can continue their work outside the classroom sessions
4) Specific applications
- existing applications
- proper developments with authoring system

6.2. Domains: no exclusive e- or c-domains


6.3. Content: optimal tuning of e- and c-content
At least 2 strategies:
a) c-content as central part of the learning materials
-> optimal tuning of e-content to c-content

cf. electronic manuals (CD-rom and web)

cf. use of authoring systems (Hot Potatoes, Edumatic, etc.)

b) e-content as central part of the learning materials
-> optimal tuning of c-content to e-content

cf. use complete language learning environments (learning platform,
authoring system, etc.)

cf. develop communicative language tasks for e-environment

Right now a) especially for schools, b) for vocational training


Blended learning
Medical French

www.blcc.be


Deliverable 1 : e-learning modules – 62 hours e-learning

Generic modules Specific modules
Le patient et les examens Gynécologie/IVG/Maternité/Néonat
alogie
Situations délicates Orthopédie
L’anamnèse Oncologie
L’hospitalisation Radiologie
Les complications Radiothérapie
Le patient et les détails pratiques de Urologie
son hospitalisation
Médecine nucléaire


Deliverable 2: learning materials for c-learning
8x 3 hours

•For each e-learning module:
• Communicative activities
• Communicative drill exercices
•50 role plays


6.4. Coaching
Basic principles:

• E-environment should allow for e-coaching
for the learner: intelligent feedback
partly learner-controlled environment, etc.
for the coach: reports based on tracking & logging data

• C-coach continues where e-environment left off
determined problems,
level of activity, etc.
And stimulates more intense use of the e-environment
via regular mails at intervals
via assignment of additional tasks in the e-environment

 ideally e-coach = c-coach


7. The digital world: the new normal

1994 2006


Digital (learning) is

the new normal
a must
trivial
mainstream

It’s not about technology. It’s about usage & added value!


Some Key rules:

Zero Tolerance for Digital Failure

Good Enough Beats Perfect (cf. MP3, Skype, Netbooks, etc.)

Abandon Absolute Control

EFODL – 01.03.2011 – Piet Desmet (Hinssen 201: 119)

Contact
• Prof. Dr. Piet Desmet

Piet.Desmet@kuleuven-kortrijk.be
http://wwwling.arts.kuleuven.ac.be/franling_e/pdesmet/

• ITEC
www.kuleuven-kortrijk.be/itec


mobility of technology, learning and learner

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