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Innovation in English Language Learning:
21st century learn, teaching & assessment
Michael Carrier
Cambridge English
ACERT Prague
March 2014
Innovation in…..
• Theory
• Methodology
• Teacher support
• Technology
• Learning materials
• Assessment
"cellphones are the
gateways to all of
human knowledge"
Ray Kurzweil
"Whenever I go into
class, I have to
power down."
English as a global tool - Aspirations & Challenges
Challenges for
English: • High demand for
English
• Short time in class
• Large class sizes
• Non-communicative
school leaving
examinations
• New generational
learning styles
Aspirations:
• Access to Education
• Access to Employability
• Access to Social mobility
New ideas in education
A new vision of learning …… as an activity not a place, open to new people with new ideas, of learners “pulling” learning toward themselves, rather than teachers “pushing” learning out” Michael Stevenson
• Blended learning
• 1:1 classrooms
• Flipped classroom
• Adaptive learning
• Big data
• Learning-oriented
assessment (LOA)
• Collaborative assessment
• Deep learning
21st century skills
The 7 Cs:
Critical thinking & problem solving
Creativity & innovation
Collaboration & teamwork
Cross-cultural understanding
Communications, media literacy
Computing and ICT literacy
Career & learning self-reliance
PLUS – the 8th C:
Competence in English
New learning styles for new generations
Generation Y Learning Styles:
• Doing is more important than
knowing
• A need for immediacy
• Trial and error approach to
problem-solving
• Low boredom threshold
• Multitasking and parallel
processing
• Visual, nonlinear and virtual
learning
• Collaborative learning
• Constructivist approach
Ashridge Business School
Classroom
External world
Personal world
Techno-logy
options
English speaking
world
Reflection
Are your learners different from learners 5-10-15
years ago?
What consequences (if any) should we draw from
this?
Digital Learning
1 New Goals • Digital literacy, global citizenship,
interculturality
2 New Pedagogical models • For learning in a digital age
3 New Activities • Inside and outside of class
• Formal and informal learning
• Ubiquitous learning
• Consume content vs Produce content
• Individual vs collaborative work
4 New Content
5 New Tools, new media
Benefits:
• Relevance
• Align with learning styles
• Communicative & productive
focus
• Rich content gives exposure to
authentic language
• Collaborative activities
• Time on Task - extends learning
time beyond classroom
• New pedagogical models
empower the learner
Digital Classroom Personal Response Systems
Voting &
assessment
devices (and now
phone apps) with
real-time quiz
scores via mobile
Digital Textbooks
Technology-supported: learners at the centre
Face-to-face
classroom
eTutors
VOIP & FaceTime
Learning
device
LMS as hub
Blended
learning
Big Data: Tracking &
Portfolio
The
Learner Individualised
pathways
Social learning
Handheld learning
On-demand content
Cloud synchronisation
Adaptive learning
Speech recognition
& AI tools
Learning – oriented
assessment
New Learning modes
Benefits:
• More time with
teacher
• Learn at own pace
• Mastery learning
• Level playing field
• Absences
• Diagnostics
• Students teach
each other
• Involves parents
Mix of pedagogical models
Informal learning Formal learning
Communicative
content creation
Teacher-led
(inc. remote)
Self-directed digital
1:1 device groups
Group-
oriented
Self-
study
In-class vs Out-of-class model
Before Class In Class After Class
Activities: • Writing
• Comprehension
questions
• Online workbook
• Practise vocab
with Apps
• Formative
assessment
Activities: • Reading &
Listening activities
• Study text
• Learn vocab
online
• Grammar in Use
activity with Apps
Activities: • Speaking
activities
• Pairwork
• Concept
questions
• Communication
activities, games
storytelling
• Mentoring
What is the teacher of the future?
Frontal teacher
Sage on the stage
Vs.
Facilitator
Mentor
Guide
Support
Reflection - Are you a technophobe?
• Do you use cassettes in your class?
• Do you use website materials in class less than once a month?
• Do you show video clips in class less than once a month?
• Have you ever said “I’m not good with technical things”?
• Do you have a non-Internet phone?
Personalisation
• Adaptive learning
• Individualisation
• ‘Big data’ analytics
• Targeted
recommendations
• Tracking
• Learning-Oriented
Assessment (LOA)
• ePortfolio
Personalised learning
Learner:
Personal learner profile
Has voice & choice
Chooses resources
Owns learning
Learning environment:
Flexible & blended
Multiple learning technologies
Access to tools and resources
Community
Teacher:
Facilitator & guide
Understands individual learners
Redesigns classroom
Differentiates activities
Pedagogy:
Communicative
Standards-based
Learners co-design goals
Assessment for differentitation
21st century
assessment:
Big data
• International
standards
• Research-led
• Evidence-
based
• CB
• Automated
grading
What’s Handheld Learning?
Handheld learning What is Handheld Learning?
•Using tablets/mobile phones in class
to study language activities –
exercises, reading, listening etc
•Using student laptops/ handhelds in
class for group activity
•Using tablets/mobile phones outside
class for student self-access language
practice
•Using mobile phones ‘in the wild’ - to
collect data for lesson input, record
interviews etc
Mobile or Handheld?
Mobile Handheld
Phone SIM yes no
Use in class less likely - often
banned
yes – can be
managed
Use out of class yes yes
Group work for out of class
tasks, recording,
data collection
plus: rich media,
web research
Individual study
activities
yes – but limited yes
Courseware less likely yes
Your own Activity taxonomy
task individual group
Consuming:
Grammar study
√
Self-access quiz √
Reading √
Listening √
Vocabulary √ √
Producing:
recording/interviewing
√
storytelling/writing √ √
phonecasting √
phoneblogging √
upload & share projects √
Top 10 Social Media activities
Twitter: Send a tweet about next week's class - with task to do in advance
Post links to authentic resources to study
Facebook:
Create a Facebook group for the class
post homework tasks for next class
post interesting links to resources like videos, exercises, cartoons
post topic questions for debate/discussion, & monitor discussions
post a video link and give the task of making notes about it (précis writing)
Instagram/Flickr: post interesting photos to stimulate writing practice activities
Blogs:
Create a class blog for you and students to write in
Blog about videos to watch - students keep a list of new vocab they come across
Students blog about what they have learned, trips they have taken, new resources etc
Top 10 app activities…
Feature phones
• Take photos out of class - bring to class for discussion or project (eg writing city tourist guide)
• Record conversations & pair dialogues in class
• Use mobile flashcards for vocabulary
• Use dictionaries on phones
SmartPhones/Tablets
• Use practice apps – grammar & vocab exercises
• Watch video podcasts
• Listen to audio podcasts & check comprehension
• Create stories with photos and recordings (eg Scavenger Hunt)
• Use authentic input from Internet
• Phone casting & Phone blogging
• PRS quizzes
What’s the 1:1 concept?
1:1 learning - OLPC classroom devices
• Uruguay
• Paraguay
• Peru
• & more…
“What children lack is not capability,
it is opportunity and resources.
In the first years of OLPC we have
seen two million previously
marginalized children learn, achieve
and begin to transform their
communities.”
“OLPC's mission is to empower the world's poorest children
through education” Nicholas Negroponte, MIT
1:1 learning “The students were
clearly interested,
motivated and engaged
by the computer based
materials, far more so
than is likely to be the
case for traditional
approaches to
teaching. “
In their study, Bebell and Kay found that teaching
and learning practices changed when students and
teachers were provided with laptops & wireless
learning environments.
In the five 1:1 schools they examined, they found
that access to 1:1 computing led to measurable
changes in teacher practices, student achievement,
student engagement, and students’ research skills
compared to the control condition.
1:1 & language learning • Access to anytime anywhere learning
• Access to real models of English - bring more
authentic English content into the classroom
• Develop new forms of communicative
pairwork activity in class
• Set up authentic tasks using the device’s
recording functions to tell a group-developed
story
• More time on task - extend language practice
outside the classroom – more hours per week
for English study.
• Can reinforce parts of classwork
• Can prepare ahead in Flipped mode
• Added motivation
Not yet available:
• Students can’t learn to
speak – though they
can learn to listen and
improve pronunciation
• Students can’t carry
out natural
communicative
interaction with a
virtual partner (but can
have remote partner)
• Technology can’t
parse, understand and
semantically respond
to student speech
(though can transcribe
it and translate it)
Plan Ceibal – remote teaching, local support
Remote teacher
using video-
phone
Students with
Classroom
laptops
Local class
teacher
managing activity
Local classroom:
TV screen
showing remote
teacher
Lesson materials
shown via Webex
2-way video
& audio
Joint
lesson
planning
30
What is the value of 1:1 & handheld learning?
• Anytime anyplace
• Time on task
• Personalised learning
• Self-paced learning
• Autonomous learning
• Motivation
• Authenticity
• Credibility
What should we do?
• Integrate out-of-class with in-class
learning
• Design curriculum for out of class
learning
• Deliver English practice on mobile
phones
• Ensure learners have BYOD access
• Use handheld learning and VLEs to
structure autonomous learning
Reflection
How can 1:1 & Handheld learning approaches add support to your teaching?
• Now?
• In 2 years’ time?
• In 5 years’ time?
What’s Cambridge doing?
Cambridge English Apps
Supplementary practice apps
Exam preparation apps
Tablet course materials
Tablet textbooks – Complete IELTS
Tablet-based testing
Helping teachers develop
1:1 Policy development
Investment focus Budget
Technology infrastructure:
• Bandwidth
• Equipment – 1:1 devices &
BYOD systems
33%
Teacher development:
• pre-service
• in-service
33%
Curriculum update:
• pedagogical models,
language syllabus,
assessment systems
Digital content:
• textbooks, authentic input,
activities, apps
33%
Policy checklist
Strategy:
•Outcomes
•Measurement
•Quality Standards
•Sustainability
Pedagogical models:
•Curriculum design/integration
•Teacher training
•Classroom design
Technology:
•Connectivity
•Device-agnostic content
•Platform agnostic content
•Issues:
•BYOD, AR, ASR, IWB, LMS, QR,
Flipped Classroom
Digital teachers - competences
42
• Personal development:
Technology awareness;
curiosity; User training
• Lesson planning:
how to integrate digital content
• Classroom management:
how to coordinate formal
& informal activities
• Classroom management online:
how to manage a virtual
classroom
• Digital tools & media
awareness:
how to create new content with
students
“You can fill all the classrooms
with computers, but if you don’t
train the teachers on how to use
them effectively, [your]
investment will lose all of its
purpose.”
Dr. Huseyin Celik, former minister
of education, Turkey
Online tutor course
Digital teachers – development courses
43
Teachers Tech Toolkit:
• Wikis
• Blogs
• Slideshare
• Dropbox
• Prezi
• App stores
• iTunesU
• MOOCs
• VOIP – Skype
• VLEs – Moodle, Blackboard
Reflection
Are you a networked teacher?
What digital competences would you like to have?
Digital teachers – our CPD
• Cambridge CPD
framework for
lifelong journey
• Cambridge English
Teacher
Resources
• Cambridge
Language update
courses
• Cambridge
Methodology
courses
Cambridge CPD Framework
Cambridge Teacher Qualifications
What next?
The Educational Technology Horizon Report
Time to adoption – one year or less
Flipped Classroom
Mobile apps
Tablet computing
Learning Analytics
Mobile Learning
Social media
Cloud computing
MOOCs
Time to adoption – two to three years
Augmented reality
Gamification
Internet of Things
3D Printing
Badges
Visualisation
Digital identity
Open content
Personal learning environment
Time to adoption – four to five years
Flexible displays
Wearable technology
Virtual and remote
learning
Natural user interfaces
Telepresence
MOOCs – also for English?
Can provide:
• System
knowledge
• Receptive
skills
• Teacher
training
• Teacher
reference
Remote learning - Telepresence
Wearables, AR, ASR
• Wearable technology
– the iWatch
• Augmented reality -
overlays
• Speech recognition –
facilitating new learning
processes
• Voice control – Google
Glass
• Speech-to-speech
translation - Google
Translate
• Brainwave detection
Babel Fish
Top 5 issues for innovation
• Learning success requires extensive access to authentic
spoken language input
• Learning success requires learner activity tracking,
assessment and feedback loops, and personalisation of
learning content
• Teachers need support to integrate technology
• We need technology to extend learning beyond the classroom
and increase Time on Task
• We need to innovate to give new generations of learners need
more autonomy over their access to knowledge
Research – TIRF language learning papers
• 8 papers on
current state of
mobile learning
approaches to
teaching of
English
author title
Ken Beatty Beyond the classroom: mobile learning in the wider world
Agnes Kukulska-Hulme Re-skilling language learners for a mobile world
Nicky Hockly Designer learning: the teacher as designer of mobile-
based classroom learning experiences
Philip Hubbard and
Glenn Stockwell
Some emerging principles for mobile-assisted language
learning
John Traxler Mobile Learning for Languages - Can The Past Speak to
the Future?
Nik Peachey Quality reviews of language learning materials available
for mobile devices, including those for workplace English
Paul Sweeney TBC
Matthew Kam TBC
Download from: www.tirf-online.org
Contacts:
For a free reference list on
Technology in English Language Learning,
please go to: www.tirfonline.org
Cambridge English sites:
• http://www.cambridgeenglish.org
• https://www.teachers.cambridgeesol.org/ts/
• http://www.cambridgeenglishteacher.org
Comments:
If you would like copy of the presentation & references:
www.michaelcarrier.com
