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© UCLES 2013
Re-defining access to English Language
Learning: Handheld & Mobile Learning
Michael Carrier
Cambridge English
LABCI conference
Lima, July 2013
© UCLES 2013
Handheld Devices
© UCLES 2013
© UCLES 2013
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
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Learning & change
• We live in a fast-changing
world
• Our learners’ needs and
aspirations are changing
• A generational shift in
expectations about
learning & technology -
when how and where to
learn
"cellphones are the
gateways to all of
human knowledge"
Ray Kurzweil
"Whenever I go into
class, I have to
power down."
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Education 3.0 - 21st century skills
Key 21st century Skills:
Ways of thinking
• Creativity & innovation
• Critical thinking, problem solving, decision making
• Learning to learn – curiosity
Ways of working
• Communication
• Collaboration
Tools for working
• Information literacy
• ICT literacy
Living in the world
• Citizenship – local and global
• Lifelong learning
• Cultural awareness and competence
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
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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
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The Flipped Classroom
8
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Flip!
Benefits:
• More time with
teacher
• Learn at own pace
• Mastery learning
• Level playing field
• Absences
• Diagnostics
• Students teach
each other
• Involves parents
© UCLES 2013
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
© UCLES 2013
Digital Classroom Personal Response Systems
Voting &
assessment
devices (and now
phone apps) with
real-time quiz
scores via mobile
Digital Textbooks
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Virtual Classroom Virtual Community
• LMS/VLE
• Resource bank
• Homework activities
• Supplemental work
• Progress tracking
• ePortfolio
• Self-access course
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Remote learning - Telepresence
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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
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Why use Handheld learning?
HHL benefits:
• Additive
• Time on task
• Ubiquity
• Motivation
• Relevance
• Authenticity
• Credibility
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Handheld or mobile? • In or out of class – or
both?
• With or without SIM
function?
• Passive consumption or
productive creation?
• Language focus or task
focus?
© UCLES 2013
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
© UCLES 2013
Research – Cooney & Keogh + H.Reinders
Use of mobile phones for
language learning
• promote oracy
• increase student motivation through
the use of familiar technology
Cooney & Keogh
Findings:
• 67% of teachers said students made
progress
• students abilities to learn autonomously
were enhanced
• teachers commented positively on the
shift from teacher-led to student-led
learning
• teachers noticed increased motivation
and student interest
‘’phones are social tools that facilitate
authentic and relevant communication
and collaboration among learners''
“more exposure to the target language,
and more practice, or time on task,
explains most of the variations in
students’ success”
“...they give students control over their
own learning. Students control the
medium - and teachers, by elaborating
how best to use the medium, provide a
blueprint for autonomous learning,
especially during he wide range of daily
social activities where mobile phones
are more likely to be used”
Reinders
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Some activities…
SMS phones
• Text each other to build a story
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
© UCLES 2013
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 √
© UCLES 2013
© UCLES 2013
Handheld Learning Scenarios
Option Classroom Study plan
1 Traditional Communicative class based on textbook;
online workbook & Apps for homework
2 Creative handheld Handheld creative activities in class, online
guided homework
3 Flipped classroom Videos online & tablet exercises pre-class;
groupwork and mentoring in class
4 One-to-one &
personalised
Handheld per student, digital textbooks,
personal response systems, teacher tablet
management, adaptive learning via
individualised pathways, tests on tablets,
LMS for homework and parental support,
eportfolios
© UCLES 2013
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
© UCLES 2013
English by SMS
SMS in Sudan
Mohamed Ali Amin a health-care official based in Darfur, has been subscribing to the Advanced Level service for about a year.
He likes the fact he gets snippets of English four times a week and feels it has helped improve his grammar and vocabulary.
This is important for him as he uses English in his job, but due to a lack of time and his location, finds it difficult to study on a more formal basis.
© UCLES 2013
Nokia Life - Learn English
Nokia Life
(SMS)
Nokia Life+
WebApp
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Cambridge English Apps
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Cambridge English – Textbook Apps
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Supplementary practice apps
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Exam preparation apps
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Dictionary apps - MyWordBook 2
• Interactive vocabulary learning tool
• Create flashcards for the words you’re learning
• Content from Cambridge University Press creates
an interactive dictionary
• Adaptive learning moves words from practice area
into review area
• Available for iOS, Blackberry and Android
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Tablet self-access materials
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Tablet course materials
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Tablet textbooks – Complete IELTS
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Tablet-based testing
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Reflection
How can Handheld learning technology add support to your teaching?
• Now?
• In 2 years’ time?
• In 5 years’ time?
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1:1 learning – English with Intel & OLPC
“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.
© UCLES 2013
© UCLES 2013
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
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1:1 learning in Brazil &
Argentina
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Classroom management
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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
43
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Digital Teacher competences
46
• Technology awareness
& curiosity
• Operational skills
eg how to use Office
• 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
© UCLES 2013
Digital Teachers’ Tech Toolkit
• VOIP – Skype, WebEx
• VLEs – Moodle, Blackboard
• Virtual Classroom
• Mobiles
• App stores
• LectureCapture
• iTunesU
• MOOCs
• Moodle
• Wikis
• Blogs
• Slideshare
• Dropbox
• Prezi
• Mahara
• Yammer
• Huddle
© UCLES 2013
Learning Technologies for the Classroom Online tutor course
Digital teachers – development courses
mLearning course:
TheConsultants-e 48
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Policy – investment in digital learning
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,
new assessment systems
Digital content:
• textbooks, authentic input, activities, apps
33%
© UCLES 2013
What is the added value of 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
© UCLES 2013
Contacts:
For a free references 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
