The New Digital Landscape of English Language Teaching Duncan Christelow Cambridge University Press
Digital technology Mobile
Online
Classroom
Blended
Learning is changing
http://www.slideshare.net/courosa/why-social-networks-matter
Optimal language learning • • • • • • •
Authentic audience Authentic tasks Social interaction Sufficient time Exposure to varied and creative language Optimal stress levels Support autonomy Egbert and Hanson-Smith, 1999
Latest technology developments in teaching
Source: Kelly Hodgkins http://gizmodo.com/5813875/what-happens-in-60-seconds-on-the-internet
An industry that continues to grow • Total market growth of 22% since 2009; CAGR of 6.9%, slightly higher than the overall growth of the general Education market. Forecast at $2.8b by 2015.
English language learning - an industry that continues to grow Growth drivers: • Consolidation of English as the language of global business, with an important place in a globalised world: personal motivation • More top-down measures and investments from governments, businesses and institutions mandating English language learning • Favourable demographics driving demand (young, mobile workforce) • Adoption of technology, allowing new modes of engagement with the customer, on new platforms and with great potential for customisation • Large, international publishers are moving from content to services-based income streams, opening more opportunities for growth at different parts of the value chain
Key trends & market drivers
• Segmentation and customisation, built on services and solutions which create new relationships between suppliers and customers • Divergence of platforms and access models • Increasing power of assessment • Increasing power of brand and social media
Potential market disruptors
• • • •
Silicon Valley revenue models Declining physical PLSs Open educational resources Technology that solves the problem
What are they? What are they?
MOOC
Class led vs original concept of collaboration and self regulation
BIG DATA “Personal data is the new oil of the internet and the new currency of the digital world� Meglena Kuneva, European Consumer Commissioner March 2009 Learning data
Public v Private
DATA Mining Consumer data
Social Media
Gerd Leonhard, Media Futurist
Our data
Data science + statistics + psychometrics + machine learning + tagging = Large-scale personalisation
Analytics • Student performance • Content performance Adaptive practice • Targeted recommendations • Supplementary activities • Remediation Fully adaptive courses • Recommended path through syllabus • 100% online • Competency-based learning
Synchronisation Compartmentalisation Batch processing Standardisation http://farm4.static.flickr.com
Steve Wheeler, Plymouth University, 2012
Factory education model?
Steve Wheeler, University of Plymouth, 2012
Personalised Learning?
http://www.delasallewaterford.com
Transforming language education
Created by Knewton Learning and Column Five Media
Learning paths – who designs them? • Learning outcomes – Identify learning outcomes for classroom lesson
• Classroom focus – Is on communication to maximise interaction
• Online – Prepare for next class at own pace – Review, extend and consolidate – Develop writing, listening and reading skills
Blended learning is learning facilitated by the combination of different modes of delivery, models of teaching, and styles of learning “...is the bringing together of traditional physical classes with elements of virtual education� (Motteram, 2005)
Classroom
Blended
Online
• Blend can be flexible to deliver optimal learning experience
Why the demand for blended? • Higher demand for adult English-language courses • Institutions struggling to meet demand • Diverse learning styles and capability • Teachers face large classes • Time is short • Need for accountability • Need for growth, reputation, results • Distance learning
The Tools • LMS • Blogs • Forums • Wikis
• Email • Conferencing software
• Instant messaging • Skype / Virtual Classroom • Social networks • Voice software
Hypothesis driven instruction – “I think my students need more practice on…” Data driven instruction
• Activities Completed • Time Spent on Activity • Score
• Learning Outcomes
Vocabulary: Type to complete conversations about people’s names; record and compare sentences about names. CEF: Student can recognize familiar words and basic phrases concerning self, family and concrete surroundings.
“I know my students need more practice on…”
Reference to the Common European Framework.
Socialise Share Learn
Web 2.0
Web 2.0 Tools
Voice tools Wiki Forum Blog
Chat
• Expand interaction – collaborative learning • Personalised writing and speaking • Familiar environments
Steve Wheeler, University of Plymouth, 2012
“Knowledge that is acquired under compulsion obtains no hold on the mind.� Plato - Socrates http://www.fotopedia.com/items/flickr-713124904
Viewpoint 1.1 Forums
Viewpoint 2.1 Forum
Viewpoint 1.2 Blogs
Blended summary The same… • • • •
Objectives Relationships Guidance Support
…but different • Individual activities • Information sources • Time • Opportunity
Key benefits - students • Excellent for mixed-ability environment – pace of learning • Students can repeat or make up failed or missed classes • Students can practice with the computer if they’re too shy to participate in class • Motivation from fun activities and games, Web 2.0 and collaborative learning • Greater variety of opportunities to practice listening and speaking, and more personal writing
Blended Benefits • Laureate International Universities – Raised ceiling over print only courses
• Universidad de Las Americas – 2010: 38% reaching intermediate (B1) level – 2012: 70% reading intermediate (B1) level
Mobile Learning • Using tablets / phones in class • As a content delivery mechanism • Classroom management • Language practice • Group communication
• Using tablets / phones outside class • Student self-access • Collect data for lesson input e.g. recordings
.. podcasting, video sharing, organising, webcasting, slidecasting .. http://www.classcaster.org
Steve Wheeler, University of Plymouth, 2012
Self broadcasting
Mobile activity taxonomy Task
Individual
Grammar study
√
Self access quiz
√
Reading
√
Listening
√
Vocabulary
√
√
Upload and share
√ √
Phonecasting Phoneblogging
√ √
Recording / interviewing
Story telling
Group
√ √
Before class
In class
After class
Reading and Listening
Speaking
Writing
Study text
Pair work
Comprehension
Learn vocabulary online
Concept questions
Online workbook
Grammar App activities
Communication activity Games Storytelling
Vocab App activities Assessment
Essa Academy, Bolton, UK
• What can Cambridge offer?
Cambridge Discovery Interactive Readers
So is there a new ‘digital pedagogy’?
Digital Learning features – Digital pedagogy • New goals – Digital literacy, global literacy, interculturality
• New activities – – – –
In and outside class Formal and informal learning Anytime any place Collaboration
• New content • New tools, new media
Digital Learning benefits • • • • • • •
Relevance Suits different learning styles Focus on communication Richer / more authentic content Easy collaboration Classroom extension New pedagogical models
New pedagogical models • New goals • New activity designs • Key principles – Democratise access – Anytime any place – Learner autonomy
Digital learning ecosystem Big data
LMS
Pathway
Adaptive learning
Cloud
Speech recognition
The Learner
Hand held
Social network
Tutors Blended
Face to face
A shared, information rich and controlled learning environment
• Activities completed • Time spent on activity • Score • Tests • Learning outcomes • Gradebook • Uploads Vocabulary: Type to complete conversations about people’s names; record and compare sentences about names. CEF: Reference to the Student can recognize familiar Common European Framework. words and basic phrases concerning self, family and concrete surroundings.
Key benefits - teachers • Monitor and grade students’ work easily • Easy to manage collaborative learning • Devote more class time to troubleshooting and interactive work • Data driven instruction
So when thinking about new technology, Which aspects of English Language Teaching and Learning can technology
• replicate • replace • improve upon?
SAMR model - Dr Robin Puentudura
SAMR – effective use of technology • Substitution – flat e-book, some IWB activity • Augmentation – Online Workbook • Modification – Blended, interactive e-books • Redefinition – Apps, Adaptive learning • Why start from a book? SAMR model - Dr Robin Puentudura
Optimal language learning • • • • • • •
Authentic audience Authentic tasks Social interaction Sufficient time Exposure to varied and creative language Optimal stress levels Support autonomy Egbert and Hanson-Smith, 1999
The future • Complete learning / teaching solutions with integrated adaptive components and assessment • MUCH more flexibility and personalisation • Delivery of published learning materials in chunks • More portability – multi-mode delivery
“We're born, we live for a brief instant, and we die. It's been happening for a long time. Technology is not changing it much� Steve Jobs
Digital
Traditional
Landscape of
English Language Teaching
Duncan Christelow dchristelow@cambridge.org Acknowledgements: Steve Wheeler, University of Plymouth SAMR model - Dr Robin Puentudura www.english360.com www.fastcompany.com http://elearnmag.acm.org www.rinkworks.com http://www.slideshare.net/courosa/why-socialnetworks-matter Kelly Hodgkins http://gizmodo.com/5813875/whathappens-in-60-seconds-on-the-internet Transforming Schools for the 21st Century By Dr. Joanne Hopper and James Seaman