Month: August 2016

The Design of Effective Mobile-Enabled Tasks for ESP Students: A Longitudinal Study.

Hoven, D, & Palalas, A. (2013). The Design of Effective Mobile-Enabled Tasks for ESP Students: A Longitudinal Study. In Learner-Computer Interaction in Language Education A Festschrift in Honor of Robert Fischer. CALICO Journal.

Note: Calico Journal articles are open access 36 months after the date of publication

This paper describes the Enactment phase of a longitudinal Design-Based Research Study, conducted at a Canadian Community College. The aim of the study was to develop design principles for learning materials for English for special purpose (ESP) students. Ultimately a prototype for a mobile-enabled language learning eco-system (MELLES) was developed along with a collection of design guidelines to be used in refining future developments

Retrievable from:

https://journals.equinoxpub.com/index.php/CALICO/article/view/22896/18917

The Reality of MALL: Still on the Fringes.

Burston, J. (2014). The Reality of MALL: Still on the Fringes. CALICO Journal, 31(1), 103–125.

Note: Calico Journal articles are open access 36 months after the date of publication.

This article reviews MALL (Mobile-Assisted Language Learning) implementation studies over the past 20 years and concludes that actual MALL integration, measured in terms of numbers of students, numbers of courses offered, language skills targeted remains marginal in the foreign language training sector. Having sounded this cautionary note about the current role of MALL in foreign language training the author notes that the technologies and pedagogical capabilities are in fact in place to move MALL from the margins to the mainstream of foreign language teaching.

https://journals.equinoxpub.com/index.php/CALICO/article/view/22804

Realizing the Full Potential of Blended Learning.

Realizing the Full Potential of Blended Learning. (2012). Center for Digital Education.

This brief strategy paper from the Center for Digital Education, a US research and advisory institute focused on K-12 and higher education technology trends and policies reports on a survey of blended learning initiatives and trends in the higher education sector. Although the paper does not address blended learning in the language learning sector it does provide a useful overview of the rapidly developing trend towards blended learning, the implications of that trend, the potential benefits of blended learning, particularly in relation to increased student engagement, and the ongoing need to further clarify the concept of blended learning and its concomitant parts so that instructors can better understand its potential.

Retrievable from: http://echo360.com/sites/default/files/CDE12%20STRATEGY%20Echo360-V.pdf

Reducing Costs through Online Learning: Five Proven Strategies from the US, Canada, the UK and Australia.

Contact North. (2013). Reducing Costs through Online Learning: Five Proven Strategies from the US, Canada, the UK and Australia.

A companion document to Online Learning as a Possible Cost Saving Measure: What Canadian Researchers Tell Us, this report outlines five successful cost-saving strategies related to online learning within the post-secondary and higher-education sectors. Although the focus of the report is on cost-containment or cost reduction through online learning within larger institutions, these strategies, particularly with regard to improved teaching and learning efficiency and cost reduction in the areas of development and support, through the use of shared services are relevant to language training programs at every level.

Retrievable from: http://teachonline.ca/online-learning-news-may-8-2013

 

Online Learning as a Possible Cost Saving Measure: What Canadian Researchers Tell Us.

Contact North. (2014). Online Learning as a Possible Cost Saving Measure: What Canadian Researchers Tell Us.

A review of Canadian research, in the form of web-available reports, articles, blogs, and case studies, focused on the cost-effectiveness of online learning in the post-secondary education sector. The review identifies recurring themes in the literature, including the need to measure the costs of classroom delivery in order to develop viable comparative studies and the need to connect cost-effectiveness or cost savings with quality of content and delivery as the development of high-quality online learning can require considerable investment. According to the review there is a scarcity of research and data related to costs and the cost-effectiveness of online learning.

Retrievable from: http://teachonline.ca/tools-trends/assessing-online-learning-costs-and-savings/online-learning-possible-cost-saving-measure-what-canadian-researchers-tell-us

 

Problematizing the Hybrid Classroom for ESL/EFL Students.

Harrington, A.M. (2010). Problematizing the Hybrid Classroom for ESL/EFL Students. TESL-EJ, 14(3).

Hybrid courses — which replace 20%–80% of class meetings with online activities — are predicted to increase as educators embrace the benefits of blending online technologies with face-to-face class meetings. Also expected to increase are enrollments of ESL/EFL students. As these growth trends intersect, an increased number of ESL/EFL students are expected to enroll in hybrid courses, especially mainstream courses populated by a majority of native-English-speaking students. Despite these growth trends and research showing hybrid courses as positive for most students, the TESOL community has not yet opened a discussion of the implications of hybrid delivery of mainstream classes for ESL/ EFL students. In an effort to start the discussion, this article investigates potential problems related to issues of identity, forced individualization, and muting; gives several strategies for instructors of hybrid courses with ESL/EFL students; and concludes by calling for TESOL researchers to focus attention on hybrid delivery.

Retrievable from: http://files.eric.ed.gov/fulltext/EJ912069.pdf

Information Practices of Immigrants to Canada – A Review of the Literature

Caidi, N., Allard, D., & Dechief, D. (2008). Information Practices of Immigrants to Canada – A Review of the Literature (Research Contract Commissioned by Citizenship and Immigration Canada (CIC) and Metropolis). Faculty of Information Studies University of Toronto.

This review of the literature on the information practices (broadly understood as the information needs and information seeking strategies) of immigrants to Canada focuses on the importance of those practices in reducing the social isolation and exclusion and how lack of access to reliable information can be a barrier to successful integration. In the context of this bibliography the issue is whether digital and information literacy development can be supported in a blended learning environment which would provide newcomers with digital skills and information literacy skills alongside critical language skills.

Retrievable from:

http://www.academia.edu/1288629/Information_Practices_of_Immigrants_to_Canada_A_Review_of_the_Literature

Including Immigrants in Canadian Society: What Role do ICTs Play?

Caidi, N., C., Longford, G., Allard, D., & Dechief, D. (2007). Including Immigrants in Canadian Society: What Role do ICTs Play? – Draft Report (Submission to the Strategic Policy Research Directorate of Human Resources and Social Development Canada (HRSDC)). Faculty of Information Studies University of Toronto.

This report examines how and why immigrants to Canada make use of Information and Communications Technologies (ICTs) as they move through the stages of immigration. The focus of the report is the public library sector, since public libraries offer a free and accessible venue for the use of ICTs for information gathering. However, the report points to the need to incorporate ICTs in federally funded Language Instruction for Newcomers to Canada (LINC) training to help immigrants to become more adept at using technologies in the settlement process generally and for employment and integration. In that context the report points to the importance of providing online/blended learning opportunities in settlement language programs as a means to enhance language and ICT skills.

Retrievable from:

http://www.academia.edu/762788/Including_Immigrants_in_Canadian_Society_What_Role_do_ICTs_Play_Draft_Report

Blended Learning in English Language Teaching: Course Design and Implementation.

Tomlinson, B. & Whittaker C. (Eds.). (2013). Blended Learning in English Language Teaching: Course Design and Implementation. British Council.

This British Council publication includes 20 case studies illustrating a broad range of English language program designs in widespread geographic and educational settings: K-12, university, college, foreign language programs, ESP, EAP and business English. Although most of the case studies are outside the realm of settlement language training, chapter 20 addresses some very relevant issues, e.g., pay issues with part time instructors, cost of developing materials, etc. Each part of the book is followed with references and comments by the editor. In the conclusion, the co-editor addresses the need for help for designers and practitioners to answer the question of which blend provides the best basis for language learning and teaching in a specific situation.

Retrievable from:

https://www.teachingenglish.org.uk/sites/teacheng/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf

TESOL Technology Standards Framework.

TESOL Technology Standards. (2008). Teachers of English to Speakers of Other Languages, Inc. (TESOL).

This is the original TESOL Technology Standards Framework Document (2008) that was updated in 2011. When this edition was updated, the goals, standards and performance indicators weren’t changed, but the updated edition provides vignettes to put the material that you read in this older version into context. The 2011 edition also elaborates on research behind the standards and adds chapters for teacher trainers, administrators and online teachers.

Retrievable from:

TESOL Technology Standards Framework

Guiding principles in online ESL programming.

Light, J. (n.d.). Guiding principles in online ESL programming. ATESL.

This manual from Alberta encompasses both online and blended ESL programming. The numbered guide of 81 principles includes two reference lists: one for e-learning standards and one for teaching and learning online.

Retrievable from: http://www.atesl.ca/sites/default/files/resources/Guiding_principles_in_online_ESL_programming.pdf

Learning for Life: An ESL Literacy Curriculum Framework Appendix B: Recommendations for Integrating Technology.

Learning for Life: An ESL Literacy Curriculum Framework Appendix B: Recommendations for Integrating Technology. (2011). Bow Valley College.

This Appendix to the Alberta ESL Literacy Curriculum Framework outlines the program and classroom considerations and some practical strategies for the successful integration of technology in the ESL classroom. The document also includes a sample three-stage progression of computer skills development used in a Computer-Enhanced ESL literacy program at Bow Valley College, charting learner progression from familiarization to application.

Retrievable from:https://centre.bowvalleycollege.ca/sites/default/files/Curriculum_Framework.pdf

TESOL Technology Standards: Description, Implementation, Integration.

Healy, D, Hanson-Smith, E, Hubbard, P, Iannou-Georgiou, S, Kessler, G, and Ware, P. (2011). TESOL Technology Standards: Description, Implementation, Integration. Teachers of English to Speakers of Other Languages, Inc. (TESOL).

The TESOL Standards address the importance of incorporating technology into language teaching by emphasizing that as standards they are not optional add-ins to teacher training or language programming. The target audiences for this manual are learners, teachers, teacher educators and administrators. The Standards deal with well-documented differences in readers’ available level of technology and their access to technology by providing vignettes to illustrate programs with little access and few resources as well as others that are richly resourced and have anytime access. One of the important topics addressed in the standards is teacher education. The authors are frank about the impact of a lack of understanding of the role of technology in language learning, a lack of willingness to change and a lack of technical expertise on the use of technology in language teaching. Some of the barriers candidates in teacher training face are resistance and fear of technology and the belief that knowledge from personal computer use will suffice for language teaching. The standards include theoretical frameworks and background in each part of the manual. The information and layout is clear and helpful. This is a positive and practical resource.

Retrievable from: http://www.tesol.org/advance-the-field/standards/technology-standards

How to Make the Most of Blended Learning.

Contact North. (2014). How to Make the Most of Blended Learning.

This is a concise review of the benefits and challenges of using blended learning in the community college sector in Ontario. Benefits identified include increased flexibility, enhanced student engagement and relative cost savings. Challenges include learner and instructor preparedness, and the need for careful instructional design. The document also provides links to information about how blended learning is being used in several community colleges in the province. Although the information is intended for the postsecondary sector, the discussion of the benefits and challenges of blended learning is particularly relevant to the settlement language community.

Retrievable from: http://teachonline.ca/tools-trends/blended-learning-successful-design-delivery-and-student-engagement/how-make-most-blended-learning

ATESL Adult ESL Curriculum Framework E-Learning.

Chambers, E., Grida, S., Ilott, W., Messaros, C., & Dawson, K. (2011). ATESL Adult ESL Curriculum Framework E-Learning. Alberta Teachers of English as a Second Language.

The ATESL ESL Curriculum Framework, Section 8, focuses on E-learning. This section offers a comprehensive review of the essential elements for the successful integration of technology in ESL instruction. It includes an examination of the benefits of E-Learning and a discussion of the guiding principles for the design of effective learning activities and assessment strategies. The review also includes an overview of the importance of supporting the development of digital literacy for students to enable them to participate productively in E-Learning. Finally the review describes the role of instructor “e-practices” in relation to the successful integration of E-Learning and highlights the critical importance of professional development for instructors to enable them to take advantage of the full potential of E-Learning.

Retrievable from: https://www.atesl.ca/resources/atesl-adult-esl-curriculum-framework/

 

The Handbook of Blended Learning: Global Perspectives, Local Designs.

Bonk, C. J., & Graham, C. R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs. John Wiley & Sons.

This book focuses on business, higher education and workplace. There is also a section on future trends. It highlights most recent practices and trends from a global perspective. It is included here although there is little or no focus on language teaching and learning, but because it is often referred to as “The” guide to blended learning.

Second-Language Acquisition and the information Age: How Social Software has Created a New Mode of Learning.

Davies, R. J. (2011). Second-Language Acquisition and the Information Age: How Social Software has Created a New Mode of Learning. TESL Canada Journal/Revue TESL du Canada 28(2), 11–19.

The author argues that the use of social software can – rather than as some fear, lead to isolation for students – enhance and build on traditional forms of social learning which, he posits is an integral element in the learning process. Social networking sites, wikis, blogs and podcasts, he argues, provide many benefits to students allowing them a much wider range for communications with peers, to shape content collaboratively and to develop learning autonomy. He further argues that instructors can use these technologies to collaboratively build curricula, share lesson plans and support collaboration and cooperation – he also says that the proliferation and embedding of social networking in our lives will alter how teachers teach and how curricula are developed and organized. His recommendation is that the second language field should embrace these technologies and that the field will benefit by becoming part of what he describes as the “ever-changing educational landscape”.

Retrievable from: http://www.teslcanadajournal.ca/index.php/tesl/article/view/1069

Video-conferencing Research Community of Practice Research Report.

Alberta Education. (2006). Video-conferencing Research Community of Practice Research Report.

This report looks at the potential of video-conferencing technology and other technologies to enhance and improve education practice and systems. Alberta SuperNet makes videoconferencing a feasible option for K-12 schools in areas previously limited by bandwidth restrictions. It presents a number of case studies illustrating the use of videoconferencing in schools in Alberta, Canada. This report provides an example of how videoconferencing could be used to connect adult ESL learners in remote locations to others in more richly resourced urban settings.

Retrievable from: https://education.alberta.ca/media/3115440/vccopreport.pdf

Blended learning and the language teacher: a literature review

Mendieta Aguilar, J. (2012). Blended learning and the language teacher: a literature review. Colombo Appl. Linguist. Journal, 14(2), 163–180.

The author argues that there is a lack of information about instructors’ perceptions of and roles in blended learning environments resulting in difficulties in creating effective models of blended learning. This article sets out to examine the views and perceptions of ESL instructors in relation to the integration and use of technology and blended learning and to point to the need for future research about how instructors manage the new demands presented by the online learning component in blended learning programs.

Retrievable from: http://revistas.udistrital.edu.co/ojs/index.php/calj/article/%20viewFile/3930/5641