Bridging Language Gaps: Empowering Newcomers to Canada through Mobile Microlearning

Jodrey, H. (2024). Bridging Language Gaps: Empowering Newcomers to Canada through Mobile Microlearning. ETAD (Educational Technology & Design) Summer Institute ProceedingsĀ 2024, Saskatoon, Canada.

This article examines and proposes the development of a mobile microlearning platform for LINC clients to support the development of language skills and integration into the community.

The article addresses the following questions (pp.3-4):

How can a mobile microlearning platform effectively address the needs and challenges  faced by LINC clients on waitlists, particularly in terms of accessibility, flexibility, and engagement? 

What design principles are essential for creating a user-centered, accessible online  microlearning platform informed by relevant learning theories? 

In what ways can AI-enhanced technologies, such as multimodal chatbots capable of  processing both speech and text input, be integrated into the platform to enhance  personalized and meaningful language learning and provide real-time feedback? 

How can the integration of digital literacy training within the platform ensure that LINC  learners are equipped with the necessary skills to fully engage with online learning and  succeed in a digital society? 

The author outlines the barriers that newcomers may face in accessing LINC programming, including significant waiting lists, delays in assessment, and difficulties in attending scheduled LINC classes due to work and family commitments.

 In response to these challenges the author describes how a mobile microlearning platform has the potential to support learners as they begin their language learning journey. Such a platform could be particularly helpful to learners in that it allows for microlearning, focussing on one concept at a time and therefore reducing cognitive load.  Accessing the platform on a smartphone could enable learners to engage in learning wherever and whenever they can. The integration of AI enhanced technologies such as multimodal chatbots in the platform could support learners in providing personalized learning and allowing learners to develop conversational skills. The use of multimodal chatbots could also help to reduce the anxiety which many language learners experience when practicing their language skills in front of others.

Although the development of such a mobile microlearning platform holds much promise the author emphasizes that such a platform should be seen as a complement and not as a replacement for formal language education. The author argues that further research is needed, focussing on the effectiveness and appropriateness of microlearning and AI chatbots in language education, the ethical considerations relating to the use of AI, and the scalability and adaptability of such a platform.

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