Title: “Why Mobile Devices Aren’t Enough: Learning Languages, Building Communities & Exploring Cultures”
The field of MALL, or Mobile-Assisted Language Learning, has grown up around the notion that mobile devices hold considerable promise for spreading, improving and enriching language learning. But this promise can be realised in different ways and to different degrees: using mobile devices, in and of itself, isn’t enough.
We will begin by exploring how mobile learning can be implemented, covering the three main levels of mobile learning evident in the world today: learning where the devices are mobile but the learners and the learning experience are not; learning where the devices and the learners are mobile, but the learning experience is not; and learning where the devices, the learners and the learning experience are all mobile. It will be seen that the implications for learning language, building community, and exploring culture differ dramatically across these levels.
We will continue by exploring why mobile learning should be implemented, covering the three main agendas for promoting mobile learning in evidence today: transforming teaching and learning; fostering 21st century skills; and promoting social justice. Again, it will be seen that the implications for learning language, building community, and exploring culture differ dramatically between these agendas.
Having examined the theory of mobile learning, we’ll look at several case studies of mobile language and literacy projects from different parts of the globe, including Africa, Asia, Europe and South America. These case studies will show how the mobile learning levels and agendas are realised in practice in varying settings, and what this means for learning language, building community, and exploring culture in each case. They will also demonstrate the importance of taking into account our local settings as we attempt to design the optimal kinds of mobile learning for our own learners in our own contexts.
Mark Pegrum is an associate professor in the Faculty of Education at The University of Western Australia, where he specialises in mobile learning and, more broadly, e-learning. His teaching has been recognised through Faculty and University Excellence in Teaching Awards, as well as a national Australian Learning & Teaching Council (ALTC) Excellence in Teaching Award. His current research focuses on mobile technologies and digital literacies. His recent books include: Brave New Classrooms: Democratic Education and the Internet (co-edited with Joe Lockard; Peter Lang, 2007); From Blogs to Bombs: The Future of Digital Technologies in Education (UWA Publishing, 2009); Digital Literacies (co-authored with Gavin Dudeney & Nicky Hockly; Pearson/Routledge, 2013); and Mobile Learning: Languages, Literacies and Cultures (Palgrave Macmillan, 2014). He is an Associate Editor of the International Journal of Virtual and Personal Learning Environments, a member of the Editorial Boards of Language Learning & Technology and System, and a member of the Review Panel of the International Journal of Pedagogies and Learning. He currently teaches in Perth, Hong Kong and Singapore, and has given presentations and run seminars on e-learning and m-learning in Australia and New Zealand, Asia and the Middle East, the UK and Europe, and South America. Further details can be found on his wiki at http://e-language.wikispaces.com/mark-bio.
Title: “CALL Students as designers of their online learning”
This presentation will focus on an empirical study of an online learning community that collaborates with the course design team under the Participatory Design methodology. The different phases of this methodology were implemented using a four-stage participatory design process for an large online course for teaching Greek to English speakers:
1) building bridges with the intended users
2) mapping user needs and suggestions to the system
3) developing a prototype
4) integrating feedback and continuing the iteration.
We took advantage of the online and distributed nature of the student community to asynchronously design, implement, and study the course.
We carried out the participatory design methodology by following the Distributed Constructionism pedagogical theory. During the different phases of the design process, we measured the student participation and user trends when new design elements were introduced.
Panayiotis Zaphiris is a Professor in the Department of Multimedia and Graphic Arts and Dean of School of Fine and Applied Arts at Cyprus University of Technology. Panayiotis has a PhD in Human-Computer Interaction from Wayne State University, USA. He also has an MSc in Systems Engineering and a BSc in Electrical Engineering both from University of Maryland, College Park, USA. He has worked for a number of years at the Centre for HCI Design of City University London where he reached the rank of Reader in HCI. His research interests are in the area of Human Computer Interaction, Social Computing and Inclusive Design with an emphasis on the design of interactive systems for people with disabilities. He is the co-founder of the Cyprus Interaction Lab (http://www.cyprusinteractionlab.com) and is one of the coordinators of a new online master in Interaction Design (http://www.idmaster.eu).
Title: “Deconstructing digital literacy practices: Identity narratives from the South”
The digital revolution has changed information-seeking behavior beyond recognition. In developed countries a whole generation has grown up in a digital society, exposed to vast amounts of information in a variety of formats: text, image, video, audio. They interact naturally with digital technology and combine work and social life instinctively and non-sequentially. With the growing convergence of media, the boundaries between digital technology and other media have become increasingly blurred.
In children’s leisure, computers are more than information devices: they convey stories, images, identities, and fantasies through providing imaginative opportunities for play. They provide new ways of mediating the child’s world, thus children are engaging with media not just as technologies, but as cultural forms. Their actions are mediated by digital tools, and digital technology is subsequently a means and symptom of social change. Because technology has provided children with alternate platforms with which to engage in social interaction it is inevitable that the socialization process is also influenced. This in turn shapes the construction of digital identities.
In this address I report on the “Cyber Lives” project I lead in Johannesburg, South Africa. The project has several strands where our team examines in-and-out of school digital literacy practices and its contribution to schooled literacy. In this presentation I report on the digital identity strand. To do this I provide three supporting cases of how young children and adolescents negotiate their identity digitally through the digital games they play, the multimodal narratives they compose, and their social networking practices. I use New Literacy Studies as a framework to theorise literacy practices, and the work of Hall and others to theorise identity. The paper presents further possible implications of digital identity construction for teaching and learning.
Prof Leila Kajee is Associate Professor of Educational Linguistics in the Faculty of Education at the University of Johannesburg in South Africa, where she also heads the Department of Education and Curriculum Studies. Leila holds a PhD in Education, specializing in Language and Literacy. She has a wide range of research interests spanning the field of Language and Literacy, including New Literacy Studies (in-and-out of school literacies, home, family, community and immigrant literacies, and digital literacy). She designed and taught a range of programmes and courses at undergraduate and postgraduate levels, including Educational Linguistics, Research Paradigms, TEFL, Digital Literacy, and Online learning and New Technologies in Teaching and Learning English. She has also completed programmes in online learning through the Universities of Ohio and Oregon.
She is currently heading three international project teams on Children’s literacies in-and-out of school; One word many worlds: Immigrant literacies in Johannesburg; and Digital literacies. The focus of much of her work lies at the interface of sociocultural and critical theories, with some of her work being published in her book “Constructing identities in online communities of practice”. She has also written extensively for journals.