Transforming the EFL pedagogical approach towards digital age through online communities of practice (CoPs)

Since most conventional classroom learning in which English is a Foreign Language (EFL) is still characterized by learners‟ traditional roles and lacks such dynamic collaboration and interaction, EFL learners are increasingly using Social Network Sites (SNSs) as online Communities of Practice (CoPs) in adopting collaborative learning and transforming the EFL pedagogical approach as a new strategy towards achieving success in the modern digital age. Based on the theoretical background of CoPs, the current study aims to investigate the application of SNSs as a CoP in providing EFL students with the opportunity to use English, and to improve their learning through collaborative interaction in the language. The subjects of this study were 24 active and regular members of the Only for English Learning Facebook (FB) Community– a group developed and maintained by the researchers – for EFL learners coming from different countries. As to gain further information and understanding from the participants of how such EFL learning practice could be improved, online questionnaire, semi-structure interview and commentary exchanges of interaction posts were used for data collection and analysis. The findings proved that such online CoPwas perceived as an effective learning environment conducive to promoting the EFL learners‟ writing, grammar, reading andpersonal and socio- cultural skills and domains. Their perception of this CoP significantly increased during the period of collaborative learning

Language-based user management in interactive networked collaborative environment / Assoc. Prof. Siti Zaleha Zainal Abidin, Dr. Nasiroh Omar and Zainura Idrus

In interactive networked collaborative virtual environment (NCVE), users work in a group to involve in activities such as game, business transaction and learning. However, their existence is not visibly presence. Therefore, there is a crucial need to represent the invisible users so that users know with whom they are interacting with (presence), when to communicate (state) and what to do (role) during the collaboration. Unlike any group work or organizations, users in virtual space are dynamic. They can change their role and states frequently such as joining or leaving the group work at any time. They can engage in the collaboration only for a period of time or until the goals are achieved. This research will investigate and propose the generic way of managing invisible users (their presence, states and roles) through language-based approach. The novelty lies on the new design of language constructs for managing dynamic users. The language constructs offer faster and easier development of collaborative applications (game, commerce, defense, banking, education)

Integrating Internet resources into the learning of English as a foreign language in a Taiwanese high school : a case study.

This research study explores use of Internet resources for learning English as a foreign language (EFL) in Taiwanese high school EFL education. The overall objectives of this research are to examine qualitatively 40 high school students\u27 performance, attitudes, and learning strategies using an experimental Internet-integrated learning mode; to consider its potential impact on current EFL education in Taiwan; and to gain insight into the feasibility of integrating the Internet into Taiwanese high school EFL standard curriculum. Subjects were engaged in thematic, purposeful, collaborative Internet-integrated learning activities where English is used for data searching, group discussion, and individual presentation, as well as for acquiring knowledge of other subject matter. E-mail messages, mailing lists, interviews, questionnaires and subjects\u27 writing samples were collected and analyzed. Students\u27 performances were recorded through fieldnotes, audiotaping, and videotaping. Results indicate that the Internet-integrated learning environment sufficiently scaffolded subjects in information processing and knowledge construction of the target language via exploration, discovery, and meaning-negotiated interactions. Results are discussed in terms of meeting the demands of information and human resources required for effective EFL learning and reshaping the role of instructor as guide and co-learner. Also discussed is how the Internet-integrated mode facilitates interdisciplinary, collaborative and learner-centered EFL learning and incorporates students\u27 and teachers\u27 interests and expertise. Finally, recommendations are offered for future research studies, including possibly developing a compatible assessment system and establishing an EFL instruction web station to convince and support teachers interested in conducting authentic, cross-cultural, and learner-centered EFL instruction with the aid of rich and dynamic multimedia resources on the Internet

Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment

The area of geometry with its very strong and appealing visual contents and its also strong and appealing connection between the visual content and its formal specification, is an area where computational tools can enhance, in a significant way, the learning environments. The dynamic geometry software systems (DGSs) can be used to explore the visual contents of geometry. This already mature tools allows an easy construction of geometric figures build from free objects and elementary constructions. The geometric automated theorem provers (GATPs) allows formal deductive reasoning about geometric constructions, extending the reasoning via concrete instances in a given model to formal deductive reasoning in a geometric theory. An adaptative and collaborative blended-learning environment where the DGS and GATP features could be fully explored would be, in our opinion a very rich and challenging learning environment for teachers and students. In this text we will describe the Web Geometry Laboratory a Web environment incorporating a DGS and a repository of geometric problems, that can be used in a synchronous and asynchronous fashion and with some adaptative and collaborative features. As future work we want to enhance the adaptative and collaborative aspects of the environment and also to incorporate a GATP, constructing a dynamic and individualised learning environment for geometry.Comment: In Proceedings THedu'11, arXiv:1202.453

Non‐hierarchical learning: sharing knowledge, power and outcomes

Arguing that every student has the capacity to succeed and that every student must be provided with the opportunity to reach their full potential, this article introduces a new pedagogic approach that draws on a wide range of influences. Linking theoretical practices from sociology, pedagogy, social and educational psychology, and cultural studies, the approach posits that teaching and learning should be conducted in non‐hierarchical classrooms where all members are equal and working towards shared objectives. A theoretical frame is outlined and the factors that helped shape it are reflected on. A conceptual framework which covers the goals of instruction, instructional materials, classroom management, instructional methods, and assessment is also presented. It is hoped that educators will consider the concepts included in this article and, if possible, incorporate them into their teaching practices

Thinking, Interthinking, and Technological Tools

Language use is widely regarded as an important indicator of high quality learning and reasoning ability. Yet this masks an irony: language is fundamentally a social, collaborative tool, yet despite the widespread recognition of its importance in relation to learning, the role of dialogue is undervalued in learning contexts. In this chapter we argue that to see language as only a tool for individual thought presents a limited view of its transformative power. This power, we argue, lies in the ways in which dialogue is used to interthink – that is, to think together, to build knowledge co-constructively through our shared understanding. Technology can play an important role in resourcing thinking through the provision of information, and support to provide a space to think alone. It can moreover provide significant support for learners to build shared representations together, particularly through giving learners access to a wealth of ‘given’ inter-related texts which resource the co-construction of knowledge

The Collective Building of Knowledge in Collaborative Learning Environments

The intention of this chapter is to investigate how collaborative learning environments (CLEs) can be used to elicit the collective building of knowledge. This work discusses CLEs as lively cognitive systems and looks at some strategies that might contribute to the improvement of significant pedagogical practices. The study is supported by rhizome principles, whose characteristics allow us to understand the process of selecting and connecting what is relevant and meaningful for the collective building of knowledge. A brief theoretical and conceptual approach is presented and major contributions and difficulties about collaborative learning environments are discussed. New questions and future trends about the collective building of knowledge are suggested