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The potential of mobile phones to transform teacher professional development
Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world’s largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project’s greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result EIA is currently using a mobile phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit—known as the ‘trainer in your pocket’—to foster a ‘quiet revolution’ in the provision of teacher professional development at scale to an additional 67,500 teachers and 10 million students
Continuous use of authoring for adaptive educational hypermedia : a long-term case study
Adaptive educational hypermedia allows lessons to be personalized according to the needs of the learner. However, to achieve this, content must be split into stand-alone fragments that can be processed by a course personalization engine. Authoring content for this process is still a difficult activity, and it is essential for the popularization of adaptive educational hypermedia that authoring is simplified, so that the various stakeholders in the educational process, students, teachers, administrators, etc. can easily work with such systems. Thus, real-world testing with these stakeholders is essential. In this paper we describe recent extensions and improvements we have implemented in the My Online Teacher MOT3.0 adaptation authoring tool set, based on an initial set of short-term evaluations, and then focus on describing a long-term usage and assessment of the system
Defining adaptation in a generic multi layer model : CAM: the GRAPPLE conceptual adaptation model
Authoring of Adaptive Hypermedia is a difficult and time consuming task. Reference models like LAOS and AHAM separate adaptation and content in different layers. Systems like AHA! offer graphical tools based on these models to allow authors to define adaptation without knowing any adaptation language. The adaptation that can be defined using such tools is still limited. Authoring systems like MOT are more flexible, but usability of adaptation specification is low. This paper proposes a more generic model which allows the adaptation to be defined in an arbitrary number of layers, where adaptation is expressed in terms of relationships between concepts. This model allows the creation of more powerful yet easier to use graphical authoring tools. This paper presents the structure of the Conceptual Adaptation Models used in adaptive applications created within the GRAPPLE adaptive learning environment, and their representation in a graphical authoring tool
Defining adaptation in a generic multi layer model : CAM: the GRAPPLE conceptual adaptation model
Authoring of Adaptive Hypermedia is a difficult and time consuming task. Reference models like LAOS and AHAM separate adaptation and content in different layers. Systems like AHA! offer graphical tools based on these models to allow authors to define adaptation without knowing any adaptation language. The adaptation that can be defined using such tools is still limited. Authoring systems like MOT are more flexible, but usability of adaptation specification is low. This paper proposes a more generic model which allows the adaptation to be defined in an arbitrary number of layers, where adaptation is expressed in terms of relationships between concepts. This model allows the creation of more powerful yet easier to use graphical authoring tools. This paper presents the structure of the Conceptual Adaptation Models used in adaptive applications created within the GRAPPLE adaptive learning environment, and their representation in a graphical authoring tool
Revisión tecnológica del aprendizaje de idiomas asistido por ordenador: una perspectiva cronológica
El presente artÃculo aborda la evolución y el
avance de las tecnologÃas del aprendizaje de
lenguas asistido por ordenador (CALL por sus
siglas en inglés, que corresponden a Computer-
Assisted Language Learning) desde una perspectiva
histórica. Esta revisión de la literatura sobre
tecnologÃas del aprendizaje de lenguas asistido
por ordenador comienza con la definición del
concepto de CALL y otros términos relacionados,
entre los que podemos destacar CAI, CAL,
CALI, CALICO, CALT, CAT, CBT, CMC o
CMI, para posteriormente analizar las primeras
iniciativas de implementación del aprendizaje
de lenguas asistido por ordenador en las décadas
de 1950 y 1960, avanzando posteriormente a
las décadas de las computadoras centrales y las
microcomputadoras. En última instancia, se
revisan las tecnologÃas emergentes en el siglo XXI,
especialmente tras la irrupción de Internet, donde
se presentan el impacto del e-learning, b-learning,
las tecnologÃas de la Web 2.0, las redes sociales
e incluso el aprendizaje de lenguas asistido por
robots.The main focus of this paper is on the advancement
of technologies in Computer-Assisted Language
Learning (CALL) from a historical perspective.
The review starts by defining CALL and its related
terminology, highlighting the first CALL attempts
in 1950s and 1960s, and then moving to other
decades of mainframes and microcomputers.
At the final step, emerging technologies in 21st
century will be reviewed
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