ESP for Busy College Students: Is the Blend of In-Class, Online & Mobile Learning the Answer?

Research conducted at George Brown College in Toronto identified a significant gap between students’ language proficiency, the requirements of the program from which they were about to graduate, and the language requirements of the related workplace. Specific language and socio-cultural competencies had to be packaged into a language support solution in a delivery format matching students’ needs and their demanding schedules. Based on these needs, an adjunct language support course was designed following paradigms of computer-assisted language learning (CALL) and Mobile-Assisted Language Learning (MALL) theories of learning. The resulting hybrid English for Special Purposes (ESP) course comprised three components: in-class, online, and mobile. Traditional ESL resources were combined with in-house produced audio-video podcasts and open source content. Results demonstrated that blending in-class, online and mobile language learning is an effective solution for teaching English to adult learners, and it is a solution that enables improved flexibility and individualization of practice

Designing Mobile Learning Interventions for Language Learners

Book chapter: full reference:Palalas, A., & Anderson, T. (2013). Designing Mobile Learning Interventions for Language Learners. In T. Plomp & N. Nieveen (Eds.), Educational design research). Enschede, NL: SLO. Retrieved from http://international.slo.nl/edr Book flyer at http://bit.ly/1d95a2fThis chapter presents a case of an EDR study completed at a Canadian community college and resulting in the development of an innovative educational intervention, Mobile–Enabled Language Learning Eco-System (MELLES), as well as corresponding MELLES design principles, which emerged from this interdisciplinary research experience. The first section of the chapter provides an overview of the educational problem targeted by the study, the purpose and outcomes of the research, as well as the overarching research question. The description of the EDR methodology then follows including its phases, cycles and micro-cycles. The MELLES study adopted the Integrative Learning Design Framework (IDLF) (Bannan, 2009) for design-based research and the corresponding nomenclature. Accordingly, we refer to the preliminary phase of conceptualization as Informed Exploration, followed by the design/development phase called Enactment, and the assessment phase referred to as Evaluation: Local Context. The Purpose and Outcomes and the Study Results sections of this chapter summarize the key outcomes of the study which included the development of a prototype MELLES educational intervention, replicable design principles guiding the creation of such an intervention, a refined theoretical framework of Ecological Constructivism and a comment on the professional development benefits reaped by the study participants and observers. With emphasis given to the praxis of the EDR approach, the Reflections section revisits the main features of the EDR method as distilled from our study, which demonstrates that EDR both enhanced the design and implementation of the study and was able to guide measurement of its efficacy in this context

(Re)-conceptualizing design approaches for mobile language learning

An exploratory study conducted at George Brown College in Toronto, Canada between 2007 and 2009 investigated language learning with mobile devices as an approach to augmenting ESP learning by taking learning outside the classroom into the real-world context. In common with findings at other community colleges, this study identified inadequate language proficiency, particularly in speaking and listening skills, as a major barrier for ESL college learners seeking employment, or employers hiring and retaining immigrants as employees (CIITE, 2004; Palalas, 2009). As a result of these findings, language support was designed to provide English language instruction going beyond the standard 52-hour course: a hybrid English for Accounting course encompassing in-class, online and mobile-assisted ESP instruction. This paper reports on the pilot study of the mobile component of this re-designed course, which represents the first stage of an on-going Design-Based Research (DBR) study. Discussion is also offered of a new learning theory which we have called Ecological Constructivism (Hoven, 2008; Jakobsdottir, McKeown & Hoven, 2010), devised to incorporate the multiple dimensions of Ecological Linguistics and Constructivism in the situated and context-embedded learning engendered by these new uses of mobile devices

Mindfulness Practices in Online Learning: Supporting Learner Self-Regulation

This collective autoethnography discusses the effects of mindfulness practices integrated into an online Master of Education course at a Canadian Distance Education university. While the M.Ed. program is designed to address challenges typically associated with online courses, such as spatial and temporal distance, lower levels of synchronous interaction with peers and instructors, balancing flexibility and autonomy, as well as feeling isolated, the authors initially found themselves overwhelmed by the pressures stemming from competing responsibilities and emotional demands of being an online learner. They report on how the mindfulness practices, introduced mid-way through the program, impacted their online learning experience and their personal lives beyond the program. One of the key aspects of the marked growth was their improved self-regulated learning (SRL) skills that are essential for online learners. The chief mindfulness-supported habits that the authors found to positively affect the forethought, performance, and self-reflection processes were enhanced intrinsic motivation, self-awareness, and a mindful approach to time management

It’s Happy Hour Somewhere: Videoconferencing Guidelines for Traversing Time and Space

Time seems to be moving at lightning speed with busyness unsustainably being “celebrated” and not allowing for sufficiently deep interaction with learning content, others, and the experience of which we are part, including our interactions in videoconferencing sessions. One benefit of videoconferencing is that it can address time and distance boundaries. With this advantage also comes a challenge - the pressures of time and time not being used purposefully often negatively impact the online learning experience and the digital wellness of its participants. Considering that, the reported study inquired: what are the videoconferencing guidelines in relation to temporal space to support digital wellness in online learning in higher education? Drawing on a systematic review of the relevant literature of the last decade, temporal guidelines have been distilled to promote the design of videoconferencing-based learning that is conducive to successful learning while maintaining digital well-being. The article organizes the literature review findings according to the categories identified through the secondary data analysis of its three preceding studies. Based upon 42 articles that met the inclusion and exclusion criteria in the first phase of the research design, we negotiated and determined thirteen temporal guideline themes described as time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety. Further research is recommended to explore the various aspects of design in more depth and tackle the less frequently addressed themes of creativity, evaluation, and safety, focusing on pedagogy and human-centred approaches

Design-Based Research in CALL

The purpose of this volume is to expand and refine our understanding of the use of design-based research (DBR) in CALL by contributing to the growing body of literature in this area. We have tried our best to strike a balance between theoretical considerations and concrete examples of DBR. The first section of this volume focuses on theoretical perspectives and ideas that can inform the use of DBR in CALL. The second section contains studies that illustrate DBR through concrete instances of its operationalization. We hope this volume will be a useful source of information and inspiration for those considering to further explore DBR in CALL. For updates on DBR in CALL, please visit the companion site to this volume: https://sites.google.com/site/designbasedresearch/https://lib.dr.iastate.edu/language_books/1006/thumbnail.jp

Digital Wellness Framework for Online Learning

The ever-changing digital context, digital habits and pressures, demands and practices, often contribute to online learners experiencing burnout, stress, fatigue, sleep deprivation, cognitive overwhelm, and work-life imbalance, just to mention a few issues identified in literature. With the rise of online learning offerings, an increasing number of educators across diverse contexts and disciplines are faced with questions pertaining to the optimal experience and design for online learning. Current research has highlighted both positive and negative impacts of teaching and learning in the digital space. This online learning design debate has identified a need for practices that contribute to the holistic wellbeing of learners rather than merely cognitive outcomes. There is a need for an evidence-based pedagogical framework centred on wellbeing that enables the creation of learning “by design”. This research, applying secondary data analysis and a mindfulness-informed lens, results in such a framework, i.e., the DW-FOLD: Digital Wellness Framework for Online Learning – to guide intentional use of technology and online learning pedagogical principles that ensure active and meaningful learning while using technology for the good of all learners.Le fait que le monde numérique en constante évolution crée des habitudes, exerce de la pression et impose des exigences et des pratiques a pour effet de contribuer à ce que les apprenants en ligne souffrent, dans bien des cas, d’épuisement professionnel, de stress, de fatigue, de surcharge cognitive, ou alors que cela perturbe leur équilibre travail-vie personnelle ou leur sommeil, pour ne mentionner que quelques problèmes recensés dans la littérature. Avec l’essor des offres d’apprentissage en ligne, un nombre croissant d’éducateurs issus de différents milieux et disciplines sont confrontés à des questions relatives à l’expérience de l’apprentissage en ligne et à la façon de la concevoir. Les recherches actuelles ont mis en lumière les effets positifs et négatifs de l’enseignement et de l’apprentissage dans la sphère numérique. Ce débat sur la conception de l’apprentissage en ligne a permis de comprendre que les apprenants avaient besoin de pratiques qui contribueraient davantage à leur bien-être global plutôt que de simples améliorations sur le plan cognitif. Il est nécessaire de mettre en place un cadre pédagogique fondé sur des données probantes et axé sur le bien-être qui permet la création d’un apprentissage « par conception ». Cette étude qui s’appuie sur une analyse de données secondaires et sur une approche de la pleine conscience a abouti à un tel cadre, c’est-à-dire le cadre pédagogique pour le bien-être numérique de l’apprentissage en ligne (DW-FOLD : Digital Wellness Framework for Online Learning), dont la visée est d’orienter l’utilisation de la technologie et le recours à des principes pédagogiques en ligne qui garantissent un apprentissage actif et significatif par le biais de la technologie, et ce pour le bien de tous les apprenants

Design-Based Research in CALL

The purpose of this volume is to expand and refine our understanding of the use of design-based research (DBR) in CALL by contributing to the growing body of literature in this area. We have tried our best to strike a balance between theoretical considerations and concrete examples of DBR. The first section of this volume focuses on theoretical perspectives and ideas that can inform the use of DBR in CALL. The second section contains studies that illustrate DBR through concrete instances of its operationalization. We hope this volume will be a useful source of information and inspiration for those considering to further explore DBR in CALL. For updates on DBR in CALL, please visit the companion site to this volume: https://sites.google.com/site/designbasedresearch/</p