Developing a theoretical model of online language learning Matthew Absolom
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The document discusses the transformative potential of Web 2.0 technologies in online language learning, emphasizing the need for new pedagogies that cater to 'digital natives.' It contrasts the characteristics of digital natives and immigrants, highlighting different learning preferences and necessitating a reflection on pedagogical foundations. Key parameters like synchronicity, visibility, dialogicity, and dynamicity are explored in terms of their impact on learning processes.
Developing a theoretical model of online language learning Matthew Absolom
- 1. Developing a theoretical model of online language learning Matthew Absalom The University of Melbourne
- 2. Why online language learning 1 Web 2.0 The promise of Web 2.0 technologies is different. Their impact on the learning process and the practice of teaching is truly revolutionary in that it does not promise efficiency but it extends the relations between teachers and students beyond the two- dimensional models of instruction to multidimensional networks that resemble the world we live in closer than ever before… (Sturm et al. 2009:368)
- 3. What’s Web 2.0 all about? Web 1.0 is about Web 2.0 is about reading writing companies communities homepages blogs owning sharing wires wireless dialup broadband web forms web applications Netscape Google Hardware costs Bandwidth costs From http://joedrumgoole.com/blog/2006/05/29/web-20-vs-web-10/
- 4. Why online language learning 2 Digital natives vs Digital immigrants …problems inherent in having non- native instructors in charge of education in the digital language…digital-native students are fundamentally different to traditional students and thus require a new pedagogy… (MacLean & Elwood 2009:157)
- 5. New pedagogies Digital natives Digital immigrants • receive info quickly • receive info slowly • multi-task • uni-task • parallel processing • linear processing So what do we (?) digital immigrant teachers need?
- 6. Our quick change cabinet Pedagogy first too often the technology is used without appropriate reflection and pedagogical foundation Parameters synchronicity visibility dialogicity dynamicity
- 7. What technologies? Web 1.0 Web 2.0 Webpages Wikis Email Blogs Instant messaging Social networking
- 8. Unpacking parameters Synchronicity asynchronous: anywhere, anytime synchronous: right here, right now Effects on learning asynchronous: caters well for learner difference; less anxiety → deep learning (plan, test, reflect) synchronous: caters for particular types of learners; more anxiety
- 9. Unpacking parameters Visibility visible: how participants act is visible/trackable invisible: how participants act is invisible/ untrackable Effects on learning visible: excellent for group work/collaborative projects → motivation invisible: more challenging to promote collaboration
- 10. Unpacking parameters Dialogicity dialogic: 1-to-1; 1-to-many; interaction with peers (here and there), teachers, etc. monologic: 1-to-1 only Effects on learning dialogic: excellent for group work/collaborative projects → motivation monologic: more challenging to promote collaboration
- 11. Unpacking parameters Dynamicity dynamic: mirrors dynamic L&C, and learners relationship to L&C static: L&C as artefact Effects on learning dynamic: challenge conceptions → hypothesis, test, deconstruct, reconstruct static: L&C as set of monolithic rules
- 12. Testing the technology Email (web 1.0) asynchronous semi-visible predominantly monologic static Wiki (web 2.0) asynchronous visible dialogic dynamic
- 13. What do you need? What are the challenges to onlining your teaching? References MacLean, G.R. & Elwood, J.A. (2009) ‘Digital Natives, Learner Perceptions and the Use of ICT’. In Thomas (ed.) 156-175. Sturm, M. Kennerll, T. McBride, R. & Kelly, M. (2009) ‘The Pedagogical Implications of Web 2.0’. In Thomas (ed.) 367-384. Thomas, M. (2009) Handbook of Research on Web 2.0 and Second Language Learning. Information Science Reference.