Framework for Mobile Learner Language Learning Contexts
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This document outlines a framework for mobile learner-determined language learning. It defines learner-determined learning as being self-directed, intrinsically motivated, and occurring in a learner-controlled environment. The framework consists of three learner dimensions, four external contextual elements, and three interdependent learning concepts of relevancy, adaptation, and personalization. Together these allow for the design of context-dependent and independent activities to enhance mobile language learning.
Framework for Mobile Learner Language Learning Contexts
- 1. A FRAMEWORK FOR ENHANCING MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
- 2. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS PRESENTATION OUTLINE Introduction Defining learner-determined learning Introducing the framework: Dimensions Elements Learner concepts: • Relevancy • Adaptation • Personalization Discussion: Strategies, activities, & environmental affordances to enhance mobile learner- determined language learning
- 3. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS INTRODUCTION Framework based upon cumulative research study findings: • Mobile language learning (Palalas, 2012, 2015) • Learner-determined emergent educational technology integration (Wark, 2018) • Mobile-assisted language literacy (Palalas, Pawluk, & Wark, 2017; Palalas & Wark 2017a & b) Conclusion: Mobile technology offers untethered personalized, learner-determined language learning, merging the learner’s personal, authentic real and virtual worlds
- 4. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS DEFINING LEARNER-DETERMINED LEARNING The Learner Is… Pedagogical Self-Directed (Andragogy; Knowles, 1970) Self-Determined (Heutagogy; Hase & Kenyon, 2001, 2013) Passive Active Amotivated Extrinsically-Motivated Intrinsically-Motivated (Ryan & Deci, 2000a & b) Learning Focus… Instrumental Reasoning (What, How) Instrumental & Transformative (What, How, Why, Where, When, Who) Learning Occurs… Formal Classroom Setting; Youthful Years Personal Learning Environment; Lifelong and Life-Wide Environment is… Teacher-Controlled Learner-Determined Figure 1. Learner Characteristics and Learning Environments (Wark, 2018)
- 5. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
- 6. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS INTRODUCING THE MOBILE LEARNER-DETERMINED LANGUAGE LEARNING FRAMEWORK Context: Design principle - Integrate environmental affordances (Palalas, Pawluk, & Wark, 2017; Palalas & Wark, 2017a & b) Authentic Situational Context (merging real and virtual worlds): Learner Dimensions + External Contextual Elements Yield Interdependent Learning Concepts
- 7. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS LEARNER DIMENSIONS Three learner dimensions: 1. Learner characteristics (including unique personal history and experiences; Bamberger & Tal, 2007) 2. The language (with speaking, reading, writing, listening sub-dimensions) 3. Mobile learning (learner mobility and digital literacy)
- 8. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS EXTERNAL CONTEXTUAL ELEMENTS Four dynamic contextual elements: 1. The setting (time and space) 2. Participants 3. Technological affordances 4. Behaviours and interactions (governed by socio-cultural norms; Palalas & Wark, 2017a & b)
- 9. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS INTER-DEPENDENT LEARNING CONCEPTS Synergy between learner dimensions and external contextual elements yield three prevalent, inter-dependent learning concepts: 1. Relevancy 2. Adaptation 3. Personalization (Palalas, 2015; Palalas & Wark, 2017a & b)
- 10. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS CONTEXT-DEPENDENT AND –INDEPENDENT ACTIVITY DESIGNS Relevancy, adaptation, and personalization enable instructors and learners to adjust context-dependent and –independent activities in relation to: • Learner freedom and system control • Structure and progression • Content themes and topics • Support and feedback • Interaction • Task types, layouts, and difficulty levels… With the benefit of real and virtual world environmental affordances.
- 11. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS USING THE FRAMEWORK: SOME EXAMPLES 1. Our examples 2. Your examples: What are some strategies, activities, and/or environmental affordances that you have employed or would like to suggest to enhance mobile learner-determined language learning?
- 12. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS Thank You This is a collaborative project between Athabasca University, George Brown College, Teaching English as a Second Language (TESL) Toronto, Literacy Nipissing, AlphaPlus, and Development Made Simple; funded by the Social Science and Humanities Council of Canada. Agniezka (Aga) Palalas apalalas@athabascau.ca Przemyslaw Pawluk ppawluk@georgebrown.ca Norine Wark norinewark@gmail.com
- 13. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS REFERENCES Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums. Science Education, 91(1), 75-95. Hase, S., & Kenyon, C. (2001). From andragogy to heutagogy. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html Hase, S., & Kenyon, C. (2013). Self-determined learning: Heutagogy in action. London, UK: Bloomberg Press. Knowles, M. (1970). The modern practice of adult education - From pedagogy to andragogy (1st ed.). New York: Cambridge Books. Palalas, A. (2012). Design guidelines for a mobile-enabled language learning system supporting the development of ESL listening skills (Doctoral dissertation, Athabasca University, Athabasca, Alberta, Canada). Palalas, A. (2015). The ecological perspective on the “Anytime Anyplace” of Mobile-Assisted Language Learning. In E. Gajek (Ed.), Technologie mobilne w kształceniu językowym, 29-48. Retrieved from http://bit.ly/2krS9hb Palalas, A. & Wark, N. (2017a, October). Design principles for an innovative learner-determined mobile learning solution for adult literacy. Paper presented at the World Conference on Online Learning, (ICDE 2017), Toronto, Ontario. Palalas, A. & Wark, N. (2017b, October). Design principles for an adult literacy mobile learning solution. Paper presented at the 16th World Conference on Mobile Learning (mLearn 2017), Larnaca, Cyprus. Retrieved from https://www.researchgate.net/publication/320745772_Design_Principles_for_an_Adult_Literacy_M obile_Learning_Solution
- 14. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS REFERENCES Palalas, A., Wark, N., & Pawluk, P. (2017). Design principles for an adult literacy mobile learning solution in a blended learning context. Proceedings of the 2nd World Conference on Blended Learning (IABL2017), 41-51. Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. Retrieved from https://www.sciencedirect.com/science/article/pii/S0361476X99910202 Ryan, R. M. & Deci, E. L. (2000b) Self-determination Theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 58-68. Retrieved from https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf Wark, N. (2018). Shifting Paradigms: A critical pragmatic evaluation of key factors affecting learner- empowered emergent technology integration (Doctoral dissertation, Athabasca University, Athabasca, Alberta, Canada).