The Students’ Voice in Designing Optimal CALL Environments

CULI National Seminar 2012

19-20 November, 2012Chulalongkorn University, Bangkok

Thailand

Mike LevyThe University of Queensland

Australia

Overview

• PART 1: The importance of context– Managing the the “Hype Cycle”– Understanding your context

• PART 2: Research findings from 3 studies– University– High School

• PART 3: Mobile Learning – An example– Cell phones– Vocabulary learning

• PART 4: Implications & conclusions– Planning– Conclusions

Gartner’s Hype Cycle

Students’ use of technologiesTop 10

Research Project III:Independent High schools - Devices

Independent High schools – Software/apps

Push vs Pull (or both)?

• Pull – learners actively seek out or request information for themselves– requires learner initiative/action/skill/autonomy

• Push – information is sent to learners automatically, without effort on their part

Recommendations

Recommendation 1: Learner training & support

•Help students use the tools they have•Many students have the tools and access to content & resources, but do not have the know-how for learning

– Know your students’ technologies & learning preferences

– Work with learners– Help them develop their skills further

Recommendations

Recommendation 2: Planning

•Plan using data drawn from current use, both with university/school systems and the users’ own personal technologies of choice.

– Learners have a technological identity as well as a linguistic and cultural identity

– Mobility is key– Be nimble, not locked-in

Recommendations

Recommendation 3: Control

•Reflect deeply on your locus of control, what you provide, what you support, allow or permit and what you do not.

– Access: provision, responsibility & choice– Duty of care (esp. for schools)– Push & pull

WorldCALL 2013

WorldCALL 2013