Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.954
Anna Comas-Quinn
This paper reviews three attempts to incorporate technology-enabled online volunteer translation communities into language teaching in formal education. Through taking part in these communities, participants can develop many important skills, including digital, participatory, and information literacy, alongside improving their language skills and acquiring knowledge of translation and subtitling. Despite the challenges, an open pedagogy that connects learners with communities outside the classroom offers valuable opportunities to engage learners in meaningful tasks that add value to society, and relates well to a project-based, situated, and experiential pedagogy. Through an action research process, several activity designs for using TED Translators in language and translation education were implemented, evaluated, and refined to offer learners and teachers effective ways of engaging with this rich resource. An overview of the opportunities and challenges is presented, including ethical considerations of using open online communities in formal language education.
{"title":"Using online volunteer translation communities for language learning in formal education","authors":"Anna Comas-Quinn","doi":"10.14705/rpnet.2019.36.954","DOIUrl":"https://doi.org/10.14705/rpnet.2019.36.954","url":null,"abstract":"This paper reviews three attempts to incorporate technology-enabled online volunteer translation communities into language teaching in formal education. Through taking part in these communities, participants can develop many important skills, including digital, participatory, and information literacy, alongside improving their language skills and acquiring knowledge of translation and subtitling. Despite the challenges, an open pedagogy that connects learners with communities outside the classroom offers valuable opportunities to engage learners in meaningful tasks that add value to society, and relates well to a project-based, situated, and experiential pedagogy. Through an action research process, several activity designs for using TED Translators in language and translation education were implemented, evaluated, and refined to offer learners and teachers effective ways of engaging with this rich resource. An overview of the opportunities and challenges is presented, including ethical considerations of using open online communities in formal language education.","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130595455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.957
Marta Fondo, Pedro Jacobetty
This study analyses the results of two parallel two-month online exchange projects launched during the spring semester of 2018. The first project was a bilingual one-to-one English/Spanish exchange project for undergraduate business students. The second one was a monolingual one-to-many intercultural practice in English between native and non-native undergraduate business/economics students. Whereas both projects followed a similar structure, they differed in many aspects. Our mixed-methods approach focusses on student profile, project and task design, implementation, and coordination, in relation to students’ participation, performance, and their evaluation of the project. The objective is to identify what led to positive (lights) and negative (shadows) outcomes and to provide a collection of project design recommendations to telecollaboration practitioners.
{"title":"The lights and shadows of intercultural exchange projects for 21st-century skills development: analysis and comparison of two online case studies","authors":"Marta Fondo, Pedro Jacobetty","doi":"10.14705/rpnet.2019.36.957","DOIUrl":"https://doi.org/10.14705/rpnet.2019.36.957","url":null,"abstract":"This study analyses the results of two parallel two-month online exchange projects launched during the spring semester of 2018. The first project was a bilingual one-to-one English/Spanish exchange project for undergraduate business students. The second one was a monolingual one-to-many intercultural practice in English between native and non-native undergraduate business/economics students. Whereas both projects followed a similar structure, they differed in many aspects. Our mixed-methods approach focusses on student profile, project and task design, implementation, and coordination, in relation to students’ participation, performance, and their evaluation of the project. The objective is to identify what led to positive (lights) and negative (shadows) outcomes and to provide a collection of project design recommendations to telecollaboration practitioners.","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114308619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.958
Lucy A. Watson
The ‘Global Student Collective’ is a telecollaboration project on the International Foundation Year (IFY) programme at the University of Southampton. IFY students were connected with volunteers in Brazil, India, Hungary, and Italy online in order to find out more about their countries. The project required the students to exercise multiple transferable skills, including teamwork, time management, and intercultural awareness. They also developed vital oral, written, and digital skills. The researcher used an Exploratory Practice (EP) approach utilising existing pedagogical activities for data collection. This paper identifies the challenges the project presented and presents preliminary findings from the research data in order to assist practitioners interested in telecollaboration to design their own projects.
{"title":"Telecollaboration in the foundation year classroom: the ‘Global Student Collective’","authors":"Lucy A. Watson","doi":"10.14705/rpnet.2019.36.958","DOIUrl":"https://doi.org/10.14705/rpnet.2019.36.958","url":null,"abstract":"The ‘Global Student Collective’ is a telecollaboration project on the International Foundation Year (IFY) programme at the University of Southampton. IFY students were connected with volunteers in Brazil, India, Hungary, and Italy online in order to find out more about their countries. The project required the students to exercise multiple transferable skills, including teamwork, time management, and intercultural awareness. They also developed vital oral, written, and digital skills. The researcher used an Exploratory Practice (EP) approach utilising existing pedagogical activities for data collection. This paper identifies the challenges the project presented and presents preliminary findings from the research data in order to assist practitioners interested in telecollaboration to design their own projects.","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128836223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.14705/RPNET.2019.36.949
Billy Brick, Tiziana Cervi-Wilson, Sean Graham, Tsvetan Tsankov, Michael Loizou, N. Godson, Kelly Ryan
This paper will report on a pilot Virtual Reality (VR) project which repurposes an existing scenario-based VR asset for health sciences. The original scenario aims to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-Player Character (NPC). This provides a safe, non-threatening environment for students to hone the necessary skills they will need once they begin their professional careers. The NPC’s simulated emotional state and reactions are changed based on the student’s choice of responses. The original scenario was written in English but the opportunity to convert it into an Italian language learning resource by changing the audio files was identified and implemented. The scenario involves learners to be recurrently selecting from a number of possible responses in order to help the virtual character with his grievances regarding his father’s care package. 1. Coventry University, Coventry, England; b.brick@coventry.ac.uk; https://orcid.org/0000-0002-2256-7046 2. Coventry University, Coventry, England; t.cervi@coventry.ac.uk; https://orcid.org/0000-0002-2754-5460 3. Coventry University, Coventry, England; hsx494@coventry.ac.uk; https://orcid.org/0000-0003-0635-7070 4. Coventry University, Coventry, England; ac1576@coventry.ac.uk 5. Coventry University, Coventry, England; ab8703@coventry.ac.uk; https://orcid.org/0000-0001-5603-7564 6. Coventry University, Coventry, England; hsx324@coventry.ac.uk 7. Coventry University, Coventry, England; aa7896@coventry.ac.uk How to cite this chapter: Brick, B., Cervi-Wilson, T., Graham, S., Tsankov, T., Loizou. M., Godson, N., & Ryan, K. (2019). Multilingual immersive communication technology: repurposing virtual reality for Italian teaching. In A. Plutino, K. Borthwick & E. Corradini (Eds), New educational landscapes: innovative perspectives in language learning and technology (pp. 5-10). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.36.949
{"title":"Multilingual immersive communication technology: repurposing virtual reality for Italian teaching","authors":"Billy Brick, Tiziana Cervi-Wilson, Sean Graham, Tsvetan Tsankov, Michael Loizou, N. Godson, Kelly Ryan","doi":"10.14705/RPNET.2019.36.949","DOIUrl":"https://doi.org/10.14705/RPNET.2019.36.949","url":null,"abstract":"This paper will report on a pilot Virtual Reality (VR) project which repurposes an existing scenario-based VR asset for health sciences. The original scenario aims to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-Player Character (NPC). This provides a safe, non-threatening environment for students to hone the necessary skills they will need once they begin their professional careers. The NPC’s simulated emotional state and reactions are changed based on the student’s choice of responses. The original scenario was written in English but the opportunity to convert it into an Italian language learning resource by changing the audio files was identified and implemented. The scenario involves learners to be recurrently selecting from a number of possible responses in order to help the virtual character with his grievances regarding his father’s care package. 1. Coventry University, Coventry, England; b.brick@coventry.ac.uk; https://orcid.org/0000-0002-2256-7046 2. Coventry University, Coventry, England; t.cervi@coventry.ac.uk; https://orcid.org/0000-0002-2754-5460 3. Coventry University, Coventry, England; hsx494@coventry.ac.uk; https://orcid.org/0000-0003-0635-7070 4. Coventry University, Coventry, England; ac1576@coventry.ac.uk 5. Coventry University, Coventry, England; ab8703@coventry.ac.uk; https://orcid.org/0000-0001-5603-7564 6. Coventry University, Coventry, England; hsx324@coventry.ac.uk 7. Coventry University, Coventry, England; aa7896@coventry.ac.uk How to cite this chapter: Brick, B., Cervi-Wilson, T., Graham, S., Tsankov, T., Loizou. M., Godson, N., & Ryan, K. (2019). Multilingual immersive communication technology: repurposing virtual reality for Italian teaching. In A. Plutino, K. Borthwick & E. Corradini (Eds), New educational landscapes: innovative perspectives in language learning and technology (pp. 5-10). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.36.949","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"284 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124540426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.956
R. Shahini, H. Davis, Kate Borthwick
One of the goals of Massive Open Online Courses (MOOCs) is to democratise education. With their unique openness feature, courses are offered to global learners with diverse backgrounds and cultures. This research has conducted a systematic literature review to identify the cultural aspects of multicultural learning environments and MOOCs, and what strategies, approaches, and dimensions have been implemented to deal with cultural challenges in relation to learning and teaching. The results showed how cultural differences on many levels are an influential factor on learning and teaching. Several pedagogical, contextual, and behavioural strategies have been implemented to overcome cultural differences in learning. In conclusion, this report presents an inventory of suggestions for a MOOC development team to consider when they are designing and delivering MOOC courses for multicultural audiences.
{"title":"Design recommendations to address cultural issues in multicultural MOOCs: a systematic literature review","authors":"R. Shahini, H. Davis, Kate Borthwick","doi":"10.14705/rpnet.2019.36.956","DOIUrl":"https://doi.org/10.14705/rpnet.2019.36.956","url":null,"abstract":"One of the goals of Massive Open Online Courses (MOOCs) is to democratise education. With their unique openness feature, courses are offered to global learners with diverse backgrounds and cultures. This research has conducted a systematic literature review to identify the cultural aspects of multicultural learning environments and MOOCs, and what strategies, approaches, and dimensions have been implemented to deal with cultural challenges in relation to learning and teaching. The results showed how cultural differences on many levels are an influential factor on learning and teaching. Several pedagogical, contextual, and behavioural strategies have been implemented to overcome cultural differences in learning. In conclusion, this report presents an inventory of suggestions for a MOOC development team to consider when they are designing and delivering MOOC courses for multicultural audiences.","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115642021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.960
Michael Salmon
{"title":"“What is this place?” – using screencasts to guide international students around the virtual learning environment","authors":"Michael Salmon","doi":"10.14705/rpnet.2019.36.960","DOIUrl":"https://doi.org/10.14705/rpnet.2019.36.960","url":null,"abstract":"","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114553589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.950
Serpil Meri-Yilan
{"title":"A study on technology-based speech assistants","authors":"Serpil Meri-Yilan","doi":"10.14705/rpnet.2019.36.950","DOIUrl":"https://doi.org/10.14705/rpnet.2019.36.950","url":null,"abstract":"","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121723196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.953
This paper describes the initial stages of a project which seeks to develop a language learning game for Italian running a deep linguistic grammar at its backend for fine-grained error detection. The grammar is designed within the grammatical framework of Lexical Functional Grammar (LFG). The project aims to bring together work from different fields by combining strategies from computational linguistics with theoretical insights from Second Language Acquisition (SLA) and components from computer gaming.
{"title":"A deep linguistic computer-assisted language learning game for Italian","authors":"","doi":"10.14705/rpnet.2019.36.953","DOIUrl":"https://doi.org/10.14705/rpnet.2019.36.953","url":null,"abstract":"This paper describes the initial stages of a project which seeks to develop a language learning game for Italian running a deep linguistic grammar at its backend for fine-grained error detection. The grammar is designed within the grammatical framework of Lexical Functional Grammar (LFG). The project aims to bring together work from different fields by combining strategies from computational linguistics with theoretical insights from Second Language Acquisition (SLA) and components from computer gaming.","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121835275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.14705/RPNET.2019.36.955
Marina Orsini-Jones, Abraham Cerveró Carrascosa
This paper reports on how the FutureLearn Massive Open Online Course (MOOC) Becoming a Better Teacher was blended into English Language Teaching (ELT) university programmes in conjunction with telecollaboration. It discusses how the addition of a MOOC blend can enhance a telecollaborative exchange by adding to it increased opportunities for social collaborative interaction on a global scale. Blending MOOCs into English Teacher Education with Telecollaboration (BMELTET) fosters the students’ reflection on online and blended learning and teaching to support their future teaching practice. The paper illustrates how participating students – undergraduate ELT students from Spain and postgraduate ELT students studying in the UK – participated in both synchronous and asynchronous exchanges on the MOOC content. The discussion will focus on how a holistic approach to the integration of technology into language teacher education programmes with a blend of formal and informal platforms can support students in reflecting on their beliefs.
{"title":"BMELTET – Blending MOOCs into English language teacher education with telecollaboration","authors":"Marina Orsini-Jones, Abraham Cerveró Carrascosa","doi":"10.14705/RPNET.2019.36.955","DOIUrl":"https://doi.org/10.14705/RPNET.2019.36.955","url":null,"abstract":"This paper reports on how the FutureLearn Massive Open Online Course (MOOC) Becoming a Better Teacher was blended into English Language Teaching (ELT) university programmes in conjunction with telecollaboration. It discusses how the addition of a MOOC blend can enhance a telecollaborative exchange by adding to it increased opportunities for social collaborative interaction on a global scale. Blending MOOCs into English Teacher Education with Telecollaboration (BMELTET) fosters the students’ reflection on online and blended learning and teaching to support their future teaching practice. The paper illustrates how participating students – undergraduate ELT students from Spain and postgraduate ELT students studying in the UK – participated in both synchronous and asynchronous exchanges on the MOOC content. The discussion will focus on how a holistic approach to the integration of technology into language teacher education programmes with a blend of formal and informal platforms can support students in reflecting on their beliefs.","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126740274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.952
Bart Pardoel, Salomi Papadima-Sophocleous, A. Athanasiou
Although the use of games and game elements other than pure entertainment has been studied in several academic fields, studies on completely gamified courses for foreign language learning in secondary schools are still scarce. This exploratory research paper contributes to a better understanding of the affordances of mobile gamification in Foreign Language (FL)/L2 education, specifically in the context of a Dutch secondary school. A technology-assisted mobile gamified language course for A1 German as an FL (GFL), called MISSION BERLIN, was developed, implemented, and evaluated. The students assumed the role of secret agents on a six-week mission to Germany’s capital, using the official Moodle app on their own devices. A total number of 45,003 student’s interactions (clicks) with the Moodle software were recorded and analysed, including the total number of individual interactions and the times when the clicks were made. In addition, the way how students collected the coins was analysed, making it possible to identify students’ playing patterns and to explore different student actions.
{"title":"MISSION BERLIN – a mobile gamified exploration of a new educational landscape","authors":"Bart Pardoel, Salomi Papadima-Sophocleous, A. Athanasiou","doi":"10.14705/rpnet.2019.36.952","DOIUrl":"https://doi.org/10.14705/rpnet.2019.36.952","url":null,"abstract":"Although the use of games and game elements other than pure entertainment has been studied in several academic fields, studies on completely gamified courses for foreign language learning in secondary schools are still scarce. This exploratory research paper contributes to a better understanding of the affordances of mobile gamification in Foreign Language (FL)/L2 education, specifically in the context of a Dutch secondary school. A technology-assisted mobile gamified language course for A1 German as an FL (GFL), called MISSION BERLIN, was developed, implemented, and evaluated. The students assumed the role of secret agents on a six-week mission to Germany’s capital, using the official Moodle app on their own devices. A total number of 45,003 student’s interactions (clicks) with the Moodle software were recorded and analysed, including the total number of individual interactions and the times when the clicks were made. In addition, the way how students collected the coins was analysed, making it possible to identify students’ playing patterns and to explore different student actions.","PeriodicalId":142607,"journal":{"name":"New educational landscapes: innovative perspectives in language learning and technology","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124883683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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