Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.959
S. Fielding
If a picture says a thousand words, how much can a 360° image say? How can experiencing (or understanding) other languages and cultures be conveyed in immersive experiences? The Digital Learning Team at the University of Southampton has been developing innovative resources whilst piloting the use of Thinglink, a subscriptionand browser-based software which allows educators and students to create interactive 360° tours embedded with rich media tags and online forms. As mentioned in Fielding and Peel (2017), “[u]sually it takes months of training to develop a virtual world but Thinglink allows this to be done in a short space of time by users with no previous experience” (n.p.). Students could develop digital literacies and skills by creating immersive narratives of their experiences beyond the university environment. In exploring one easy to apply production process, we are at an early stage of innovative practice which has applications for many disciplines. This report outlines aspects of our production process and gives top tips for designing for 360° resources.
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Pub Date : 2019-07-10DOI: 10.14705/rpnet.2019.36.951
Christina Markanastasakis
Students in higher education should work on acquiring academic vocabulary as this is essential to skilfully communicating with other members of the academic community. Vocabulary acquisition is an essential but frequently neglected process due to the intensity, time pressure, and high stakes of short, assessment-based English for Academic Purposes (EAP) courses designed to prepare students for their postgraduate academic programme. Thus, in this experiment, student motivation to engage with vocabulary acquisition is considered in the context of Self-Determination Theory (SDT), which provides a framework for intrinsic and extrinsic motivation. In particular, intrinsic motivation is engendered by feelings of competence, autonomy, and relatedness; extrinsic motivation is rooted in quantifiable outcomes. With these theories in mind, Vocabulary Kingdom is a game that was created for an EAP, higher education classroom context, with the rationale of motivating students to spend more time engaged in vocabulary acquisition. This game features blended learning, with activities occurring in the classroom context and online.
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Pub Date : 2019-07-10DOI: 10.14705/RPNET.2019.36.948
Alessia Plutino, Kate Borthwick, E. Corradini
The eLearning Symposium was held on the 25th of January, 2019, at the University of Southampton. It rejoiced in the title ‘New Perspectives: elearning symposium rebooted. Language learning and technology in new educational landscapes’. This rather lengthy title worked hard for us: it aimed to capture the hopes and challenges of implementing innovation in language education with technology, as well as the opportunities and risks posed by ongoing change in the educational environments we work in.
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