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Tailoring Language Learning to a World of Screens
This page is a supplement to Mark Pegrum's paper entitled
Tailoring Language Learning to a World of Screens,
delivered at the
International Conference on E-learning Futures
in Auckland, New Zealand, 30 November - 1 December 2011.
We are in the midst of a shift towards a digitised world of screens. This paper identifies four key trends linked to this shift and considers their implications for language teaching and learning.
Firstly, the trend towards
means we need to help students acquire the multimedia literacy skills to interpret language embedded in a variety of media, as well as to embed their own language production in media tailored to the messages they wish to convey. Secondly, the trend towards
allows students to build personal learning networks consisting of resources they can turn to for information, and people they can turn to for advice and support, as they begin the process of lifelong language learning. There are especially rich educational possibilities when teachers encourage students to connect and converse across linguistic and cultural borders, practising language use in international contexts at the same time as they develop cultural and intercultural literacy skills. Thirdly, the trend towards
, coupled with the development of new tools such as QR codes and augmented reality apps, allows us to promote ‘u-learning’, or ubiquitous learning, where students can learn in immersive target language environments at the intersection of the web and the world.
The fourth trend, a macro-trend which builds on the first three, is towards
. With an understanding of the principles of multimedia, networking and mobility, teachers can help students begin to tailor learning spaces to their individual needs and interests. Such personalised educational spaces may well represent the future of language learning.
A number of key web-based services, websites, and mobile apps are discussed in the presentation. Links to these are found below.
The web-based services mentioned in relation to developing students'
literacy skills include
(audio commentary on images),
(animated avatars) and
The platforms mentioned in relation to setting up cross-cultural
. The specific organisations mentioned include
The apps mentioned in relation to
come from the iTunes Store. The augmented reality apps include
Bilton, N. (2010).
I live in the future and here's how it works: Why your world, work, and brain are being creatively disrupted.
New York: Crown Business.
Bilton, N. (n.d.).
H79.2768 - 1’, 2’, 10’.
Crystal, D. (2011).
Internet linguistics: A student guide.
Dudeney, G., Hockly, N., & Pegrum, M. (in preparation).
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011).
The 2011 horizon report.
Austin, TX: The New Media Consortium.
Pegrum, M. (2011). Modified, multiplied and (re-)mixed: Social media and digital literacies. In M. Thomas (Ed.),
Digital education: Opportunities for social collaboration
New York: Palgrave Macmillan. [
Snyder, I. (2009). Shuffling towards the future: The enduring dominance of book culture in literacy education. In M. Baynham & M. Prinsloo (Eds.),
The future of literacy studies
(pp.141-159). New York: Palgrave Macmillan.
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