Programme (2017)

Beyond web 2.0: Designing authentic mobile learning for everyday contexts in Asia

Keynote Presentation: Professor Mark Pegrum

When the second generation of the web, or web 2.0, emerged around 2000, it opened up the possibility of promoting personalised but collaborative learning. A new generation of mobile context-aware technologies has now emerged, which builds on web 2.0 but goes beyond it, opening up the possibility of foregrounding authentic learning in everyday contexts. To capitalise on this new potential for educational change, it is essential to develop appropriate mobile learning designs. Drawing on Pegrum’s (2014) 3-Level Mobile Learning Framework, Burden & Kearney’s (2017) Mobile Pedagogical Framework, and Clandfield & Hadfield’s (2017) Weak & Strong Interaction Model, this paper suggests that today’s optimal mobile learning designs should involve activities where the devices, the learners, and the learning experiences are all mobile; where the three dimensions of personalisation, collaboration, and authenticity are foregrounded; and where both weak and strong interaction are present. The paper will illustrate the potential of mobile augmented reality (AR) language and literacy learning projects, most of which also incorporate elements of community building and cultural exploration. The main focus will be on recent gamified learning trails in Asia, such as the Singaporean AR Heritage Trails and the Hong Kong AR TIEs (Trails of Integrity and Ethics), where students learn collaboratively in real-world settings, while practising language, developing digital literacies and 21st century skills, building community, and exploring culture. We will consider how these gamified trails are structured to enable students to draw the greatest learning benefits from digitally supported, authentic, real-world interactions.

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Assessment Basics for the Language Classroom: A Crash Course in Testing

Featured Presentation: Brandon Kramer

Everyone remembers the stress of taking tests when they were students. Whether for placement purposes, measuring classroom learning, diagnosing content weaknesses or measuring overall proficiency, tests are an embedded and unavoidable part of teaching. Maximizing their potential should be a goal of every teacher and administrator.

This presentation will outline how tests can be used to check how much students have learned throughout a semester, as well as how they can help encourage the students to reach new levels. Different kinds of tests as well as recommended test-making strategies will be introduced, in addition to a discussion of the concepts of validity, washback and fairness. Focus will be given to considering the purposes of testing, the kinds of questions used, and basic results analysis. It is hoped that participants will gain an understanding of how tests can be used as a tool to promote learning in the classroom.

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Balancing Principles and Practicalities When Designing and Implementing a Vocabulary Program

Featured Presentation: Stuart McLean

The presenter will explain characteristics that make up an effective and efficient vocabulary program. These include spaced rehearsal, adaptive learning, increasing retrieval difficulty, the use of an appropriate counting unit, the presentation of both audio and orographic forms, and the use of context and the learner’s L1. However, while designing a vocabulary program that meets all of these criteria is simple, the operationalization of a vocabulary program designed in line with research literature is problematic.

The later half of the presentation describes the challenges faced when trying to implement the planned vocabulary program first across a new program, and then across of most of the institution. The presentation concludes by describing the achievements and limitations of the vocabulary program, and by making recommendations for others who hope to create a similar program.

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How to Use Wikipedia as an Educational Tool in the Classroom

Featured Presentation: Nichole Saad

Imagine a classroom in which all students are engaged, learning subject content, improving their digital literacy, and gaining valuable twenty-first-century skills while contributing to a global volunteer based movement. The Wikipedia Education Program is a win-win-win. Educators achieve learning targets, students gain valuable skills and Wikipedia gains content. This workshop will introduce the Wikipedia Education Program and demonstrate to educators how to begin using Wikipedia in the classroom. Instead of students writing a research paper for their teacher’s eyes only, students write for the world.

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Instructional Designers as Agents of Change: Facilitating the Next Generation of Technology-Enhanced Learning

Featured Presentation: Professor Barbara Lockee

The demand for instructional designers in educational settings is stronger than ever, as institutions seek to leverage the use of technology across learning contexts – in classrooms, online, and everywhere in between. But are schools and colleges ready for innovation in learning? Where are we as designers headed as a profession and how do those who employ us see our role in advancing their organisations? How will our skill sets and responsibilities need to change in light of these perspectives? This session will explore the changing landscape for instructional design professionals in educational contexts and our potential to serve as change agents in the adoption of learning innovations.

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Change in Japanese Tertiary Education: Implementing Content and Language Integrated Learning (CLIL) in Japan

Keynote Presentation: Professor Ted O' Neill

Higher education in Japan is going through a period of profound change. As universities attempt to respond to the needs of students and society, some are looking abroad for new approaches. One example is a recent surge in interest in Content and Language Integrated Learning (CLIL) in tertiary education. This is closely related to government initiatives for globalisation in education, competition amongst universities for both local and international students, and growth of English Medium of Instruction (EMI) at the undergraduate level. These pressures will also be familiar to university educators around Asia and elsewhere. CLIL offers an approach to preparing students to study specific academic content while also improving language skills. However, much of the early work in developing CLIL took place in European primary and secondary education, so how does CLIL fit in this new environment? The understanding and application of this approach necessarily changes as it travels to other contexts, but its implementation promises deep effects on the identities of learners and institutions.

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