Beyond traditional frameworks for computer assisted learning (CAL)

1. Beyond traditional frameworks for computer assisted learning (CAL) South East Asia Ministers of Education Organization Conference Innovation in Teaching, Research and Management in Higher Education Ho Chi Minh City July, 14th- 15th 2011 Huw Jarvis, University of Salford, UK WWW.TESOLacademic.org WWW.britishcouncil.org/vietnam

2. CAL - the dominant framework • The field is well established with a healthy tradition of research, practice, and dissemination both within and between disciplines – CALL is arguably at the forefront of within humanities (Levy, 1997 :3) • At the heart is the notion that a computer desktop or laptop explicitly helps our students with academic input and or practise activities in order to learn • Computer-based materials (C-bMs) are used to deliver CAL • characterised as having a valued tutorial role in the classroom and beyond (Jarvis, 2004)

3. CALL & educational theory • Behaviourism – drilling with mechanical text-based exercises or games (e.g. Hangman) . The early days of CALL. • Cognitivism - learning comprises thinking, constructing (e.g. simulation games or text reconstruction programmes. Coincides with the arrival of the word processor). Impacted from the mid 70’s. • In language pedagogy shifts to the communicative approach • Socio-cognitivism – learning is socially constructed. Coincides with shifts to multi-media, the internet and the widespread availability of computers at Higher Education Institutions (HEIs) and beyond. Impacted from the mid 90s.

4. CAL today … • Has come a long way and has much to offer … • Including free resources across disciplines • http://www.khanacademy.org/ with 21,000 videos and 100 exercises • … and within disciplines • http://www.tesolacademic.org/ with video talks from cutting edge leaders in the filed and other researchers • Delivery now via virtual learning environments e.g. http://moodle.org/with on-line authoring e.g. http://hotpot.uvic.ca/ • … social media (Facebook, Twitter) also beginning to impact

5. CAL - a critique • Ameans to an end - the computer assists in the delivery of specified learning outcomes • “conscious learning” is key • Usually discussed and researched in terms of students working on one C-bMin controlled contexts • Characterised and justified as being a novelty and motivating • goes back to the days when students had no access to computers beyond their educational institutions • Desktop or laptop computer is central – despite a growing interest in other devices • Educational theory has been independent of the technology

6. Beyond CAL - recent work • No longer “just” a means to an end • C-bMs which facilitate unconscious acquisition are just as valued by none native speaking student (NNNS) learners as tutorial CAL is • Today’s web generation rarely work on one C-bM– they multi-task • The novelty value has long since gone – there is nothing inherently motiviating • In language education technology is impacting on the subject matter itself. Computer-mediated-communication produces new varieties of English. What is the impact of this? • W8 n C

7. Beyond CAL - recent work • In short, “unconscious acquisition” arising out of frequent access to authentic English through globally networked environments using any number of C-bMs, frequently in combination, suggests a need to go beyond CAL.” • Connectivisism - an educational theory that maintains that technology changes learning from a notion that knowledge is an objective that is attainable through either reasoning or experiences. • Siemens (2005) suggests; “How people work and function is altered when new tools are utilized” and that “We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections”.

8. Beyond CAL We have seen the decline of the desktop ... and it is no longer just about COMPUTER (AL) … it is increasingly about other devices and Which in the first instance suggests Mobile Assisted Language Learning (MALL) … but even MALL is limited and limiting framework Mobile Assisted Language Use (MALU) may serve as a framework which takes us beyond CAL

9. Beyond CAL - the significance of Asia (source: Internet Word Stats (http://www.internetworldstats.com/) Country Millions of users of the internet in 2010 China 384 Japan 96 India 81.9 South Korea 37.6 Indonesia 30 Philippines 24 Vietnam 22.8 Pakistan 18.5 Malaysia 16.9 Thailand 16.1 Language Millions of Users English 536.3 Chinese 444.9 Spanish 153.3

10. CAL - the significance of Asia • Users throughout Asia are accessing and communicating massive amounts of information in both their first language and in the English language and they are doing so for study, business and social purposes • it is the practices of such users which are driving forward our changed frameworks for understanding • Against a background of such significant change further research, dissemination and discussions are clearly needed

11. Beyond traditional frameworks for computer assisted learning (CAL) South East Asia Ministers of Education Organization Conference Innovation in Teaching, Research and Management in Higher Education Ho Chi Minh City July, 14th- 15th 2011 Huw Jarvis, University of Salford, UK WWW.TESOLacademic.org WWW.britishcouncil.org/vietnam