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Rescooped by Shona Whyte from Ubiquitous Learning onto TELT |
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12 Principles Of Mobile Learning...Another from TeachThought, which is becoming a real go-to site for direct ideas. This one is one mobile learning, and what learning looks like and what if can afford.
Design Driver: Users, Devices, Learning, Ecology
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TESOL Quarterly vol 31, No 2. Summer 1997Mark Hancock
This article examines the code switching that goes on during group work in language classes in which the learners share an L1. The author argues that the discourse produced in these circumstances is layered as a result of the participants' oscillating between a literal and a nonliteral frame (Goffman, 1974). Discourse produced in the literal frame is termed off-record and is concerned with negotiation between the learners. Discourse in the literal frame is on-record and is performed to be overheard by a referee (a potential L2 audience). The author suggests that the significance of language choice behaviour differs across these two levels, and teachers concerned with increasing the quantity and quality of L2 production in group work must take this difference into account.
Shona Whyte's insight:
Codeswitching in the second language classroom - L1 or L2, when and why? Delete the scoop?
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Carolyn Kerr's ELT blog post on listening problems (with French L1 learners):
Certain sounds emerged as common problem areas: /n/ – all of the learners – ‘some flowers’ – ‘sun flowers’ /ʤ/ – five of the learners – ‘jeep’ – ‘cheap’ /ɑ:/ – five of the learners – ‘hat’ – ‘heart’ /h/ – five of the learners – ‘ill’ – ‘hill’
If anyone has any insights or observations around these clusters of problem sounds in terms of sound reception I’d be very glad to hear about it! They seem to be ‘typical’ problem sounds for French speakers but I’d love to know more if anyone has any ideas. Delete the scoop?
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Mobile Learning is about self-actuated personalization.
As learning practices and technology tools change, mobile learning itself will continue to evolve. For 2013, the focus is on a variety of challenges, from how learners access content to how the idea of a “curriculum” is defined.
Technology like tablets PCs, apps, and access to broadband internet are lubricating the shift to mobile learning, but a truly immersive mobile learning environment goes beyond the tools for learning to the lives and communities valued by each individual learner.