The document discusses mobile assisted language learning (MALL) and connecting learning experiences across different contexts. It provides an overview of the author's work in designing learning experiences that bridge informal and formal learning using mobile technologies. The author advocates for learner-centered designs that create personal stores of resources and allow sharing with teachers. Several opportunities and challenges of MALL are discussed, such as connecting incidental and deliberate learning and providing adaptive and shared control of learning activities.

1. Mobiles, Vocabulary &
Connecting Experiences
Joshua Underwood
" A word acquires its sense from the context in which it appears;
in different contexts, it changes its sense…
The dictionary meaning is no more than a stone in the edifice of
sense…” p.245 Vygotsky (1986)

2. Overview
• Who am I?
• Learning Vocabulary
• Mobile Assisted Language Learning (MALL)
• Learning Experience (LX) Design
• Connections: Some Opportunities & Challenges

3. Who am I?
Designer/Researcher
LearnerTeacher

4. I am an LX
Designer
miLexicon
Participatory
e-Science
Homework

5. Homework
Luckin et al., (2005), Kerawalla et al., (2007)
Connecting learners & helpers across settings
BBC News South East (2006) http://goo.gl/qssTAO
“What did you get up to today?”

6. Participatory Science Inquiry
Underwood, J., Smith, H., Luckin, R., & Fitzpatrick, G. (2008)
Connecting data capture & inquiry,
sharing & reflection across settings

7. Learner: Personal & Social Language Inquiry
Underwood, Luckin & Winters (2011)

8. Investigate
Share
Reflect: self-assessment
prompts & item history
miLexicon: nexus for activity & PLE
C
a
p
t
u
r
e
Underwood, Luckin & Winters (2012)

9. Teaching reminds me of…
Practicalities
&
Constraints
Engagement
& Fun 

10. How to learn vocabulary?

11. There are quite a few vocab apps…

12. What should vocab apps do?
• Incremental & multi-dimensional (Nation, 2001)
• 11 principles: Personal stores centred on individual
needs, …, shared with teachers for help with
prioritization & strategies (Schmitt & Schmitt, 1995)
• 17 criteria: require increasing retrieval effort & prompt
generative use (Nakata, 2011)
• Self-created material better for long-term retention
(Hasegawa et al, 2008)
• Integrate tools & vocabulary tutoring - track activity
(Ma, 2013)
• Integrate across activity (Kukulska-Hulme, 1988)

13. Some MALL tech directions
• Situated capture & sharing: CloudBank/Lingobee (Pemberton &
Winter, 2012), SCROLL (Ogata et al, 2011)
• Situated help: Xpress (Chang et al, 2013), VocabNomad
(Demmans Epp, 2013)
• Situated & distributed practice: MicroMandarin (Edge et al,
2011)
• Incidental: Vocabulary Wallpaper (Dearman & Truong, 2012),
fleex.tv, etc…
• Task-based: French Kitchen (Seedhouse et al, 2013)
• Micro-learning, Wait-learning (Cai et al, 2014)
• Automated glossing/picture notes (Han et., 2014), keyword
TransPhoner (Savva et al, 2014)
See Burston (2013) for a fairly comprehensive annotated bibliography

14. 7 ways to think about MALL Designs
• Mobile device, learner, learning (Pegrum in Hockly, 2013) –
content, tutorial, creation, communication (video) (Hockly, 2013)
• 10 essential pedagogic elements: … Learner generated artefacts
& activities that connect in class and out of class learning
(Palalas, 2012)
• 10 more principles: Push respectfully, Difference (Stockwell &
Hubbard, 2013)
• Despite context, in context, about context, through {creating}
context (Sharples, 2012)
• 10 dimensions: Facilitated Seamless Learning (video) (Wong,
2013)
• Time, Place, Activity + Journey (Kukulska-Hulme et al, 2012)
• Interaction trajectories: beginnings, ends, transitions (Benford et
al, 2013)

15. Learner Centred Ecology of Resources
My
resources
FiltersFilters
Filters
A world of
resources
Knowledge
& Skills
Environment
Tools
& People

16. Learner Centred Ecology of Resources
(Luckin, 2010)
• Context… …is local to a learner. …
• Context is dynamic & associated with connections between,
people, things, locations & events
• in a narrative that is driven by people’s intentionality &
motivations.
• Technology can help to make those connections…
• People can help to make those connections have meaning.
• [Context’s]…timescale is [an] individual's life…”
p.18 Luckin (2010)

17. Participatory story writing for design
involve learners in writing their own technology-enhanced learning…
• Who?
• What?
• Why?
• Where?
• Under what constraints?
• With what help? People, MAPs, tools
• When? The narrative – learning trajectory: grab &
hold attention, episodes & transitions, what
happens before, after, how does the learning
story fit with the wider life story…
Underwood (2014)

18. miLexicon as probe
Technology probe
(see Balaam, 2013)
“in the wild”
(see Rogers, 2011)
Participatory Design
Underwood, Luckin, Winters (2014)

19. 7 MALL opportunities & challenges
• Looking out (one vision for Glass) & Looking in (eye-
tracking technology & language learning research 1 &
2)
• Connecting incidental & deliberate learning
• Shared control: Learner & Teacher
• Adaptive (to you) & Adaptable (by you)
• Assessment with Help (e.g. beyond EnglishProfile,
Write&Improve & Michael Carrier on ASR at IATEFL2014 -
video)
• Grab & Hold…………………………………….attention
• Open not Closed – integration across apps & activites

20. Thanks
“A word is a microcosm of human consciousness” Vygotsky (1986)

21. REFERENCES
Balaam, M. (2013.) Using Technology Probes to Understand Educational Design Spaces, In the Handbook of Design
in Educational Technology, Routledge,
Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies
1994–2012. Language Learning & Technology, 17(3), 157–225.
Cai, Miller, Guo, Glass (2014) Wait-Learning: Leveraging Conversational Dead Time for Second Language Education.
Proceedings CHI 2014
Carrier, M (2014) Speech recognition in ELT: its impact on teachers and learners
http://iatefl.britishcouncil.org/2014/sessions/2014-04-03/speech-recognition-elt-its-impact-teachers-and-learners
Chang, Y.-J., Li, L., Chou, S.-H., Liu, M.-C., & Ruan, S. (2013). Xpress: Crowdsourcing Native Speakers to Learn
Colloquial Expressions in a Second Language Yung-Ju. In CHI ’13 Extended Abstracts on Human Factors in Computing
Systems on - CHI EA '13 (p. 2555). New York, New York, USA: ACM Press. doi:10.1145/2468356.2468829
Dearman, D., & Truong, K. (2012). Evaluating the implicit acquisition of second language vocabulary using a live
wallpaper. In Proceedings of the 2012 ACM annual conference on Human Factors in Computing Systems - CHI ’12 (p.
1391). New York, New York, USA: ACM Press. doi:10.1145/2207676.2208598
Demmans Epp, C. (2013). Mobile Adaptive Communication Support for Vocabulary Acquisition. In H. C. Lane, K.
Yacef, J. Mostow, & P. Pavlik (Eds.), Proceedings of Artificial Intelligence in Education (Lecture No., pp. 876–879).
Springer Berlin Heidelberg. doi:10.1007/978-3-642-39112-5_135
Edge, D., Searle, E., Chiu, K., Zhao, J., & Landay, J. A. (2011). MicroMandarin. In Proceedings of the 2011 annual
conference on Human factors in computing systems - CHI ’11 (p. 3169). New York, New York, USA: ACM Press.
doi:10.1145/1978942.1979413
Han, C.-H., Yang, C.-L., & Wang, H.-C. (2014). Supporting second language reading with picture note-taking. In
Proceedings of the extended abstracts of the 32nd annual ACM conference on Human factors in computing systems
- CHI EA ’14 (pp. 2245–2250). New York, New York, USA: ACM Press. doi:dx.doi.org/10.1145/2559206.2581183
Hasegawa, K., Ishikawa, M., Shinagawa, N., Kaneko, K., & Mikakoda, H. (2008). Learning effects of self-made
vocabulary learning materials. Proceedings of IADIS International Conference on Cognition and Exploratory Learning
in Digital Age 2008 (pp.153-158), Lisbon: IADIS.
Hockly, N (2013) Designer Learning: The teacher as designer of mobile-based classroom learning experiences.
Monterey, CA: TIRPF Retrieved from http://www.tirfonline.org/wp-
content/uploads/2013/11/TIRF_MALL_Papers_Hockly.pdf
Kerawalla, O'Connor, Underwood, et al. (2007) Exploring the potential of the Homework system and tablet PCs to
support continuity of numeracy practices between home and primary school. Educational Media International
01/2007; 44:289-303. DOI:10.1080/09523980701680904
.

22. REFERENCES
Kukulska-Hulme, A. (1988). A computerized interactive vocabulary development system for advanced learners. System,
16(2), 163–170. doi:http://dx.doi.org/10.1016/0346-251X(88)90030-9 An individual ‘treasure trove’ enriched with his or
her own unique observations and experiences.
Kukulska-Hulme, A., & Bull, S. (2009). Theory-based Support for Mobile Language Learning: Noticing and Recording.
International Journal of Interactive Mobile Technologies (iJIM), 3(2), 12–18. doi:10.3991/ijim.v3i2.740
Kukulska-Hulme, Agnes (2012). Language learning defined by time and place: A framework for next generation designs.
In: Díaz-Vera, Javier E. ed. Left to My Own Devices: Learner Autonomy and Mobile Assisted Language Learning.
Innovation and Leadership in English Language Teaching, 6. Bingley, UK: Emerald Group Publishing Limited , pp. 1–13.
Kukulska-Hulme, A., Gaved, M., Brasher, A., Jones, A., Scanlon, E., & Paletta, L. (2012). Designing for inclusion through
incidental language learning. In ICT for Language Learning (5th Edition), 15-16 November 2012. Florence, Italy. Retrieved
from http://oro.open.ac.uk/35113/
Kunze, Kai, Hitoshi Kawaichi, Kazuyo Yoshimura, and Koichi Kise. 2013. “Towards inferring language expertise using eye
tracking.” CHI ’13 Extended Abstracts on Human Factors in Computing Systems on - CHI EA '13: 217.
http://dl.acm.org/citation.cfm?doid=2468356.2468396.
Luckin, R., du Boulay, B., Smith, H., Underwood, J., Fitzpatrick, G., Holmberg, J., Kerawalla, L., Tunley, H., Brewster, D. &
Pearce, D. (2005) Using Mobile Technology to Create Flexible Learning Contexts. Journal of Interactive Media in
Education 2005(22). [jime.open.ac.uk/2005/22]
Ma, Q. (2013). Computer Assisted Vocabulary Learning: Framework and Tracking Users’ data. CALICO Journal, 230–243.
doi:http://dx.doi.org/10.11139/cj.0.0.230-243
Nakata, T. (2011). Computer-assisted second language vocabulary learning in a paired-associate paradigm: A critical
investigation of flashcard software. Computer Assisted Language Learning, 24(1), 17–38. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/09588221.2010.520675
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: CUP
Ogata, H., Li, M., Hou, B., & Uosaki, N. (2011). SCROLL: Supporting to share and reuse ubiquitous learning log in the
context of language learning. Research and Practice in Technology Enhanced Learning, 6(2), 69 – 82. Retrieved from
http://apsce.net/RPTEL/RPTEL2011JulIssue-Article1_pp69-82.pdf
Palalas, A. (2012). Design Guidelines for a Mobile-Enabled Language Learning System Supporting the Development of
ESP Listening Skills. Thesis
Pemberton, L., & Winter, M. (2011). SIMOLA: Helping Language Learners Bridge the Gap. In Proceedings of the 4th
International Conference on ICT for Language-Learning. Florence, Italy. Retrieved from http://conference.pixel-
online.net/ICT4LL2011/common/download/Paper_pdf/IBL55-377-FP-Pemberton-ICT4LL2011.pdf
Rogers, Y. (2011). Interaction design gone wild: striving for wild theory. Interactions, 785(4), 58.
doi:10.1145/1978822.197883 .

23. REFERENCES
Savva, M., Chang, A. X., Manning, C. D., & Hanrahan, P. (2014). TransPhoner. In Proceedings of the 32nd annual ACM
conference on Human factors in computing systems - CHI ’14 (pp. 3725–3734). New York, New York, USA: ACM Press.
doi:10.1145/2556288.2556985
Schmitt, N., & Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. ELT
Journal, 49(2), 133–143. Retrieved from http://eltj.oxfordjournals.org/content/49/2/133.short
Seedhouse, P., Preston, A., Olivier, P., Jackson, D., Heslop, P., Plötz, T., … Ali, S. (2013). The French Digital Kitchen.
International Journal of Computer-Assisted Language Learning and Teaching, 3(1), 50–72.
doi:10.4018/ijcallt.2013010104
Sharples, M (2012) Context & Learning. CALRG 2012 Conference presentation
Smith (2012). Eye tracking as a measure of noticing: A study of explicit recasts in SCMC. Language Learning &
Technology, 16(3), 53–81. Retrieved from http://llt.msu.edu/issues/october2012/smith.pdf
Stockwell, G., & Hubbard, P. (2013). Some Emerging Principles for Mobile-assisted Language Learning (pp. 1–14). The
International Research Foundation. Retrieved from http://www.tirfonline.org/wp-
content/uploads/2013/10/TIRF_MLL_Papers_StockwellHubbard_Final.pdf
Underwood, J., Smith, H., Luckin, R., & Fitzpatrick, G. (2008). E-Science in the classroom – Towards viability. Computers &
Education, 50(2), 535–546. doi:10.1016/j.compedu.2007.07.003
Underwood, Luckin & Winters (2011) Context, narrative & making connections: designing a mobile app for learning
vocabulary. Context and Technology Enhanced Learning (ConTEL) Workshop ECTEL 2011
Underwood, J., Luckin, R. and Winters, N.(2011) "Retelling Stories: Setting Learner Narratives in Resource Ecologies” In
Proceedings of CSCL 2011.
Underwood, J., Luckin, R., Winters, N (2012) Managing resource ecologies for mobile, personal and collaborative self-
directed language learning In Proceedings of EuroCALL 2010
Underwood, Luckin, Smith et al., (2009) Reflections on Participatory Science for TELSci2.0, Proceedings of Science 2.0
workshop, ECTEL2009.
Underwood (2014) Using iPads to help young learners design their own MALL activities. Accepted for presentation at
EUROCALL 2014
Underwood, Luckin, Winters (2014) MALL in the wild: Learners’ designs for scaffolding vocabulary learning trajectories.
Accepted for presentation at EUROCALL 2014
Vygotsky, L (1986) Thought & Language. MIT, London.
.