The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
4. Aims and Outcomes
Learning Intentions
To explore the pedagogical skills used to support language
learning
Success Criteria
Revisit the way we teach by exploring how we learn
Investigate teaching as a “Design Science”
Explore pedagogical models of learning associated with
practice
Question how we can promote non-formal learning
5. "Teaching is more like a design science because it
uses what is known about teaching to
attain the goal of student learning , and
uses the implementation of its designs to keep
improving them”
(Laurillard 2012; 1) (my emphasis)
7. Active mobile broadband subscriptions by region in 2010 and 2011
(2011 figures are estimates)
The
Developed Developing Arab Asia &
Global Africa CIS Europe Americ
nations nations States Pacific
as
Active mobile
broadband
subscriptions 1,093 635 458 27 42 422 87 226 279
2011 (millions)
Per 100 people 15.7
2011 51.3% 8.0% 3.3% 11.7% 10.7% 31.3% 36.5% 29.7%
%
Active mobile
broadband
subscriptions 773 516 256 14 26 281 63 174 206
2010 (millions)
Per 100 people
2010 11.2% 41.8% 4.5% 1.8% 7.4% 7.3% 22.5% 28.2% 22.1%
via:
Source: International Telecommunication Union (June 2012)
mobiThinking
8. What it takes to learn
Associative Conceptual
Learning Learning
Experiential Collaborative
Behaviourism
Learning Learning
Cognitive Construction
Learning -ism
Social
Constructivism
9. A comprehensive account of
what it takes to learn?
Teaching Self – directed Learning
Behaviourism Experiential learning
Associative learning Social constructivism
Cognitive learning Conceptual learning
Constructionism
Collaborative learning
10. The Teacher – Learner partnership
Behaviourism
Learner learns to exhibit certain behaviours
“operant conditioning”
Reinforcement after a behaviour is demonstrated
Associative learning
“Connectionism” (ie connecting events) – more useful than
“operant conditioning”
Important that teacher optimally sequences tasks required
for learning (eg) literacy (Frith 2007)
Cognitive Learning
Importance of meaningfulness of learning activities to the
learner
11. Technology + Learning Teaching
Teaching is supported through ‘technology’
Historically
Books, blackboard, chalk
Currently
Internet supported, computer mediated
12. A comprehensive account of
what it takes to learn?
Teaching Self – directed Learning
Behaviourism Experiential learning
Associative learning Social constructivism
Cognitive learning Conceptual learning
Constructionism
Collaborative learning
13. Experiential Learning
Dewey (1938) – learning through experience
Learner’s own organisation of the problem situation is
what enables them to develop new knowledge within a
curriculum, just as they do in their untaught, informal
learning
Learner will continually develop their knowledge through
attempting to work through realistic, experiential
problems
Ideas are formed, the resulting conditions observed, facts
and ideas created for future use
14. Collaborative Learning
Experiential learning that requires the learner to
produce an output by acting on the world in some way
More than discussion, argument, question or answer
Demands group consensus on producing an output
Output may be represented in different ways – essay,
report, presentation, performance, proposal …
Group collaboration creates output as a ‘shared
understanding’ (agreed output) and requires each learner
to reflect on the others’ ideas in order to critique of extend
them
15. Social Constructivism
Learning happens automatically in the brain for our evolved
capabilities
Skills and knowledge developed by other individuals must be
learned through imitation, discovery or communication
Communication is enhanced through the use of language which can
express complex ideas
Dewey & Vygotsky emphasised the role of language and social
interaction
Through discussion between learner, teacher & each other,
they develop ideas in ways that are different from the
learning they do through practice & experience
See also Frith 2007, 2011
16. Conceptual Learning
Deep and Surface level processing (Marton & Säljö, 1976)
Deep approach
Seek meaning
Looking at the broad picture
Relating ideas to previous knowledge & experience
Looking for patterns & underlying principles
Checking evidence & relating it to conclusions
Examining logic & argument cautiously & critically
Monitoring understanding as a learning process
Engaging with ideas & enjoying intellectual challenge
(Entwhistle & Peterson, 2004)
19. Subject – specialist pedagogy
[It is] ‘a fact that different ways of knowing
and understanding demand different ways of
learning and teaching. Mathematical,
linguistic, literary, historical, scientific, artistic,
technological, economic, religious and civic
understanding are not all the same. Some demand
much more than others by way of a grounding in
skill and propositional knowledge, and all advance
the faster on the basis of engagement with existing
knowledge, understanding and insight’.
(Alexander (2000, 561) in Coffield et al, 2004, 144)
Slide 19
20. Non-formal language learning
“People are constantly learning everywhere and
at all times. Not a single day goes by that does not
lead to additional skills, knowledge and/or competences
for all individuals. For people outside the initial
education and training system, adults in particular, it is
very likely that this learning, taking place at
home, at the workplace or elsewhere, is a lot
more important, relevant and significant than the
kind of learning that occurs in formal settings”
(OECD)
22. Technology + Teaching Learning
“Knowledge technology” shapes what is learned by
changing how it is learned
23. Constructionism
Laurillard (2012; 54) summarises this as:
Learning through experience
Learning through practice
Learning by doing
Learning by constructing
Situated learning
Learning through a practice environment (Papert 1980)
learners learn more deeply because the actions they take to
produce something elicits results that feed back
information about how to produce their next action
(similar to situated learning)
24. How could we use the
internet to support non-
formal second language
learning?
25. Disruptive Technologies
Smartphones and Tablets
Apps
Engage with authentic language speakers
Networking, Video conferencing
Hear authentic language spoken
Podcasting
YouTube
We can customise information to come to us
Widgets
RSS feeds
News aggregators
29. Online Services
The BBC
http://www.bbc.co.uk/podcasts/series/tae
http://www.bbc.co.uk/worldservice/learningenglish/
30. Minds on Fire …
“The places that are globally competitive are those that
have robust local ecosystems of resources
supporting innovation and productiveness … these
ecosystems must … provide support for
continuous learning … Nor is it likely that the
current methods of teaching and learning will suffice to
prepare students for the lives that they will lead in the
twenty-first century”
(Seeley Brown & Adler, 2008; 16)
31. Contact details
Robin Trangmar FHEA, FIfL, FRGS, M.Ed., CharteredMCIPD
@yrathro
http://yrathro.wordpress.com
Head of Education and Training, Coleg Llandrillo ,
Colwyn Bay LL28 4HZ
01492-546666 x427
r.trangmar@gllm.ac.uk
Presentation at http://goo.gl/nOsqy
32. References
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K.,
(2004) Learning styles and pedagogy in post-16 learning:
A systematic and critical review. LSDA, London
DeJong, T., & Ferguson-Hessler, M., 1996. Types and
Qualities of Knowledge. Educational Psychologist, 31(2),
105-113.
Dewey, J. (1938) Experience and Education, New York:
Collier Books (see http://www.infed.org/thinkers/et-
dewey.htm)
33. References
Entwistle, N. and Peterson, E. (2004). Conceptions of learning
and knowledge in higher education: relationships with study
behaviour and influences of learning environments.
International Journal of Educational Research. 41 (6), p.407-
428
Frith, C., (2007) Making up the mind: How the brain creates
our mental world. Oxford, Blackwell Publishing
Frith, U., (2011) Brain Waves 2: Neuroscience: implications for
education and lifelong learning, London, The Royal Society
available at http://royalsociety.org/policy/projects/brain-
waves/education-lifelong-learning/ accessed 15 October 2012
34. References
Laurillard, D., (2012) Teaching as a Design Science:
Building Pedagogical Patterns for Learning and
Technology. London, Routledge
Marton, F & Säljö, (1976) On Qualitative Differences in
Learning: I—Outcome and Process British Journal of
Educational Psychology, Volume 46, Issue 1, pages 4–11,
February 1976
35. References
OECD. Recognition of Non-formal and Informal
Learning. downloaded from
http://www.oecd.org/document/25/0,3343,en_2649_392
63238_37136921_1_1_1_37455,00.html 28 February 2013
Papert, S., (1980) Mindstorms: Children, Computers, and
Powerful Ideas. Brighton, The Harvester Press
Seeley Brown, J., & Adler, R., EDUCAUSE Review, vol. 43,
no. 1 (January/February 2008): 16–32
Wertheimer, M., (1959) Productive Thinking. Michigan,
Harper