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Enculturating Self-Directed Mobile Assisted Language Learning (MALL) and Seamless Language Learning (SLL) 
Chee-Kit LOOI & Lung-Hsiang WONG 
National Institute of Education (NIE) 
Nanyang Technological University 
Singapore 1 
KAMALL 2014 conference: Technology for Self-Directed Language Learning
Outline 
• 
Review of mobile-assisted language learning (MALL) 
• 
Review of seamless language learning (SLL) 
• 
Examples of enculturating self-directed language learning 2 
Enculturation: 
the process whereby individuals learn their group's culture, through 
experience, observation, and instruction.
Let’s look at mobile learning, then mobile language learning 5
Why mobile learning? 
M-learning is NOT just about anytime, 
anywhere access of resources, etc. 
Chan, Roschelle, Hsi, Kunshuk, Sharples, Brown, et al. (2006) 
Portability 
Social interactivity 
Individuality 
Context sensitivity 
Connectivity 
Bridging physical & digital worlds 6
3 generations of mobile learning Yu (2007) 
1st gen: transfer of information 
(transmissionism, behaviourism) 
2nd gen: instructional design-centric (cognitivism, constructivism) 
3rd gen: 1:1 & context-aware 
(personalisation, authentic learning) 7
8
Digital contents (e.g., e-Books) 
• 
Anytime, anywhere reading/references? 9
Quizzes & games 
10
Focusing on content apps 
• 
Lack of teacher preparation 
• 
Treating iPad as a computer / laptop 
• 
Treating iPads like multi-user devices 
• 
Failure to communicate a compelling answer to “Why iPads?” 11
mCSCL: Spanish Syllable 
Zurita & Nussbaum (2004) 12
mCSCL: Chinese-PP 
Wong, L.-H., Boticki, I., Sun, J., & Looi, C.-K. (2011). Improving the scaffolds of a mobile- 
assisted Chinese character forming game via a design-based research cycle. Computers in Human Behavior, 27(5), 1783-1793. 
Wong, L.-H., Hsu, C.-K., Sun, J., & Boticki, I. (in-press). How flexible grouping affects the 
collaborative patterns in a mobile-assisted Chinese character learning game?, Educational 
Technology & Society, 16(2). 
Boticki, I., Wong, L.-H., & Looi, C.-K. (in-press). Designing technology for content-independent collaborative mobile learning. IEEE Transactions on Learning Technologies, doi: 10.1109/TLT.2012.8. 13
Hiroaki Ogata’s Lab 
15
Context-aware writing 16
Wong & Chin (2010), extended from Kukulska-Hulme & Shield (2008) 
A simple taxonomy of MALL 17
Use of Mobile devices 
Mobility of devices 
Mobility of learners 18
Self-Directed Learning from Singapore’s MOE website 
21
22
23
Seamless Learning 
• 
Continuity of the learning experiences across different contexts/spaces (Chan et al., 2006) 
– 
Formal + informal 
– 
Individual + social 
– 
Physical + digital … 
• 
Mediated by: 1:1, 24x7 access to mobile devices 
Chan, T.-W., et al. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology- Enhanced Learning, 1(1), 3-29. 24
Chen, Seow, So, Toh & Looi (2010) 
25
Facilitated vs Self-Directed Seamless Learning 
(Facilitated Seamless Learning, FSL) 
(Self-Directed Seamless Learning, SDSL) 
Wong, L.-H. (in-press). Enculturating self-directed seamless learners through a Facilitated Seamless Learning process framework. Technology, Pedagogy and Education. 26
Enculturating Seamless Learners 
• 
Enculturation! – long-term facilitated seamless learning that engage learners in an ongoing enculturation process … 
• 
… to progressively transform their existing beliefs and methods of learning … 27
Facilitated Seamless Learning (FSL) Process Framework 
Wong, L.-H. (in-press). Enculturating self-directed seamless learners through a Facilitated Seamless Learning process framework. Technology, Pedagogy and Education. 28
“Move, Idioms!” 29
“Move, Idioms!” 成语,动起来! 
• 
Design-based Research, Feb-Nov 2010 
• 
48 Chinese idioms + 8 conjunctions 
• 
34 students from P5 class, 1:1, 24x7 access to Samsung Omnia II 
• 
Used open-source xwiki to create a wiki space for artifact sharing & peer reviews 
Wong, L.-H., Chin, C.-K., Tan, C.-L., & Liu, M. (2010). Students' personal and social meaning making in a Chinese idiom mobile learning environment. Educational Technology & Society, 13(4), 15-26. 
Wong, L.-H. (in-press). Analysis of students’ after-school mobile-assisted artifact creation processes in a seamless language learning environment. Educational Technology & Society. 30
Show Move Idioms video 31
Examples of Student Artifacts 32
Can Mobile & Ubiquitous Technology Help? 
• 
Personalised mobile device as a ‘learning hub’ 
– 
Learning affordances + learner history (Wong, 2012) 
Learning Learner 
affordances history 
Informal settings 
Formal settings 33
A generic Seamless Language Learning (SLL) Framework 
Wong, L.-H., Chai, C. S., & Aw, G. P. (forthcoming). What seams do we remove in learning a language?: Towards a generic seamless language learning framework. Submitted to: Wong, L.-H., Milrad, M., & Specht, M. (Eds.), Seamless Learning in the Age of Mobile Connectivity. Springer. 34
Limitations of Traditional/Current Language Classroom Practice 
• 
Excessive amount of decontextualised information in teaching – confined within classroom 
• 
Unbalanced instructional or learning emphases 
– 
Teaching instructions > learner interactions 
– 
Lang. knowledge (symbolic) > lang. skills (functional) 
– 
Language input > language output 
• 
Reductionist – compartmentalised instruction 
• 
PPP (presentation, practice, production) 
• 
Lack of promotion of: 
– 
Autonomous learning 
– 
Authentic social interactions (in & out of classroom) 35
What Second Language Acquisition (SLA) tell us? 
• 
Psycholinguistic or cognitivist/developmental perspectives 
– 
Comprehensible input hypothesis (Krashen, 1982) 
– 
Comprehensible output hypothesis (Swain, 1985) 
– 
Interaction hypothesis (Long, 1983; 1996) 
• 
Sociocultural perspective 
– 
Lang. production + thinking (interwoven!) 
– 
Input + output = interaction 36
What Task-based Language Learning (TBL) tell us? 
• 
Breaking PPP 
• 
Willis’ framework (1996) 
– 
Pre-task + task cycle + language focus 
– 
Meaning making first! 
– 
Don’t correct errors immediately! Spontaneity & fluency first! 
– 
Situational vs. interactional authenticity 37
What SLA + TBL tell us? 
• 
Learning by doing (language applications) 
• 
Opportunities for social interactions 
• 
Interweave input + output 
• 
Situationally/interactionally authentic activities 
• 
Attention for form + meaning; or meaning before form 
• 
Learners to co-construct linguistic knowledge 
• 
Integrate language skills development 38
Generic SLL Framework (i) 
• 
(SL1) Across time 
• 
(SL2) Across locations 
• 
(SL3) Encompassing formal & informal learning 
• 
(SL4) Encompassing physical & digital worlds 
• 
(SL5) Encompassing individual & social learning 
• 
(SL6) Knowledge synthesis 39
Generic SLL Framework (ii) 
• 
(SLL1) Create opportunities for situationally/interactionally authentic activities among learners 
• 
(SLL2) Interweave input & output activities 
• 
(SLL3) Interweave learning, application & reflection 
• 
(SLL4) Simultaneously draw learners’ attention to form & meaning, or even meaning before form 
• 
(SLL5) Apply multiple language skills in different combinations 
• 
(SLL6) Promote learner co-construction of linguistic knowledge 
• 
(SLL7) Formative assessment & peer evaluation on learners’ holistic language development 40
Follow-up Project: MyCLOUD 语飞行云 
• 
My Chinese Language ubiquitOUs learning Days 
• 
Parties: 
– 
National Institute of Education 
– 
Singapore Centre for Chinese Language 
– 
Nan Chiau Primary School 
– 
Microsoft Singapore 41
Show MyCloud video 42
So, what has our Mobile Seamless Learning (MSL) research informed the field so far? 
• 
The two keywords for SL practice: “Bridging” and “Enculturation” 
• 
Longer term, multi-cycle SL design 
– 
… to enculturate (nurture) students towards self-directed seamless learners 
– 
Systematic variation of activity design across FSL cycles to facilitate learners’ progressive growth in both content knowledge & SL skills/mindset 
• 
A spiral style design: 
– 
in present cycle, target knowledge to learn, learning activity types, skill sets to learn & apply, mobile affordances to use, and student artifacts to reuse & create, are all building on or rising above previous cycles. (bridging) 
(Wong, in-press) 43
Contexts 
In a context 
“that which surrounds us” 
Creating a context 
“that which weaves together” 
44
Learner Generated Contexts (LGC) 
• 
The re-conceptualised ‘learning context’ embodies learners’ relevant prior knowledge & experience, their personal or group-level learning goals, and their emergent interactions with each other and with the given environment. (Wong, in-press) 
• 
So, contexts are dynamic. 
• 
“We are much more empowered to augment the world that we are living.” – Rosemary Luckin (2011.12.1, keynote @ ICCE, Chiang Mai) 
Cole (1996); Dourish (2004); Lonsdale, Baber, Sharples & Arvanitis (2004); Luckin (2010); Wong (in-press) 
45
Weaving Together 
• 
Less structured learning activities 
– 
Requiring greater spontaneity and wit 
– 
Foregrounding mobility and personalisation 
– 
“Mediation by artefacts” and LGC as theoretical foundation in designing for seamless learning experience 46
So This is What I Think ‘Learning’ Should be 
• 
Humans are intrinsic sense makers, looking to organise new information so as to find meanings, significance, or patterns in it … 
• 
… in order to make sense of the world and cope with new situations and problems (Schank, 1999). 
• 
Apart from the formal curriculum, any experience or encounter in a learner’s daily life is a potential source for sense making (or learning). (Wong & Looi, 2011) 47
• 
The opportunities for learning exist everytime, everywhere. 
• 
It is up to an individual who has established the habit of mind and competencies of seamless learning to identify and appropriate such opportunities to advance her/his learning. 
• 
And so it is with enculturating self-directed learning … 
(Wong, Chen & Jan, 2012; Wong, in-press) 48
The End 
Contact me at: cheekit.looi@nie.edu.sg 49

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Enculturating Self-Directed Mobile Assisted Language Learning (MALL) and Seamless Language Learning (SLL)

  • 1. Enculturating Self-Directed Mobile Assisted Language Learning (MALL) and Seamless Language Learning (SLL) Chee-Kit LOOI & Lung-Hsiang WONG National Institute of Education (NIE) Nanyang Technological University Singapore 1 KAMALL 2014 conference: Technology for Self-Directed Language Learning
  • 2. Outline • Review of mobile-assisted language learning (MALL) • Review of seamless language learning (SLL) • Examples of enculturating self-directed language learning 2 Enculturation: the process whereby individuals learn their group's culture, through experience, observation, and instruction.
  • 3. Let’s look at mobile learning, then mobile language learning 5
  • 4. Why mobile learning? M-learning is NOT just about anytime, anywhere access of resources, etc. Chan, Roschelle, Hsi, Kunshuk, Sharples, Brown, et al. (2006) Portability Social interactivity Individuality Context sensitivity Connectivity Bridging physical & digital worlds 6
  • 5. 3 generations of mobile learning Yu (2007) 1st gen: transfer of information (transmissionism, behaviourism) 2nd gen: instructional design-centric (cognitivism, constructivism) 3rd gen: 1:1 & context-aware (personalisation, authentic learning) 7
  • 6. 8
  • 7. Digital contents (e.g., e-Books) • Anytime, anywhere reading/references? 9
  • 9. Focusing on content apps • Lack of teacher preparation • Treating iPad as a computer / laptop • Treating iPads like multi-user devices • Failure to communicate a compelling answer to “Why iPads?” 11
  • 10. mCSCL: Spanish Syllable Zurita & Nussbaum (2004) 12
  • 11. mCSCL: Chinese-PP Wong, L.-H., Boticki, I., Sun, J., & Looi, C.-K. (2011). Improving the scaffolds of a mobile- assisted Chinese character forming game via a design-based research cycle. Computers in Human Behavior, 27(5), 1783-1793. Wong, L.-H., Hsu, C.-K., Sun, J., & Boticki, I. (in-press). How flexible grouping affects the collaborative patterns in a mobile-assisted Chinese character learning game?, Educational Technology & Society, 16(2). Boticki, I., Wong, L.-H., & Looi, C.-K. (in-press). Designing technology for content-independent collaborative mobile learning. IEEE Transactions on Learning Technologies, doi: 10.1109/TLT.2012.8. 13
  • 14. Wong & Chin (2010), extended from Kukulska-Hulme & Shield (2008) A simple taxonomy of MALL 17
  • 15. Use of Mobile devices Mobility of devices Mobility of learners 18
  • 16. Self-Directed Learning from Singapore’s MOE website 21
  • 17. 22
  • 18. 23
  • 19. Seamless Learning • Continuity of the learning experiences across different contexts/spaces (Chan et al., 2006) – Formal + informal – Individual + social – Physical + digital … • Mediated by: 1:1, 24x7 access to mobile devices Chan, T.-W., et al. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology- Enhanced Learning, 1(1), 3-29. 24
  • 20. Chen, Seow, So, Toh & Looi (2010) 25
  • 21. Facilitated vs Self-Directed Seamless Learning (Facilitated Seamless Learning, FSL) (Self-Directed Seamless Learning, SDSL) Wong, L.-H. (in-press). Enculturating self-directed seamless learners through a Facilitated Seamless Learning process framework. Technology, Pedagogy and Education. 26
  • 22. Enculturating Seamless Learners • Enculturation! – long-term facilitated seamless learning that engage learners in an ongoing enculturation process … • … to progressively transform their existing beliefs and methods of learning … 27
  • 23. Facilitated Seamless Learning (FSL) Process Framework Wong, L.-H. (in-press). Enculturating self-directed seamless learners through a Facilitated Seamless Learning process framework. Technology, Pedagogy and Education. 28
  • 25. “Move, Idioms!” 成语,动起来! • Design-based Research, Feb-Nov 2010 • 48 Chinese idioms + 8 conjunctions • 34 students from P5 class, 1:1, 24x7 access to Samsung Omnia II • Used open-source xwiki to create a wiki space for artifact sharing & peer reviews Wong, L.-H., Chin, C.-K., Tan, C.-L., & Liu, M. (2010). Students' personal and social meaning making in a Chinese idiom mobile learning environment. Educational Technology & Society, 13(4), 15-26. Wong, L.-H. (in-press). Analysis of students’ after-school mobile-assisted artifact creation processes in a seamless language learning environment. Educational Technology & Society. 30
  • 26. Show Move Idioms video 31
  • 27. Examples of Student Artifacts 32
  • 28. Can Mobile & Ubiquitous Technology Help? • Personalised mobile device as a ‘learning hub’ – Learning affordances + learner history (Wong, 2012) Learning Learner affordances history Informal settings Formal settings 33
  • 29. A generic Seamless Language Learning (SLL) Framework Wong, L.-H., Chai, C. S., & Aw, G. P. (forthcoming). What seams do we remove in learning a language?: Towards a generic seamless language learning framework. Submitted to: Wong, L.-H., Milrad, M., & Specht, M. (Eds.), Seamless Learning in the Age of Mobile Connectivity. Springer. 34
  • 30. Limitations of Traditional/Current Language Classroom Practice • Excessive amount of decontextualised information in teaching – confined within classroom • Unbalanced instructional or learning emphases – Teaching instructions > learner interactions – Lang. knowledge (symbolic) > lang. skills (functional) – Language input > language output • Reductionist – compartmentalised instruction • PPP (presentation, practice, production) • Lack of promotion of: – Autonomous learning – Authentic social interactions (in & out of classroom) 35
  • 31. What Second Language Acquisition (SLA) tell us? • Psycholinguistic or cognitivist/developmental perspectives – Comprehensible input hypothesis (Krashen, 1982) – Comprehensible output hypothesis (Swain, 1985) – Interaction hypothesis (Long, 1983; 1996) • Sociocultural perspective – Lang. production + thinking (interwoven!) – Input + output = interaction 36
  • 32. What Task-based Language Learning (TBL) tell us? • Breaking PPP • Willis’ framework (1996) – Pre-task + task cycle + language focus – Meaning making first! – Don’t correct errors immediately! Spontaneity & fluency first! – Situational vs. interactional authenticity 37
  • 33. What SLA + TBL tell us? • Learning by doing (language applications) • Opportunities for social interactions • Interweave input + output • Situationally/interactionally authentic activities • Attention for form + meaning; or meaning before form • Learners to co-construct linguistic knowledge • Integrate language skills development 38
  • 34. Generic SLL Framework (i) • (SL1) Across time • (SL2) Across locations • (SL3) Encompassing formal & informal learning • (SL4) Encompassing physical & digital worlds • (SL5) Encompassing individual & social learning • (SL6) Knowledge synthesis 39
  • 35. Generic SLL Framework (ii) • (SLL1) Create opportunities for situationally/interactionally authentic activities among learners • (SLL2) Interweave input & output activities • (SLL3) Interweave learning, application & reflection • (SLL4) Simultaneously draw learners’ attention to form & meaning, or even meaning before form • (SLL5) Apply multiple language skills in different combinations • (SLL6) Promote learner co-construction of linguistic knowledge • (SLL7) Formative assessment & peer evaluation on learners’ holistic language development 40
  • 36. Follow-up Project: MyCLOUD 语飞行云 • My Chinese Language ubiquitOUs learning Days • Parties: – National Institute of Education – Singapore Centre for Chinese Language – Nan Chiau Primary School – Microsoft Singapore 41
  • 38. So, what has our Mobile Seamless Learning (MSL) research informed the field so far? • The two keywords for SL practice: “Bridging” and “Enculturation” • Longer term, multi-cycle SL design – … to enculturate (nurture) students towards self-directed seamless learners – Systematic variation of activity design across FSL cycles to facilitate learners’ progressive growth in both content knowledge & SL skills/mindset • A spiral style design: – in present cycle, target knowledge to learn, learning activity types, skill sets to learn & apply, mobile affordances to use, and student artifacts to reuse & create, are all building on or rising above previous cycles. (bridging) (Wong, in-press) 43
  • 39. Contexts In a context “that which surrounds us” Creating a context “that which weaves together” 44
  • 40. Learner Generated Contexts (LGC) • The re-conceptualised ‘learning context’ embodies learners’ relevant prior knowledge & experience, their personal or group-level learning goals, and their emergent interactions with each other and with the given environment. (Wong, in-press) • So, contexts are dynamic. • “We are much more empowered to augment the world that we are living.” – Rosemary Luckin (2011.12.1, keynote @ ICCE, Chiang Mai) Cole (1996); Dourish (2004); Lonsdale, Baber, Sharples & Arvanitis (2004); Luckin (2010); Wong (in-press) 45
  • 41. Weaving Together • Less structured learning activities – Requiring greater spontaneity and wit – Foregrounding mobility and personalisation – “Mediation by artefacts” and LGC as theoretical foundation in designing for seamless learning experience 46
  • 42. So This is What I Think ‘Learning’ Should be • Humans are intrinsic sense makers, looking to organise new information so as to find meanings, significance, or patterns in it … • … in order to make sense of the world and cope with new situations and problems (Schank, 1999). • Apart from the formal curriculum, any experience or encounter in a learner’s daily life is a potential source for sense making (or learning). (Wong & Looi, 2011) 47
  • 43. • The opportunities for learning exist everytime, everywhere. • It is up to an individual who has established the habit of mind and competencies of seamless learning to identify and appropriate such opportunities to advance her/his learning. • And so it is with enculturating self-directed learning … (Wong, Chen & Jan, 2012; Wong, in-press) 48
  • 44. The End Contact me at: cheekit.looi@nie.edu.sg 49