designing for personalization and contextualization
TRANSCRIPT
Designing for personalization and
contextualizationProf. dr. Jozef COLPAERT
University of Antwerp, Belgium
7 May 2014
#TISLID14
Warning!
Some statements in this presentation may be perceived as provocativeand may cause irritation and even frustration.
This speaker is not responsible for possible side effects like goosebumps, peak blood pressure, stomach burn or headache.
Some participants will probably say:
This is why he has added the following two slides …
Look who‟s talking …
1970-1976: student Latin-Mathematics
1976-1980: master Romance Philology
1980-1986: teacher French-Spanish secondary education
1986-2004: developer ( > 100 applications)
1988-2007: project manager ( > 100 projects)
2002- …: editor CALL Journal (Taylor & Francis)
2005- …: director R&D LINGUAPOLIS Language Institute
2005- …: professor CALL, Educational Technology & ID
2007-2013: vice-chairman Institute for Education and Information Sciences
Look who‟s talking …
More info:
www.uantwerpen.be/jozef-colpaert
www.jozefcolpaert.net
www.facebook.com/jozef.colpaert (personal)
www.twitter.com/JozefColpaert (academic & scientific)
www.linkedin.com > Jozef Colpaert
www.linkedin.com > Computer Assisted Language Learning Group (1.800 members)
XVIth International CALL Research Conference Antwerp 7-9 July 2014: www.antwerpcall.be
How do I feel ?
Torn between …
what I know I should do …
what I feel I want to do …
what they tell me I have to do …
But how do you feel ?
You feel …
… you should use technology for „some‟ reason
… pressured by:
peers
students
superiors
researchers
companies
techies
…
You feel…
… you should use words like:
flipped classrooms
virtual learning environments
digital pedagogy
blended learning
BYOD
MOOCs
digital natives
serious games
…
Problem: pervasive terms, persuasive language use & blurred ontologies
You feel …
… you should use advanced statistics
From “my students just loved it” to Structural Equation Modelling
But: “If you need advanced statistics to show a difference, then the difference is notbig enough” (me on Twitter)
… you should „prove‟ or „measure‟ something in research
“When we give proper weight to local conditions, any generalization is a working hypothesis, not a conclusion.” (Cronbach, 1975: 125)
Need for replication in other contexts
Bayesian epistemology: knowledge building = changes in probability that something is true
You feel …
… you should start an article with statements like
“The Internet has revolutionized the way we learn and teach.”
“In recent years, computers have shown to play an important role in the language learning process”
… you should refer to others
“Games increase motivation (x 2001; y 2009; z 2013)”
Just submitted:
“With the rapid development of technology, technology-assisted language learning (TALL) (Kuure, 2011; Thorne & Smith, 2011) is a trend. Some studies revealed that using computer-assisted language learning (CALL) (Claire & Mike, 2009; Jarvis & Achilleos, 2013; Ramirez & Alonso, 2007; Rusanganwa, 2013) can facilitate achievement in foreign language. With the progression of technology, mobile learning (m-learning) not only possesses the advantages of computer-assisted learning (CAL) but also has fewer limitations on time and space (Jarvis & Achilleos, 2013). (…)”.
“Nowadays English has become the most important international language (Cheon, 2003; Huang et al., 2012). Thus, English as a foreign language (EFL) is emphasized and commonly taught in countries of the Asia-Pacific region, such as Singapore, South Korea, Japan, and Taiwan. According to foreign language learning theories (Harmer, 2007; Krashen, 2009; Swain, 2008), to make language learning more efficiently, a student needs not only receive the target language (read and listen) but also makes meaningful output (write and speak). However, there are limited opportunities to speak English or listen to a speech in English in countries where it is not a native language. (…)”
“With the advent of the digital age, emerging technologies have come to permeate many daily activities, be they chatting with friends, checking bank statements or shopping online. Because of their unlimited potential and adaptability to multiple uses, “It should come as no surprise, then, to find that, to a great extent, these technologies have been co-opted by the field of education in general, and TESOL in particular” (Smith & Rilling, 2006, p.1). EFL researchers and practitioners globally acknowledge the fact that technology-enriched learning produces enhanced output. Emerging technologies provide opportunities for instructors to adopt the latest approaches in their teaching on the one hand and to challenge students on the other. (…)”
Just submitted:
“Giving feedback in second language writing is a popular point of debate and a common practice for second language instructors. With the myriad of affordances provided by the growing array of technology-based tools, instructors constantly have new ways of providing, delivering and using feedback.(…)”
“College students of today, identified as so-called “digital natives” (Prensky, 2001; Rosen, 2010; Thompson, 2013) who have grown up surrounded by digital technology and are thus keen to integrate it into various aspects of their daily lives, including in learning (Alghazo, 2006). The impact of instructional technology on students‟ learning outcomes is still controversial, and both the academic and practical domains of education await more empirical evidence (Thompson, 2013). (…)”
“Game provides communication, sharing and relaxing fields that play an important role in human education process as studied by anthropology, psychology, pedagogy or communication sciences, etc (Binark, 2009, as cited in Soyluçiçek, 2011). In other words, Game is not only an entertaining means but also it could be used as a teaching method. Studies on the using games had shown that teaching a lesson with a game environment attracts students‟ attention and increases their motivation to the lesson (Cornillie, 2012, Demirbilek, 2010). Teaching through games develops into a new method during this decade. Followers of teaching through game concentrate their studies on teaching in the course of computer game or motor activity or language game. CALL programs have been found to be effective in many language learning studies. Through playing digital games, even the shy students participate in language learning (Aghlara& Hadidi Tamjid, 2011). (…)”
Even worse …
An accepted finding or proven fact should be
measurable
repeatable
generalizable
Most statements are vague and gratuitous, many are NOT TRUE.
“Students learn better with technology”
Ecological Paradigm Shift
So where does the targeted learning effect come from?
Any targeted learning effect can only come from the entire learning environment (LE) as ecology.
What do we mean by learning environment?
The learning environment
LE ingredients:
actors: learner, teacher, parent …
content
teaching model
learning model
evaluation model
infrastructure
technology
+ recipe, procedure, design model… (how-to …)
Process-oriented paradigm shift
The eventual learning effect is proportional to the designedness of the LE
Designedness = the extent to which it has been designed in a methodological and systematic way
Design leads to polymorphous results
Consequences for research and evaluation
Psychological paradigm shift
Focus on personal goals is a more efficient way to achieve pedagogical goals
COLPAERT, Jozef. “Elicitation of language learners‟ personal goals as design concepts.” Innovation in Language Learning and Teaching. Vol. 4, No 3, November 2010, 259-274. Taylor and Francis.
Between Self-Determination Theory and Dörnyei‟s L2 SELF model
Personal goals
Pedagogical goals: explicit, detailed, conscious
Personal goals: difficult to elicit and to formulate
Elicitation technique: analysis of emotional and cognitive friction
When I think about … I think about the following problems
When I think … I feel ….
I feel … because I …
The learning environment should first focus on …
Ten tenets
1. The ecological paradigm shift
2. The process-oriented paradigm shift
3. The psychological paradigm shift
4. The engineering hypothesis
5. The distributed design hypothesis
6. The ontological specification hypothesis
7. The transdisciplinarity hypothesis
8. The generic content structure hypothesis
9. Educational Engineering as Instructional Design Model
10. Educational Engineering as Research Method
What is engineering exactly?
Wikipedia: “Engineering is the discipline, skill, and profession of acquiring and applying scientific, economic, social, and practical knowledge, in order to design and build structures, machines, devices, systems, materials and processes.”
B.V. Koen. 1985. Definition of the Engineering Method. “By the engineering method I mean the strategy for causing the best change in a poorly understood or uncertain situation within the available resources.” (p.5)
Strategy to apply when not enough knowledge is available
Building process-hypotheses to be validated theoretically and empirically
Educational Engineering
EE is about building best possible (optimal) educational artefacts
documents, tools, content, concepts, models and solutions such as textbooks, syllabi, lesson plans, curricula, graded readers, exercises, tests, applications or electronic learning platforms …
Artefact = construct, working hypothesis built on theory and practice
real-world hypothesis testing
less iterative prototyping
Educational Engineering
ADDIE loop (Analysis, Design, Development, Implementation, Evaluation)
Series of Intermediate Artefacts towards Optimal (virtual) Artefact
e
id
d
a
v1 v2 v3 v4
Educational Engineering
Number of loops depends on available resources, resistance …
While development focuses on the product (shape, form, role), engineering focuses more on the process
how to build more efficiently?
EE formulates process-oriented working hypotheses built on
theory and practice
The EE process
Analysis
Development
Implementation
Evaluation
conceptualization
specification
prototyping
Design
TheoryTechnology
First steps
Analysis: Formulate requirements in terms of aspects amenable to change (which can
and should be changed)
Design:
Conceptualisation:
Concept based on reconciling conflicting personal and pedagogical goals
Specification:
Pedagogical
Architectural
Content
Technological
Examples
Positive in my case: Wiki for knowledge coconstruction:
http://ce3.ua.ac.be/wiki
Google Docs for synchronous collaborative writing
Interactive textbooks
Flashmeeting
More problematic: OERs, MOOCs …
Evaluation: Cfr Cupcake Wars
Evaluate the process on its reasoning, not the product on its features
EE as Research Method
Hypothesis validation: ∆ (outcome, expected outcome)
“What is the expected/actual effect of a justifiable change in the design process, in terms of product and process indicators?” (Colpaert 2010)
“What are the characteristics of an <intervention X> for the purpose/outcome Y (Y1, Y2, …, Yn) in context Z” (Plomp, 2007)
“If you want to design intervention X for the purpose/function Y in context Z, then you are best advised to give that intervention the characteristics A, B, and C, and to do that via procedures K, L, and M, because of arguments P, Q, and R.” (Van den Akker, 1999)
Personalization
Literature & experience: adaptive, anticipatory learning
Adaptation: user-defined (menu system)
system-defined (“intelligent”)
teacher-defined
Adaptation in terms of: level, topic, skills, task types, degrees of freedom …
Personalization
How possible? learner information through learner analytics, personal goal analysis, learner
info, teacher info, social media, …
generic routine & architecture
Evaluation less user-defined:
learner autonomy overrated ?
choice stress
challenge for MOOCs?
Contextualization
Literature & experience:
adapt learning process to the geotemporal context of the learner
a.o. Situated Learning (Lave & Wenger, 1991)
Need for:
relevant documents
meaningful, useful and enjoyable tasks
relevant exercises
generated questions
Contextualization
Affordances of mobile devices
detect Points of Interest (such as museums, railway stations, cash machines, post offices, restaurants, attractions …) in close proximity of the user (any GPS);
look up and present information about these Points of Interest (e.g. Google Street View);
find Persons of Interest (friends, family, colleagues, co-learners …) in close proximity to the user and to interact with them (e.g. Foursquare);
adapt their own appearance, content or behavior to the presence of specific locations and users (Ambient Intelligence);
present customized information just-in-time (Google Now);
enrich perception of reality with an extra information or visualization layer (Augmented Reality; e.g. Google Glass)
Contextualization
The Web 3.0 phenomenon entails an explosion of available data based on the concepts of
openness (e.g. Open Knowledge Foundation, Open Data, Open Source)
data enrichment
semantic networks (e.g. Linked Open Data Cloud, Google Knowledge Graph, Microsoft Probase)
interoperability of applications.
Contextualization
Information sources:
authentic content available from the Web;
tagged, enriched materials;
semantic networks (e.g. DBpedia, ConceptNet, BabelNet, Freebase, Europeana, LinkedGeoData);
social media services (e.g., OpenStreetMap, Foursquare, TripAdvisor, Flickr, YouTube, Twitter, Facebook);
existing course materials and Open Educational Resources (OERs);
existing interactive learning content;
new task-based learning content;
human-delivered information, i.e. interaction with native speakers in the context.
Contextualization
Example:
It is about noon. My smartphone shows me the lunch menu from an Italianrestaurant in the neighborhood, with translations adapted to my level. It shows a button “Make a reservation” and “Invite friends”
… (you?)
LSP
Typical example of personalization & contextualization
need to know more about needed topic for the learner
need for more specialized content
Example: you? …
Computational linguistics & corpora revisited?
I have just told you …
EE is an iterative and cyclic instructional design model:
No technology carries an inherent, measurable and generalizable effect on learning. The LE as ecology does.
This targeted learning effect is proportional to the designedness of the LE (focus on the methodological design process).
“Which, when, how and where ICT” is the result of a process and will thus depend on the LE.
“Which, when, how and where ICT” can only be defined by teachers
I have just told you:
Do not:
Evaluate LE / ICT on product level (boxes ticked)
Apply pedagogical models (theories of learning) as such
Conduct experiments with treatment analysis
Call your work Action Research
Do:
Redesign your LE
Formulate process hypotheses
Consider yourselves educational engineers as professionals
Turn your daily work into EE-research
From push to pull
The role of technology is to allow the realization of a powerful learningenvironment
A methodological design process creates a pull-effect towardstechnology (or not)
Result of the design process = specification of needed technology
Required technology may not exist yet.
Approaches to ICT integration
Pedagogy-based application of a pedagogical model based on theory
Attribute-based effect of specific features on learning
Affordance-based new activities
Technology-driven hype, pressure
Demand-oriented just needed
Educational engineering ??
And finally…
use:
flipped classrooms > well-designed classrooms
virtual learning environments > real learning environments
digital pedagogy > sound pedagogy
blended learning > distributed learning
digital natives > young people
Massive Open Online Courses > freely accessible courses
BYOD > work on any device
serious games > meaningful, useful and enjoyable tasks
XVIth International CALL Research Conference Antwerp (7-9 July 2014) www.antwerpcall.be
Pre-conference activities (30 June – 4 July 2014): International Master Class in Educational Engineering
Summer School in Research Design
www.jozefcolpaert.net
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