Ebrees's List: EPS590 Mobile Learning Advocacy Documents

• six broad theory-based categories of activity, and identifies a number of examples of the use of mobile technolog
• Behaviourist
• Constructivist
• Situated
• Collaborative
• Informal and lifelong
• Learning and teaching support
• A blended approach to enabling learning with mobile technologies is necessary as successful and engaging activities draw on a number of different theories and practices.

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• t to verbal and non-verbal processing. Paivio (1986) s

• m

  ajor insights for language teaching from brain science
• Howard Gardner’s multiple intelligences theory
• help language teachers to give recognition to the holistic nature of learners and to address student

   

  diversity.
• en

  gage meaning and strengthen memory pathways
• increase the attractiveness of language learning tasks
• motivational conditions
• learning styles which recognizes that the

   

  students in our classrooms have greatly different learning profiles
• Reid (1999: 301) lists some

   

  of the dimensions which have been investigated in the area of language learning: multiple

   

  intelligences, perceptual learning styles, field dependence/independence, analytic/global learning

   

  styles and reflective/ impulsive learning styles.
• higher interest and motivation in the learning

   

  process, increased student responsibility for their own learning, and greater classroom

   

  community. These are affective changes, and the changes have resulted in more effective

   

  learning”
• genuine understanding is most likely

   

  to emerge and be apparent to others... if people possess a number of ways of representing

   

  knowledge of a concept or skill and can move readily back and forth among these forms”
• multidimensional subjects that need

   

  to develop not only their more cognitive capacities but also other abilities as, for example, the

   

  physical, artistic and spiritual.
• MIT recognize that learning involves the

   

  physical and affective sides of the individual, as well as the cognitive
• Of particular interest would be alternative models that

   

  explicate the relation among a variety of predictors and individual differences in learning rates

   

  at different points in the language learning process” (Silva and White, 2002: 92)
• e

  ach person’s individual construction of the world will depend upon their previous experiences,

   

  which will also influence how they anticipate what will happen in the future…Worthwhile

   

  learning does not entail the reception of ready-made facts, but must involve the building of new

   

  personal meaning and understanding
• emotional connection, pattern-making and context as central elements to create a meaningful

   

  message
• this context needs to interact with the

   

  learner’s knowledge of the world
• It is in the interaction of all these different elements that

   

  meaningful learning emerges.
• According to Caine and Caine (1994:47), meaningful learning

   

  “refers to storage of items that have so many connections, and are of such quality, that they can

   

  be accessed appropriately in unexpected contexts
• Not only does this variety

   

  of presentations allow students to learn in their own best ways, it also helps to reduce boredom
• sustained deep learning (SDL
• development of skills such as speaking

   

  a foreign language requires SDL, which “is never inevitable and therefore is highly dependent

   

  on affect, emotion, and motivation” (
• MIT approach to language teaching might reduce this variation in proficiency by tapping into

   

  the different talents of learners and thus providing them with both greater desire and more

   

  effective tools to make progress in the language learning proces
• For instance,

   

  an activity such as that of writing the lyrics of a song implies the use of linguistic and musical

   

  intelligences
• MIT is an excellent tool to enable

   

  teachers to plan attractive ways to provide learners with language learning practice
• language is not seen as limited to a ‘linguistics’ perspective
• but encompasses all aspects of communication” (Richards and Rodgers 2001: 117
• can be favoured by using a variety

   

  of learning tasks which call upon diverse intelligences
• n general, it can be affirmed that the development of musical intelligence in the second

   

  language classroom can have benefits such as helping students to concentrate and connect with

   

  their inner self, stimulating creative processes, cutting out the black noise, that is to say,

   

  eliminating distracting sounds from in or outside the classroom, and, above all, fostering a

   

  relaxed but motivating and productive classroom atmosphere
• The connection of words with experience and with emotional responses gives words

   

  their meaning. The more connections between images and words in the target language, the

   

  better
• The use of role-plays, drama, games, project work, shadow puppets, and many activities

   

  related to group dynamics directly address the bodily-kinaesthetic intelligence in the language

   

  classroom
• Gestures are culture-bound and need to be taught in

   

  the second language classroom. The use of video-recorded interactions to observe kinesic

   

  behaviour is an option proposed by Kellerman (1992) to improve listening comprehension skills
• Social constructivism in education stresses the importance of interaction of the

   

  participants in the learning situation. Vygotsky (1978) emphasized that learning is mediated or

   

  shaped and influenced by social interaction; as Dornÿei & Murphey (2003, 86) explain, “from

   

  a Vygotskian constructivist point of view, learning happens intermentally first, between minds

   

  in interaction, and only later becomes one’s own learning, intramentally”.
• Providing a

   

  variety of language activities that stimulate the different tools or intelligences proposed by

   

  Gardner (1999) makes it possible to engage multiple memory pathways necessary to produce

   

  sustained deep learning (Schumann 1997)

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• A survey conducted last year by the University of Houston (Yuksel, Robin & McNeil 2010) investigated the different uses and benefits of digital storytelling. 154 responses from around the world showed general agreement in the areas of subject skills, reflection skills, language skills, higher thinking skills, social skills and artistic skills. There was a wide range of uses of digital storytelling in a wide range of settings.