Academic Analytics

Academic Analytics 

Phil Long and George Siemens (pp 32) state that computers,

mobile devices(particularly smart phones ) and enterprise learning management systems (LMSs) include a huge amount of data. Also it is worth mentioning about such types of microblogs as Facebook and twitter that nowadays became the main sources of data. Through collecting and analyzing each tweets and posts, it becomes possible to collect the tones of valuable info about the person. The main and very obvious example of Academic Analytics that I have experienced working with is MOODLE (type of LMS). There are many useful opportunities given to the teachers to explore in the Moodle e.g. to view how many times the specific person has logged in his/her account, to check  when the specific assignment has been uploaded, as well as to compare the probability of  students’  right and wrong  answers of assignments.

So, Based on the literature reviewed, the following video http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.html   and discussion during the class at the university I have come up with several advantages and disadvantages of Academic analytics.

Advantages

• ·         Teachers can have total control of their students “academic actions online”. E.g. if the teacher sees that that particular student does not log in very often and does not upload the assignments on time etc. she can encourage the student to become active or may help that student if he/she is having a technical misunderstandings or hard time with the specific assignments.
• ·         When the teacher sees many students doing the same mistake on the specific assignment that will remind the teacher to go back and do some changes concerning that problem (either explaining the material once more or make changes in the assignment itself) in the specific activity.

Disadvantages

• ·         Following the students’ actions all the time will cause inconvenience for the students i.e. they may feel uncomfortable and lose the sense of individuality in case be followed by the teachers.
• ·         Sometimes there may be arise technical problems in the system  that may show wrong analysis

I think that the advantages and disadvantages that I mentioned above are only 10 percent of the observed part of Academic analytics, however it seems that both students and teachers mostly  benefit  from the analytical data provided by LMSs.

LMS vs. PLE

Learning Management Systems (LMS) vs. Personal Learning Environments (PLEs).

At first it was very difficult for me to feel the difference between LMS and PLEs.But then after discussing them in the classroom  everything became clear for me.According to Stephen Downes, the LMS is “centralized” system and PLE is “decentralized” i.e. during accessing  LMS the system itself is situated in the center and the people connected to the system are surrounded the system, whereas in case of PLE the person is in the center and can access different systems at the same time (e.g. Facebook, google, i book etc. ), the person can also access the LMS  that can provide videos, social networks, discussion boards, conferences etc. but it is limited within the members of LMS that have access to it. Here the solution to the problem of people who do not have access to the certain LMS can be provided with the same opportunities through using their Personal Learning Environment (PLE).

LMS like Moodle that is used in our university as an E-learning tool is very useful both for teachers and students. Below some advantages of Moodle are mentioned according to my observations and involvement in the system.

•   The assignments are graded by the system that eases the instructors’ work a lot.
•   The reminders of deadlines and calendar help students to complete the assignments on time.
•   In different forums made by the instructor Students can collaborate and discuss some topics, why not, including instructors as well.
• \  Via sending messages both instructors and students can collaborate.

As for disadvantages of Moodle I can only mention some system errors that were happening during my using. (e. g. not uploading the file or not recognizing the username or password).

The PLE like Facebook is widely used from teachers as a virtual platform for their students.

I think that it is a perfect platform that works well within students, where they can share ideas, discuss topics etc. (like TEFL2 students at AUA doJ), but I do not consider FB as a professional platform that can be used by the teachers because I think that students can easily get distracted with other information that FB can provide that can lead to ineffective learning process. I think that the PLE www.Edmodo.com   can be successfully used by the teachers as an online platform for them and their students. 

Distance Language Learning

Distance Language Learning

Modern technologies and advanced education systems allow people to learn without going to schools or universities. The only thing they need to have is computer, of course, along with the internet connection. What is Distant Education and specifically language learning?

According to White(1995 and 1997a) as cited in White(2004), in comparison with classroom learning the learners are provided with great self-management and environment –management freedom that in classroom  learning process belongs to the teacher. Besides, distance learning also provides flexible access to the learners in terms of time and place (Keegan 1990 and Shelley 2000) i.e. they are free to choose the time and place for learning, which in my opinion, may highly enhance their motivation towards learning the language. There is also the possibility of developing skills in self-direction and management of learning experiences (Hurd 2004, Weasenforth,  Meloni and Biesenbach-Lucas 2004). So, these are things that the distance learning provides and with which positively differs from classroom learning.

Here it seems that in distance learning there will be lack for collaborative work through the course period, but this issue also was taken into consideration by distance education developers and course designers. For example the one that I take part in provides collaboration through asking questions and helping each other in language learning. As soon as one learns some aspects he/she can help others with those aspects of language. Here is the ling to that course http://livemocha.com for those who are interested in language learning.

As in the classroom education in distance education as well, the presence of the leader of the classroom: “teacher” is very important. That is a very important issue to consider in this type of learning because there is no way to provide personal presence of her. How it is possible to integrate qualified teacher presence and control in this “virtual” classroom? First of all the role of the teacher here differs from one in a classroom. The distinction mainly refers to teacher’s role competencies, knowledge, attitudes, and skills.  Here the tutors are hired on part time temporary contracts and must have highly developed technological skills to provide useful and effective feedback using proper tools and materials. Here are the most essential roles of the teacher in a distant language learning system:

·         Content facilitator
·         Metacognition facilitator
·         Process facilitator
·         Advisor/counsellor
·         Assessor (formative and summative)
·         Technologist
·         Resource provider
·         Manager/administrator
·         Designer
·         Co-learner
·         Researcher

White C. et al (2004)

Also below you can see the most important qualifications of the teacher needed in Distant language learning panel:

•          Pedagogical expertise

•          Subject matter expertise

•          IT skills

•          One-to-one interactive support skills

•          Self-management

•          Group support and management

•          Professional skills and responsibilities

White C. et al (2004)

Here is the link for several distant learning courses that anyone can find something to learn about http://studylink.com/dl/index.html?gclid=CL6dv9K-7boCFcTLtAodeBEAOQ .

Mobile-assisted Language Learning(Mall)

Mobile-assisted Language Learning(Mall)

Modern technology is developing day by day. Almost every person in the world has a mobile phone.

Nowadays mobile phones are not only for talking any more. There are many things that people can do with it i.e. taking pictures, listening to music, watching movies, learn languages and not only.

 English language is considered international and required to know in many countries, so, people prefer to merge the “handy” with useful and make their life easier than before.

How mobile phones can help this to become true?

The first thing I suppose that have to come along with a mobile phone is internet access that we all need as air and water in our lives

In that case it will be possible to install different educational applications via internet access and have them in your mobile phone using them in the street, in a taxi, and actually everywhere you want. Smart mobile devices are very effective tools and help people out in many situations.

For example I have an electronic dictionary installed in my smart phone and it is very comfortable to look up the word I need on the spot and in every moment.

(Sharples et al., 2007, 225) as cited in Olga & Ake(2012)define mobile learning as  “process of coming to know through conversations across multiple contexts among people and personal interactive technologies”.

.

There are many interactive ways to integrate MP in a TEFL classroom that can help to enhance learning skills. For instance,  messaging opinions, google searching simple definitions and info from the internet, making video and photo productions etc.

Though as a teacher I think that using mobile phones in an EFL classroom will have their negative effects a learning process too. For example it is very easy for students to be distracted by games and other entertaining non educational stuff from their mobiles during the class, especially when they are young learners, so I would advise not to use MALL with young learners and do it very carefully with elder ones.
Here is the link to the video of "Ted Talk" about Mobile Learning  http://www.youtube.com/watch?v=e_Pmnz7xuOs&list=PL7ECF0A924C502D18

"Second Life" Life in the virtual classroom

"Second Life" Life in the “virtual classroom”

Today I would like to share my feelings about a virtual game called "Second Life". In order to understand its benefit and harm in case of using in an EFL classroom I decided to play it myself first.  During playing the game I experienced both some beneficial and also disturbing procedures. There are many opportunities given in this virtual field that can be used for collaborative work. The audio and written chat settings let the students connect with each other, and why not, also people from different countries that allow them communicate and practice the language freely in addition to that getting acquainted with other cultures. While I was playing the game I managed to talk to people from Russia, Spain and Australia and ask some questions connected with the game and they suggested the links to places they liked. Moving from one place to another and discovering new places will be interesting to teenage and adult students which also I think can improve their creative thinking and problem solving skills. They may also share their feelings with their classmates, as well as with the teacher getting some advice and feedback from her. So, as we can see if not the whole but the part of the classroom procedure can be spent in the “virtual classroom” with unusual conditions (E.g. students can be at the seaside or on a dance floor). All these things sound perfect and joyful learning atmosphere but there may also be some negative influence of teaching through virtual games.

The first and important problem I faced during the game which I think my students will probably face in the future too was the pace and the quality of the game. I think it can depend on both my computer and the internet connection. I had to wait for a long time for my avatar to move or change the clothes or car or to type a message to a person because he/she answered immediately and I was hardly typing for five minutes because of the pace. I think the latter can be a serious reason for some teachers that will not use this type of teaching tool in their classroom in Armenia because this problem is common here and also having lack of computers in many schools of Armenia this is hardly going to become commonly used technology tool here. But anyway I hope that someday I can use this type of games in my teaching without having fears that my students will face problems with it.

Digital Games

Digital Games

I suppose most interactive way of teaching English  is doing it through digital games. 

First time when I heard about teaching through digital games, I thought "how can playing a game on the computer help to learn English".

Based on  the literature reviewed and my own experience of  playing digital games, I came into a conclusion that it can help to improve spelling and reading skills . When someone opens the game for the first time and wants to play, first thing he/she does is reading and following steps. If the game has audio instructions it may also build and improve listening skills. The way that IF works helps to improve spelling and writing skills because the player writes instructions for the game character. So one can completely build all four skills through playing computer games.

Along with making positive impression and being beneficial, digital games may also harm or have no results in ELL in case of not using them efficiently. First of all, the interactive part of digital games is more than learning one, so the children can get addicted very easily. Secondly, the little children may not benefit from the perspective of language not being able to realize what is their main task to play those games.For that reason I think that the digital games should be applied with the children above 15 years old, when they  will realize the purpose of the game in EFL classroom.
Finally,  here the role of the teacher  is also  very essential  to choose and assign  his/her students properly selected games, where the main focus will be on using language and imagination rather than mechanical actions.
So, Digital games in TEFL can be very effective and engaging  tool when teachers use them wisely. :)

Creating Videos

Creating Videos

To feel yourself a director for several moments is a wonderful, and enjoying the best results of your own film brings wonderful feelings but what about the sufferings before that?

The first and the vital issue for video creation is to decide the topic which should be interesting to our audience and close to our hearts, and  which is the most important for us- English teachers, is that it should include language-meaningful language. Having all above mentioned prepared, after comes next step to consider

Having thousands and thousands video shootings that need to be cut and adjusted proper to the logical sequencing and pleasurable to different eye sights. That is where the most complicated procedure comes and it brings with it a lot of technological barriers that the video creator can face. The latter for use takes time to be solved.

Apart from the all above mentioned shortcomings that video production can have it may also lead to creation of very essential and educational materials that can be used in an EFL classroom not only from the language perspective but also the topics that are alarming nowadays. For example, being creative and unique personalities, students, acting as producers, can touch upon different problems that our world is under threat to and suggest various solutions to them trying to “save the world” somehow(e.g. environmental issues -pollution, Global warming etc.). 

So we can conclude that although creating videos for EFL classroom may be time consuming and sometimes hard to get along with the technology, it can be very useful and informative guarantying for students never forget the material they have made on their own efforts.