Technology-enhanced language learning: Recent developments and what to expect next

2018 ◽  
Vol 7 (2.28) ◽  
pp. 147
Author(s):  
Vilma Mikašytė
Keyword(s):  
Language Learning ◽  
Foreign Languages ◽  
Technology Enhanced Learning ◽  
Future Studies ◽  
Key Characteristics ◽  
Recent Developments ◽  
Educational Potential ◽  
Near Future ◽  
Enhanced Learning ◽  
Insight Into

One of the key characteristics that are expected from a contemporary instructor is being able to creatively implement innovation in his/her day-to-day teaching activities. An example of such innovative approaches to teaching is the integrated teaching of, for instance, STEM subjects with foreign languages (FL). The latter can be successfully achieved via technology-enhanced learning (TEL) approach. Currently, there are numerous apps and platforms available or still being developed for teaching STEM subjects, which could be combined with learning FLs in order to ensure successful learning outcomes even more. However, the full educational potential of TEL tools for teaching FLs should be investigated and disclosed beforehand. To this end, the present paper provides an overview of the most recent developments in technology-enhanced language learning (TELL). It firstly surveys state-of-the art and then gives an insight into what to expect from the near future studies on TELL. 

Technology-Enhanced Learning Standard through Integration of Modeling and Simulation into Engineering Study Programs

2012 ◽  
pp. 157-177
Author(s):  
Dietmar P. F. Moeller ◽  
Hamid Vakilzadian
Keyword(s):  
Modeling And Simulation ◽  
Electrical Engineering ◽  
Technology Enhanced Learning ◽  
Engineering System ◽  
Engineering Study ◽  
Study Programs ◽  
And Performance ◽  
University Of Nebraska Lincoln ◽  
Enhanced Learning ◽  
Insight Into

Introducing a technology-enhanced learning standard in engineering study programs requires a deeper insight into and understanding of the complexity and dynamics of today’s engineering systems. This can be achieved by embedding Modeling and Simulation (M&S) within engineering study programs to stimulate educational innovations in undergraduate engineering curricula, such as electrical engineering. An example of this is in the process of being implemented in the Department of Electrical Engineering (EE) at the University of Nebraska – Lincoln (UNL). The need for such programs is evident by recent recommendations from the White House, the U.S. Congress, and the National Science Foundation, all of which stress that M&S is one of the key enabling technologies of the 21st century and is critical to U.S. competitiveness. Various models of a dynamic engineering system can be developed at different levels of detail in accordance with the recommended technical specifications to gain better insight into the behavior, stability, and performance of a system. The functionality of a real engineering system can be tested virtually by changing the structure, parameters, and inputs and outputs of the model to accurately predict the response of the system under various operating conditions. In order to educate a skilled workforce capable of meeting the country’s critical needs, the educational requirements for undergraduates in an M&S-based EE program have to be developed. Such a program needs to meet the accreditation requirements set by the Accreditation Board for Engineering and Technology Inc. (ABET).

scholarly journals A review of learning theories and models underpinning technology-enhanced learning artefacts

2020 ◽  
Vol 17 (4) ◽  
pp. 341-354
Author(s):  
Rawad Hammad ◽  
Zaheer Khan ◽  
Fadi Safieddine ◽  
Allam Ahmed
Keyword(s):  
Hybrid Approach ◽  
Learning Theories ◽  
Bibliographic Databases ◽  
Technology Enhanced Learning ◽  
Content Type ◽  
Key Characteristics ◽  
Main Driver ◽  
E Learning ◽  
Learning Software ◽  
Enhanced Learning

PurposeVarious technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.Design/methodology/approachTo achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.FindingsThe authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.Originality/valueThe authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

Context-Aware and Adaptive Units of Learning in mLearning

2012 ◽  
Vol 3 (2) ◽  
pp. 1-25 ◽  
Author(s):  
Sergio Gómez ◽  
Ramón Fabregat
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Second Language Learning ◽  
Contextual Information ◽  
Technology Enhanced Learning ◽  
Context Aware ◽  
Desktop Computers ◽  
Conditional Statements ◽  
Enhanced Learning ◽  
Interest And Motivation

In technology-enhanced learning, the use of mobile applications is increasing, which improves students’ learning experiences, allowing them to carry out daily activities anytime, anywhere. However, the majority of the available learning contents have been designed for desktop computers; thus, accessing that information is limited by the technical capabilities of mobile devices. As a result, students might lose interest and motivation to learn using their mobile devices if content adaptation and learning personalization processes are not appropriately designed. In this paper, the authors present a context-aware adaptation architecture for mobile learning. In the architecture, two mechanisms based on conditional statements from the IMS Learning Design specification and a transcoding mechanism are presented. Moreover, which learner’s contextual information can be represented to design the learning process and retrieved to adapt activities and resources is explained by the description of a context-aware mobile-assisted second language learning scenario.

scholarly journals Recent Developments in Technology-Enhanced Learning: A Critical Assessment

2015 ◽  
Vol 12 (2) ◽  
pp. 73 ◽  
Author(s):  
Karl Steffens ◽  
Brenda Bannan ◽  
Barney Dalgarno ◽  
Antonio R. Bartolomé ◽  
Vanessa Esteve-González ◽  
...  
Keyword(s):  
Critical Assessment ◽  
Technology Enhanced Learning ◽  
Recent Developments ◽  
Enhanced Learning

scholarly journals Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

2018 ◽  
Vol 6 (4) ◽  
pp. 131 ◽  
Author(s):  
Sinan Gürleyik ◽  
Elif Akdemir
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Second Language Learning ◽  
Technology Enhanced Learning ◽  
Perceptions Of Students ◽  
Enhanced Learning ◽  
Enhance Student Learning

Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies.

Technological Enhancements of the Method of Loci for Facilitating Logographic Language Learning

2019 ◽  
Vol 48 (3) ◽  
pp. 440-459
Author(s):  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Reneta P. Barneva ◽  
Lisa Walters
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Technology Enhanced Learning ◽  
Novel Approach ◽  
Method Of Loci ◽  
New Knowledge ◽  
Enhanced Learning ◽  
Augmented Method

Memorization is essential when new knowledge is based on association with existing knowledge. It is key in acquiring logographic languages, such as Chinese and Japanese. Such languages present challenges to students possessed of alphabet-based mother tongues. To meet these challenges, we discuss a technology-enhanced learning method to address the needs of second language learners and support the development of appropriate logographic skills. Our novel approach facilitates the memorization of pictograms through the augmented method of loci. We detail augmented method of loci, discuss its wide impact in a range of disciplines, and provide a case study of its application.

Pedagogical Uses of Multimedia Annotators and Players

2008 ◽  
pp. 185-204
Author(s):  
Tetyana Sydorenko ◽  
Tom Myers ◽  
Alexander Nakhimovsky
Keyword(s):  
Best Practices ◽  
Language Learning ◽  
New Technology ◽  
Foreign Language Learning ◽  
Computer Programs ◽  
Technology Enhanced Learning ◽  
Future Directions ◽  
Fields Of Study ◽  
Instruction And Learning ◽  
Enhanced Learning

Multimedia materials form an increasingly important part of technology-enhanced learning (TEL). We present two kinds of related computer programs, multimedia annotators and multimedia players, which provide greatly improved control over how the user navigates, searches, and displays multimedia materials. Our main focus will be on MannX (Multimedia Annotator—XML). The objective of this chapter is to familiarize the reader with multimedia annotators and players, explain why and how they should be used for learning and especially for foreign language learning, present the best practices for their design, and outline the future directions for developing this new technology and its pedagogical applications. We believe that for many fields of study annotated and searchable multimedia materials are the best vehicle for instruction and learning.

Adaptable Learning Theory Framework for Technology-Enhanced Learning

2016 ◽  
pp. 165-188
Author(s):  
Byron Havard ◽  
Marlene L. East ◽  
Lakshmi Prayaga ◽  
Alex Whiteside
Keyword(s):  
Professional Development ◽  
Learning Theory ◽  
Social Presence ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Technology Enhanced Learning ◽  
Teacher Professional ◽  
Educational Potential ◽  
Enhanced Learning ◽  
Theory Framework

The sheer volume of technological innovations with educational potential along with the myriad of instructional theories and models present quite the challenge for educators. A contemporary framework is needed to connect these components with learning theory and to ultimately serve as a guide to educators grappling with how to align the interrelated components of effective instruction when using educational technologies. The objective of this chapter is to present a viable contemporary framework to fulfill this need. The Adaptable Learning Theory Framework for Technology Enhanced Learning (AF-TEL) provides a framework based on the cognitive presence, social presence, and teaching presence tenets of the Community of Inquiry model (Garrison, Anderson, & Archer, 2003) to achieve desired educational outcomes. Professional Development for STEM Teachers using Discovery Labs (PDSTDL) is a format of teacher professional development that integrates AF-TEL to address the critical need of preparing effective STEM teachers.

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