scholarly journals Social Language Learning Spaces: Globalization Glocalized

2017 ◽  
pp. 235-246
Author(s):  
Garold Murray ◽  
Mariko Uzuka ◽  
Naomi Fujishima
Keyword(s):  
International Students ◽  
Social Learning ◽  
Language Learning ◽  
Japanese Society ◽  
Theoretical Orientation ◽  
Learning Spaces ◽  
Learning Space ◽  
The Social ◽  
National University ◽  
Local Students

In this era of globalization, Japanese universities will have to accommodate an increasing number of local students wishing to learn foreign languages and they will also have to welcome more international students to their campuses. While universities will undoubtedly take steps to ensure that both groups have positive educational and intercultural experiences, we contend that it is also incumbent upon them to implement measures designed to facilitate the adaptation of international students to Japanese society. In this article, we examine the role social learning spaces can play in helping universities respond to these challenges. We argue that these facilities can make an invaluable contribution by supporting language learning and cross-cultural acclimatization for both international and Japanese students. The term social learning spaces refers to places where students can come together in an informal or quasi-formal environment in order to learn from and with each other. To illustrate our points, we draw on the data from a five-year ethnographic inquiry carried out at one such facility on the campus of a large national university. After describing the social learning space, outlining the study, and tracing the theoretical orientation guiding the interpretation of the data, we focus on the benefits social learning spaces can afford international students wishing to improve their language skills and adapt to Japanese society. To conclude, we reflect on how social learning spaces can support the process of glocalization by making local universities more globalized places.

scholarly journals Review of JASAL Online Student Forum 2020 and a Reflection

2020 ◽  
pp. 294-297
Author(s):  
Naoki Tashiro
Keyword(s):  
Language Learning ◽  
Staff Member ◽  
Discussion Groups ◽  
Short Report ◽  
English Learning ◽  
Learning Spaces ◽  
Learning Space ◽  
Online Student ◽  
The Social ◽  
Study Motivation

This short report is a review of and my reflections on the Japan Association for Self-Access Learning (JASAL) online student forum which was held on Saturday, July 4, 2020 on Zoom. The conference was held online due to COVID-19. I participated in the forum as a user and student staff member representing Maximum English Learning Together (MELT), which is the social language learning space at Gifu Shotoku Gakuen University in Japan. At the event, students shared ideas and initiatives for online events at each of their university’s language learning spaces (LLS) or centers. In the discussion groups that I joined, we talked about two focus points, which were the connection between each center and students, and the tactical use of SNS to promote our LLS to students. I will give a summary of the discussions and also make some suggestions for enhancing students’ study motivation and participation in events, even in remote learning / online situations.

scholarly journals Self-Access Environments as Self-Enriching Complex Dynamic Ecosocial Systems

2018 ◽  
pp. 102-115
Author(s):  
Garold Murray
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Complex Dynamic ◽  
Learning Space ◽  
Complex Dynamic Systems ◽  
The Social ◽  
Multiple Case ◽  
Central Argument ◽  
Data Informed

The central argument of this paper is that self-access centres transformed into social learning spaces have the potential to become self-enriching complex dynamic ecosocial systems. As such, they can support the emergence of a wide variety of affordances for language learning. While complex dynamic systems cannot be created and the process of emergence cannot be engineered, research suggests that both can be facilitated. To illustrate these points, I draw on the findings of three studies carried out in a social learning space at Okayama University in Japan: a five-year ethnography, a multiple-case study, and a narrative inquiry. I begin by describing the social learning space, outlining the studies and providing an overview of the theoretical orientations which guided the interpretation of the data. Informed by these bodies of theory and results from the studies, I then discuss why it is important to have a social learning space with the potential to become a complex dynamic ecosocial system. The paper concludes with an exploration of how educators might go about facilitating the emergence of self-enriching complex dynamic ecosocial systems.

scholarly journals Introduction: Promoting Engagement with Language Learning Spaces: How to Attract Users and Create a Community of Practice

2016 ◽  
pp. 297-300
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Community Of Practice ◽  
Language Learner ◽  
Learning Spaces ◽  
Learning Space ◽  
Good Balance ◽  
Considerable Success ◽  
Number Of Factors

The three institutions featured in this instalment have all shown considerable success in raising user numbers in recent years. In order to attract users to a language learning space (LLS), a number of factors need to be present. Potential users need to be aware of the existence of the space itself, and know its location. They need to have some knowledge of its functions, and feel that it has the potential to fulfil at least one of their needs as a language learner (Heigham, 2004). Then, they need to feel inspired enough to step into the unknown and have the confidence to enter and engage with staff and other users (Gillies, 2010). The space needs to have a welcoming atmosphere, and the interactions the learners have should provide them with a good balance of success and challenge in order to convince them to return and become regular users.

scholarly journals The social networking service “Niconico Douga” as a virtual self-access learning space: An analysis of the language learning history of a Japanese language learner from Hong Kong ニコニコ動画が持つバーチャルなセルフアクセスラーニングスペースとしての機能に関する考察～香港出身の日本語学習者の言語学習史をもとに～

2018 ◽  
pp. 179-195
Author(s):  
Yoshio Nakai
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Community Of Practice ◽  
Language Learner ◽  
Japanese Language ◽  
Social Networking Service ◽  
Learning Space ◽  
Learning History ◽  
Virtual Self ◽  
The Social

This article explores a language learning experience of a JFL (Japanese as a Foreign language) learner from Hong Kong who uses the social networking service “Niconico Douga”. An analysis of her language learning history revealed that she not only utilized Niconico Douga as a resource bank for learning Japanese, but also that it functioned as a virtual self-access learning space. She learned Japanese language through watching and broadcasting live videos of playing computer games. Niconico Douga acts as a community of practice consisting of people who want to share and exchange information about playing digital games. She acquired Japanese language through practicing in the community of practice that allowed her to participate freely in special interest groups for playing digital games which offered the role models supporting her practice of broadcasting live videos of playing games. The features of Niconico Douga have a great potential for learning Japanese autonomously due to its accessibility and availability of resources. 本稿は、香港出身の日本語学習者Aさん（仮名）が行ったJFL環境下で独学による日本語学習に関する論考である。Aさんは香港では学校などでのフォーマルな日本語教育を受けた経験がなく、日本語に興味を持った中学生のころからニコニコ動画にアップロードされているゲームの実況動画やその生放送を用いて自力で日本語を学んできた。Aさんはゲームを楽しむ、あるいは攻略方法を知るという目的を持った人たちが集まる実況動画や生放送の中から自身に合ったものを選択し、そこでのやり取りを理解してコメントを発信したり、Aさん自身がゲーム実況の生放送をしたりすることを通して日本語を学んできた。Aさんにとって、ニコニコ動画という場は、ゲームに関する実践を通して日本語が学べる実践共同体であると同時に、自身の目的や日本語レベルに合った動画や生放送が見られる保管庫でもあるバーチャルなセルフアクセスラーニングスペースとして機能していたことが分かった。

scholarly journals THE ATTRIBUTES OF FUTURE SOCIAL LEARNING BUILT ENVIRONMENTS TOWARDS 21st CENTURY EDUCATION IN TERTIARY EDUCATION

2020 ◽  
Vol 18 (13) ◽  
Author(s):  
V. Ramu ◽  
Nor Fadzila Aziz
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
21St Century ◽  
Social Preferences ◽  
Tertiary Education ◽  
Academic Learning ◽  
Learning Spaces ◽  
Learning Space ◽  
21St Century Education ◽  
New Learning

In the past two decades, the transformation that has captured tertiary education worldwide is a significant task mentioned as “academic evolution”. Whereby, the vast exploitation of Information and Communication Technology (ICT) explicitly mentioned as artificial intelligence (AI), digitisation, automation and Internet of Things (IoT) articulate the term Industry 4.0. Furthermore, the application of ICT in teaching and learning foster a new learning theory designated as Connectivism. Hence, there are needs in the formulation of an ideal and compatible classification of a social learning environment to accommodate the new learning theory, which enhances the informal learning undertaken by learners besides their formal lecture hours. Therefore, this study aims to seek factors that influenced learners’ preferences toward social learning spaces. A qualitative study was adapted to investigate the learner’s preferences attributes on social learning spaces at Polytechnics. An adapted questionnaire consisting of 39 items was administered to 300 Polytechnic students from three Polytechnics in Malaysia. In particular, data were analysed using exploratory factor analysis (EFA) with IBM SPSS version 22. The results from this research recommended a typology of six social learning space preferences attributes as a multidimensional construct with its two underlying dimensions: physical preferences and social preferences. The findings can help in redesigning and planning of social academic learning space in tertiary education institutions to enhance education towards 21st Century Education.

scholarly journals Room 101: A Movement towards Social Learning Spaces? A Survey of SAC Managers in UK Higher Education

2015 ◽  
pp. 124-137
Author(s):  
Michael Allhouse
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Mobile Devices ◽  
Learning Spaces ◽  
Learning Space ◽  
Physical Resources ◽  
The Uk ◽  
The University ◽  
Uk Higher Education ◽  
Valuable Role

As more and more self-access facilities face up to the challenge of shrinking budgets and responding to the ubiquity of mobile devices for learning, Michael Allhouse’s column examining the movement towards social learning that has taken place at the University of Bradford reminds us that such centres have a valuable role beyond providing access to physical resources. In this final instalment of his three-part series, Allhouse examines the provision of self-access in UK Higher Education, in order to determine to what extent Room 101’s journey towards becoming a social learning space is reflected in other centres around the country. By widening the scope of his research to examine not only the attitudes of learners at his own centre, but also wider trends across the UK, he reveals a diverse picture of self-access, and one in which social learning plays a vital and growing role.

scholarly journals Governing a Collective Bad: Social Learning in the Management of Crop Diseases

2020 ◽  
Vol 33 (1) ◽  
pp. 111-134 ◽  
Author(s):  
Elias Damtew ◽  
Barbara van Mierlo ◽  
Rico Lie ◽  
Paul Struik ◽  
Cees Leeuwis ◽  
...  
Keyword(s):  
Social Learning ◽  
Collective Action ◽  
Late Blight ◽  
Learning Approaches ◽  
Learning Space ◽  
Units Of Analysis ◽  
The Social ◽  
Collective Action Problems ◽  
Crop Disease ◽  
Late Blight Management

AbstractThere has been strong research interest in designing and testing learning approaches for enhancing and sustaining the capacity of communities to manage collective action problems. Broadening the perspective from well-known social learning approaches in natural resource management, this study explores how social learning as a communicative process influences collective action in contagious crop disease management. A series of facilitated discussion and reflection sessions about late blight management created the social learning space for potato farmers in Ethiopia. Communicative utterances of participants in the sessions served as the units of analysis. The study demonstrates how and to what extent social learning, in the form of aligned new knowledge, relations and actions occurred and formed the basis for collective action in the management of late blight.

scholarly journals Training Student Workers in a Social Learning Space

2015 ◽  
pp. 461-469 ◽  
Author(s):  
Naomi Fujishima
Keyword(s):  
Social Learning ◽  
Thematic Analysis ◽  
Training Session ◽  
Interview Data ◽  
Learning Space ◽  
National University ◽  
Solid Foundation ◽  
Original Size ◽  
Student Workers

This paper investigates the issues involved in training student workers in a social learning space (SLS) located at a large national university in Japan. Six years after its inception, the SLS has grown to more than eight times its original size. With the increase in space, there have been more visitors and activities, which has led to the hiring of more student workers. With the increase of workers, the manager implemented a more organized system to delegate the duties of each student worker. The researcher looked at the different roles of the student workers and what they consist of. A thematic analysis of transcripts taken from one 3-hour training session and three interview transcripts was done to understand these roles and how the students viewed their responsibilities. How to balance the SLS as a delicate ecosocial system (Murray & Fujishima, 2013) while maintaining a solid foundation for training effective student workers is a challenge. Some common themes found in the interview data will be highlighted, as well as implications and recommendations for improvement.

scholarly journals Introduction: Supporting Student Staff Through Effective Training

2015 ◽  
pp. 431-432
Author(s):  
Katherine Thornton
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Sense Of Community ◽  
First Century ◽  
Learning Spaces ◽  
Effective Training ◽  
Twenty First Century ◽  
As If

Gone are the days when a self-access centre consisted of bookshelves and a cabinet of VHS tapes that students checked out from a manager or administrator. Language Learning Spaces in the twenty-first century are social learning spaces, where people learn with and from others as much as, if not more than, from physical or Internet-based resources. As was highlighted in the previous instalment of this collection, successful learning spaces create a sense of community among users, and student staff are often key members of these communities.

Modeling Social Learning of Language and Skills

2010 ◽  
Vol 16 (4) ◽  
pp. 289-309 ◽  
Author(s):  
Paul Vogt ◽  
Evert Haasdijk
Keyword(s):  
Population Structure ◽  
Social Learning ◽  
Language Development ◽  
Language Learning ◽  
Joint Attention ◽  
Perspective Taking ◽  
Cultural Knowledge ◽  
Mutual Exclusivity ◽  
Rule Based ◽  
The Social

We present a model of social learning of both language and skills, while assuming—insofar as possible—strict autonomy, virtual embodiment, and situatedness. This model is built by integrating various previous models of language development and social learning, and it is this integration that, under the mentioned assumptions, provides novel challenges. The aim of the article is to investigate what sociocognitive mechanisms agents should have in order to be able to transmit language from one generation to the next so that it can be used as a medium to transmit internalized rules that represent skill knowledge. We have performed experiments where this knowledge solves the familiar poisonous-food problem. Simulations reveal under what conditions, regarding population structure, agents can successfully solve this problem. In addition to issues relating to perspective taking and mutual exclusivity, we show that agents need to coordinate interactions so that they can establish joint attention in order to form a scaffold for language learning, which in turn forms a scaffold for the learning of rule-based skills. Based on these findings, we conclude by hypothesizing that social learning at one level forms a scaffold for the social learning at another, higher level, thus contributing to the accumulation of cultural knowledge.

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