MALL-based MOOCs for language teacherschallenges and opportunities

  1. Ana Ibáñez Moreno 1
  2. John Traxler 2
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 University of Wolverhampton
    info

    University of Wolverhampton

    Wolverhampton, Reino Unido

    ROR https://ror.org/01k2y1055

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2016

Título del ejemplar: Innovating in the didactic second language scenario: new mobile, open and social models

Número: 1

Páginas: 73-85

Tipo: Artículo

DOI: 10.30827/DIGIBUG.54090 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

El presente artículo explora las respuestas pedagógicas, técnicas e institucionales al actual desafío que los cursos masivos en abierto (en inglés MOOCs, Massive Open Online Courses) presentan, especialmente en el área de aprendizaje y enseñanza de lenguas extranjeras. Esto se hace por medio de una revisión del estado de la cuestión en la actualidad. Además, el objetivo de este trabajo es proponer una serie de factores a tener en cuenta para el diseño de un curso MOOC sobre aprendizaje de lenguas móvil (en inglés MALL, Mobile Assisted Language Learning) para profesores de lenguas extranjeras, que incluya estándares técnicos, pedagógicos y lingüísticos.

Referencias bibliográficas

  • Alario-Hoyos, C., Pérez-Sanagustín, M., Cormier, D., Delgado-Kloos, C. (2014). “Proposal for a conceptual framework for educators to describe and design MOOCs”, in Journal of Universal Computer Sciences, 20, 1: 6-23.
  • Álvarez, I. (2014). “Ethical and aesthetic considerations in Language MOOCs”, in Language MOOCs: Providing Learning, Transcending Boundaries. Warsaw/Berlin: De Gruyter Open: 127-139.
  • Bali, M. (2014). “MOOC pedagogy: Gleaning good practice from existing MOOCs”, in MERLOT Journal of Online Learning and Teaching, 10, 1: 44–55, available from: http://jolt.merlot. org/vol10no1/bali_0314.pdf , last accessed October 2015.
  • Bárcena, E., and Martín Monje, E. (2014). “Language MOOCs: an Emerging Field”, in E. Martín-Monje, E. Bárcena (Eds): Language MOOCs: Providing Learning, Transcending Boundaries. Warsaw/Berlin: De Gruyter Open,1-13.
  • Bárcena, E., and Read, T. (2015), “The role of modularity and mobility in LMOOCs”, in Verbeia 0: 28-35, available from http://www.ucjc.edu/wp-content/uploads/2.Elena-Barcena-yTimothy%20Read.pdf , accessed October 2015.
  • Byrne, J., and Diem, R. (2014). “Profiling Mobile English Learners”, in The JaltCALL Journal, 10, 1: 3-19. Campbell, S. (2006). “Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies”, in Communication Education, 55, 3: 280–294.
  • Candelier, M. (2014). “Pluralistic approaches to languages and cultures”, presented at The CEFR web conference, March 28th, Paris/Rome/Vienna.
  • Castrillo, M. D. (2014). “Language Teaching in MOOCs. The Integral role of the instructor”, in Language MOOCs: Providing Learning, Transcending Boundaries. Warsaw/Berlin: De Gruyter Open: 63-87.
  • Council of Europe (2001). Common European Framework of Reference for Languages. Cambridge: Cambridge University Press.
  • Clinnin, K. (2014). “Redefining the MOOC: Examining the multilingual and community potential of massive online courses”, in Journal of Global Literacies, Technologies, and Emerging Pedagogies, Special Issue on MOOCs, 2: 140-162.
  • Cook, J. (2010). “Mobile Learner Generated Contexts”, in Medienbildung in neuen Kulturräumen, VS Verlag für Sozialwissenschaften: 113-125.
  • Colpaert, J. (2014). “Conclusion. Reflections on present and future. Towards an ontological approach to LMOOCs”, in Language MOOCs: Providing Learning, Transcending Boundaries, Warsaw/Berlin: De Gruyter Open: 161-170.
  • Coste, D., North, B, and Sheils, J. (2014). “The CEFR 2001 – 2014”, presented at The CEFR web conference, March 28th, Paris/Rome/Vienna.
  • Czerniewicz, L., Deacon, A., Small, J., and Walji, S. (2014). “Developing world MOOCs: A curriculum view of the MOOC landscape”, in Journal of Global Literacies, Technologies, and Emerging Pedagogies, Special Issue on MOOCs, 2, 3:122-139.
  • Godwin-Jones, R. (2014). “Global reach and local practice: The promise of MOOCS”, in Language Learning & Technology, 18, 3: 5–15.
  • Gutiérrez-Rojas, I., Alario-Hoyos, C., Pérez-Sanagustín, M., Leony, D., and Delgado-Kloos, C. (2014). “Scaffolding self-learning in MOOCs”, in Cress, U. & Kloos, C. (Eds.), Proceedings of the European MOOC Stakeholder Summit 2014: 43–49.Lausanne, Switzerland: PAU Education, available from http://educate.gast.it.uc3m.es/wp-content/uploads/2014/02/ Scaffolding_self-learning_in_MOOCs.pdf , accessed October 2015.
  • Depover, C., F, and Orivel, C. (2012). Les Pays en Développement à l’Ère du e-learning, UNESCO: Institut International de Planification de l’Éducation. de Waard, I. (2013). Analyzing the impact of Mobile Access on Learner interactions in a MOOC, unpublished Master’s Thesis. Centre for distance education Athabasca University, January 2013, 135 pages.
  • Duman, Guler, O., Gunseli, and Gedik, N. (2015). “Research trends in mobile assisted language learning from 2000 to 2012”, in ReCALL, 27, 2: 197-216.
  • Ibáñez Moreno, A. and Vermeulen, A. (2015). “Profiling a MALL app for English oral practice: a case study”, in JUCS: Journal of Universal Computer Science, 21, 10. 1339-1361.
  • Kukulska-Hulme, A., Norris, L., and Donohue, J. (2015). Mobile Pedagogy for English Language Teachers: a Guide for Teachers. London: British Council ELT Research Papers: 14-07.
  • Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Little, D. (2014). “The CEFR from the perspective of the European Language Portfolio”, presented at The CEFR web conference, March 28th, Paris/Rome/Vienna.
  • Liyanaguawardena, T., Williams, S. and Adams, A. (2013). “The impact and reach of MOOCs: A developing countries’ perspective”, in eLearning Papers, 33, Reading, UK: University of Reading: 1-8. Available from http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf , accessed October 2014.
  • Pajares, M. F. (1992), “Teachers’ beliefs and educational research: Cleaning up a messy construct”, in Review of Educational Research, 62, 3: 307–332.
  • Martín-Monje, E., Arús-Hita, J., Rodríguez-Arancón, P. and Calle-Martínez, C. (2014). “REALL: Rubric for the evaluation of apps in language learning”, in Proceedings of Jornadas Internacionales Tecnología Móvil e Innovación en el Aula: Nuevos Retos y Realidades Educativas, available from http://eprints.ucm.es/25096/ , accessed September 2014.
  • Matthieu Cisel, É. B., and Bruillard (2012). Chronique des MOOC, Rubrique de la Revue STICEF, 19: 1-16. Available from http://sticef.univ-lemans.fr/num/vol2012/13r-cisel/sticef_2012_ cisel_13rp.pdf , accessed August 2014.
  • Mayes, T., and De Freitas, S. (2004). “Review of e-learning theories, frameworks and models”, in JISC e-learning models desk study, 1: 1-8 .
  • Moreira Teixiero, J. M. (2014). “A proposal for the methodological design of collaborative language MOOCs”, in Language MOOCs: Providing Learning, Transcending Boundaries. Warsaw/Berlin: De Gruyter Open: 33-44.
  • Noijons, J. (2014). “The Role of the CEFR in Assessment and Testing”, presented at The CEFR web conference, March 29th, Paris/Rome/Vienna.
  • North, B. (2014). The CEFR in Practice. Cambridge: Cambridge University Press.
  • Perifanou, M. A., and Economides, A. (2014). “MOOCs for foreign language learning: an effort to explore and evaluate the first practices”, in Proceedings of INTED2014 Conference, held in Valencia, Spain, 10th-12th March 2014.
  • Read, T. (2014). “The architectonics of language MOOCs”, in Language MOOCs: Providing Learning, Transcending Boundaries. Warsaw/Berlin: De Gruyter Open: 88-102.
  • Read, T., and Bárcena, E. (2015). “Towards mobile assisted language MOOCs” in Mesquita, A. and Perez, P. (Eds). Furthering Higher Education Possibilities through Massive Open Online Courses, IGI Global: 226-246.
  • Salmon, G. (2000). E-moderating The Key to Teaching and Learning Online. London: Kogan Page.
  • Sanchez, H. S. (2013). “A cognitive perspective on pre-service and in-service language teaching”, in Babylonia, 1: 59–64.
  • Siemens, G. (2012). “What is the theory underpinning our MOOCs? Elearnspace”. Retrieved Sept, 2015 from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpinsour-moocs/
  • Sokolik, M. (2014). “What constitutes and effective language MOOC?” In Language MOOCs: Providing Learning, Transcending Boundaries. Warsaw/Berlin: De Gruyter Open: 16-32.
  • Traxler, J. (2007). “Defining, Discussing and Evaluating Mobile Learning: The moving finger writes and having writ....”, in The International Review of Research in Open and Distance Learning, 8, 2: 1-11.
  • Van Praag, B. and Sanchez, H. S. (2015). “Mobile technology in second language classrooms: insights into its uses, pedagogical implications and teacher beliefs. ReCALL 27, 3, 288-303.
  • Zervas, P., and Sampson, D.G. (2014). “Facilitating Teachers’ Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata”, in Learning Technologies, IEEE Transactions on, 7,1: 6-16.
Fuente de los datos: Dialnet