Transformative Types of Language Education with ICT Hiroyuki

Transformative Types of Language Education with ICT Hiroyuki Obari (Ph. D. ) Aoyama Gakuin University GLo. CALL 2010 Kota Kinabalu, Malaysia December 2 nd, 2010 hobari@gmail. com

Introduction 2

Overview ØTransformative learning ØBlended learning ØIntegration of ICT 　　　　　　 ØDigital storytelling ØExperiment 2008 vs. 2009 ØRecent developments of ICT ØSummary ØConclusion　　　　

Key Research Questions Ø Does blended learning help students to foster autonomous learners in education? What is/will be the impact of an increasingly open Øtechnologically Does Digitalmediated storytelling help students to learning environment in learning and teaching? and pronunciation? improve English proficiency 4

Transformative learning Ø Mezirow (1990, 1991, 2000) Ø describes a learning process of "becoming critically aware of one's own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation. Ø Merriam and Caffarella(1999) Ø codify transformative learning into three phases: critical reflection, reflective discourse, and action. Transformative learning often involves deep, powerful emotions or beliefs, and is evidenced in action.

Elias, 1997 Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses, our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy.

An Important Part of TL For individuals to change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds. This process is fundamentally rational and analytical. (Mezirow 1995, Grabov 1995)

The Role of the Teacher (Taylor 1988) The teacher's role in establishing an environment that builds trust and care and facilitates the development of sensitive relationships among learners is a fundamental principle of fostering transformative learning.

The Role of the Learner Although it is difficult for transformative learning to occur without the teacher playing a key role, participants also have a responsibility for creating the learning environment.

Blended Learning Ø Optimizing achievement of learning objectives by applying the “right” learning technologies to match the “right” personal learning style to transfer the “right” skills to the “right” person at the “right” time (Singh and Reed 2005: 315) Ø “In a blended learning best practice survey conducted by the e. Learning Guild (2003), 73. 6 percent of respondents reported blended learning to be more effective than non-blended approaches. ” (Wilson and Smilanich 2005: 15)

Blended learning System Integrated Use of Website, Campus Learning Network System, & 3 G cell phones Social Networking Service, Video Conferencing, CALL Software, Web 2. 0, Blogs Speech Recognition Prontest 11

Ca. Labo EX Interface

Overview of “Ca. Labo” Digital Language Learning Solution • Complete Digital Language Lab / Multimedia classroom system Software Products Server Product Collaborate VOD / Resource server system *releasing Fall ‘ 08 Ca. Labo Digital Recorder Ca. Labo Control Software Hardware Accessories AV Integration Real-time Digitizing AV Control System Audio enhancement Audio Headset USB Audio Unit

The Ca. Labo Digital Recorder • Instead of a bulky booth tape recorder, Ca. Labo can control digital recordings for language lab instruction. Instructor’s Interface Mode Selection Teaching: Teachers control student players. Self-learning: Students control their players. Real time AV capture and encoding Resource Folder View Easy access to teaching materials on a file sever. Caption can be added to any video Analog audio and visual devices such as CDs and VCR sound can be recorded digitally through the system. Teachers can broadcast playback from any AV device in real-time as a model resource. Audio Wave Graph Pre-set activities The digital recorder component allows students to watch or listen to digital media files while simultaneously recording their own voice for practice. Pre-set pattern practice mode for individual training such as Shadowing, Repeating, and Dictation. Speed Control Audio and video file playback can be sped up or slowed down.

Introduce Technology Enhanced Learning Propose an effective way of integrating the following technologies. Learning Management System (CCS, Sakai, Web Learn) Ca. Labo EX CALL System (CALL System) CASEC Computer Test (Assessment) Versant Speaking Test (Assessment) Mobile Learning (3 G digital phone, i. Phone, Smart Phone) Social Networking System (mixi, face book, log, etc. ) Podcasting (i. Pod, Sony Walkman) Prontest (automatic pronunciation correction) Digital storytelling Blended Learning Videoconferencing 15

e. LPCO International Symposium 2007 16

Learning Environments Ø Pre-learning Activities before the lesson • Learning words and phrases with mobile • Background information with internet & CCS Ø Main-learning Activities in the classroom • CALL System (Ca. Labo EX) • Multimedia with CCS • Test with CCS, CASEC • Discussion & Presentation (Interaction) • Digital storytelling Ø Post-learning Activities after the lesson • Reviewing words and phrases with mobile • Reviewing the lesson with mobile & PC

Learning Activities Ø Learning multimedia materials with LMS Ø Learning key words and phrases with a mobile Ø Digital storytelling with Power. Point and windows movie maker Ø Learning English pronunciation with Prontest CALL software Ø CASEC Assessment Ø Versant Speaking Test Ø Making a digital story

What is a Digital storytelling? Ø DS is a process blending media to enrich and enhance the written or spoken word. Ø DS uses hardware, software applications, media tools, and other forms of electronic technology to produce and facilitate communication of information. Ø Students can demonstrate creative thinking, construct knowledge, and develop innovative products.

What is a digital story? Ø Digital story is a first-person narrative that tells a personal story (in words, music, and pictures) in one’s voice and style. Ø A digital story merges the traditional art of storytelling with the power of new technologies. Ø A digital story is a 2 -to-4 minute digital narrative illustrated with digital assets.

Why use a digital story? Ø The process of story creation Ø The impact of pictures and sound Ø Transferable, storable, and accessible Ø Chance to reflect Ø Creating communities • Share goals • Share experiences • Teach other what they have learned

Why should we use digital storytelling? Ø It promotes better linguistic skills in students. • • Enhances vocabulary Improves writing efficiency Improves reading efficiency Improves speaking efficiency Ø It promotes better paralinguistic skills in students.

Rhetorical Skills Ø Concentrate on writing process Ø Write for a purpose Ø Write with a sense of audience Ø Focus on elements of effective discourse Ø Learn to evaluate writing others

Technology Usage Ø Ability to use digital technology effectively, creatively, and wisely • Effectiveness-to master technological skills • Creativity-to use technology as an imagination amplifier • Wisdom-to see and evaluate technology and its impacts within the larger context of community

Retention rates

Presentation & DS storytelling • Video Clip 1 for Globalization text • Video Clip 2 for Globalization text • Video Clip 3 for Summer Vacation

2008 vs. 2009 Study • Text – World Heritage – e-Learning Practice for TOEIC – English Pronunciation Training Software 2008 Study (63 students) – Text + Presentation + Mobile (words) • 2009 Study (71 students) – Text + Presentation + Mobile (words) – Digital storytelling

Teaching Methods Ø Pre-learning activities (in the classroom) • Learning words and phrases with mobile or PC • Discussion of the background information about world heritage sites Ø Main-learning activities • • • Watch-on-line video materials Answer the questions and feedback Giving a presentation with PPT Having a discussion among peers Writing down the feedback report on BBC Ø Post-learning activities

Post-learning Activities Ø Review the lessons by watching each lesson with mobile or PC with LMS Ø E-Learning Practice for TOEIC Ø English Pronunciation Practice with “Hatsuon Ryoku”.

2008 vs. 2009 Study Ø World Heritage Text and DVD Ø E-Learning for TOEIC Practice Ø English Pronunciation Software, “Hatsuon Ryoku. ” Ø In 2009, digital storytelling recordings were added.

LMS(AGU Learning Management System)

English pronunciation practice

CASEC Computer Test The Computerized Assessment System for English Communication ASIA TEFL 2008 34

　　　 ■Flow of CASEC test Section１ Section２ Section３ Section４ Dictation Vocabulary Multiple choice, 15 questions, Total score 250 Conversational expression Multiple choice, 15 questions, Total score 250 Listening Multiple choice, 15 questions, Total score 250 Testing the vocabulary which is used in the everyday live, school and business situation. Testing knowledge of phrases and expressions used in the communicative exchange. Testing ability to listen to conversation or passage and grasp overall , conceptual meaning. Typing, 10 questions, Total score 250 Testing ability to identify information that crucial to understanding an utterance.

■Quality Features of CASEC １）Any Time, Any Place 　ＣＡＳＥC is distinct from the conventional written exams in that it can be taken at any time, any place via Internet. There will be no need to obtain a test center, and examinees are free to choose their convenient testing time, thereby increasing test efficiency. ２）Reducing Test Time 　CASEC is an individual oriented test (CAT ＝Computer Adaptive Test), and test questions are determined according to individual levels, enabling accurate assessment within a short period of time. Compared to TOEIC, its test time is approximately 80 to 90 minutes shorter. This will be an advantage to the examinees as well as allow companies to cut down on overall personnel expenses. 　※For example : The cost necessary for a person with annual income of 5, 000 Japanese Yen roughly estimated would be 50 yen per minute. If test time is shortened by 80－90 minutes, this will be a cut down of approximately 4000－4500 yen person per test. ３） Getting Results Immediately Feedback of test results to examinees and the personnel will be done on the spot. Past records can be obtained anytime through the internet. Group administrator can download data in EXCEL format any time, facilitating record-keeping. ４） Cutting Down the Cost for test centers, personnel, and transportation will be dramatically cut down, thereby increasing cost efficiency of test administration.

CASEC Computer Test Ø CASEC has been correlated with other testing programs such as TOEIC/TOEFL/STEP through sample tests (approximately 2000 subjects). Showing a relatively high correlation, especially the 0. 89 it has with TOEIC, CASEC can provide a predictive score for the other tests. Ø CASEC consists of 4 parts with a total score of 1000 points. Section 1: Vocabulary 15 questions Section 2: Conversation 15 questions Section 3: Listening 　 15 questions Section 4: Dictation 　 10 questions Total score is 1000. Ø Time: 20 minutes to 70 minutes.

TOEFL Score (390 students) • April 2008　　434. 75 　38. 17 (SD) • April 2009 435. 00 40. 00 (SD)

Effectiveness of Digital storytelling 2008 vs. 2009 (Digital storytelling) **p<0. 01

Is digital storytelling useful in learning EFL? (n=70)

Summary Ø Ø In 2009 study, the average score of CASEC improved from 524. 8(88. 5) to 604. 5(SD 65. 2). In 2008 study, the average score of CASEC improved from 539. 3(SD 93) to 585. 8(SD 75. 5). 1000 points Students made more progress with the help of digital storytelling recordings and about 80% of AGU students felt that DS was useful in learning EFL. Students improved overall English proficiency pronunciation (three parameters including pitch, speech duration and speech power). Students could retain more what they have learned with digital storytelling recordings.

Portfolio Assessment Ø Improvements of Computer Test (CASEC) Ø Speaking Test (Versant) Ø Presentation Skills Ø Digital storytelling Ø Pronunciation (F 0, Power, Speech duration) Ø ICT Skills Ø Peer assessment (BBS)

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Recent developments Ø Versant Speaking Test Ø English Central with captions Ø Mobile learning with smart phones Ø i. Pad, Galaxy, electric textbooks.

Ｖｅｒｓａｎｔ Speaking Test

Versant Speaking Data

Test Results Structure, Vocabulary, Fluency, Pronunciation

Test Results

Recordings

A typology of new technologies Technology Examples Media sharing Flckr, You. Tube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2. 0 forums MSN, Paltalk, Arguementum Online games and virtual worlds Worldof. Warcraft, Second. Life Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking Del. icio. us, Citeulike, Zotero Recommender systems Digg, Last. Fm, Stumbleupon Wikis and collaborative editing tools Wikipedia, Google. Docs, Bubbl. us (Conole and Alevizou, 2010), Review of Web 2. 0 tools in Higher Education Syndication/RSS feeds Bloglines, Podcast, Google. Reader http: //cloudworks. ac. uk/cloudscape/view/1895

My philosophy in teaching Ø Teaching 4 skills and intercultural communication with ICT. Ø Teaching worldviews to make student realize the real meaning of life. • Science & Theology üEpistemology üOntology 52

THREE MOST SIGNIFICANT FEATURES Ø To introduce students to different worldviews of the science and religion. Ø To compare Eastern and Western approaches and evaluate their comprehensiveness. (Global Governance) Ø To get a more cross-culturally sensitive understanding of human nature via ICT. 　 53

Chapel Christ Church ALRG Seminar 54

Dr. Yee’ lecture about worldviews Conference in Korea 10. 2006 55

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Why Study? The more I study The more I know The more I forget The less I know So why study? University Oxford ALRG of Seminar 57

Conclusion Ø Blended learning helped students to improve English pronunciation and overall English proficiency. Ø Blended learning help students to foster autonomous learners in education. Ø Digital storytelling technique is the powerful method of teaching EFL and helps students retain what they learn. Make the best use of ICT.

Globalization and Human Person • The Lord is my light and my salvation. (Psalms 27: 1) University of Oxford • The fear of the Lord is the beginning of knowledge. (Proverbs 1: 7) Thank you for your kind attention. May God bless you all.