South East Asia Ministers of Education Organization Conference
Innovation in Teaching, Research and Management in Higher Education
Ho Chi Minh City
July, 14 th - 15 th 2011
Huw Jarvis,
University of Salford, UK
WWW.TESOLacademic.org WWW.britishcouncil.org/vietnam

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The field is well established with a healthy tradition of research, practice, and dissemination both within and between disciplines
– CALL is arguably at the forefront of within humanities (Levy,
1997 :3)

At the heart is the notion that a computer desktop or laptop explicitly helps our students with academic input and or practise activities in order to learn

Computer-based materials (C-bMs) are used to deliver CAL
 characterised as having a valued tutorial role in the classroom and beyond (Jarvis, 2004)


Behaviourism – drilling with mechanical text-based exercises or games (e.g. Hangman) . The early days of CALL.

Cognitivism - learning comprises thinking, constructing (e.g. simulation games or text reconstruction programmes. Coincides with the arrival of the word processor). Impacted from the mid
70’s.

In language pedagogy shifts to the communicative approach

Socio-cognitivism – learning is socially constructed. Coincides with shifts to multi-media, the internet and the widespread availability of computers at Higher Education Institutions (HEIs) and beyond. Impacted from the mid 90s.


Has come a long way and has much to offer …

Including free resources across disciplines

 http://www.khanacademy.org/ with 21,000 videos and
100 exercises
… and within disciplines
 http://www.tesolacademic.org/ with video talks from cutting edge leaders in the filed and other researchers

Delivery now via virtual learning environments e.g. http://moodle.org/ with on-line authoring e.g. http://hotpot.uvic.ca/

… social media (Facebook, Twitter) also beginning to impact


A means to an end - the computer assists in the delivery of specified learning outcomes

“conscious learning” is key

Usually discussed and researched in terms of students working on one C-bM in controlled contexts

Characterised and justified as being a novelty and motivating
 goes back to the days when students had no access to computers beyond their educational institutions

Desktop or laptop computer is central – despite a growing interest in other devices

Educational theory has been independent of the technology


No longer “just” a means to an end

C-bMs which facilitate unconscious acquisition are just as valued by none native speaking student (NNNS) learners as tutorial CAL is

Today’s web generation rarely work on one C-bM – they multitask

The novelty value has long since gone – there is nothing inherently motiviating

In language education technology is impacting on the subject matter itself. Computer-mediated-communication produces new varieties of English. What is the impact of this?

W8 n C

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In short, “unconscious acquisition” arising out of frequent access to authentic English through globally networked environments using any number of C-bMs, frequently in combination, suggests a need to go beyond CAL.”

Connectivisism - an educational theory that maintains that technology changes learning from a notion that knowledge is an objective that is attainable through either reasoning or experiences.

Siemens (2005) suggests; “How people work and function is altered when new tools are utilized” and that “We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections”.

 We have seen the decline of the desktop
 ... and it is no longer just about COMPUTER (AL)
 … it is increasingly about other devices and
 Which in the first instance suggests Mobile Assisted Language
Learning (MALL)

… but even MALL is limited and limiting framework
 Mobile Assisted Language Use (MALU) may serve as a framework which takes us beyond CAL

(source: Internet Word
Stats (http://www.internetworldstats.com/)
Country
China
Japan
India
South Korea
Indonesia
Philippines
Vietnam
Pakistan
Malaysia
Thailand
Language
English
Chinese
Spanish
Millions of users of the internet in 2010
384
96
81.9
37.6
30
24
22.8
18.5
16.9
16.1
Millions of Users
536.3
444.9
153.3


U sers throughout Asia are accessing and communicating massive amounts of information in both their first language and in the English language and they are doing so for study, business and social purposes
 it is the practices of such users which are driving forward our changed frameworks for understanding

Against a background of such significant change further research, dissemination and discussions are clearly needed

South East Asia Ministers of Education Organization Conference
Innovation in Teaching, Research and Management in Higher Education
Ho Chi Minh City
July, 14 th - 15 th 2011
Huw Jarvis,
University of Salford, UK
WWW.TESOLacademic.org WWW.britishcouncil.org/vietnam