Book Announcement: Implementing Mobile Language Learning Technologies in Japan
New book: Implementing Mobile Language Learning Technologies in Japan
by Steve McCarty, Hiroyuki Obari, and Takeshi Sato
Publisher: Springer Singapore / SpringerBriefs in Education (107 pages)
Table of Contents
Chapter 1 Introduction: Contextualizing Mobile Language Learning in Japan
Chapter 2 Mobile Language Learning Pedagogy: A Sociocultural Perspective
Chapter 3 Tokyo University of Agriculture and Technology Case Study:
Smartphone App LINE for EFL Peer Learning
Chapter 4 Osaka Jogakuin University Case Study:
Mobilizing the EFL Curriculum and Campus Infrastructure with iPods and iPads
Chapter 5 Aoyama Gakuin University Case Study:
Blended Learning and Flipped Classrooms utilizing Mobile Devices
Chapter 6 Conclusion: Implementing Language Learning in a Mobile-Oriented Society
This book explores theoretical and practical aspects of implementing mobile language learning in university classrooms for English as a Foreign Language in Japan. The technologies utilized, such as smartphones, iPads, and wi-fi, integrate students’ hand-held devices into the campus network infrastructure. The pedagogical aims of ubiquitous mobile learning further incorporate social media, blended learning, and flipped classroom approaches into the curriculum. Chapter 1 defines mobile language learning within dimensions of e-learning and technology-assisted language learning, prior to tracing the development of mobile learning in Japan. Chapter 2 documents the sociocultural theory underpinning the authors’ humanistic approach to implementation of mobile technologies. The sociocultural pedagogy represents a global consensus of leading educators that also recognizes the agency of Asian learners and brings out their capability for autonomous learning. Case studies of universities, large and small, public and private, are organized similarly in Chapters 3 to 5. Institutional/pedagogical and technological context sections are followed by detailed content on the implementation of initiatives, assessment of effectiveness, and recommendations for other institutions. Distinct from a collection of papers, this monograph tells a story in brief book length about theorizing and realizing mobile language learning, describing pioneering and original initiatives of importance to practitioners in other educational contexts.
Steve McCarty lectures for Kansai University, Osaka Jogakuin University, KIC Graduate School of IT, and the government agency JICA.
Hiroyuki Obari, PhD in Computer Science, is a Professor at the Aoyama Gakuin University College of Economics in Tokyo.
Takeshi Sato is an Associate Professor at the Division of Language and Culture Studies, Tokyo University of Agriculture and Technology.
Ordering information from Springer
Paperback (ISBN: 978-981-10-2449-8):
eBook (ISBN: 978-981-10-2451-1) or individual chapters:
more on mobile technologies in this IMS blog
Laptops, Tablets & Smartphones: School-Issued or BYOD? Either Way Works!
Title: Mobile Device Management – Strategies for Success
Date: Wed. 11/09 | 02:00 PM EST // 11:00 AM PDT
more on BYOD in education in this IMS blog
5 ways virtual reality is being used in education right now
By Meris Stansbury
1. For new research:
using a state-of-the-art “haptic” floor of aeronautic metal that vibrates and moves to stimulate the physical world for research on how VR has the potential to change the way users feel and behave. There may also be implications for confronting racism, sexism, and aiding in empathy and humanitarian efforts
, says Bailenson.
2. For coding and 3D design
: According to Bob Nilsson
, director of Vertical Solutions Marketing for Extreme Networking, the University of Maryland, College Park, now offers a class on virtual reality that gives students the opportunity to design their own interactive world, work with 3D audio and experiment with immersive technology through a combination of hands-on learning and case studies. Also, the University of Georgia is offering similar classes where students design and explore applications for VR. Conrad Tucker, an assistant professor of engineering at Pennsylvania State University, has received funding to build a virtual engineering lab where students hold, rotate, and fit together virtual parts as they would with their real hands.
3. For anatomy and dissection: Said one Extreme Networks survey respondent, “Our students have been developing a VR model of a cow’s anatomy for dissection and study. You have the ability to drill down to the circulatory system, brain, muscle, skeleton, etc. Our applied tech program is using VR in conjunction with Autocad for models of projects they design.”
4. For engagement: A whopping 68 percent of survey respondents said the major benefit of using VR in education is to excite students about the subject matter. 39 percent said it’s great for encouraging creativity.
5. For field trips: Google has eliminated restrictions on Expeditions, their VR field trips program. Google Expeditions was cited in the survey as one of the most popular sources of VR content, but with the complaint that it was a restricted program.
Virtual reality may have its place, but until traditional education moves away from their 20th century teaching methodology and replaces it with educationally innovative, 21st century learning methodology, within a blended and flipped learning environment, virtual reality is currently, much ado about nothing.
Unless any new application is educationally innovative and directly and measurably contributes to effective, efficient, consistent, affordable, relevant advanced student success outcomes for ALL students, future innovations must wait for current innovations to be implemented.
This process of appriate choice and appropriate implemention must start at the top and be beta tested for measured student success before its rolled out system wide.
more on VR in this IMS blog
Internet pioneer dies at 102
Leo Berane, native of Solon, Iowa, passed away Oct. 10 at the age of 10.
The same year that Neil Armstrong first walked on the moon and the Beatles gave their last live performance, the ARPANET was born.
“I never dreamed the internet would come into such widespread use, because the first users of the Arpanet were large mainframe computer owners,” said Beranek in the New York Times interview.
more on Internet history in this IMS blog:
International Journal of Web-Based Learning and Teaching Technologies,
ISSN: 1548-1093|EISSN: 1548-1107|DOI: 10.4018/IJWLTT.20161001
Mahesh S. Raisinghani (Texas Woman’s University, USA)
How Teachers Leverage Mobile Technology
“Teachers and administrators continue to see the No. 1 benefit of any digital tool, content or resource as enhancing student engagement. While that is interesting, it has limited value. Lots of thing can engage kids — that does not necessarily point to an academic benefit or value proposition on its own. So, I always acknowledge the engagement benefit but look deeper at other benefits that can shed new insights into how the teachers are leveraging these powerful devices to transform education — or to change the trajectory of the learning process for their students.
among the more interesting or meaningful benefits were:
- Improvement of communications between stakeholders, such as the ability for students to ask question via e-mail. “Stronger communications between students and teachers is a huge benefit
- Extending learning beyond regular school hours: “Teachers giving that high marks as a real or perceived benefit means that they are also looking for ways to extend learning time beyond the school day but realize that kids need a device to make that a reality.”
- Student ownership of the learning process: “Students who are using mobile devices in class are empowered/enabled to be in the driver’s seat of their own learning
more on mobile technology in this blog
Who better to learn about incorporating 3D printing into instruction than from an instructor who taught the curriculum?
Join us on October 26th to hear directly from Assistant Professor Steve Chomyszak who used Stratasys 3D Printing Curriculum to teach a “Special Topics” 3D printing course at the Wentworth Institute of Technology.
During this complimentary webcast, you’ll gain valuable insight into the successes and lessons learned, including:
- Overview of the 14-week project-based 3D printing curriculum
- How an interactive learning environment impacted and inspired WIT students
- How the WIT 3D printing lab went from crickets to buzzing
- How curriculum measured up according to students
- And so much more!
Photo-sharing Site as Library Tool : A Web-based Survey
peer-reviewed article for Digital Library Perspectives: https://mc.manuscriptcentral.com/dlp
opportunity to user to develop a sense of ownership over the library resources.
Photo-sharing sites already have taken sharp inroads into the field of teaching-learnin encouraging a shift from teacher-led approach to user centred engagement (Kawka, et al,2012).
Introducing photo-sharing sites and integrating with other social networking sites, libraries are now making their web presence outside the “traditional web platform”. With facility of online managing and sharing of digital images, photo-sharing sites enable users to get remotely connected with others and interact with comment links. Photo-sharing sites that are commonly being used by libraries are Flickr (www.flickr.com), Instagram (instagram.com), Pinterest (in.pinterest.com), Photobucket (photobucket.com), Picasa (picasa.google.com), SmugMug (www.smugmug.com), etc (Bradley, 2007; Kroski, 2008; Salomon, 2013).
The results showed that blog and RSS are among the mostly used applications and web 0 applications are associated with overall website quality, particularly to the service quality.
Stvilia and Jörgensen (2010) suggests that controlled vocabulary terms may be
37 complemented with those user generated tags which users feel more comfortable with for information The study also reflects a growing interest among the user community to be involved in “social content creation and sharing communities in creating and enhancing the metadata of their photo collections to make the collections more accessible and visible”.
2.1 Steps to increase accessibility to photo-sharing sites
a) Improve visibility: To make photo-sharing sites of the library easily visible, a direct link to library homepage is essential
2.2 Purposes of using photo-sharing sites
a) Organising library tour
b) Community building
c) Tool for digitisation
d) Grabbing the users at their own place
e) Integrating Feeds with other application
f) Displaying new arrivals : Newly added books
g) Sharing news & events and publicize library activities
h) Archives of exhibits
i) Portal for academic and research activity: Photo-sharing sites may serve as platform tofoster teaching learning activity, particularly for those who may use these image resource sites for academic purpose
j) Experimentation : Being a relatively new approach to users service, these tools may be introduced on experimental basis to examine their proper utilisation before final implementation
k) Miscellaneous : Public library can reach out to the community physically, offer service to the traditionally underserved, homebound or people with disability, implement programmes to include marginalised section of the community and showcase its mobile outreach efforts in photo-sharing sites.
Before going to integrate photo-sharing site, a library should set the strategic objectives i.e., what purposes are to be served. “Purpose can provide clarity of vision when creating policies or guidelines” (Garofalo, 2013, p.28). The above discussedrange of purposes may help librarians to develop better understanding to makeinformed selection of photo-sharing utility and the nature of images to be posted through it. Goal setting should precede consideration of views of a sizeable section of all library stakeholders to know beforehand what they expect from the library.
• Once the purposes are outlined, a library should formulate policy/ guideline for photo-sharing practices, based on user requirement, staff resource, available time component and technological support base. Policy offers a clear guideline for the users and staff to decide the kind of images to be posted. A guideline is indeed essential for the optimum use of photo-sharing site. It also delineates the roles and responsibilities of the staff concerned and ensures regular monitoring of the posts. Policy may highlight fair use guidelines and allow re-use of images within the scope of copy-right.
• A best way to start is integrating an app, involving simple design with fewer images and let users be familiarized with the system. During the course of development more and more apps may be added, with more images to be posted to serve variety of purposes, depending on the institutional resource and user demand.
• Accessibility to photo-sharing site largely depends on its visibility to the audience. Icon of photo-sharing utility prominently located on website will increase the presentation of its visual identity. Library may set links to photo-sharing sites at home page or at drilled-down page.
• Being an emerging technology, photo-sharing site needs adequate exposure for optimum usage. Annotations associated to photo-sharing site will give an idea about the online tool and will guide users to better harness the application.
• Photo-sharing sites allow images to be organised in a variety of way. Categorising image resources under various topical headings at one location will improve resource identification and frees one from extensive searching.
• Regular posting of engaging images to photo-sharing site from the library and follow- up will attract users to tag and share images and strengthen community involvement with active user participation.
• “Social and informal photographs” of library staff will make them more approachable and strengthen patron-staff relationship.
• Library should seek user comments and suggestions to improve current photo-sharing application and to incorporate fresh element to library service provision. User feedback may be considered as a tool to evaluate the effectiveness of existing photo- sharing practices.
• To popularise the effort, usual promotional media like physical and online signs/ displays apart, library may use social media marketing platforms like blogs, Facebook, Twitter, etc., and increase awareness of photo-sharing tools.
• Imparting technology training may develop necessary knowledge; improve skill, and change the attitude and mindset of library professionals to handle issues related to using this web-based powered-tools and repurpose existing accessibility settings.
• To provide quick link to photo-sharing site from anywhere in the web, a library may use add-ons / plug-ins to embed image sharing tools.
• Photo-sharing site may be implemented to satisfy multiple approach options of users. A section of users use photo-sharing site to have a glimpse of the newly arrived documents, highlights of catalogue, rare books, etc. Some others may use it to find images of historical importance with context. New users may find it attractive to pay