Freedom for students to choose their own materials Part 1

Freedom for students to choose their own materials

Part 1: New year, fresh start

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With the new academic year in sight I decided it was time to finally dust the bookshelves, recycle any unwanted papers I had held onto “just in case”, and make space for new books and journals. The autumn clean also involved rearranging and tidying the bookshelves, which lead to the idea for this post and others to come in the near future. Amongst all the books and papers was a pile of dog-eared notebooks that I have accumulated from conferences, talks, and workshops.

So, with no further ado, I have decided to spend some time going through the notes and scribbles that I made with gust and vigour at the time, but that have stayed safely squirrelled away and not seen the light of day since they were originally written down!

So I’ve decided to embark on a long journey of teacher development as I try, test and experiment with the ideas that others in the field have kindly taken the time to share.

In the first notebook I randomly opened I found “Freedom for students to choose their own materials & why chosen”. Obviously giving learners the freedom to choose their learning material is not appropriate for every context but it is certainly an idea that I feel will give them more learner autonomy and make them more mindful and aware of what they are learning and why. I intend to try this with my classes during the next few days, and share their ideas and findings here!

 

Listen ear! Ted Talk listening & speaking activity and Presentation & Cambridge Exams practice

Recently I’ve been prompting learners to use the dictaphone function of their smartphones to help them develop their listening and pronunciation. Here are a range of activities that I have found to be particularly effective.

Listen ear! Ted Talk listening & speaking activity

  • Choose any Ted talk from the category 1-6 minutes and watch twice. Take notes of the key points while you are watching.
  • Present the main ideas of your talk to your partner, they must take notes.
  • Your partner will now give a 60 second presentation of the key points from your presentation and record this using their phones.
  • You do the same with their talk.
  • You both listen to the voice recordings/video, and the original Ted Talks.

This activity can help learners develop listening skills in any context. I have used it in Cambridge exam preparation classes and EAP classes.

Presentation & Cambridge Exams (speaking paper) practice

  • Using the dictaphone of their smartphones learners can record part or all of their presentations or part 2 and/or 3 of the Cambridge Exams speaking paper.
  • During playback learners make a list of 2-3 features they liked and disliked about their recording. This could include: pronunciation; intonation; stress; pausing; signposting; voice projection; articulation, hesitation.
  • Students re-record themselves working on the features they identified they wanted to improve. Playback can be individual or in pairs for peer feedback.
  • If a class IM group has been set up, students can send the recording to the teacher for on the spot feedback and pronunciation support.

Pronunciation is one of the aspects of speaking students from both my EAP and Cambridge Exam classes. My students have found this quick turn around and instant feedback strategy extremely beneficial. Here is some feedback:

  • We learn to express our ideas clearly
  • Each recording is easier
  • The recordings make me feel more confident to speak in front of others
  • I realise giving presentations is difficult
  • How to control your time and speed of speaking to a time limit

 

Bax on “normalisation” at UCLAN

“As we seek to learn in this brave new digital world…how can we blend technology with human intervention in the most productive way?”

At a recent conference at the University of Central Lancaster (UCLAN), Professor Steven Bax opened his talk with this question. He went on to discuss the “normalisation” of technology once we as humans go beyond the ‘wow’ factor (Murray & Barnes 1988).

Bax argues that normalisation is achieved once technology becomes invisible and integrated into our teaching and learning practices without it being noticed. Obviously we as educators, and our learners are aware that technology is being used, but normalisation suggests that it is imbedded in such a way that it becomes unnoticed and a part of part of normalised practice, thereby supporting learning invisibly without a conscious thought.

In this way, it can be argued that more teaching and learning is achieved because the real pedagogical value of activities is considered, and the learning becomes the priority, rather than the servant, in a paradigm where technology is considered the master. Therefore, learning is maximised and the technology provides an optimum contribution to achieve this.

As individuals, Bax notes seven stages of normalisation and characteristics of users of technology:

  1. Early adopters
  2. Ignorance/scepticism
  3. Try once (find no real advantage)
  4. Try again
  5. Fear/awe/excessive dependence
  6. Normalising
  7. Normalisation

Normalisation of technology seems to be more prominent in society today due to the rise of electronic devices. However, as I reach for my glasses to step away from my screen to go make a coffee, I depend on another technology that has long become normalised in my life. I’m sure when they were first invented, glasses also had a wow factor too!

Enhancing Emotional Facial Expressiveness on NAO: Pluggable Eyebrows

Apparently we say a lot with our eyes. I have woken this morning to see a short video which you can watch here of Nao, one of my favourite robots, who now has the option of unpluggable eybrows. It is believed that enhancing facial expressiveness can enhance emotional expression so Nao is now able to express anger, sadness and delight more effectively. Nao was the first humanoid robot created by Softbank Robotics in 2006 and has been continuously evolving since its release onto the market. It stands at only 58cm tall and was designed as an interactive companion robot. While the new unpluggable eyebrow option may not appear a revelation to many, it is yet another step towards giving humanoid robots a more human-like guise by providing them with the option of expressing emotion.

 

 

The first robot

I recently found out that the first robot was not in fact invented by the Japanese as I presumed, but by Leonardo da Vinci in 1515! Here is clip of a modern day replica of the robot. I find it fascinating to think that robotics dates back this far in fact da Vinci sketched plans for a humanoid robot as early as 1495.

Leonardo's Robots - Book Mario Taddei -_Page_189

Da Vinci’s mechanical lion was presented as the star gift in a pageant in honour of the new king of France in 1515. He also designed a mechanical knight, able to bend its legs, move its arms and hands, turn its head and open its mouth. It also had ‘talking’ capabilities created by using an internal automatic drum roll and is often claimed to be the first ‘programmable’ computer.

Reflections of giving a plenary at Innovate ELT

As a teacher I don’t give standing in front of a class a second thought, it’s what I do. The students “want” to learn English or study skills so I do what I can to help them. Giving a talk at a conference is slightly different, while the people that attend your talk want to listen to what you have to say, they have based their decision on a very short description of what you will say which is often only 60 words long. The attendees are a mixture of professionals in the filed; teachers, materials writers, ELT consultants, editors, academic directors and the list goes on. You deliver your talk, hope your message has reached some of the people in the room and they will take something away, you check the conference programme for the next talk you’d like to attend, and off you go!

On Friday 6th May I was given the opportunity to give my first plenary at the Innovate ELT conference in Barcelona. Needless to say, the difference between talking to a smaller group of people that have chosen to listen to your talk, and the entire crowd of conference attendees is quite different.

The chance to put my neck on the line in front of the entire conference was made possible due to its format which allowed speakers the opportunity to apply to give a plenary, quite unusual for a conference but a prospect I jumped at, so I applied, and I got accepted.

Despite being very nervous prior to standing on the edge of a 2-metre wall in front of a sea of people, I chose to put myself in this position because I believe it’s good to put ourselves out of our comfort zone every now and again, and challenge ourselves. I attended some great talks at Innovate ELT that gave me plenty of new ideas to consider, but along with making new friends and catching up with others, giving a plenary was probably the highlight for me on a personal level because it was exciting and pushed me to do something I had never done before. My only regret is not having a recording so I can look back, reflect and learn from my experience. Next time!

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IATEFL 2016 Birmingham – Instant messaging with learners – Talk summary

Here is a summary of the talk I gave at IATEFL 2016 in Birmingham; Instant messaging with learners: chilled out chatroom or creepy treehouse?

The talk was based on research I carried out while teaching a 10-week pre-sessional course to a group of 16 of multilingual post-graduate students. I set out 4 learning objectives that I wanted to achieve during the course, but I needed to find a strategy to meet them.

The 4 learning objectives were:

  1. Boost student motivation for academic writing.
  2. Increase student collaboration.
  3. Establish a sense of community in the classroom.
  4. Improve academic writing skills.

I chose to harness the affordances of student smartphones as a learning tool and using a cross-platform mobile instant messaging app, I set up a class group on WeChat. I specifically chose this app, because students could sign up using their Facebook accounts and therefore there was no exchange of telephone numbers or infringement on privacy.

I wanted to make a correlation between the constant Tweeting, social media updates and instant messages my students were writing all day long, and academic writing, while also trying to bring a motivational and fun element to the learning.

The students were guided through a range of activities both inside and outside the classroom and were required to share their ideas and collaborate with peers as they interacted using WeChat.

Synonym race

Using a selection of high frequency words in academic English, I sent words one by one to the group. Each time I sent a word, the first group of students to reply with a synonym got a point. This motivated students to think quickly, and added a fun element to the activity. It also helped widen their lexical range and they were able to refer back to the messages during the course to find and use lexis they needed.

Lecture summary

This was a collaborative writing task where students shared their notes from the weekly lecture and wrote a summary together in no more than 100 words. The four groups wrote their summaries on WeChat and sent them to the group. Each group read the summaries of the other groups and made a note of any inaccuracies, points they wanted to question, and things they liked. Each group read their summary aloud open class and as they did this any student could shout stop at something they wanted to question, and it was discussed openly. Because the writing had been carried out collaboratively, no student felt pinpointed or undermined.

TED talk summary of main ideas

For homework I gave the students a TED talk to watch in their own time over the weekend. I asked them to post a summary of the main points of interest for them personally supporting them with evidence and reasons why (one of the tenets of academic writing). They sent their summaries to the WeChat group and I moderated them. This was not time consuming for me, and gave the students a sense of ownership over their learning because they were free to do it at any time during the weekend that was convenient for them. This worked well, so I continued to do this throughout the course to help the students develop their listening, summarising and having to explain why.

Feedback

I asked the students to carry out an anonymous questionnaire, to gain an insight into the usefulness of the class instant messaging group from the learners’ perspective.

Here is a summary of the most common responses the students gave:

  • The activities were fun and interesting and transformed a task we dreaded into something we enjoyed.
  • I communicate more with my classmates and learnt from them.
  • I compared my work with our classmates and adopted a competitive approach to impress them (This was reflected in the quality of the writing the students produced).
  • I feel the gap between the teacher and me has narrowed, because she is a part of the chat group.
  • I feel more confident to write now, so I am more motivated also.

 The benefits of having a class chat are:

  1. It is student-centred, interactive and communicative.
  2. It creates dialogue amongst students and nurtures a social atmosphere
  3. It increases motivation and shifts the motivation from extrinsic to intrinsic.
  4. It encourages sharing and extends learning.
  5. It creates a personalised learning platform that students can refer to both inside and outside the classroom.

If you decide to try out any of the activities mentioned, please let me know how it went!

 

 

 

IATEFL Birmingham 2016 – Instant messaging with learners: chilled out chatroom or creepy treehouse?

The post conference buzz is still racing around in my head after seeing so many talks, new ideas, old ideas, different takes on current ideas, and trying frantically to catch fleeting moments to talk with friends and make new ones in between a very packed IATEFL programme in Birmingham.

All in all a great conference, and for those of you who didn’t manage to see my talk; “Instant messaging with learners: chilled out chatroom or creepy treehouse?”, the British Council have kindly sent me a recording which you can watch here.

I look forward to the next IATEFL as I’m sure we all do!

“Many educators have embraced the use of mobile technologies and instant messaging with learners. But inviting learners to connect with their teacher on social media can provoke horror; what some have called the creepy treehouse syndrome. In this talk, I present contexts where I used IM and the outcome. Cautious of creating a creepy treehouse syndrome, I trod extremely carefully.”

 

 

 

 

THE AFFECTIVE EFFECTS OF LEARNING WITH HUMANOID ROBOTS

After reading an article in El País about using humanoid robots to help children with autism understand emotions, I started to dig deeper into the affective effects of learning with humanoid robots, and came across Milo.

Milo is considered a revolution amongst educators, therapists, and parents of children with autism. Milo is able to motivate children who find human interaction difficult by helping them practise interaction and social skills. The absence of emotion promotes communication in a context where emotional dysregulation usually creates anxiety and blocks children from comfortably socialising.

I find the results of Milo extremely positive with respect to my own interests of the use of humanoid robots for language teaching and learning. Recent research has demonstrated that autistic children working in conjunction with Milo and a therapist, are engaged 70-80% of the time, compared to as little as 3-10% with ‘traditional approaches’.

It appears that the key element to increasing the communication between autistic children and Milo is trust. Looking further into the use of humanoid robots for learning in South Korea, I found a lot of parallels. Research carried out by Han et al. (2005) demonstrates that learner achievements with IROBI to be a more effective compared to learning carried out with computers, and was rated excellent for language learning. Learners were able to build up a relationship with the humanoid robots that they hadn’t managed to construct with the computers they had previously used. They considered the robot as a teaching assistant and it’s humanoid form made them feel at ease, which in turn promoted learning, in fact, “robots were effective in inducing motivation and enhancing achievement” (Han, 2012).

Ultimately then the emotional effect of learning can have a huge impact on the learner, and while humanoid robots are not essentially humans per say, they are playing a huge role in socially situated learning and social development of learners with low confidence and trust issues.

Speech synthesis, voice recognition and humanoid robots

Speech synthesis or the artificial production of human speech had been around long before daleks on Doctor Who. Apparently, the first speech-generating device was prototyped in the UK in 1960, in the shape of a sip and puff typewriter controller, the POSSUM. Wolfgang von Kempleton preceded all of this with a a speaking machine built in leather and wood that had great significance in the early study of phonetics. Today, text to speech computers and synthesisers are widely used by those with speech impediments to facilitate communication.

Speech to text systems became more prominent thanks to the IBM typewriter Tangora which held a remarkable 20,000-word vocabulary by the mid 1980s. Nowadays speech to text has advanced phenomenally with the Dragon Dictation iOS software being a highly favoured choice. Our world is increasingly becoming dominated by voice automation, from customer service choices by phone to personal assistants like Siri. Voice and speech recognition has been used for identification purposes by banks too since 2014.

I’m curious how these systems work, how they are programmed, what corpus is used and which accents are taken into consideration. Why, because robots fascinate me, and I wonder if it will be possible to “ humanize” digital voices to such an extent that humanoid robots will appear more human than ever because of their voice production and recognition capabilities. It seems like a far cry from the days of speak and spell the kids speech synthesizer of the 80s, but it is looking increasingly more probable as advances in AI develop.

Developments have gone as far as Hiroshi Ishiguro’s Gemonoid HI-1 Android Prototype Humanoid Robot. Hiroshi is a Roboticist at Osaka University Japan, who create a Germaoid robot in 2010 that is a life size replica of himself. He used silicone rubber, pneumatic actuators, powerful electronics, and hair from his own scalp.

Gemonoid is basically a doppelganger droid which is controlled by a motion-capture interface. It can imitate Ishiguro’s body and facial movements, and it can reproduce his voice in sync with his motion and posture. Ishiguro hopes to develop the robot’s human-like presence to such a degree that he could use it to teach classes remotely, lecturing from home  while the Germonoid interacts with his classes at Osaka Univerisity.

You can see a demonstration of Gemonoid here