We are very proud to share with you the special issue of Language Learning & Technology journal on ‘Learner Autonomy and New Learning Environments’.
You can find the special issue here.<http://llt.msu.edu/issues/october2011/index.html>.
You have found the AILA Research Network for CALL and the Language Learner. On this website you can read about our activities, conferences, and publications and contribute to research. Join us as as free member to be able to submit papers and contribute to our AILA symposium in Beijing.
You have found the AILA Research Network for Computer-Assisted Language Learning and the Learner, a special interest group dedicated investigating the theory and practice of learning with technology as it relates to the individual and the social context in which learning takes place.
The purpose of this Network is to bring together researchers and interested practitioners to discuss ways in which the use of technology can be made more supportive of the learning process, both inside and outside the classroom. The Network organises events (conferences, roundtables, seminars), publishes research (special issues of journals, proceedings), and facilitates communication between people working in this field. You can subscribe to the blog below here.
Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
We are very proud to share with you the special issue of Language Learning & Technology journal on ‘Learner Autonomy and New Learning Environments’.
You can find the special issue here.<http://llt.msu.edu/issues/october2011/index.html>.
Last week in Beijing the AILA Research Network on CALL and the Learner convened its symposium with the following presentations
Martine Peters, Nandini Sarma, Mary Frankoff, Alysse Weinberg, Carlton, Canada.
From the mouths of Canadian university students: Web-based information seeking activities for language learning
Hayo Reinders, Middlesex University, UK.
Focus on the individual: encouraging willingness to communicate through computer games
Bin Zou, Xi'an Jiaotong-Liverpool University, China.
Learners' perceptions of using wikis in an online language exchange program
Hiroyuki Obari, Aoyama Gakuin University, Japan.
Integrating emerging technologies.
Mirjam Hauck, Open University, UK.
Promoting teachers’ and learners’ e-literacy skills development through cross-institutional exchanges
This was followed by a lively and interesting discussion. A videorecording of the entire event will be uploaded later this month.
New article - Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language
An excellent new book:
uses multiple analytic/descriptive lenses to bring the mercurial lives, literacies, and learning of digital youth into sharp focus. This comprehensive compilation of studies by noted, international scholars provides the most compelling understandings to date of how global youth engage in meaning making, personal representation, and social participation enabled by new media. These rich, research-based discussions also deconstruct myths, assumptions, and either/or projections about digital youth promoted both by disciples and dissenters of increasingly immersive digital technologies.
Professor Jabari Mahiri, Graduate School of Education, University of California, USA
The article ‘Digital Storytelling in the Foreign Language Classroom’ was just published in ELTWO Journal. You can read it here
I have just bumped into an interesting article on social networks in classrooms. I hope you find this interesting.
Dr. Reinders has posted it on his blog.
Siftables are micro computers in the shape of little blocks. These are aware of eachother and can be manipulated. For example, they could be sequenced to do math calculations or could be used to create words. David Merrill refers to their use for language games; the blocks check possible letter combinations against a dictionary (a bit like Scrabble). This is very nifty – and imagine how this could be used for L2 learning. In addition to single letters, each block could also display words so that learners can see if certain words collocate – kind of like a hands-on corpus exercise! Great stuff.
David also gives the example of a young learner putting images together to create a story – again, something that could work rather well for L2 learning too.
Jane Hart has just launced a new Social Learning Community. She writes: ‘The Social Learning Community is a new Community of Practice intended for those interested in the use of social media to work and learn smarter. Here you can join discussions, ask questions, share links, experiences and events with others. Jay Cross calls it “the living room for social learning conversations”. Members welcome from education, training, workplace learning, consultancies and even vendors.
Language Island is the world's first 21st century language acquisition program that is affordable, entertaining and created specifically for children ages 6-10 years old. The innovative Language Island curriculum will be delivered across multiple media and technology platforms from the internet and television to mobile phones and toys with voice recognition technology. Children explore and learn a new language by engaging in fun activities, interactive games and adventure missions! Developed by top language acquisition experts, game designers and artists, Language Island is based on best practices derived from established principles and the latest research
This website: http://www.tesolacademic.org includes a number of videos by excellent speakers.
Digital Education: Opportunities for Social Collaboration (2011) published this week.
Edited by Michael Thomas, University of Central Lancashire, UK
A volume in the Palgrave Macmillan series, “Digital Education and Learning” (series editors, Michael Thomas, James Paul Gee, Marc Prensky)
“This volume is at once a wake-up call to 21st-century educators and an intriguing glimpse at possible futures for teaching and learning with digital technologies.” –Kenneth Reeder, Professor, Department of Language and Literacy Education, the University of British Columbia
“Digital Education introduces a healthy corrective to exaggerated techno-optimism or techno-pessimism. The thought-provoking edited collection represents one of the first serious attempts to examine how Web 2.0 may not only improve but also help transform education. Contributors to the book bring a wide range of social theory to the task … And they apply this theory to examining incipient efforts to deploy Web 2.0 tools in a broad range of formal educational settings, especially at the tertiary and adult level. Chapters from and about Australia, Canada, Germany, Indonesia, South Africa, Spain, the UK, the US, and Venezuela result in a diverse international discussion that is not common in educational research, and this breadth helps us to better understand the relationship of theory to practice. … The contributions in this book represent an especially broad and thoughtful overview of where we have come on these issues and where we stand today.” –Professor Mark Warschauer, University of California, Irvine
The Journal of Language Teaching and Learning (JLTL) has just published its
latest issue at http://www.jltl.org/jltl/index.php/jltl. We invite you to
review the Table of Contents here and then visit our web site to review
articles and items of interest.
Thanks for the continuing interest in our work.
On behalf of the Editorial Team,
Hacer Hande Uysal
The Journal of Language Teaching and Learning (JLTL)
Vol 1, No 1 (2011): The Journal of Language Teaching and Learning (JLTL)
Table of Contents
Teacher Reflection and Identity – Teaching a language from within an L2
cultural identity, or teaching from within L1 culture about L2
Foreign Language Teacher Motivations for Professionalization
Susan A Hildebrandt, Minhee Eom
Psycholinguistic code switching in Iranian university classroom context
Ali Rahimi, Maryam Eftekhari
Putting the Writing Process into Action in the L2 Classroom: Pre-writing
Techniques that Work
David R Byrd
Here are 5 reasons why educators should start reading blogs...
1) - Blogs are the heart of learning and sharing...
2) - Blogs are real world and real time experiences...
3) - Blogs will make you reflect on your educational practices...
4) - Blogs give you the opportunity to connect and collaborate with educators from all around the world...
5) - Blogs are free, accessible and extremely convenient...
For further information, please visit this website.
Here are two wonderful websites for resources that can be used in foreign language learning.
Toozla is a mobile service that combines a global positioning system with audio tours and stories, user content, and local information, to give you an all-in-one travel guide that you can take with you everywhere.
It looks interesting for language learning (listening skills) and speaking practice (ask students to record their own stories)
I am writing to remind you that the deadline for submissions for consideration in the December 2010 issue of SiSAL Journal (Studies in Self-Access Learning Journal) is fast approaching. We would be particularly interested in receiving summaries, work in progress pieces, reports or reviews. General inquiries can be sent to email@example.com
We would be very grateful if you could circulate information about the journal within your network (general text below).
Many thanks and best wishes,
Jo Mynard (on behalf of the editorial team)
Studies in Self-Access Learning Journal (ISSN 2185-3762) is a peer-reviewed, quarterly, online journal that features articles, summaries, perspectives, works in progress, reviews and reports related to self-access learning and out-of-class support for students. SiSAL started life as a modest project at a university in Japan, but due to expressed interest from colleagues in the field, SiSAL has now been launched as an international publication. The first two issues (full text) can viewed at http://sisaljournal.org The June 2010 issue has the general theme of "principles and practices" and the September issue features articles related to "materials and activities" and includes contributions from Brian Tomlinson, Lucy Cooker and Richard Pemberton. The editorial team is now accepting submissions for upcoming issues. The December issue will have the theme "motivation and beliefs" and the March 2011 issue is related to "skills development and practice". Feel free to send other self-access related articles for consideration in future themed or general issues. We are particularly interested in receiving reviews, summaries and reports. See the website for more details.
I have just found a link to a post by "Mashable/Social Media" that links to seven fantastic free social media tools for teachers.
Click here to check out these amazing resources.
The tools that are available today are so powerful it is hard to get our head around the potential they contain within the scope of education. When you combine the fact that they are available at no charge this combination of tools at no additional cost other than to have Internet access.
Dr. Reinders just alerted me to this wonderful website.
If feel like creating your own mobile teaching materials, give it a try....
I've just found over 1000 resources for reuse at http://loro.open.ac.uk.
I am sure you will find them very useful.
A new book on ‘Task-Based Language Teaching and Technology’, was published by Continuum in New York. The book is available here.(http://www.continuumbooks.com/books/detail.aspx?BookId=136573&SubjectId=989&Subject2Id=984)
This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices.
The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practioners and researchers in applied linguistics, second language acquisition and education studies.
Table of Contents
List of Abbreviations \ List of Figures and Tables \ List of Contributors \ Foreword Rod Ellis \
1. Introduction Michael Thomas and Hayo Reinders \
PART I. RESEARCH ON TASKS IN CALL \
2. Research on the Use of Technology in Task-Based Language Teaching Andreas Müller-Hartmann and Marita Schocker-v. Ditfurth \
3. Task-Based Language Teaching in Networked-Based CALL: An Analysis of Research on Learner Interaction in Synchronous CMC Mark Peterson \
4. Taking Intelligent CALL to Task Matthias Schulze \
5. Effects of Multimodality in Computer-Mediated Communication Tasks Glenn Stockwell \
6. Measuring Complexity in Task-Based Synchronous Computer-Mediated Communication Karina Collentine \
PART II. APPLYING TECHNOLOGY-MEDIATED TASKS \
7. Task Design for a Virtual Learning Environment in a Distance Language Course Regine Hampel \
8. Teacher Development, TBLT and Technology Thomas Raith and Volker Hegelheimer \
9. Edubba: Real-world Writing Tasks in a Virtual World Kenneth Reeder \
10. The Enactment of Task Design in Telecollaboration 2.0 Mirjam Hauck \
11. Afterword: Future Directions for Technology-Mediated Tasks Gary Motteram and Michael Thomas \ Index
‘Though task-based and technology-mediated language instruction are a natural match, no works before this edited collected have explained the relationship so clearly. Highly recommended for researchers and practitioners alike who are interested in how authentic interaction via digital media can improve second language learning.’
- Mark Warschauer
Mission Europe is a language learning programme that uses radio broadcasts in different languages. As a listener you participate in a story, which on the website (http://www.missioneurope.eu/) reads:
Immerse yourself in the world of languages with three exciting Mission Europe adventures. Mission Berlin, Misja Kraków and Mission Paris offer an interesting approach to language learning in 26 episodes. You experience three missions from the perspective of a computer player who joins virtual heroines on adventures in France, Poland and Germany.
In Mission Berlin, the player and the virtual heroine Anna fight against the enemies of re-unified Germany. In Misja Kraków, the player and Suzanna must halt the opponents of Poland’s EU accession. In Mission Paris, the player and the heroine Eva compete against an enemy who wants to return France to the era of Napoleon III and restore the Second Empire. After you’ve successfully completed your mission, you are rewarded with insight into a country, its language and its culture. Choose an adventure and discover the French, German or Polish language. And remember: Danger is lurking everywhere.
Happy summer holidays to all of you!
The blog will return later in August!
Here are some annotated teachers' networks and blogs. http://ed-links-morocco.ning.com http://nikpeachey.blogspot.com/ http://www.futureofeducation.com http://tech-in-sped.ning.com/ http://www.classroom20.com http://mienglishteacher.ning.com/ http://www.edweek.org/tsb/articles/2009/10/01/01ning.h03.html http://www.edweek.org/ew/events/chats/2009/11/12/index.html http://www.nwp.org/cs/public/print/resource/2848 http://www.englishcompanion.com http://www.englishteacherlink.com/
Here are some annotated teachers' networks and blogs.
Dr. Reinders just alerted me to Runrev, a natural language programming interface. Of course there are many authoring tools, ranging from the very easy such as Hot Potatoes (very popular with language teachers), to the more advanced such as Adobe Captivate or hybrid programmes that allow both visual authoring and programming (such as Illuminatus’s Opus Pro).
Runrev is certainly towards the more advanced end of this scale but stops short of requiring you to learn a full-blown programming language.
I am copying it from Dr. Reinders' website, http://innovationinteaching.org
I am very excited to call for papers for an edited book on Computer Games in Language Learning and Teaching. If you are working in this area I encourage you to contribute!
Recent years have seen a growing interest in the pedagogical benefits of computer games. Gee (2003), for example, identified 36 learning principles in the games he investigated. It is clear that computer games have the potential to engage learners and to encourage interaction in the target language. Immersive environments offer learners opportunities for situated learning and the adaptive qualities of most games ensure that learners are motivated to persist in their learning, thus increasing the chance of further exposure to target language input, and opportunities for output. The use of computer games in language education is based on the premise that successful learning is integrated into the sociocultural context of learners’ lives and encourages collaboration and lifelong learning (Lamb & Reinders, 2005). The use of new technologies, and in particular computer games, thus facilitates the bridging of learning within and outside the language classroom.
The potential of computer games, however, has not been investigated much from a second language learning and teaching perspective. Do games really motivate learners? Do they actually encourage more use of the target language? Do they offer opportunities for negotiation of meaning, or focus on form? Do they result in greater uptake and acquisition? Although some recent studies have started to address these questions (for example deHaan, Reed and Kuwada 2010, Piirainen-Marsh 2009, and Zheng, Young, Brewer and Wagner 2009), there is currently no dedicated collection of papers to bring together the state-of-the-art in research into game-based learning.
Similarly, for language educators it is not easy to identify the best way to include game-based learning into the curriculum (either as part of classroom or online instruction, or as a self-study complement to such instruction). There has not been much exchange of best practice in this area. Through the presentation of action research and case studies, it is hoped this volume will better inform language teaching practice about the potential role of computer games.
You can download more information about the book and how to submit a proposal here.
The University of Cyprus, in conjunction with the Cyprus University of Technology, the Cyprus Open University and the Cyprus Ministry of Education and Culture, is pleased to announce its international conference Foreign Language Instructional Technology: Theory and Practice. The conference will focus on the role of instructional technology in fostering independent language learning.
The conference is being organized by the Language Centre of the University of Cyprus in collaboration with the language departments of the School of Humanities and Department of Education as well as the Language Centre of the Cyprus University of Technology and the Cyprus Ministry of Education and Culture. It will be held at the University of Cyprus, Nicosia, December 3-5, 2010, and will include one day of hands-on workshops followed by two days of conference presentations.
Workshop and conference presentation proposals :12 July 2010
Conference :December 3-5, 2010
Nathan Grimm from SR Education Group has just shared a wonderful website where you can find articles, pamphlets, scholarly papers, websites, and personal narratives to help you become better equipped to cultivate a positive learning environment in your classroom.
Here is the website
Acquiring the skills is now easier than ever since the development of Web 2.0 screen casting applications. These web-based programs have inspired the graphically talented to share their tips and tricks for creating great graphics in PowerPoint. Most of the screen cast tutorials are five minutes long or less. Think of this as a quick shot of informal learning that builds up your supply of cool graphics.
Here’s a couple great places to start with PowerPoint tutorials for e-learning content!
New book series: New Language Language Learning and Teaching Environments
I am copying this post from Dr. Reinder's blog.
I am very excited to announce a new book series for Palgrave Macmillan on ‘New Language Learning and Teaching Environments’, dedicated to recent developments in learner-centred approaches and the impact of technology on learning and teaching inside and outside the language classroom I am inviting submissions for full-length manuscripts and edited books.
New Language Language Learning and Teaching Environments offers a multidisciplinary forum for presenting and investigating the latest developments in language education, taking a pedagogic approach with a clear focus on the learner, and with clear implications for both researchers and language practitioners.
Aims and scope:
• To publish cutting-edge research into current developments and innovation in language learning and teaching practice.
• To publish applied accounts of the ways in which these developments impact on current and future language education.
• To encourage dissemination and cross-fertilisation of policies and practice relating to learner-centred pedagogies for language learning and teaching in new learning environments.
• To disseminate research and best practice in out-of-class and informal language learning.
Work on New Language Environments encompasses research (both theoretical and applied) and development in areas as diverse as (and not limited to):
Virtual learning environments
Content and Language Integrated Learning
Language Advising and Counselling
You can find out more about the series or learn how to submit a proposal here.
YouTube is actually becoming a powerful form of online education. This listing provides a collection of videos that educators will find both interesting and inspirational. Whether you are working with students at the elementary level or with college-aged students, you are sure to find plenty of inspiration among these YouTube videos
New online journal (free) - elearning papers
A new online journal called elearningpapers as an EU project. Access to the journal is free.
You can read it here. http://www.elearningpapers.eu/index.php?page=home
I'm glad to introduce to you a brand-new application, Tagxedo, now in beta!
Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning tag cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text.
EUROCALL 2010 will be held in Bordeaux, France, 8-11 September 2010.
There will be some panels where CALL is discussed by great panelists.
The panelists for the topic "The Learner in Changing CALL Environments" are
The past few years have produced a new body of research where the learner is given a more central role in a range of different ways, prompted to a large degree by new developments in technology. For example, learners may express their opinions through forums such as blogging (e.g., Pinkman, 2005) or various forms of computer-mediated communication (e.g., Darhower, 2007). The emergence of social networking sites such as Active Worlds and Second Life have empowered learners to make decisions about who they wish to converse with, by what mode (i.e., text chat or oral communication), and to freely engage in discussion with a real audience who shares similar interests (e.g., Dudeney, 2008). These new directions can leave educators with problems in how to deal with the freedom that learners are given while at the same time designing courses to achieve certain learning goals, raising several pertinent questions? How much freedom should learners be given? Is there such as thing as too much freedom? How can specific goals be incorporated into these learning environments? What are learner expectations regarding instruction? What forms should feedback take? The panelists in this session will address these questions and consider other questions related to the issue of learner centeredness in CALL, and considerations educators need to be aware of with the changing balance between teacher and learner.
Hi all, This article introduces some websites for language and foreign culture learning. If you are interested, why not have a look?
This article introduces some websites for language and foreign culture learning. If you are interested, why not have a look?
Excellent opportunities, especially the first being particularly relevant to most of the members of this site!
4 New posts in the Centre for Applied Linguistics at the University of Warwick
due to successful recruitment, we have created four new posts. I'd be grateful if you could forward details to people who might be interested.
Associate Professor or Principal Teaching Fellow (ICT/Multimedia/Digital Technologies)
£45,155 - £52,347 pa
You will have specialist expertise in ICT/Multimedia/Digital Technologies, especially in relation to English Language Teaching. You will provide academic/professional leadership on our successful MA degree in English Language Teaching which has a specialism in ICT and Multimedia. You will also contribute to teaching in one or more of the following areas: materials and task design, ELT methodology, research methodology, multimodal communication, blended learning, discourse analysis.
Appointment as Associate Professor is being offered on an indefinite basis, however appointment as Principal Teaching Fellow is being offered on a fixed term contract for three years.
Senior Teaching Fellow (Applied Linguistics/ELT Methodology) x 3
2 x Fixed Term Contracts for 2 years
1 x Fixed Term Contract for 1 year
£36,715 - £43,840 pa
You will be an applied linguist, with expertise in three or more of the following areas: classroom language practices, the teaching of reading and writing, the teaching of listening and speaking, CLIL (content and language integrated learning), literature and language learning, drama and language learning, syllabus design, materials and task design, descriptions of English, discourse analysis, multimodal communication, e-learning, blended learning.
Closing date for all posts: 8 April 2010
For further information and application procedures, please see http://www.warwick.ac.uk/jobs <https://mywebmail.warwick.ac.uk/exchweb/bin/redir.asp?URL=http://www.warwick.ac.uk/jobs> (For the Associate Prof/Principal Teaching Fellow post, see category 'Academic jobs'; for the Senior Teaching Fellow posts, see category 'Research and Teaching'.)
Second Life launches its new Second Life Viewer 2. It looks a lot easier to use than the current viewer - it leans quite a lot on standard Web browsers with which people are likely to be familiar, and it may shorten the learning curve for newbies.
Here is the Linden Labs Introduction to Second Life Viewer 2 on YouTube:
Go direct to the YouTube website for further tutorials on Viewer 2:
See also Nergiz Kern's wiki, Teaching in Second Life, in which she describes and demonstrates some of the new viewer's capabilities.
This video clip of an Interview between Robert Scoble and Mark Kingdon, CEO of Linden Labs, includes a brief preview of what the new viewer looks like. It also includes a lot of general information on what SL is all about.
Teacher Education SIG Workshop 2010
EUROCALL’s Teacher Education Special Interest Group wishes to announce the following regional workshop for foreign language teacher trainers, foreign language educators and researchers:
"European workshop on teacher education in CALL: towards a research agenda"
The workshop will take place from 26-28 May, 2010 (Wed-Fri) at the Institut National de Recherche Pédagogique (INRP) in Lyon (http://www.inrp.fr).
Theme of the Workshop
During this 3 day workshop we will explore traditional and emerging methodologies in research on teacher education in computer-assisted language learning (CALL) and computer-mediated communication (CMC). We will also look at popular areas of research in this field to date in order to find potential gaps and to establish how they can most effectively be addressed. In this context we will also consider practical, theoretical and ethical issues which emerge when we engage in pre- and in-service language teacher education/tutor training. Our aim is to take stock of the current state of affairs in research on teacher education in CALL and CMC-based language teaching and to propose a tentative research agenda for the next few years.
The workshop will take the following structure:
• Guest presentations on some of the key theoretical approaches on teacher education in CALL and CMC-based language teaching
• Presentations by participants in which they present and discuss with colleagues their own research findings to date and issues which emerged when researching in this area
• Round table discussions where current and emerging methodological approaches areas in need of investigation and development can be discussed in greater detail
Profile of Participants
Participants should ideally be involved in research and practice in the field of foreign language teacher education for CALL and/or CMC-based language teaching.
It is hoped that this workshop will be of particular interest to researchers and Masters/ Ph.D. students who are working in this area.
Call for Papers
We welcome proposals for 25 minute paper presentations (plus 10 minutes discussion) focusing on methodological approaches in CALL and CMC teacher education research. Submissions dealing with practical, theoretical and ethical issues in this area of research will also be considered, especially those dealing with innovative uses of established or leading-edge technologies.
Please submit a 300 word abstract (including a title) to the following mail address
by 26 February!
Notifications of acceptance will be sent out during the week beginning 22 March 2010.
We also kindly ask you to send us a short bio and (if possible) a thumbnail picture of you for the website (should your abstract be accepted), please.
• Jean-Claude Bertin, Professor at Université Le Havre, France
• Rick Kern, Associate Professor at UC Berkeley, California (visiting scholar at INRP Lyon)
• Gary Motteram, Senior Lecturer in Education at The University of Manchester, UK
This event has been organised in collaboration with EUROCALL, the European Association for Computer-Assisted Language Learning, the INRP, Lyon 2 University and ICAR research team.
A web-address with details about the programme, registration, travel, and accommodation, will be announced soon.
Mirjam Hauck (chair)
Nicolas Guichon (secretary)
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This might be of interest to members of this SIG:
ReCALL: Journal of the European Association for Computer Assisted Language Learning
call for guest editors
Submission deadline: 1 March 2010
The primary focus of ReCALL is the use of technologies for language learning and
teaching, including all relevant aspects of research and development. Typical
subjects for submissions include theoretical debate on language learning strategies
and their influence on courseware design; research and development of practical
applications; evaluative studies of courseware used in the teaching and learning
process; exploitation and assessment of the potential of technological advances in
the delivery of language learning materials; discussions of policy and strategy at
institutional and discipline levels. ReCALL aims to appeal to researchers and
practitioners in the area of computer-assisted and technology-enhanced language
learning, normally but not exclusively operating in universities. It is also of
interest to language teachers in secondary and tertiary education who may be
considering the introduction of technologies into their teaching practice. The
journal is published triannually by Cambridge University Press
<<a href="http://journals.cambridge.org/action/displayJournal?jid=REC">http://journals.cambridge.org/action/displayJournal?jid=REC>; ).
The journal Editorial Board is inviting proposals for a special issue to be
published in September 2011. Proposals should be submitted via email by 1 March 2010
to both the editors (June Thompson, firstname.lastname@example.org
and Françoise Blin, email@example.com
) and will be evaluated for their relevance to the
ReCALL readership, their timeliness and their academic quality.
Format of proposals
Proposals should include:
1. The proposed title of the special issue
2. An outline of the chosen theme, timeliness of special issue, and target
readership (500 words)
3. A draft Call for Papers (no more than 300 words).
4. Names, affiliations, contact details, and short biographical information about
the proposed guest editor(s).
5. A selection of recent literature relevant to the proposed issue.
6. A list of potential reviewers (in addition to the regular ReCALL reviewers).
You are cordially invited to participate at the annual live online conference (CO10) on the weekend of Feb 5-7, 2010 at WiZiQ.
The conference will be of interest to educators, administrators, students, and community members who value the importance of integrating technology into the curriculum to improve instruction and learning. Online learning involves various skills on the part of the instructor and learner. These include social and communication skills, social networking, independent learning strategies, critical and higher order thinking skills, creativity, and effective online and face-to-face facilitation.
The themes for the presentations are:
1. Connecting Online to Improve Instruction and Learning: Online Learning and Instructional Experience
2. Experiences with technology in face-to-face and online classes. What worked and what didn't work for you?
3. How do you use technology to promote your online workshops, consultation, and communities?
4. Research conducted on e-learning
5. Reviewing or promoting books on e-learning
Get to know the presenters and the other participants:
CO10 offers a unique opportunity for everyone to interact with the content, the presenters ,and the other participants before and after the live event.
You are invited to ask questions, add comments, and interact with the presenters and other participants at http://www.integrating-technology.com/ by enrolling in CO10: http://www.integrating-technology.com/course/view.php?id=139
Hope to get to "see" you online at the event and on the Moodle: http://www.integrating-technology.com/course/view.php?id=139
BTW the times are all in EST Toronto but time converters are available on the Moodle for everyone to check their time zones. In addition, recording will also be available for those who register for the event via the Moodle at http://www.integrating-technology.com/course/view.php?id=139
‘IMAGINATION AROUND THE WORLD’
The Virtual World Best Practies 2010 focus is “Imagination Around the World”. From the North, East, West and South corners of the physical world what is evident is the collaborate nature of virtual world participants to share knowledge and experience. This 48 hour conference will indeed provide opportunities for sharing and further understanding virtual world technology.
The Virtual World Best Practices in Education (VWBPE) conference originated from the 2007 Second Life Best Practices in Education Conference. This grassroots, community-based conference attracts faculty, instructors, trainers, administrators, instructional designers, technical specialists, and members of organizations from around the world. Those who create teaching/learning environments, resources, tools, support services and professional development opportunities internal and external to virtual world environments participate. During the conference, participants have opportunities to ask: What is education?, What is teaching?, What is learning? and How can we provide virtual world educational environments in which today’s learners can become all they can be.
The VWBPE Conference provides opportunities for virtual world communities to showcase projects, courses, events and research that lead to best practices in education. The end result of collaborating, sharing, and co-construction of knowledge during the conference is the creation of innovative and immersive environments in which virtual world residents can learn, work, and play.
Registration is free to all conference attendees.
All submissions are due no later than
23:59PST Monday, February 15th 2010
Check the website: http://www.vwbpe.org/
This special issue of Language Learning & Technology will focus on the relationship between technology and learner autonomy. The affordances and constraints offered by new learning environments, whether in mobile, immersive, distance, or other forms of learning, often place greater, and in many cases different, demands on learners’ ability to manage their own learning. At the same time, they can also offer greater potential to support learners in the learning process. We are inviting submission for papers that explore these affordances and constraints and the development of autonomy. Papers should be grounded in a theoretical framework that formulates research hypotheses and then seeks to confirm or disconfirm them by following an appropriate research methodology (http://llt.msu.edu/resguide.html).
Suggested topics include, but are not limited to:
• Metacognitive demands of new learning environments
• New ways of using technology to foster autonomy
• Technology and social aspects of autonomy, e.g., social networking
• Effects and outcomes of technology use in relation to learner autonomy
• Sociocultural inquiry into autonomy-related aspects of learning through technology
• Technology and the measurement of autonomy
Please send an email of intent with a 500-word abstract by March 20, 2010 to firstname.lastname@example.org.
• March 20, 2010: Submission deadline for abstracts
• April 15, 2010: Invitation to authors to submit a manuscript
• September 3, 2010: Submission deadline for manuscripts
• October 3, 2011: Publication of special issue
Here is a list of sites where you can download learning/teaching materials.
Sites for Beginning Readers
Listen to unique songs for each letter of the alphabet. http://lettertv.net/pages/songs.htm
Find songs, animation, and interactive learning when learner clicks on appropriate places on the screens. This site is packed with a lot of learning. http://www.starfall.com/n/level-k/index/load.htm?f
Match baby (lowercase) kangaroos to mommy (uppercase) kangaroos. http://www.earobics.com/gamegoo/games/pawpark/pawpark.html
Play a silly letter identification game with the traditional ABC song. http://pbskids.org/lions/games/abcd.html
Listen to and match beginning sounds in a game called Sassy Seals. http://www.earobics.com/gamegoo/games/pawpark3/pawpark3.html
Watch an animation of words act out their meanings. http://pbskids.org/lions/games/wordplay.html
Listen to and choose correct beginning sounds of words. http://pbskids.org/lions/games/ears.html
Listen to a word and choose the correct spelling. http://pbskids.org/lions/games/pounce.html
Match words with sounds. There are three levels and you can choose ending sounds, beginning sounds, or rhyming words. http://www.bbc.co.uk/schools/laac/words/dgi.shtml
Choose sounds and then watch and listen as the sounds are made closer and closer together until the sounds become a word. http://pbskids.org/lions/games/blending.html
Focus on the beginning sound and find the word that matches a picture. http://lettertv.net/pages/brickwall.htm
Find books, games, and videos to teach beginning reading skills in the Learn to Read section. http://www.starfall.com/
Take your pick of the many reading games offered or have a story read to you. http://www.professorgarfield.com/transport/transport.html
Choose the beginning and endings of words you hear. A cartoon blender will tell you if you’re right. http://www.bbc.co.uk/schools/wordsandpictures/clusters/blender/game...
Sites for Developing Readers
Find two synonyms for actions of an animated dog. http://pbskids.org/lions/games/synsam.html
Play a game against the computer or another player choosing antonyms, synonyms, and word meanings for words. http://www.fekids.com/kln/games/ballhogs/ballhogs.html
Match synonyms. http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=kderitte...
Find some spelling and grammar explanations, games, and quizzes. http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/
Find writing explanations, games, and quizzes. http://www.bbc.co.uk/schools/ks2bitesize/english/writing/
Choose correct titles, text, and pictures for three types of non-fiction writing. http://www.bbc.co.uk/schools/ks2bitesize/english/reading/non_fictio...
Answer questions about five different poetry verses to show an understanding of each. http://www.bbc.co.uk/schools/ks2bitesize/english/reading/poetry/pla...
Create and use new words with prefixes and suffixes. http://www.harcourtschool.com/activity/book_buddy/arthur/skill.html
Interact with a tutorial using key words to find direct definition context clues in text. http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htm
Play a game finding a similar meaning for a word in a sentence. http://www.toonuniversity.com/flash.asp?err=191
Read rhymes about twenty-two different jobs and guess which job the rhyme is about. http://www.angelfire.com/md/byme/guesswho/guesswho.html
Choose the correct meaning for a word with more than one meaning based on the context of a sentence. http://www.toonuniversity.com/flash.asp?err=191
Learn about long vowel spelling patterns with ten poems including animation, audio, and activities. http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/fpoem.s...
Take a quiz to show knowledge of syllables in words or use as practice to teach about syllables in words. http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=jwildesyllable1
Play with an onset and rime wheel to create words that match a clue. http://www.crickweb.co.uk/assets/resources/flash.php?&file=ww2
Play a matching game with homophones. http://www.bbc.co.uk/skillswise/words/spelling/recognising/homophon...
Locate and choose correct vowel phonemes while reading ten interesting postcards. http://www.bbc.co.uk/schools/wordsandpictures/phonics/postcard/
Choose a vowel phoneme to make a word from a group of similar sounding phonemes and build a sandcastle with correct answers. http://www.bbc.co.uk/schools/wordsandpictures/phonics/sandcastle/fl...
Take a quiz choosing correct ending punctuation for ten sentences. http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=msmith5punct...
Play a timed game and build a brick wall by dragging words into the correct order and adding punctuation to make sentences. http://fen.com/studentactivities/WallOfWords/wow19.html
Match first, second, third, fourth, fifth, then, and finally to written directions for building a snowman. http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filenam...
Choose the main idea for paragraphs about different topics. Correct anwers are rewarded with clues to solve a riddle. This game only has one riddle, so it's a good one time practice game for main idea. http://www.harcourtschool.com/activity/trophies/rsr/big_idea.html
Choose three books that belong to the same category. There is a hint option if a player is unable to see how three of the five books go together. http://pbskids.org/lions/games/flood.html
Read three Garfield comic strip panels or have the panels read by clicking on read this panel, put the panels in order, and answer questions to win a pretend boxing round. There is a large number of different comic strips with three panels each and most are funny. http://professorgarfield.com/ReadingRing/Strips/strips.html
Copying what I have found on the website.
The Electronic Village Online Sessions
For six weeks, participants in EVO can engage with ESOL experts in collaborative, online discussion sessions or in hands-on virtual workshops of professional and scholarly benefit. These sessions will bring together participants for a longer period of time than is permitted by the land-based TESOL convention and will allow a fuller development of ideas and themes of the convention or of professional interest in general.
The sessions are free and open to all interested parties.
You do not need to be a TESOL member to participate.
Sessions are organized by TESOL's CALL Interest Section and run wholly by volunteers who have donated their time to serve the profession.
During December, you will have time to explore the session syllabi.
In January, you can join a session and work begins. These sessions require several hours/day of time on line, so do not sign up for more than two sessions.
In February, at the end of your sessions, you will be asked to participate in an evaluation, so that we can make EVO better. (See the Timeline below.)
EVO is not a part of TESOL's Online Teaching Certificate Program
Contact TESOL for further information about the OTCP and other educational programs at email@example.com
Registration starts on January 4th
Apple has added a document to their web site, published in early December of 2009, entitled iPod Touch/iPhone for Administrators. These sort of documents, put out by developers of technology, are interesting in that they shed some light on the way in which these companies perceive the educational domain, and more specifically how they think their product “fits” within that field. Apple typically does a nice job presenting information in a persuasive way, and they do a so here. However, my intent is to deduce what the information included in this piece tells us about Apple’s perception of the educational realm.
Here are online resources for those seeking help with the subject of English.
The Online Writing Lab from Purdue: This site provides a wealth of materials in well organized format. The content appears geared towards Higher Ed and High School.
Ginger, “The Write Solution”: This helpful tool can be run on line to check spelling and grammar, or downloaded and used in conjuction with other applications. While it is not an instructional tool per se, it can certainly help students learn and correct spelling and some other language issues.
(Please click here to continue reading the complete post on EmergingEdTech.com, where I check regularly about the use of Internet technologies in education)
Wordle.net is a free application that can be used to create “word clouds”. Copy/paste any group of words from a text or webpage, and those most.
Wordle.net is becoming one of the most used (potentially useful) websites for teachers. It is free, and versatile enough to be used in any area of the curriculum. There are lots of different ways to use Wordle. They are in no particular order, but if you want to check them out, click the following link to see
Time: December 17, 2009 from 9am to 6:15pm
Organized By: QUALC partners
I just joined a Facebook group called "Learning English Online (LEO).
The purpose of the group is to bring learners and teachers together so they can share ideas and classes that make Learning English Online (LEO) a worthwhile experience.
Please find us on Facebook.
The International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) serves as a forum for researchers, practitioners, and education professionals to share their ideas, experience, and knowledge in combining computer technology with language teaching and learning. Due to the fast pace of technological change, innovative teaching approaches and strategies should be developed in order to successfully integrate new technologies into language teaching. This journal provides opportunities to evaluate, improve, and apply such strategies in the fields of CALL and foreign/second language learning.
Dr. Reinders just posted this recent annotated bibliography of Twitter, social networking, and communities for practice on his blog (innovationinteaching.org)
It might be of interest to some of you.
You can read it here.
Here is a quick crash course on Second Life demographics as well as how to make use of the information.
Please visit the website,
EBSCO Publishing (EBSCO) has introduced a new resource designed to help English language learners succeed academically and in everyday life.
English Language Learner(ELL) Reference Center™ (ELL Reference Center) provides assistance
as users conduct research, build their background knowledge and develop study skills. ELL
Reference Center includes a unique text-to-speech feature to reinforce the written content. The
database is a multi-purpose information resource designed for secondary students and young
adults who are new to the English language.
Please check this out...
I just came across this interesting online conference I thought it might interest you all.
Presentations for years 2006, 2007, 2008, and 2009 are on the k12Online blog. Check out the conference schedule.
I just came across an interesting report to investigate the use and impact of such technologies in and out of school. I thought it might be of interest to you all.
Facebook has become an essential tool for young adults to stay in contact with friends and family and to create a sense of community with their peers. For school administrators, then, utilizing Facebook to improve communication and to create an interactive experience for their school community only makes sense.
Please have a look at the article to rethink how educators communicate with their students.
Thanks to "gizmoz", you can create your own character.
In order to learn how "gizmoz" works, please visit the website.
Here's an interesting article on Second Life.
Here are the latest "The Best..." lists:
Part Thirty-Nine Of The Best Ways To Create Online Content Easily & Quickly
Not “The Best,” But “A List” Of Ways To Convert PDF & Word Documents
The Best Online Learning Games — 2009
The Best Online Carbon Calculators
The Best Sites To Learn About The September 2009 California Wildfires
The Best Online Interactive Exercises For Writing That Are Not Related To Literary Analysis
The Best Sites Where Students Can Plan Virtual Trips
The Twenty Blogs I Read First…
The Best Resources For Learning About Homework Issues
The Best “Fun” Sites You Can Use For Learning, Too — 2009
The Best Resources For Learning About Mexico’s Independence Day
The Best Sites To Learn About Georgia’s Floods
The Best Online Resources To Teach About Plagiarism
The Best Resources For Learning Research & Citation Skills
The Best Web Resources For Learning About HIV & AIDS
Ozge Karaoglu's blog has two great posts on digital storytelling. 100 Digital Storytelling tools for your Digital Selves Part 1 and Part 2 has an exhaustive list of tools you can use for digital storytelling.
Please check them when you have time.
Please see the article "10 free Educational Game sites".
I saw this wonderful publication, Twelve Essentials for Technology Integration, and would like to share it with you. It is a free resource from Richard Bryne, author of Free Technology for Teachers.
Hope you find it useful as well.
Started in late 2007, and pioneered by a group of passionate students, staff of Computer Centre, working closely and armed with bountiful enthiusiasm and desire.
This is an online 3D virtual world imagined and conceptualized to enable learning, teaching, sharing, social interaction, playing and working where creativity thrives beyond imagination.
For further info, please visit the website https://u.nus.edu.sg/secondlife/default.aspx
About the Virtual Round Table conference
The Virtual Round Table conference is a live online conference dedicated to language learning with technology. It is aimed at educators and language teaching professionals in language schools, institutes or other language related organisations.
It purposes to introduce to its participants a number of tools and best practise on how to use these tools in class for the benefit of our language learners.
With so many tools around, often the very decision on ‘how to use which tool’ for creating blended learning experiences or for selecting digital teaching and learning material and also for building a web-presence and using tools for online marketing are difficult and time consuming and pales the efforts of learning those tools into insignificance.
During this conference these issues will openly be discussed by small groups of experts in certain fields of technology so that the participants will be equipped with solid information so as to be able to make informed decisions.
Additionally we purpose to hold a number of workshops as we hope that this conference will hold a practical value for everyone attending it and for this watching the recordings long after it.
Presenters are encouraged to keep their presentations concise (pecha kucha style) so as to allow two or three different presentations during each session allowing all to engage in a virtual round table discussion.
We welcome product presentations if these products and services are web-based, electronic, software, digital or other technology driven. May we ask you to tag your presentation clearly as a product presentation?
The conference is free of charge for all participants. If you wish to support this conference as a sponsor, we ask you kindly to contact the conference organiser
For further information, please visit the website
The editor, associate editors and editorial board of the CALL Journal extend a cordial invitation to attend Antwerp CALL 2010, the XIVth International CALL Research Conference.
18-20 August 2010
Keynote speakers Antonie Alm (University of Otago, New Zealand), Maarten Vansteenkiste (Ghent University, Belgium) and Ema Ushioda (Warwick University, United Kingdom) will provide an overview of literature on motivation, an introduction to Self-Determination Theory and a presentation of the L2 SELF model.
You are hereby invited to present your current CALL activities, highlighting aspects such as:
the impact of ICT on motivation;
designing for motivation;
the role of ICT in the analysis of motivation;
the relationship between motivation and proficiency level;
We welcome proposals that address any of the above or related topics, as well as those involving studies of other individual or group differences that may directly or indirectly influence motivation to use technology effectively in language teaching and learning.
Deadline for submissions: 15 February 2010
Please send your abstract(s) to firstname.lastname@example.org
How to transform your daily work into research ?
How to carry out collaborative research ?
How to get published ?
Please visit the website for further information.
Here's a website where you can find a lot about language learning and video games. http://www.lingualgamers.com/thesis/augmented_reality_games.html
Both video game and educational designers alike have long dreamed of the day when we will be able to use holographic imagery to create fully immersive virtual reality worlds for kids to explore. While researchers have made impressive attempts with systems such as the CAVE, at this point we are still nowhere near close to creating virtual worlds remotely as complete as the real world. What we can do, however, is to mod the real world.
In an experimental genre called Augmented Reality Gaming, game and/or curriculum designers use a variety of location aware technologies to intelligently layer game elements on top of the real physical world. In this way, designers are able to create games that, quite literally, have the most realistic graphics and lifelike sound capabilities theoretically possible.
Isn't it interesting?
Building on the success of the three previous events, 4th International Wireless Ready Symposium focuses on the broader context of digital technologies in Asia. Entitled Digital Asia: Language, Technology & Community the event address a number of debates about the use of digital learning technologies in Web-based educational communities.
The conference is ideally located in downtown Nagoya, Japan, close to the central business district and only a five-minute walk from the shopping area. The NUCB Graduate School campus is located in Fushimi, only one stop on the subway (Higashiyama Line) from Nagoya Central Station. Accommodation is easy to find at a range of hotels in the vicinity. The campus is surrounded by numerous restaurants to fit evry occasion.
Keynote presentations, conference papers and posters will consider the use of learning technologies in community building, both in relation to students, inside and outside of formal learning environments, as well as for professional development purposes. Presenters from a range of interdisciplinary research areas in the humanities and sciences are invited to attend, including computer assisted language learning. Human Computer interaction, educational technology, and sociology, to name but a few.
Anyone with an interest in the impact of digital technologies on teaching and learning environments will find much to interest them.
Michael Thomas Ph. D.
Nagoya University of Commerce & Business- Japan
Second Life Tool Ranking
A very interesting and useful website for teachers who are interested in bringing second life into learning/teaching
Please visit this website http://second-life-tool-ranking.ning.com/ if you want to be familiar with the recent news and applications in the “second life” world.
The 8th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2010 will take place June 29th - July 2nd, 2010 in Orlando, Florida, USA.
In order to accomplish this purpose,
a) ICT researchers are invited to present their research results.
b) Practitioners and consultants are invited to present case study papers and innovative solutions.
c) Corporations are invited to present education/training information systems and software based solutions.
d) Teachers and university professors are invited to present case studies, information systems developed for specific purpose, and innovative ideas and designs.
e) Educational scientists and technologists are invited to present research or position papers on the impact and the future possibilities of ICT in educational systems and training processes and methodologies.
f) Managers of educational organizations and training consultants are invited to present problems that might be solved by means of ICT, or solutions that might be improved by different approaches and designs in ICT.
g) All are invited to organize panels or invited sessions. Panel sessions with panelists coming from both: ICT researchers/practitioners and teachers/professors.
The main objective of EISTA 2010 is to provide a forum for the presentation of both: solutions and problems of the applications of ICT in education and training. The following questions need answers from different perspectives:
• What is the impact of the information and communication technologies in education and training?
• How are information and communication technologies affecting and improving education and training? What new networks and models are emerging?
• How are universities, schools, corporations and other educational/training organizations making use of ICT?
• What electronic tools are there to facilitate e-learning, distance education and corporative training?
Education and Training Systems and Technologies
Reinventing the Training Organization
Education for Working Culture
Learning to Learn
Cybernetics of Education
Educational and training e-consultations
Application of Education Technologies
Education of Science and Engineering
Education of Informatics and Communication Technologies
Corporative Training in Informatics and Cybernetics
Information Science Education
Applications of Information and Communication Technologies in Education and Training
Multimedia-Based Instructional Design
Distance Broadcast Training
Application of Simulation in Training and Education
Integrating E-Learning and Classroom Learning
Online Teaching and Learning
Internet-Based Learning Tools
Internet-Based Adult Learning
Microcomputers in Education
Educational Research, Theories, Practice and Methodologies
Applications of Chaos and Complexity Theories in Education
Constructivist Theory, Research and Practice
Educational Constructivist Theories
Counseling and Human Development
Curriculum Design and Evaluation
Education and Student Development
Educational Policy and Politics
Faculty Teaching, Evaluation and Development
Please visit the website:
"Below is a message sent in by Alice Chik from City University of Hong Kong in Hong Kong, who is doing a project on the relationship between learner autonomy and video games."
This project aims to explore the relationship between learner autonomy and out-of-class language learning, with a particular focus on foreign language learners' use of video gaming:
1. How do foreign language learners learn from video gaming?
2. What are their approaches in adopting video games for their language learning purposes?
3. What types of language learning skills and strategies do they develop during video gaming?
4. How do these out-of-class activities influence the development of learner autonomy in language learning?
The data collection methods will include:
1. Autobiographical language learning histories written by the learners and researchers to gain insight into their foreign language learning and video game playing histories and to serve as a source of triangulation with other data;
2. Observation and field notes from 10 video-taped gaming sessions, used to monitor the gaming process;
3. A blog, used to keep asynchronous reflections from learner-participants and researchers;
4. Semi-structured interviews conducted by the learner-participants with their friends and regular video gaming partners, used to enrich the understanding of video gaming and language learning from a wider community of young adults and video gamers; and
5. Focus group interview sessions, at the beginning and the end of the study, will be used as reflective practices to explore the development of learner autonomy and foreign language learning in relation to video gaming.
At the moment, we recruited 10 undergraduates from different disciplines. We plan to start the project in the last week of September, if you are interested in collaborating or knowing more about the participants, please contact Alice (email@example.com). You can also follow our project at http://en-videogaming.blogspot.com/
The International Educational Technology Conference series started in 2001 and is an international, non-profit event in the field of educational technology in education. The next conference will take place 26-28 April in Istanbul.
This conference is now a well-known educational technology event in Turkey and beyond and the number of paper submissions and attendees has steadily increased over the years. The conference promotes the development and dissemination of theoretical knowledge, conceptual research, and professional knowledge through symposium activities, and a symposium book publication. Its focus is to create and disseminate knowledge about the use of instructional technology for learning and teaching.
IETC 2010 offers a diverse and comprehensive program covering all areas of educational technology. The program includes a wide range of activities designed to facilitate the exchange of expertise, experience, and resources between colleagues. These include keynote and invited talks, full and brief paper presentations, panels, and round table discussion sessions.
The ETC2010 conference is supported by many universities and organizations and the SSCI Indexed scholarly Journal TOJET sponsors the event by publishing selected papers. As this is already the tenth instalment of the annual event, IETC2010 now offers participants a large, multinational and friendly community of colleagues who love to share ideas. IETC2010 invites you to submit proposals for papers, panels, best practices, roundtables, tutorials, posters/demonstrations, and workshops.
Topics include (but are not limited to):
•Best Practices In ICT Classrooms
•Data Mining Strategies For E-Learning Organizations
•Diffusion Of Innovation
•Distance and Open Learning
•Educational Technology & Globalization
•Human Resources In Educational Technology
•ICT Literacy In Education
•Improving Classroom Teaching
•Innovation and Change In Education
•Intelligent E-Learning Systems
•Intelligent Training Technology
•Interactive E-Learning Systems
•Interactive Learning Environment
•Knowledge Management In E-Learning
•Learning and Content Management Systems
•Learning and Teaching With Technology
•Life Long Learning and Technology
•Network Based Education and Training
•Pedagogical and Practical Issues
•Pedagogical and Practical Issues
•Professional Development & Teacher Training
•Simulations In Education
•Video Games For Learning
•Virtual Classroom, Virtual University
26-28 April 2010
February 14, 2010: Proposal Submission Deadline
March 15, 2010: Notification of the Results
March 14, 2010: Final Camera-Ready Submission
March 14, 2010: Early Registration
April 12, 2010: Registration
April 26 – 27 – 28, 2010: Conference Dates
Personalized Journal Of Educational Technology In Turkey
Prof. Dr. Ferhan Odabasi – Chair, Computer and Instructional Technology – Anadolu University, Turkey
Building Transparency into Assessment: Technology as an Alignment Tool
Prof. Dr. Colleen M. Sexton, Ph. D., Chair - Division of Education Governors State University, USA
Distance and blended learning in Asia: an overview
Colin Latchem, open learning consultant, Australia
New Tools for Schools: The Economics of Open Source Software in Schools
Associate Professor Dr. Teresa Franklin - Instructional Technology - Educational Studies Dept. College of
Education Ohio University, USA
New Ways of Knowing: Technologies that Support the Shift from Hierarchical to Horizontal, Tacit, and Abductive Knowing
Professor Dr. Jerry Willis, Associate Dean of Education
School of Human and Behavioral Sciences - Marist College, USA
The official languages of the conference are English and Turkish. Proposals can be sent and be presented in either language. Please, submit your proposal according to the following presentation category descriptions.
Registration for presenters (before March 14, 2010): 150 €
Registration for presenters (after March 14, 2010): 175 €
Registration for audience members : 50 €
ENQUIRIES may be sent to:
Prof. Dr. Aytekin İŞMAN
Selçuk Sırrı TERCAN
Please visit the website:
I would like to take this opportunity to introduce myself.
My name is Cem Balçıkanlı and I have recently been asked to become the new Publications Coordinator for the AILA Research Network. This means that I will be helping to promote the activites of the Research Network and to facilitate communication to, from, and between members. One of the first things I will do is look after our blog and post regular items with news about publications, conferences, articles etc. If you have anything you would like to post, just contact me (or Hayo or Glenn). I would love to hear from you!
You can reach me here:
The JALTCALL 2009 Conference held at Toyo Gakuen University in Tokyo was a great success. The theme for the conference was "Expanding Learner Potential- It's Your CALL" which is very definitely in line with the theme of the ReN.
There were excellent presentations by scholars from all over the world including Mark Warschauer, and the closing panel included discussion from Jozef Colpaert and Thomas Robb, dealing specifically with the issue of the role the learner in CALL.
Please notify us of any other upcoming events related to the ReN that you might have to that we can let our members know!
The JALT CALL Journal is one of the leading peer-reviewed international CALL journals and is published three times per year. Following on from its very successful conference last week, which saw 126 presentations from nine countries, it is now publishing a special issue on the topic of ‘CALL and the Learner’.
We are inviting contributions in one of the following areas:
- Learner motivation
- Computer-mediated communication (with a focus on the role of the learner)
- Learners’ beliefs in CALL
- (Materials development for) individualising instruction
- Social networking and computer games and second language acquisition
- Mobile-assisted language learning
- Supporting out-of-class language learning
- Teacher education for CALL
Submitted papers will need to make a link with the theme of the special issue which ties in with that of the AILA Research Network for CALL and the Learner, which was recently launched. More information about the network and its background can be found here: www.callandthelearner.info Prospective authors are encouraged to read the information about the aims and scope of the network in order to ensure their contributions fit with this theme.
Papers are due by September 30.
More information about the journal and guidelines for the submission of papers can be found here:
For questions about submitting papers or the publication process, please contact the guest editor, Hayo Reinders at ‘jaltcall at innovationinteaching dot org’.
We look forward to your paper submissions!
A very interesting-sounding conference! And great to see that the conference fee is waived for accepted speakers.
Mobile learning and autonomy in second language acquisition
> Universidad de Castilla-La Mancha
> Departamento de Filología Moderna
> Facultad de Humanidades
> TOLEDO, Spain
> 17th, 18th & 19th September, 2009
> Under the impact of ICTs in general and portable technologies in particular,
> mLearning (mobile learning) is becoming a vibrant variety of e-learning. In
> close connection with its disciplinary neighbours like CALL, CMC or Distance
> Learning, mLearning is challenging conventional teaching-and-learning
> practices, thereby becoming a fundamental area for future developments of
> autonomy and independence in second language acquisition.
> In this context, the EU-funded Lingua Projects EUROPODIANS (Language Courses
> for Mobile Technologies) and AMICITIAS (Ambient Intelligence as a Compelling
> Instructional Tool for Interlinguistic and Intercultural Skills) will be
> hosting a conference in the city of Toledo (Spain) on 18-20 September 2009.
> This conference invites 20-minute sessions addressing the connections between
> mLearning devices (iPods, PDAs, mobile phones, portable computers, etc.) and
> self-directed learning. The symposium will become a forum to share
> developments and experiences about theories, approaches, principles and
> applications of mLearning, with a especial emphasis on the application of
> mLearning for second language acquisition in general and learner autonomy in
> Although other topics may be considered, we welcome paper proposals dealing
> with, but not being limited to, issues such as the following:
> 1. Theorizing mobile learning within second-language acquisition.
> 2. Mobile learning and its disciplinary neighbours: ICT-based Learning,
> CALL, Distance Learning, Lifelong Learning, Autonomy and Independence in
> language learning.
> 3. Mobile learning and its potential for blended learning programmes.
> 4. Portable technologies and their integration within conventional
> face-to-face tuition practices.
> 5. Mobile learning devices and language-learning virtual platforms.
> 6. The potential of portable technologies for the teaching and learning
> of culture.
> THE CITY OF TOLEDO:
> The conference will take place in the magnificent city of Toledo, World
> Heritage Site. The former capital of the Spanish Empire, and the place of
> co-existence of Christian, Jewish and Moorish cultures in the medieval
> period, is today a most culturally and monumentally rich tourist destination
> in Spain, attracting millions of visitors every year. Toledo is conveniently
> located, only 35 minutes from Madrid on the frequent high-speed trains
> servicing the city. The conference venue will be the Palace of Padilla in
> Toledo, located in the historic centre of Toledo.
> IMPORTANT DATES:
31st July, 2009: Submission of ABSTRACTS. Please send 250-word abstracts
> to: <JavierEnrique.Diaz@uclm.es> or <Eduardo.Gregorio@uclm.es> Please indicate
> your full name, address and affiliation.
> § August 15th, 2009: Notification of acceptance.
> § 17th, 18th & 19th September, 2009: Conference dates.
> KEYNOTE SPEAKERS:
> Marie-Noëlle Lamy (The Open University, UK)
> David Robison (University of Bradford, UK)
> Selected papers will be published in a volume after the conference.
> CONFERENCE LANGUAGES:
> Although the official language of the symposium will be English, papers in
> other major languages are welcomed.
> CONFERENCE CONVENORS:
> Javier Enrique Díaz-Vera & Eduardo de Gregorio-Godeo
> ORGANISING COMMITTEE:
> María del Mar Ramón Torrijos, Helena Aikin, Edel Porter, Rafael Cruz
> González & José Miguel Alcolado Carnicero
> Regular registration - 100 euros
> Students' Fee - 30 euros
> Accepted speakers - Free of charge.
> ENQUIRIES may be sent to: <firstname.lastname@example.org <mailto:email@example.com> >
> <Eduardo.Gregorio@uclm.es <mailto:Eduardo.Gregorio@uclm.es> > or
> <JavierEnrique.Diaz@uclm.es <mailto:JavierEnrique.Diaz@uclm.es> >
> FURTHER INFORMATION: <http://www.uclm.es/actividades/2009/mobilearn
> (currently under construction).
We are about to post the message below on various mailinglists. If you have access to a mailinglist, or professional network, please help us by passing on the news about the ReN. Thanks for your help!
Also, if you are working on a project in this area, send us a description and we\'ll post it here.
Hayo and Glenn,
copy from here:
We would like to inform you that AILA has approved a new Research Network for ‘Computer-Assisted Language Learning and the Learner’. This is a special interest group dedicated to investigating the theory and practice of learning with technology as it relates to the individual and the social context in which learning takes place.
The purpose of this Network is to bring together researchers and interested practitioners to discuss ways in which the use of technology can be made more supportive of the learning process, both inside and outside the classroom. The Network organises events (conferences, roundtables, seminars), publishes research (special issues of journals, proceedings), and facilitates communication between people working in this field. See below for an upcoming list of activities.
You can find us online here: www.callandthelearner.info (or look for us on Facebook).
We would like to invite you to become a member. Membership is free and you do not have to be a member of AILA. You can join simply by emailing:
callandthelearner at gmail dot com
You can withdraw your membership at any time. We hope you will join us and look forward to working with you!
Glenn and Hayo
1. JALTCALL 2009 Closing Panel
2. A special issue of Innovation in Language Learning and Teaching
3. A special issue of the JALT CALL Journal
4. A book publication tentatively titled \"CALL and the Learner\"
John Paul Loucky, one of the members of the AILA ReN has just updated his Worldcall site which is a great resource for students and teachers alike. Have a look here!
Preparations have been completed and the AILA Research Network is now live! Read about it on this website and do come and join us.
Hayo Reinders and Glenn Stockwell
Please post your comments, suggestions and feedback on the Wall below. Or just drop us a note to say you visited! If you have any news you would like to post on the blog, email us on callandthelearner at gmail dot com.
Background of the ReN
Through the emergence of communication technologies, the past few years have produced a new body of research where the learner is given a more central role in a range of different ways, including having the learner express their opinions through blogging (e.g., Pinkman, 2005) or computer-mediated communication such as chat (e.g., Darhower, 2007), tailoring software that adapts to learnersâ€™ needs (e.g., Huang & Liou 2007), training learners to use existing software more effectively to facilitate the social-affective aspect of learning (e.g., Hubbard, 2004), or the development of learner autonomy (e.g. Reinders, 2007; White, 2007). Social networking sites such as Active Worlds and Second Life have also empowered learners to make decisions about who they wish to converse with, by what mode (i.e., text chat or oral communication), and freely engage in discussion with a real audience who shares similar interests (e.g., Dudeney, 2008). This is a growth area, where researchers examine the way technology facilitates interaction between teachers and learners, between native speakers and learners, and between learners themselves and the unique characteristics of this type of communication.
Convenors Hayo Reinders and Glenn Stockwell have combined to create an AILA Research Network which aims to bring together people working in the different areas related to the role of the language learner in CALL. Committee members are established researchers in the field of CALL, and
include Jozef Colpaert (University of Antwerp, Belgium)
Phil Hubbard (Stanford University, USA)
Hsien-Chin Liou (National Tsing Hua University, Taiwan)
Kazunori Nozawa (Ritsumeikan University, Japan)
and Cynthia White (Massey University, New Zealand).