Workshop 1: Presence, interaction, and feedback on online courses

Tomi Ylkänen, Maria Åhman-Nylund, Sofia Sevón

This workshop focuses on teacher and student presence, interaction, collaboration, and multimodal feedback on online courses. We will explore ways of creating safe and encouraging learning environments, look into course design and activities that promote interaction, as well as present ways and tools for giving multimodal peer and teacher-student feedback.

The workshop participants will be engaged in case discussions on how to improve and develop online courses with a special focus on presence, interaction, and feedback. We will provide examples on course design, activities, and best practices we have learned i.a. from an ongoing national eLearning pedagogy project called DIGIJOUJOU.

During the workshop, we will discuss the importance of teacher presence and social inclusion in online courses. We will also share ideas on routines and activities that improve and increase teacher presence. We will look at multimodal ways of being present and communicate content, instructions, and assignments to students. Furthermore, we will highlight course activities and assignments that enhance, and result in, increased interaction between students online. Different tools for giving audio, video, and written feedback will be presented and we will discuss how these differ and what benefits each form of feedback has to offer.

We hope our workshop will inspire and equip participants to increase and diversify their online presence. Participants will acquire new ideas on how to increase student-to-student interaction and be given tools and examples on how to give feedback in various and effective ways.

Participants are asked to use their own device (laptops, tablets etc.) during the workshop.

Workshop 2: The reviewing process in CALL publication: Perspectives from editors, reviewers and authors

Alex Boulton, Ana Gimeno, Sylvie Thouësny, Mirjam Hauck, Fiona Farr, Marie-Josée Hamel

Following on from the successful publishing workshop in Southampton 2017, this session focuses specifically on the reviewing process in CALL publication. The speakers are all involved in ReCALL, a journal which will be celebrating its 30th anniversary at the end of the year: the Editor, Associate Editors, Journal Administrator, and members of the Editorial Board.

This workshop will introduce the main aspects of the reviewing process from the perspective of the journal, with two main questions addressed to reviewers and authors: How to produce a good review, and how to respond to a review – whatever the decision. The general aim is to combine viewpoints to improve practice and promote good science and successful publication.

The Editor’s introduction outlines the importance of reviewing for all involved, while acknowledging the inherent problems, presents ReCALL’s guidelines for reviewers and sketches the main processes leading up to review and beyond. Associate Editors then detail their role in choosing reviewers, making a decision and interacting with authors, what they look for in revised submissions, and touch on some of the many issues that arise along the way. Though it is clear that the current system is a very human process, the Journal Administrator contextualises this against alternative models, and imagines how the situation may evolve sustainably in a technology-rich future.

Members of the Editorial Board then provide personal insight to how they go about reviewing papers, the criteria they have and what makes a good paper for them. The final section is conceived of as a round table discussion with the audience as actual or potential contributors to ReCALL or other journals in the field. Participants are invited to share their own individual experiences of the review process, raise questions about best practice in different scenarios, and offer suggestions for improving procedures.

Alex Boulton (Editor), ATILF – CNRS & Université de Lorraine, France
Ana Gimeno (Associate Editor), Universitat Politècnica de València, Spain
Sylvie Thouësny (Journal Administrator), icall-research.net, Ireland
Mirjam Hauck (Editorial Board), Open University, UK
Fiona Farr (Editorial Board), University of Limerick, Ireland
Marie-Josée Hamel (Editorial Board), University of Ottawa, Canada


Workshop 3: Theory into practice: Authentic activities

Ildeniz Ozverir, Erkan Arkin

This half day workshop will be about designing and implementing authentic activities based on the following guiding principles. The principles were derived through design-based research and thus we believe this workshop will be particularly beneficial to participants who would like to design and implement task-based activities grounded on a set of pedagogically sound principles. This workshop will be conducted in four phases:

In phase 1 the guiding 11 principles of authentic activities (Ozverir, Herrington, & Osam, 2016; Ozverir, Osam, & Herrington, 2017) will be presented. According to these principles, authentic activities:
1. have real world relevance
2. are complex and ill-defined
3. provide the opportunity for students to examine the task from different perspectives, using a variety of resources
4. provide the opportunity to collaborate
5. provide the opportunity to reflect
6. lead beyond domain–and skill–specific outcomes
7. are seamlessly integrated with assessment
8. yield polished products valuable in their own right rather than as preparation for something else
9. are open-ended allowing competing solutions and diversity of outcome
10. are conducive to both learning and communicating
11. provide motivational factors

In phase 2 an activity will be demonstrated as an example.

In phase 3 participants will work in groups and will be given a task to complete. In this task participants will complete an authentic activity in the role of language learners. The task will be about designing a holiday package as travel agencies do (for their customers). In order to complete this task participants will need a computer connected to the Internet.
In phase 4 participants will be expected to design an authentic activity based on the guiding 11 principles relevant to their context and share this with other participants.

Throughout the workshop participants will be asked to use Google sites (user name and password will be provided by the presenters and participants will be expected to develop web pages), Google chrome or Internet explorer and alike.


Workshop 4: Models, strategies and resources produced in EU projects for m-learning pedagogy development and training in Language Teacher Education.

Ton Koenraad

In this workshop we will review key outputs and interim results of a number of EU projects that could contribute both to implementing mlearning in language teacher education and to enhancing current methodology curriculum modules on MALL in school practice.

We will report on four projects, two of which (iTILT and M-Lang) have a specific focus on the use of mobile technologies for language teaching and learning. We include two more projects (TABLIO and DEIMP) because of the relevance of their m-learning research on specific educational topics (differentiation, innovative design) and generic practical frameworks and toolkits to design and evaluate mobile teaching and learning scenarios.
Below we briefly introduce the projects mentioned.
Interactive Teaching in Languages with Technology (iTILT2, 2015-2017), is a professional development project researching the effective use of Interactive Whiteboards (IWB), tablet PCs, smartphones and videoconferencing software, both independently and in combination, to support interactive approaches to language teaching with classroom technologies. One of its results is a sample of video registrations of technology-mediated teaching practices showing how mobile technologies can be used inside and outside the classroom to encourage collaborative language learning. (Koenraad, 2016). For its realisation a collaborative action research approach was used, developed and refined during the preceding project (iTILT, 2011-2014) involving video stimulated reflective dialogue (Cutrim Schmid & Whyte, 2014; Whyte. 2015). Other outputs include an e-resource including related didactical/theoretical principles and practical design guidelines.

The M-Lang project (2014-2016), targeted at language teachers, is a sub-project of a Norwegian professional development initiative aiming to upskill teaching staff across educational sectors on the effective use of learner response systems and ICT tools for creating interactive learning.

The project ‘Designing and Evaluating Innovative Mobile Pedagogies’ (DEIMP, 2017-2020) is a R&D oriented partnerships between university based teacher educators, school teachers and school leaders in order to design, develop, test and refine innovative pedagogies using mobile technologies.
In addition to a scoping study on the current state of mlearning a key output is a mobile app to support the developing and evaluation of innovative mobile pedagogies, designed and tested between the partners and a network of 24 associated partner schools working as part of a transnational network. The project builds on the results of a preceding project ‘Mobilising and Transforming Teacher Educators’ Pedagogies project (MTTEP, 2014-2017; (Burden & Hopkins, 2016)), with results including the Mobile Learning Toolkit (www.mobilelearningtoolkit.com) and the ground work for the Mobile Learning Network for Teachers launched earlier this year.

Finally the project ‘Tablets for classroom inclusion and differentiation’ (TABLIO, 2016-2019)
is developing a toolkit containing design principles & templates and evaluation criteria for the use of tablets for differentiation and inclusion purposes based on a joint literature research study by the project partners.

Delegates will be invited to further explore selected resources and strategies in small groups and share ideas on how to exploit these (and/or other contents used in their own practice) in teacher education, curriculum approaches based on collaboration with school practice schools and/or continuing professional development in language education.

** NEW ** Workshop 5: WIKIPEDIA for Language Learning and Teaching

Teresa MacKinnon, Niklas Laxström

** CANCELLED ** Workshop: Open access and openness in academic publishing: don’t panic! **

Karine Fenix, Sylvie Thouësny

Traditional models of academic publishing in the humanities often entail subscribed journals and blind, not to say double blind, peer review. Whether you are a researcher or a practitioner in computer-assisted language learning, academic publishing is part of your life; it is a sine qua non condition to share innovations and contribute to knowledge, and equally important, to enjoy the satisfaction of accomplishment. Yet, academic publishing can get quite confusing and intimidating, especially nowadays with the different options the researcher/practitioner is faced with, academic publishing currently balancing from subscription-based to open access, and from blind to open peer review.

The current shift to open access is not without concerns and challenges. As stated by Christopher May in 2010, more relevant than ever, “one of the key problems with the avalanche of information that is now available to us is assessing its reliability and authority”, thus underlining the question of trust. Indeed, there exists a black market economy of publishing scams, also referred to as ‘predatory publishers’, which are everything but genuine scholarly publishing organisations – although they may very much look like it.

The shift to open peer review, where the identity of authors and reviewers is disclosed to one another, is also something to keep in mind; many are starting to question the ethical aspect of the secretiveness of the reviewing process. Researchers know that peer review enriches the credibility of any published research; it is, up to now, a pledge towards high quality and excellence. Openness in peer reviewing is also not without challenges, despite the very well documented flaws that may occur in traditional double blind reviews. For instance, guaranteeing the full anonymity of the authors in light of the internet is not an easy task to fulfil, especially if the authors are working in a small research community.

Building on our workshops delivered in Cyprus (2016) and Southampton (2017), we will shed light on the different aspects and options in the publication world, with a particular focus on open access and open peer review, explaining what they are and why they are becoming inevitable. More specifically, we will operate a side-by-side comparison between subscription-based and open access publishing, and double blind and open peer reviewing, and explore what it implies in concrete terms for authors as well as reviewers.

In the course of the workshop, which will be half a day in duration, participants will have plenty of opportunities to interact and reflect on the latest developments with respect to openness in publication. The aim is to build the participants’ knowledge and confidence when it comes to choosing the best possible avenue for their publications through the use of open discussion, group work, and interactive quizzes and surveys. Attendees are invited to prepare questions in advance, ensuring we cover any doubts they might have had regarding the openness in academic publishing.

Reference: May, C. (2010). https://doi.org/10.1080/08109021003676417