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The effectiveness of texting to enhance academic vocabulary learning:English language learners’ perspective

This study examined university undergraduate English language learners’ (ELLs) perspectives on an intervention, Word Matters, that aimed to enhance functional academic vocabulary learning critical to their cognitive academic language proficiency development (Cummins, 1989), a challenge faced by many ELLs in English-medium universities. This intervention provided undergraduate ELLs with instructional support of their vocabulary learning through the use of texting. It focused on their acquisition of academic and low-frequency words that appeared in the readings assigned by two content-based English for academic purposes (EAP) courses required for ELLs at a large Canadian university. The intervention was aligned with the lesson plans of the courses. Data in this study were collected from follow-up interviews (n = 10) and a posttreatment survey (n = 40) from a total of 48 students who participated in the intervention. The results revealed students’ overall positive experience with the intervention, the feasibility of the intervention design and its effectiveness in supporting ELLs’ vocabulary learning. The findings, students’ suggestions for improving the intervention, and directions for future research are discussed.

The Impact of Game-Like Features on Learning from an Intelligent Tutoring System

Prior research has shown that students learn from Intelligent Tutoring Systems (ITS). However, students’ attention may drift or become disengaged with the task over extended amounts of instruction. To remedy this problem, researchers have examined the impact of game-like features (e.g., a narrative) in digital learning environments on motivation and learning. Some of this research has concluded that the game-like features decrease learning because the features take away resources from the primary task of learning subject-matter content. However, these experiments have involved short-term interventions of less than an hour. Two experiments using college students examined the impact of adding game-like features to the ITS AutoTutor in an intervention that lasted 4 h. In one study, a game-like version was compared to a text-only version and a “do nothing” control. In another study, a game-like version was compared to a nongame version that had similar interfaces. Unlike prior research that has shown that narratives decrease learning in digitally-based learning environments, the game-like features, which included a narrative, had little impact on learning from the ITS. Reasons for the discrepancies are discussed.

A Literacy Ecosystem - myON

myON is an award-winning personalized literacy environment that incorporates:

A state-of-the art learning platform

Enhanced digital reading content

Daily news articles written for students

The Lexile® Framework for Reading

Cutting-edge literacy tools

Embedded metrics to monitor activity and growth

牛津大学出版社推出BRC阅读平台

Big Reading Club在线英语阅读平台主要针对中国大陆地区3-18岁儿童，包括6大牛津读物系列330多册读物，并根据不同年龄特点，通过游戏等手段激发孩子英语学习主动性。

All that We’ve Learned: Five Years of Working on Personalized Learning

What We've Learned

Promise of personalized learning is real

Personalized learning should not mean isolated learning

Students benefit from working in both homogeneous groups at their own “instructional level” and heterogeneously at their “developmental level”

Agency is important for all students

Insights on Personalized Learning Implementation and Effects

Teachers and students reported higher levels of many aspects of personalization than their counterparts in a national sample. These included time for one-on-one tailored support for learning; using up-to-date information on student progress to personalize instruction and group students; students tracking their own progress; competency-based practices; and flexible use of staff, space, and time. However, some more-difficult-to-implement aspects did not appear to differ from practices in schools nationally, such as student discussions with teachers on progress and goals; keeping up-to-date documentation of student strengths, weaknesses, and goals; and student choice of topics and materials.

Personal Learning Networks: Using the Power of Connections to Transform Education

The Internet connects us in unprecedented ways. New tools allow us to build global learning networks where we can pursue our intellectual and creative passions with people around the world. To prepare students to flourish in this new learning world, schools will need to transform themselves in important ways. Personal Learning Networks is a road map to guide that transformation.

Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America

This book argues that the knowledge revolution has transformed our jobs, our homes, our lives, and therefore must also transform our schools. Much like after the school-reform movement of the industrial revolution, our society is again poised at the edge of radical change. To keep pace with a globalized technological culture, we must rethink how we educate the next generation or America will be left behind. This groundbreaking book offers a vision for the future of American education that goes well beyond the walls of the classroom to include online social networks, distance learning with anytime, anywhere access, digital home schooling models, video-game learning environments, and more.

Call for Papers: Learning @ Scale 2018, June 26-28, London, UK

GLoCALL 2018 Conference & 15th ChinaCALL Conference 2018

August 16th- 18th, 2018 Suzhou, China

Jointly sponsored by China Computer-Assisted Language Learning Association (ChinaCALL), Asia-Pacific Association for Computer-Assisted Language Learning (APACALL) , Pacific Association for Computer Assisted Language Learning (PacCALL), and hosted by School of Online and Continuing Education, Beijing Foreign Studies University and the Language Centre, Xi’an Jiaotong-Liverpool University, the conference aims to share knowledge, skills, and ideas on the integration of technologies and language learning in the forms of workshops, plenary sessions, paper presentations, symposia and colloquiums.