Enacting artifact-based activities for social technologies in language learning using a design-based research approach

Parmaxi, Antigoni; Zaphiris, Panayiotis; Ioannou, Andri

doi:10.1016/j.chb.2016.05.072

Cited by 25 publications

(24 citation statements)

References 27 publications

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“…Another challenge in using CMC is the lack of an inherent pedagogical approach (Parmaxi et al, 2016). The interconnectedness of people has not only changed how they might use languages and what language they might choose to use for their day to day activities, but it has also influenced how educationists think that people learn.…”

Section: Computer-mediated Communication (Cmc)mentioning

confidence: 99%

“…Where only fifty years ago the most prominent theories of learning were based on behaviorist and cognitivist perspectives, more recent theories are moving towards a situated perspective of learning that has led to social constructivist, connectivist and communities of practice perspectives becoming more prominent (Anderson and Dron, 2011). Parmaxi et al (2016), for example, propose a social constructivist approach in which learners collaboratively construct shared and meaningful artefacts through use of CMC. A similar approach is suggested by Cote Para (2015) who argues for a mutual, collaborative learning process in which learners share experiences and resources.…”

Section: Computer-mediated Communication (Cmc)mentioning

confidence: 99%

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Learning a minority language through authentic conversation using an online social learning method

Henry

Carroll

Cunliffe

et al. 2017

Computer Assisted Language Learning

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Advances in technology are currently helping to speed up the globalisation of 'super' languages. One can argue that at the same time technology might be used to help reverse the decline of less widely spoken languages. Cada Dia (CD) is a social learning method which uses online web meeting platforms, in combination with asynchronous learning management systems, to enhance the language learning experience. CD provides an immersive learning strategy to encourage authentic conversations in a real time environment to create dynamic and meaningful learning encounters. Using a vignette data analysis technique in combination with a survey research method, this paper is a reflection on the analysis of learners' experiences during an eight week Cada Dia Welsh (CDW) pilot study; its aim is to gain an understanding of online social learning methods for minority language learning. Central to the research was understanding online pedagogical practices with a particular emphasis on authentic conversation for minority languages such as Welsh.

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Section: Computer-mediated Communication (Cmc)mentioning

confidence: 99%

Section: Computer-mediated Communication (Cmc)mentioning

confidence: 99%

Learning a minority language through authentic conversation using an online social learning method

Henry

Carroll

Cunliffe

et al. 2017

Computer Assisted Language Learning

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“…Incorporating VR in the curricula of health-related professionals, such as perspective nurses, we explored their exposure to virtual environments with an eye to foster social exploration within small groups of language learners. This study confronts with the theoretical framework of social constructionism, giving students opportunities to explore a specific topic as an initial step for knowledge construction [5][6][7]. The uniqueness of this case study is that it explores the potential of a novel tool, such as Google Expeditions, for enhancing understanding of abstract concepts related to Nursing.…”

Section: Introductionmentioning

confidence: 99%

Leveraging Virtual Trips in Google Expeditions to Elevate Students’ Social Exploration

Parmaxi

Stylianou

Zaphiris

2017

Human-Computer Interaction – INTERACT 2017

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This paper reports on an exploratory case study on the use of Google Expeditions in the context of an intensive Greek language course for specific academic purposes. Google Expeditions are collections of linked virtual reality content that can enable teachers to bring students on virtual trips to places like museums, human anatomy, surgical processes etc. Thematic analysis of instructors' field notes, students' reflections, interviews and focus group was employed aiming at identifying the potential of Google Expeditions for extending the language classroom through virtual trips. The use of Google Expeditions enabled students to extend the borders of the classroom by making virtual walkthroughs in places that would normally be unreachable and trigger social exploration through interand extra-VR communication, sharing of ideas, concepts and experiences. This study acts as a pilot with an eye to inform larger-scale investigation of Google Expeditions in the future.

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“…Constructionism is a theory of learning, teaching and design which supports that knowledge is better gained when students construct it by themselves while they construct artifacts that can be shared and probed to the world. The student activities were framed according to a social constructionist framework which highlights three important activities: the exploration of ideas, the construction of an artifact and the evaluation of an artifact (see Parmaxi et al, 2013;Parmaxi & Zaphiris, 2014, 2015Parmaxi, Zaphiris, & Ioannou, 2016). In this study, this triptych was used for the group and collaborative construction of an artifact, an ISAP vocabulary collection, with the use of Quizlet for the learning of vocabulary in a mixed fields class.…”

Section: Introductionmentioning

confidence: 99%

A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes

Xerou¹,

Papadima-Sophocleous²,

Parmaxi³

2016

CALL Communities and Culture – Short Papers From EUROCALL 2016

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This study presents the way Parmaxi and Zaphiris's (2015) social constructionist framework was used in order to teach and learn vocabulary in an Italian for Specific Academic Purposes (ISAP) tertiary course. The participants (beginner students) were guided to build in groups an artifact, i.e a specific academic vocabulary collection. To do so, they used Quizlet; this online learning tool allows the creation of digital artifacts, such as vocabulary flashcards, games and quizzes, and the sharing of the collections created. The purpose of the creation of the artifact was the learning and sharing of vocabulary in Italian used in the specific area of the students' university fields of study. The data revealed that the social constructionist approach facilitated a more engaged and motivating attitude towards learning, allowing students to work constructively and collaboratively and share their knowledge with the use of new technologies.

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Enacting artifact-based activities for social technologies in language learning using a design-based research approach

Cited by 25 publications

References 27 publications

Learning a minority language through authentic conversation using an online social learning method

Learning a minority language through authentic conversation using an online social learning method

Leveraging Virtual Trips in Google Expeditions to Elevate Students’ Social Exploration

A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes

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