Innovative educational technologies in foreign language learning Prepared by Yevhen Shved PR - 63

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Innovative educational technologies in foreign language learning Prepared by Yevhen Shved PR - 63 by Mind Map: Innovative educational technologies in foreign language learning Prepared by Yevhen Shved PR - 63

1. Methods and Tools

1.1. Deep learning is a subtype of machine learning that is becoming ever more important. Only neural AI, i.e. neural networks are used in this case.

1.2. The foundation of all this is machine learning, which is defined as a system that builds up knowledge from experience.

1.3. There are three learning processes for training neural networks: supervised, non-supervised and reinforcement learning, providing many different ways to regulate how an input becomes the desired output.

1.4. Artificial intelligence’s mechanisms are excellent for detecting, identifying, and classifying objects and persons on pictures and videos.

1.5. Customer service is increasingly using chatbots.

1.6. Search algorithms like Google’s are naturally top secret.

1.7. These abilities are also used in synthesizing speech, which is currently the talk of the town with assistant systems like Siri, Cortana, Alexa or Google Assistant.

2. Innovative dimensions of modern language education in the context of internationalization of the educational space.

2.1. The course "Educational technology»

2.1.1. Evolutionary processes of modern educational technologies:

2.1.1.1. create comfortable conditions for learning online "anywhere" and " anytime»;

2.1.1.2. they diversify the forms and methods of organization educational activity;

2.1.1.3. stimulate students' motivation to learn during life;

2.1.1.4. create unlimited opportunities for the organization and cross-sector research and implementation international projects.

3. Applicant's innovative culture education in the twenty-FIRST century, in particular the future teacher, interpreter / translator

3.1. Mindset

3.1.1. A number of interrelated, mostly implicit, taken for granted assumptions, opinions and knowledge loaded with emotions

3.1.1.1. Components

3.1.1.1.1. Emotions

3.1.1.1.2. Assumptions

3.1.1.1.3. Opinions

3.1.1.1.4. Knowledge

3.1.2. What is your own mindset?

3.1.2.1. A= Intelligence and general qualities such as curiosity and creativity are to a large extent determined by heredity

3.1.2.2. B= Intelligence and general qualities such as curiosity and creativity can be developed to a large extent through learning and development

3.1.3. Growth mindset:

3.1.3.1. – Intelligence and general qualities can be developed

3.1.3.2. – Intelligence and general qualities grow through learning and thinking

3.1.3.3. – Heredity determines only a part of the variance in intelligence

3.1.4. Fixed mindset:

3.1.4.1. – Intelligence and general qualities can not be developed

3.1.4.2. – Intelligence and general qualities determine what people can learn

3.1.4.3. – Heredity determines the highest level people can reach

4. Differences between the 20th and 21th centuries' education

4.1. Comparison categories

4.1.1. Assessment

4.1.1.1. 20th Summative assessment

4.1.1.2. 21th Formative assessment

4.1.2. Centricity

4.1.2.1. 21th studebt centered

4.1.2.2. 20th teacher centered

4.1.3. Technology use

4.1.3.1. 20th Augmentative, Literacy

4.1.3.2. 21th Transformative

4.1.4. Teaching methodologies

4.1.4.1. 20th Lecture, Stand & Deliver

4.1.4.2. 21th Project & Problem Based Learning

4.1.5. Learning styles

4.1.5.1. 20th Read, Write & Auditory

4.1.5.2. 21th Visual, Auditory, Kinesthetic & Read/Write

5. What is Team?

5.1. it is an Association of like minded people, that are guided by a common goal

5.2. they are peopleUnited by a common responsibilities that they complement each other

5.3. Belbin Team Roles

5.3.1. Thinking oriented

5.3.1.1. Monitor evaluation

5.3.1.2. Specialist

5.3.1.3. Plant

5.3.2. Action oriented

5.3.2.1. Shaper

5.3.2.2. Completer finisher

5.3.2.3. Implementer

5.3.3. People oriented

5.3.3.1. Resource investigator

5.3.3.2. Teamworker

5.3.3.3. Coordinator

6. The use of interactive technologies and online platforms for the purpose of formation of foreign language competence and students' soft skills

6.1. Google Apps in the Foreign Language Classroom (FLC)

6.1.1. Google Drive-Create while Collaborating

6.1.2. Google Docs (up to 50 synchronous collaborators)

6.1.3. Use Google Docs for:

6.1.3.1. Collaborative Vocabulary Activity - Raises the standard = improved writing/creations - Immediate Teacher feedback

6.1.3.2. Collaborative Writing - Comments (by peers &/or teacher) - Right Click word: Research: links and citations (use EasyBib) Reference Tools

6.1.3.3. Group Discussion/Ask Questions - Blog Reflections Thought questions

6.1.3.4. Notes for Class, Meetings, Project Planning - All can type on notes (update, correct spelling...) - Can share notes with all (especially those AB students!) - Different note takers assigned for certains days or weeks...add to an overall Unit studyguide

6.1.3.5. - Share successful lesson plans with colleagues including your comments about key parts

6.1.3.6. Published Work-Share Function - Peers can see / Parents can see / Public on the Web

6.1.3.7. Google Translate (Go to Tools / Translate document) - Terrible translations - Great pronunciation

6.1.3.8. - Field Trip Collaboration

6.1.3.9. - Error Correction

6.1.3.10. - Picture Sequence Collaborative Writing

6.2. Collaborative Online International Learning (COIL): Outcomes, Challenges and Best Practices

6.2.1. The most positive outcomes generated from COIL exchanges are

6.2.1.1. The student impact stories and the role it has played on increasing international perspectives and

6.2.1.2. The engagement of faculty and desire to expand their classrooms/course offerings to have a COIL or internationalization component

6.2.1.3. an increase in student interest to participate in physical mobility programs like study abroad.

6.2.2. The greatest challenges in building COIL exchanges are

6.2.2.1. Technology support

6.2.2.2. Senior leadership buy-in and

6.2.2.3. Logistics.

6.2.3. Final Remarks on COIL

6.2.3.1. For institutions considering expanding COIL offerings, we recommend working with an established partner and allowing for at least 12 months of planning

6.2.3.2. An identified technology support staff is also crucial in launching successful virtual exchanges.

7. BYOD – features of mobile learning, mobile pedagogy

7.1. Mobile pedagogy for English language teaching and learning

7.1.1. Mobile pedagogy for ELT aims to enhance the mobile experience for learners and their teachers, to share knowledge with educators

7.1.2. It is worth noting that “language education, teacher training policies, examinations curriculum documents, and materials have yet to catch up with and reflect the range of digital media that has become so much part of many of our learners’ lives

7.1.3. Thus, the “Mobile pedagogy for English language teaching: a guide for teachers” provides EFL teachers with practical classroom and home learning ideas that can be applied in teaching English

7.2. Framework of mobile assisted language learning (MALL)

7.2.1. English language teachers have always aimed to make learning relevant to their learners’ lives and language needs.

7.2.2. Mobile learning facilitates this by strengthening connections between people, and between the places where language is learned and used.

7.2.3. It can also make use of device features that detect a user’s location and their movements.

7.2.4. Mobile technology partly depends on the ability to connect to the internet in different locations, ideally seamlessly, but we still need to be aware of aspects such as availability of Wi-Fi or how much it may cost to download a very large file.

7.3. The Concept and Theories of Mobile Learning

7.3.1. Mobile learning is personalized, authentic, ubiquitous, dynamic, social and collaborative self-regulated lifelong learning mediated via handheld gadgets and potentially available anytime anywhere

7.3.2. As cited in Crompton, (2013b), these researchers suggest fifteen different theories related to m-learning, which are: behaviorism, cognitivism, constructivism, situated learning, problem-based learning, context-awareness learning, sociocultural theory, collaborative learning, conversational learning, lifelong learning, informal learning, activity theory, connectivism, navigationalism, and location-based learning.

7.4. Mobile-Assisted Language Learning (MALL): Advantages and Challenges

7.4.1. The term ‘MALL’ has come to be used to refer to language learning that is assisted or enhanced through the use of a handheld mobile device

7.4.2. mobility, ubiquity, connectivity, portability, access, handheldibility, convergence, multifunctionality, crossplatform blending, optionality, convenience; accessibility, availability, affordability, context-awareness, personalization, and flexibility.

7.4.3. Nowadays students can “take the lead and engage in activities that are motivated by their personal needs and circumstances of use” developing their language skills

7.4.4. The use of m-learning is also incorporated into UNESCO ICT Competency Framework for Teachers updated in 2011.

7.4.5. Thus, MALL includes both technical and pedagogical challenges that are multidisciplinary.

7.5. BYOD (Bring Your Own Device) Approach

7.5.1. Disadvantages

7.5.1.1. Overload Wireless Network

7.5.1.2. Possibly opens up the opportunity for cheating

7.5.1.3. May become a status symbol for students

7.5.1.4. Students may not be able to afford these devices

7.5.1.5. May increase the possibility of theft

7.5.2. Advantages

7.5.2.1. Students participation increses

7.5.2.2. Learning becomes student - driven

7.5.2.3. Student communication and collaboration increases

7.5.2.4. Cost saving

7.5.2.5. Personalised instruction

7.5.2.6. A new way of Learning

7.5.2.7. Better organization

8. Artificial intelligence (AI) in learning a foreign language

8.1. Artificial intelligence is increasingly playing a greater role in our lives, and the latest trend are AI chips and the accompanying smartphone applications.

8.2. But this technology began to be developed as early as in the 50s with the Dartmouth Summer Research Project on Artificial Intelligence at Dartmouth College in the U.S.

8.3. Various kinds of AI

8.3.1. Symbolic or symbol-manipulating AI works with abstract symbols that are used to represent knowledge.

8.3.2. Neural AI became popular in computer science in the late 80s.

8.3.3. Neural networks are organized into layers that are connected to each other via simulated lines.

8.4. Artificial intelligence (AI) is an new learning paradigm

8.4.1. Artificial intelligence technologies will also enhance language learning with the use of language bots, machine translation, and personalized textbooks.

8.4.2. This is why AI software development companies are investing in smart educational applications.

8.5. AI is

8.5.1. Machine learning is when humans (generally data scientists) use large data sets to train computers to make models which predict the outcome of some future event.

8.5.2. When we talk about AI, we are often referring to the power of simple, well-established mathematical formulas to make accurate predictions.

8.6. AI is not

8.6.1. Most artificial intelligence applications have nothing to do with robots or replicating human cognition; instead they focus on using the vast computational capabilities of modern computers to solve single, simple problems in a much more effective way than a human can.

9. How is AI helping language learners?

9.1. AI has the potential to make digital language learning truly personalised to each learner: reducing the time, cost and frustration involved in completing online or app-based courses.

9.2. What it essentially allows us to do is save the learner time, by only testing them on words they are likely to get wrong, rather than words that they are likely to get right.

9.3. Most importantly, the future of AI is about saving both learners and teachers time to focus on developing skills such as conversational fluency or confidence in communicating across cultures.

10. Virtual and augmented reality (VR and AR) as a means of enhancing motivating students to form sociolinguistic competence (SLC)

10.1. Virtual Reality Learning Environments

10.1.1. Educational researchers have explored the affordances of learning in VR.

10.1.1.1. they highlight significant barriers existing with current VR technology related to cybersickness, limited content, and fundamental design choices, which limit practical use in classrooms.

10.1.2. VR as a learning technology enables educators to develop a multitude of experiences, and it is this flexibility that is one of its significant benefits.

10.1.3. VR simulations can be useful learning environments for education and training across a range of domains, including but not limited to, virtual field trips, emergency services, medical practice, education of students with special educational needs and collaboration and cooperation

10.1.4. Virtual Reality is a technology that can immerse a user in computersimulated environments in which they can interact. It has the power to impact learning in extraordinary ways.

10.2. Theory of VR affordances in learning

10.2.1. Situational Cognition Theory (SCT) is an educational theory that helps to explain the effectiveness of VR learning environments.

10.2.2. Situated cognition or situated learning is an important theory that focuses on the whole process of learning.