OpenLearn and Knowledge Maps for Language Learning

OpenLearn and Knowledge Maps for Language Learning

Alexandra Okada (The Open University, UK)
DOI: 10.4018/978-1-59904-994-6.ch006
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Abstract

This chapter presents new methodologies designed to facilitate language acquisition in open learning communities via open educational resources and knowledge mapping. It specifically focuses on the OpenLearn project developed by The Open University. This offers a virtual learning environment based on Moodle platform with free educational materials and knowledge media tools such as the instant messaging MSG, the Web videoconferencing application, FlashMeeting, and the knowledge mapping software tool Compendium. In this chapter, these technologies and mapping techniques are introduced in order to promote open language learning. Ways in which teachers and students can make use of these OpenLearn tools and resources are discussed and some benefits fully described.
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Introduction: The Open Learning Movement And Language Learning

Open content resources have been growing rapidly, opening up new possibilities for active language learning. Free innovative tools, open access content, and collaborative learning strategies provide new opportunities for learners engaging in widening communication and collective construction of knowledge (Willinsky, 2006; Cedergren, 2003). These new resources and new methodologies can bring new ways to foster meaningful learning.

The Open Content Initiative is a growing movement in the promotion of open learning which involves institutions, universities, researchers, teachers, and scientists in the free access to world knowledge resources (O’Mahony & Ferraro, 2003). Its aim is to provide free access to quality teaching materials from the public domain from which open educational resources can be customized, improved, and shared with local communities. These can be personalized to match local contexts and cultural aspects such as language, level of study, pre-requirements, learning outcomes, and so forth (Downes, 2006; Dholakia, King, & Baraniuk, 2006; Jarman, 2006).

Open learning communities are defined as a set of people with common interests who interact collaboratively in order to learn together. There are five important features in an open learning community: open products, integrity, transparency, non-discrimination, and non-interference (Reagle, 2004, 2006). Open communities are open to receive new members, share information, reconstruct knowledge, and learn together developing open products. Participants ensure the integrity of the process and their contributions. They are transparent in self-organizing, making their own rules and defining their process. They do not discriminate between people, individuals, or groups. Members can interact and work under their own understanding or conceptualization without interference. They are active contributors (Aigrain, 2004; Stadler & Hirsh, 2002).

Open learning environments can be considered a new methodology for informal learning. Academics, teachers, and students alike can benefit from the Open Educational Resource Movement. Teachers can select high-quality materials, use free tools and resources, and engage their students in open learning communities in order to develop skills such as:

  • Selecting extra and relevant learning materials,

  • Managing their own learning,

  • Contacting new fellow students, and

  • Developing learning communities.

More specifically in language learning, open communities can be very useful in promoting meaningful learning. Students can become active learners by:

  • Communicating with people from different countries,

  • Practicing the language in real situations,

  • Sharing their personal context and creating meaningful opportunities for learning, and

  • Using technology collaboratively to improve their understanding together.

Complete Chapter List

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Editorial Advisory Board
List of Reviewers
Table of Contents
Foreword
Norbert Pachler
Preface
Rita de Cássia Veiga Marriott, Patricia Lupion Torres
Acknowledgment
Rita de Cássia Veiga Marriott, Patricia Lupion Torres
Chapter 1
Pascual Pérez-Paredes, Maria Sánchez-Tornel
The research we report is a pilot study carried to test English as a Foreign Language (EFL) students’ reception of an electronic foreign language... Sample PDF
Understanding E-Skills in the FLT Context
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Chapter 2
Antônio Carlos Soares Martins, Junia de Carvalho Fidelis Braga
The discussions presented herein emerged from two empirical studies in progress:“Online Learning Communities in the Realm of Complexity” and “The... Sample PDF
The Emergence of Social Presence in Learning Communities
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Chapter 3
CALL as Action  (pages 39-52)
Vilson J. Leffa
The objective of this chapter is to offer a new approach for research in Computer-Assisted Language Learning (CALL). It starts with the assumption... Sample PDF
CALL as Action
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Chapter 4
Vera Lucia Menezes de Oliveira e Paiva, Adail Sebastiao Rodrigues-Junior
This pedagogical and methodological chapter aims at contributing to increasing Web teachers’ awareness of the different ways teachers and students... Sample PDF
Investigating Interaction in an EFL Online Environment
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Chapter 5
Euline Cutrim Schmid
This chapter discusses the concept of integrated CALL by drawing upon data collected for a PhD research project that investigated the impact of... Sample PDF
Interactive Whiteboards and the Normalization of CALL
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Chapter 6
Alexandra Okada
This chapter presents new methodologies designed to facilitate language acquisition in open learning communities via open educational resources and... Sample PDF
OpenLearn and Knowledge Maps for Language Learning
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Chapter 7
Ria Hanewald
This chapter provides an overview of the field of digital objects and repositories. It introduces the concepts of digital objects and repositories... Sample PDF
Learning Objects: Projects, Potentials, and Pitfalls
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Chapter 8
Patrica Lupion Torres, Rita de Cassia Veiga Marriott, Andreia Ferreira Ramos
This chapter presents the experience of production and use of learning objects (LOs) for English-language learning at the Pontificia Universidade... Sample PDF
English-Language Teaching with Learning Objects at PUCPR
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Chapter 9
Zhuo Li, Feng Liu, Jeff Boyer
The purpose of this chapter is to investigate the present use of e-gaming in language acquisition along with its potential and challenges. We review... Sample PDF
Amusing Minds for Joyful Learning through E-Gaming
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Chapter 10
Jowati Juhary
This chapter analyses the challenges in adapting a non-language learning courseware (NLLC) for a military learning environment. The National Defense... Sample PDF
A Non-Language Learning Courseware and its Challenges
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Chapter 11
Marcus Vinicius dos Santos, Isaac Woungang, Moses Nyongwa
The increasing importance of e-learning has been a boosting element for the emergence of Internet-based educational tools. As we move into the... Sample PDF
A Pliant-Based Software Tool for Courseware Development
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Chapter 12
Aysegül Daloglu, Meltem Baturay, Soner Yildirim
This chapter outlines how the constructivist approach can be implemented in Web-based vocabulary teaching, characteristics of effective Web-based... Sample PDF
Designing a Constructivist Vocabulary Learning Material
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Chapter 13
Yasunori Nishina
This chapter suggests an effective method for lexical studies using Moodle within the framework of data-driven learning based on parallel... Sample PDF
A Lexical Study Based on Corpora, DDL, and Moodle
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Chapter 14
Vander Viana, Sonia Zyngier
Like the advent of the telescope, computers today can provide ways of looking into language patterns that cannot be seen with the naked eye. From... Sample PDF
EFL through the Digital Glass of Corpus Linguistics
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Chapter 15
Jing Wang
This chapter introduces a series of studies carried out with intermediate learners of Chinese regarding the reading of authentic e-materials with... Sample PDF
Electronic Strategies to Improve Chinese Reading Skills
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Chapter 16
Margaret Murphy, Cristina Poyatos Matas
This chapter argues that politeness is an important component of e-mail language. Many people are uncertain about how to make their e-mail polite... Sample PDF
Politeness in Intercultural E-Mail Communication
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Chapter 17
Neny Isharyanti
Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively... Sample PDF
Interactional Modifications in Internet Chatting
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Chapter 18
Sedat Akayoglu, Arif Altun
This chapter aims at describing the patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication by using... Sample PDF
The Functions of Negotiation of Meaning in Text-Based CMC
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Chapter 19
Esrom Adriano Irala, Patrica Lupion Torres
This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this... Sample PDF
The Use of the CMC Tool AMANDA in the Teaching of English
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Chapter 20
Christine Rosalia, Lorena Llosa
This chapter reports on an instrument that was developed to formatively assess the quality of feedback that second language students give to one... Sample PDF
Assessing the Quality of Online Peer Feedback in L2 Writing
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Chapter 21
Betty Rose Facer, M’hammed Abdous, Margaret M. Camarena
As part of an initiative to enhance the humanities’ use of emerging technologies, the Department of Foreign Languages and Literatures at Old... Sample PDF
The Impact of Academic Podcasting on Students' Learning Outcomes
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Chapter 22
Mahieddine Djoudi
The use of the mobile devices in language learning has been developed at a very high speed in the last years. Thus, we are witnessing many research... Sample PDF
Listening Comprehension of Languages with Mobile Devices
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Chapter 23
Huw Jarvis
This chapter reports on a quantitative study that examines how language students make use of an extensive range of computer-based materials (CBMs)... Sample PDF
Computers and Independent Study: Student Perspectives
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Chapter 24
Renata Chylinski, Ria Hanewald
This chapter reports on a study undertaken on the impact of pedagogical and technological innovations in language teaching and language learning... Sample PDF
Creating Supportive Environments for CALL Teacher Autonomy
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Chapter 25
Mar Gutiérrez-Colon Plana
Many language teachers, students, and institutions of virtual learning environments are well acquainted with the feelings of loneliness and... Sample PDF
Frustration in Virtual Learning Environments
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Chapter 26
Sarah Guth, Corrado Petrucco
This chapter describes how the social software tools that characterize Web 2.0, such as wikis and blogs, can be used as a valid substitute for more... Sample PDF
Social Software and Language Acquisition
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Chapter 27
Bryan Carter, Dayton Elseth
Within academia, distance learning as an approach to education has its share of skeptics. Regardless of how some feel about the methodology, it has... Sample PDF
The Usefulness of Second Life for Language Learning
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Chapter 28
Irene Mamakou
Interest in the integration of language learning with knowledge/content construction is growing around the world. In this line, an instructional... Sample PDF
Project-Based Instruction for ESP in Higher Education
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Chapter 29
Ma Camino Bueno Alastuey
The adaptation to the European Space of Higher Education and to the new demands of the labor market has produced a shift in university education... Sample PDF
WebCT Design and Users' Perceptions in English for Agriculture
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Chapter 30
Heli Simon, Päivö Laine, Ann Seppänen, Ana Barata, Carlos Vaz de Carvalho
This chapter presents the tutoring methodology adopted in an e-learning language course for students in vocational training and higher education as... Sample PDF
The LAFEC Experience for Language Skills Acquisition
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Chapter 31
Christian Swertz, Rosa Schultz, Katharina Toifl
This chapter reports the concept development and evaluation results from the project LANCELOT (LANguage learning with CErtified Live Online... Sample PDF
Language Teaching in Live Online Environments
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Chapter 32
Astrid Gesche
This chapter provides a basis for thinking about the dynamics and boundaries of foreign language learning in virtual learning communities of the... Sample PDF
Adapting to Virtual Third-Space Language Learning Futures
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Chapter 33
Chaka Chaka
This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL)... Sample PDF
Portable Handheld Language Learning from CALL MALL to PALL
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About the Contributors