Learning autonomy, digital learners and Google Education: a rhizomatic English syllabus framework
Exploiting the free technology empowering services with which Google supplies the educational field, the present paper contributes a Google Education mediated syllabus framework to the field of teaching English as a second/ foreign language. Through a systems approach methodology, the framework addressed the concepts of ‘learner autonomy’ and ‘digital learners’ within the scope of its consecutive blocks: conceptualisation, planning and development. The relevance of this effort is to be seen in terms of bridging the ever-growing gap between the classroom and the digital world of web 2.0 learners; as well as enabling the teachers to contextualise the proposed tool with regard to their syllabi development, renewal and adaptation.
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.
Benson, P. (2013). Teaching and Researching Autonomy in Language Learning. London: Routledge.
Bennett, S. Maton, K. & Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. https://doi.org/10.1111/j.1467-8535.2007.00793.x
Blake, R. J. (2008). Brave New Digital Classroom: Technology and Foreign Language Learning. Georgetown University Press.
Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain. New York: David McKay.
Bouchard, P. (2012). Self-directed learning and learner autonomy. Seel, N. M. (Ed.). Encyclopedia of Sciences of Learning. Springer, 2997-3000. https://doi.org/10.1007/978-1-4419-1428-6_1781
Boulton, A. Chateau, A. Pereiro, M. & Azzam-Hannachi, R. (2008). Learning to learn languages with ICT - but how? CALL-EJ Online, 9(2). Retrieved 19 June 2018 from http://callej.org/journal/9-2/boulton.html.
Brown, G. and Yule, G. (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press.
Candy, P. (1991). Self-Direction in Learning: A Comprehensive Guide to Theory and Practice. San Francisco: Jossey Bass.
Cembalo, M. & Holec, H. (1973). Les langues aux adultes: Pour une pedagogie de l'autonomie. Melanges Pedagogiques. CRAPEL. Retrieved 19 June 2018 from http://www.atilf.fr/IMG/pdf/5cembalo-holec.pdf.
Churches, A. (2008). Bloom's Digital Taxonomy. Retrieved 13 August 2018 from http://burtonslifelearning.pbworks.com/f/BloomDigitalTaxonomy2001.pdf.
Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate 4(5). Retrieved 10 July 2018 from http://davecormier.com/edblog/2008/06/03/rhizomaticeducation-community-as-curriculum/.
Corneli, J. & Danoff, C. J. (2011). Paragogy. In Proceedings of the 6th Open Knowledge Conference, OKCon 2011, Berlin, Germany. Retrieved August 20 2018 from http://ceurws.org/Vol-739/paper_5.pdf.
Crook, C. & Harrison, C. (2008). Web 2.0 Technologies for Learning at Key Stages 3 and 4. Coventry: Becta Publications.
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139164771
Crystal, D. (2008). Txtng: The GR8 DB8. Oxford: Oxford University Press.
Daley, J. P. (2011). Deconstructing formal and informal learning spaces with social networking sites. Thomas, M. (Ed.). Digital Education. London: Palgrave. https://doi.org/10.1057/9780230118003_11
Eshet-Alkalai, Y. (2004). Digital literacy: a conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
Fau, S. & Moreau, Y. (2018). Managing Tomorrow's Digital Skills - What Conclusions can we Draw from International Comparative Indicators? Paris: UNESCO.
Ferrara, K. Brunner, H. & Whittemore, G. (1991). Interactive written discourse as an emergent register. Written Communication, 8(1), 8-34. Sage Publications. https://doi.org/10.1177/0741088391008001002
Gallardo-Echnique, E. E., Marques-Molias, L., Bullen, M., & Strijbos, J. W. (2015). Let's Talk about Digital Learners in the Digital Era. International Review of Research in Open and Distance Learning, 16(3). Retrieved 6 May 2014 from http://www.irrodl.org/index.php/irrodl/issue/view/69. https://doi.org/10.19173/irrodl.v16i3.2196
Google (2018). Solutions built for teachers and students. Google for Education. Retrieved 14 August 2018 from https://edu.google.com/?modal_active=none.
Google drive https://drive.google.com.
Gremmo, M.-J., & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: The history of an idea. System, 23(2), 151-164. https://doi.org/10.1016/0346-251X(95)00002-2
Hase, S. and Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-118. https://doi.org/10.29173/cmplct8766
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford/New York: Pergamon Press.
Howe, N. Strauss, W. (2000). Millennials Rising: The Next Great Generation. New York: Vintage Books.
International Bureau of Education. (2017). Training Tools for Curriculum Development: Developing and Implementing Curriculum Frameworks. Paris: UNESCO.
Jiménez Raya, M. & Lamb, T.E. (2008). Manifestations of Autonomy in the School Curriculum. In M. Jiménez Raya & T.E. Lamb (Eds.), Pedagogy for Autonomy in Modern Languages Education: Theory, Practice, and Teacher Education (pp. 58-76). Dublin: Authentik.
Kennedy, G., Judd, T., Dalgarnot, B. and Waycott, J. (2010). Beyond digital natives and immigrants: Exploring types of net generation students, Journal of Computer Assisted Learning, 26(5), 332-343. https://doi.org/10.1111/j.1365-2729.2010.00371.x
Lamb, T.E. (2017). 'Knowledge about language and learner autonomy', in Cenoz, J. & Gorter, D. (Eds.) Language Awareness and Multilingualism. In: Encyclopedia of Language and Education. Cham, Switzerland: Springer International Publishing Switzerland: 173186. Retrieved 8 July 2018 from http://westminsterresearch.wmin.ac.uk/20414/1/Lamb%20KALLA%20complete%20fina l%20rev.pdf.
Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik.
Morrison, B. (2011). Building on experience, seeking new perspectives. In Morrison, B. (Ed.), Independent Language Learning: Building on Experience, Seeking New Perspectives. Hong Kong University Press, pp. 3-10. https://doi.org/10.5790/hongkong/9789888083640.003.0001
OECD (2016). Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills, OECD Publishing, Paris. doi: 10.1787/9789264265097-en. Retrieved 10 July 2018 from http://www.oecd.org/education/ceri/GEIS2016Background-document.pdf. https://doi.org/10.1787/9789264265097-en
Oxford, R. L. (2008). Chapter 3: Hero with a Thousand Faces: Learner Autonomy, Learning Strategies and Learning Tactics in Independent Language Learning. In Stella Hurd & Tim Lewis (Eds.), Language Learning Strategies in Independent Settings (pp. 41- 64). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781847690999-005
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In Benson, P. & Voller, P. (Eds.), Autonomy and Independence in Language Learning (pp. 192-203). London: Longman.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6. MCB University Press. Retrieved 10 July 2018 from https://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
Reeves, T. C. & Oh, E. (2008). Generational Differences. Spector, J.M. Merrill, M.D. Merrienboer, J. V. & Driscoll, M. P. (Eds.). Handbook of Research on Educational Communications and Technology (pp. 295-303). Springer.
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved 10 July 2018 from https://www.learningnetwork.ac.nz/shared/professionalReading/TRCONN2011.pdf.
Rheingold, H. (2002). Smart Mobs: The Next Social Revolution. Cambridge, Mass.: Perseus.
Rushkoff, D. (2006). Screenagers: Lessons in Chaos from Digital Kids. New York: Hampton Press.
Rowlands, I. Nicholas, D. Williams, P. Huntington, P. Fieldhouse, M. Gunter, B. Withey, R. Jamali, H. R. T. Dobrowolski, T. & Tenopir, C. (2008). The Google Generation: the Information Behaviour of the Researcher of the Future, Aslib Proceedings, 60(4), 290310. Retrieved 10 July 2018 from https://doi.org/10.1108/00012530810887953.
Steyaert, J. and J. de Haan (2001). Geleidelijk Digitaal: Een Nuchtere Kijk op de Gevolgen van ICT [Gradually Digital: A Sober Look at the Consequences of ICT]. The Hague: Social and Cultural Planning Office of the Netherlands.
Stowe, R. A. (1973). Research and systems approach as methodologies for education. AV Communication Review, 21(2), 165-175. Springer. Retrieved 13 September 2016 from https://jstor.org/stable/30218523.
Tapscott, D. (2009). Grown Up Digital: How the Net Generation is Changing your World. New York: McGraw-Hill.
Torocsik, M. Szucs, K. & Kehl, D. (2014). How Generations Think: Research on Generation Z. Acta Universitatis Sapientiae, Communicatio, 1, 13-45.
Underwood, J. D. & Farrington-Flint, L. (2015). Learning and the E-Generation. Oxford: John Wiley & Sons, Ltd.
Vaidhyanathan, S. (2008). Generational myth: Not all young people are tech-savvy, The Chronicle of Higher Education, 55(4). Retrieved 10 July 2018 from https://www.chronicle.com/article/Generational-Myth/32491.
Veszelszki, Á. (2017). Digilect: the Impact of Infocommunication Technology on Language. Berlin: De Gruyter Mouton. https://doi.org/10.1515/9783110499117
Wenger, E. McDermott, R. & Snyder, W. (2002). Cultivating Communities of Practice. Harvard Business Review Press.
Wheeler, S. & Gerver, R. (2015). Learning with 'e's: Educational Theory and Practice in the Digital Age. Carmarthen: Crown House Publishing.
Willems, A. S. & Lewalter, D. (2012). Self-determination and learning. In Seel, N. M. (Ed.). Encyclopedia of Sciences of Learning. Springer, 2993-2997. https://doi.org/10.1007/978-1-4419-1428-6_250
Metrics powered by PLOS ALM
- There are currently no refbacks.
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
Universitat Politècnica de València
e-ISSN: 1695-2618 http://dx.doi.org/10.4995/eurocall