CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Galleries of language: Maker-centered learning and the language and culture classroom
Tác giả
Kannan J.; Brenneis S.J.; Nader-Esfahani S.
Năm xuất bản
2021
Source title
CALICO Journal
Số trích dẫn
0
DOI
10.1558/cj.40995
Liên kết
Tóm tắt
The use of digital exhibitions in two advanced language and culture courses within a liberal arts curriculum provides an innovative pedagogical approach to promoting language learning and critical analysis. This article proposes a pedagogy to incorporate Maker-Centered Learning (MCL), the framework that emerged from a Harvard Graduate School of Education research project, Agency by Design (AbD) in 2012, into language courses. Through the lens of the three indicators (“looking closely,” “exploring complexity,” and “finding opportunity”) and related descriptors put forward by the AbD project, the analysis of the two language courses— one French and the other Spanish—as case studies reveals how, despite differences in course objectives and design, they achieved similar results by (1) facilitating learner autonomy, (2) developing learner communities, and (3) fostering learning on a continuum by going beyond the classroom. We demonstrate that creative projects made possible through digital tools can generate opportunities for engag-ing with language, literature, and culture in ways that transform students into col-laborators and creators of knowledge. This approach consequently displaces the MCL framework from its more traditional association with Science, Technology, Engineering and Maths (STEM) fields, and bolsters the claims of scholars who view the arts and humanities as equally fertile ground for its application. The pedagogical methodology detailed here could be replicated in any language classroom. © 2021, equinox publishing.
Từ khóa
CALL; Digital exhibits; Global learning communities; LC2; Learner autonomy; Maker-Centered Learning
Tài liệu tham khảo
Albion P., From creation to curation: Evolution of an authentic “Assessment for Learning” task, Society for Information Technology & Teacher Education International Conference, pp. 1160-1168, (2014); Bevan B., Petrich M., Wilkinson K., Tinkering is serious play, Educational Leadership, 72, 4, pp. 28-33, (2014); Blikstein P., Maker movement in education: History and prospects, Handbook of Technology Education, pp. 419-437, (2018); Blin F., CALL and the development of learner autonomy: Towards an activity-theoretical perspective, ReCALL, 16, 2, pp. 377-395, (2004); Bui T., Designing and making with English language learners, (2013); Carnagey A., May M. D., Weaver J. B., Libraries, Makerspaces, and construc-tionist learning: The Maker lab at Abilene Christian University, ATLA Summary of Proceedings, 68, 2014, pp. 126-131, (2014); Clapp E. P., Jimenez R. L., Implementing STEAM in Maker-centered learning, Psychology of Aesthetics, Creativity, and the Arts, 10, 4, pp. 481-491, (2016); Clapp E. P., Ross J., Ryan J. O., Tishman S., Maker-centered learning: Empow-ering young people to shape their worlds, (2016); Cohen J. D., Huprich J., Jones W. M., Smith S., Educators’ perceptions of a Maker-based learning experience, International Journal of Information and Learning Technology, 34, 5, pp. 428-438, (2017); Davy J., Schindler A. C., Student curators in the archives: Class curated exhibits in academic special collections, Innovative Practices for Archives and Special Collections, pp. 31-45, (2015); Dougherty D., The Maker movement, Innovations: Technology, Governance, Glo-balization, 7, 3, pp. 11-14, (2012); Dougherty D., The future of the Maker movement, (2013); Dougherty D., The Maker mindset, Design, make, play: Growing the next generation of STEM innovators, pp. 7-11, (2013); Egbert J., Hanson-Smith E., CALL environments: Research, practice, and critical issues, (1999); Fuchs C., Learner autonomy in beginning language MOOCs (LMOOCs): The student teachers’ perspective, Learner autonomy and Web 2.0, pp. 168-197, (2017); Gaztambide-Fernandez R., Why the arts don’t do anything: Toward a new vision for cultural production in education, Harvard Educational Review, 83, 1, pp. 211-237, (2013); Gibbs G., Learning by doing: A guide to teaching and learning methods, (1988); Godwin-Jones R., Contributing, creating, curating: Digital literacies for language learners, Language Learning & Technology, 19, 3, pp. 8-20, (2015); Grandl M., Ebner M., Strasser A., Setup of a temporary Makerspace for children at university: MAKER DAYS for kids 2018, Robotics in Education. RiE 2019. Advances in Intelligent Systems and Computing, 1023, pp. 406-418, (2019); Gu P., Zhang Y., Gu H., Creating a technology-enhanced constructivist learning environment for research ability development in a BA thesis writing course, Computer Assisted Language Learning, 33, 5–6, pp. 538-566, (2020); Halverson E. R., Sheridan K., The Maker movement in education: Designing, creating, and learning across contexts, Harvard Educational Review, 84, 4, pp. 495-504, (2014); Harel I., Papert S., Constructionism, pp. 193-206, (1991); Heift T., Schulze M., Errors and intelligence in computer-assisted language learning: Parsers and pedagogues, (2007); Holec H., Autonomy and foreign language learning, (1981); Honey M., Kanter D. E., Design, make, play: Growing the next generation of STEM innovators, (2013); Hubbard P., Levy M., Theory in computer-assisted language learning research and practice, The Routledge handbook of language learning and technology, pp. 50-64, (2016); Jaramillo J. A., Vygotsky’s sociocultural theory and contributions to the development of constructivist curricula, Education, 117, 1, pp. 133-141, (1996); Jones W. M., Teachers’ perceptions of a Maker-centered professional development experience: A multiple case study, International Journal of Technology and Design Edu-cation, pp. 1-25, (2020); Lee K., English teachers’ barriers to the use of computer-assisted language learn-ing, Internet TESL Journal, 6, 12, (2000); Little D., Language learner autonomy: Some fundamental considerations revisited, International Journal of Innovation in Language Learning and Teaching, 1, 1, pp. 14-29, (2007); Lu X., Natural language processing and intelligent computer?assisted language learning (ICALL), The TESOL Encyclopedia of English Language Teaching, (2018); Maio P., Makerspaces” for science instruction also proving helpful for English learners, EdSource, (2016); May S., Clapp E. P., Considering the role of the arts and aesthetics within Maker-centered learning, Studies in Art Education, 58, 4, pp. 335-350, (2017); Murphy P. H., School libraries addressing the needs of ELL students: Enhancing language acquisition, confidence, and cultural fluency in ELL students by developing a targeted collection and enriching your Makerspace, Knowledge Quest, 46, 4, pp. 60-65, (2018); Mutlu A., Eroz-Tuga B., The role of computer-assisted language learning (CALL) in promoting learner autonomy, Eurasian Journal of Educational Research, 51, pp. 107-122, (2013); O'Malley C., Vavoula G., Glew J. P., Taylor J., Sharples M., Lefrere P., MOBIlearn WP4—Guidelines for learning/teaching/tutoring in a mobile environment, (2003); Own L., How to utilize a makerspace for world language learning, (2016); Oxford R. L., Linking theories of learning with intelligent computer-assisted language learning (ICALL), Intelligent language tutors: Theory shaping technology, pp. 359-369, (1995); Papert S., Constructionism: A new opportunity for elementary science education, (1986); Piaget J., Psychology and epistemology: Towards a theory of knowledge, (1971); Prendergast R., Totleben K., Course design, images, and the class-curated exhibit, RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage, 19, 2, (2018); Reinders H., Hubbard P., CALL and learner autonomy: Affordances and con-straints, Contemporary computer-assisted language learning, pp. 359-375, (2013); Ross J., Clapp E. P., The Agency by Design inquiry cycle: Documenting inquiry and practice in the Maker-centered classroom, (2018); Schwienhorst K., Learner autonomy and CALL environments, (2012); Seymour G., The inclusive Makerspace: Working with English language learners and special education students, School library Makerspaces in action, (2018); Thomas A. M., Besser D., The Maker movement and engineering, Bridge: National Academies of Engineering, 47, 3, pp. 32-36, (2017); Thomas M., Reinders H., Warschauer M., Contemporary computer-assisted language learning, (2012); Vossoughi S., Bevan B., Making and tinkering: A review of the literature, pp. 1-55, (2014); Warschauer M., Computer assisted language learning: An introduction, Multimedia language teaching, pp. 3-20, (1996); Warschauer M., Grimes D., Audience, authorship, and artifact: The emergent semiotics of Web 2.0, Annual Review of Applied Linguistics, 27, (2007); Warschauer M., Kern R., Network-based language teaching: Concepts and prac-tice, (2000)
Nơi xuất bản
Equinox Publishing Ltd
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus