Organitza: GREIP (Grup de Recerca en Ensenyament i Interacció Plurilingües) i Doctorat en Educació Xerrades i Taula Rodona Charlas y Mesa Redonda Lectures & Roundtable Fandom, Social Media and Learning Dr. Shannon Sauro, Malmö University & Lund University Human development and semiotic remediation through mobile place-based gaming Dr. Steven L. Thorne, Portland State University & University of Groningen Dimecres 27 de novembre de 2013, 17-20:30h. Fac. Ciències de l’Educació, UAB Miércoles 27 de noviembre de 2013, 17-20:30h. Fac. Ciències de l’Educació, UAB Wednesday 27 November 2013, 17-20:30h. Fac. Ciènces de l’Educació, UAB SALA DE GRAUS Learning in the age of hyper connectivity
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Learning in the age of hyper connectivity · Learning in the age of hyper connectivity . Lorem Ipsum Fandom, Social Media and Learning For many, social media has become a ubiquitous
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Organitza:
GREIP (Grup de Recerca en Ensenyament i Interacció Plurilingües) i
Doctorat en Educació
Xerrades i Taula Rodona Charlas y Mesa Redonda Lectures & Roundtable
Fandom, Social Media and Learning Dr. Shannon Sauro, Malmö University & Lund University
Human development and semiotic remediation through mobile
place-based gaming Dr. Steven L. Thorne, Portland State University & University of
Groningen
Dimecres 27 de novembre de 2013, 17-20:30h. Fac. Ciències de l’Educació, UAB Miércoles 27 de noviembre de 2013, 17-20:30h. Fac. Ciències de l’Educació, UAB
Wednesday 27 November 2013, 17-20:30h. Fac. Ciènces de l’Educació, UAB
SALA DE GRAUS
Learning in the age of hyper connectivity
Lorem Ipsum
Fandom, Social Media and Learning
For many, social media has become a ubiquitous part of daily life and represents a context that can be used for both teaching and educational research. This talk includes an overview of some current research trends using social media for language learning and explores task-based language teaching (TBLT) and online media fandoms (e.g. Harry Potter, Sherlock) as a model for classroom task development and research using social media. It concludes with an overview of a new research project being conducted on the use of a fandom-based task incorporating social media to foster the teaching and learning of English and creative writing in an English for teacher-educators course in Sweden.
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Shannon Sauro an Associate
Professor in the Department
of Culture, Languages and
Media at Malmö University
and a visiting research fellow
at the Centre for Languages
and Literature at Lund
University. She teaches
courses in English teacher
education, academic writing,
and computer-assisted
language learning.
Her areas of research include
computer-mediated second
language acquisition, task-
based language teaching in
online environments, and the
intersection of online media
fandoms and language
learning.
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Some of her more recent
publications are:
Sauro, S. (forthcoming, 2013).
Lessons from the fandom: Task
models for technology-enhanced
language learning. In M. González-
Lloret & L. Ortega (Eds). Technology
and tasks: Exploring technology-
mediated TBLT. Philadelphia: John
Benjamins.
Sauro, S. (2012). Computer-mediated
communication and second language
development. In C.A. Chapelle (Ed.)
The encyclopedia of applied
linguistics. Malden, MA: Wiley-
Blackwell.
Sauro, S. (2012). L2 performance in
text-chat and spoken discourse.
System, 40 335-348.
Sauro, S. (2011). SCMC for SLA: A
research synthesis. CALICO Journal,
28(2), 369-391.
Homepage:
ttp://ssauro.info/index.html
Dr. Shannon Sauro
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Human development and
semiotic remediation through mobile place-
based gaming
In the new millennium, emerging mobile technologies have had a profound effect on information and communication practices – from interpersonal communication and social coordination to the on-demand, just-in-time dynamics that shape everyday uses of information. While mobile technologies saturate everyday life, they are only recently coming to support, and in some cases to transform, learning opportunities and processes. Applying principles expressed in cultural-historical and ecological approaches to development and distributed/extended/embodied cognition, this talk will describe a variety of projects to illustrate the use of Augmented Reality (AR) place-based techniques for creating multilingual learning opportunities for language students. Together, the projects represent multiple dimensions of the design, implementation, and evaluation of place-based experiences and highlight learner play as well as learner design. Existing AR games for language learning (e.g., Holden & Sykes, 2011; Thorne, 2013) and accompanying mobile resources for learning share certain objectives: 1) to increase engagement in the learning process by moving students and learning experiences out of the classroom and into the world; 2) to provide in situ prompts and activities that align with, and potentially augment, existing curricular objectives; and 3) to offer ubiquitous access to mobile learning resources and activities. The presenter will draw on available findings from a number of the projects to highlight learning outcomes, synthesize lessons learned at the design and implementation stages, and make recommendations for future research and practice.
Dr. Steve Thorne
Steve Thorne holds faculty appointments in the Department of
World Languages and Literatures at Portland State University and
in the Department of Applied Linguistics at the University of
Groningen, The Netherlands. His interests and research include
cultural-historical and usage-based approaches to language
development, language use and learning in new media and online
gaming environments, and theoretical investigations of language,
communication, and development. He is currently working on a
variety of projects that examine technology-mediated language
learning occurring within and outside of formal educational
settings, ancestral language maintenance and revitalization
among the Yup’ik in Alaska, and is developing an approach called
Language-Integrated Knowledge Education (LIKE), which situates
plurilingual language awareness at the heart of university study.
His research has appeared in numerous edited collections as well
as the Handbook of New Literacies, Encyclopedia of Language
and Education, and the Modern Language Journal, Language
Learning & Technology, Annual Review of Applied Linguistics,
CALICO Journal, Language Teaching, Brain & Cognition, ReCALL
Journal, and Intelligence, among other venues. His book length
works include a co-edited book on Internet-mediated
Intercultural Foreign Language Education (Thomson/Heinle,
2006) and the co-authored volume Sociocultural Theory and the
Genesis of Second Language Development (Oxford University