Institute of Educational Technology at The Open University, UK
Agnes Kukulska-Hulme is Professor of Learning Technology and Communication in the Institute of Educational Technology at The Open University, UK, and Past-President of the International Association for Mobile Learning. Her research spans a number of inter-related fields including technology-supported learning, applied linguistics and language learning. Her research in mobile learning began in 2001. Recent projects have included the MASELTOV project on personalized technologies for informal learning and social inclusion, the British Council sponsored research on Mobile Pedagogy for English Language Teaching, and the SALSA project on language learning in the next generation of smart cities. She has also led course teams in the development of online teaching materials and conducted evaluations of online and technology-enhanced learning. Professor Kukulska-Hulme’s publications include 130 articles, papers and books. She has published widely on mobile learning and is the co-editor of three leading books in this field, the latest of which is Mobile Learning: The Next Generation. She has produced commissioned reports for UNESCO, the British Council, the Commonwealth of Learning, Cambridge University Press, and the International Research Foundation for English Language Education. She is a graduate of Instytut Lingwistyki Stosowanej, Uniwersytet Warszawski (1980).
Mobile Technologies and Social Media for Assistance and Collaboration
Mobile learning, supported by smartphones, tablets and other portable or wearable devices, broadens the scope and reach of education to include a rich variety of contexts, people and learning challenges. Mobile learning can be solitary or social. It is particularly valuable as a means to a personalized approach addressing the specific requirements of an individual or group. Increased mobility of populations across the globe leads to new requirements in response to local encounters and the demands of cross-cultural communication. Within a growing ecology of learning materials and resources for language learning, mobile technologies and social media can provide assistance to help with various aspects of learning. Furthermore, collaboration between learners can be a form of mutual assistance, with multiple additional benefits arising from collaboration such as development of work-relevant skills, sustained engagement with learning, and a learning experience that is enriched by multiple viewpoints and resources. This talk will focus on the dual concepts of ‘assistance’ and ‘collaboration’, examining their inter-dependence and considering a range of illustrative examples of mobile learning in action.
Joe Ganci is an eLearning consultant with a long track record. Joe's design approaches and his innovative use of tools, such as Adobe Captivate, Articulate Storyline, Trivantis Lectora, Adobe Presenter, Articulate Studio, Harbinger Raptivity, and many others, has caused many to improve how they are designing and developing their eLearning and to implement new and better methods. Joe's personal and hands-on style to training and consulting has his services constantly in demand and he is privileged to have visited with many clients all over the world. He has been involved in every aspect of learning development since 1983. Joe holds a degree in Computer Science and is a published author, having written several books, research papers and many articles about eLearning. He is widely considered a guru for his expertise in eLearning development and teaches classes and seminars at commercial companies, government facilities, leading universities and at many industry conferences, where he has often served as keynote speaker. He is on a mission to improve the quality of eLearning with practical approaches that work.
Trends and Predictions in Blended Learning
Where is the world of learning heading? Blended learning is not new, but it is ever-changing! New technologies that we can bring to bear to helping people learn are being introduced almost daily. Too often, though, we are ignoring the great possibilities that those new developments bring because we think they're too difficult, too costly, or unnecessary.
Choosing the right blend of learning approaches is paramount! How else can you be sure that your learners are properly prepared to put into practice the new skills you need them to acquire? Each learner audience and each topic list deserves to be addressed uniquely. Know what questions to ask, including technology needs, and the answers will help lead to the correct combination of learning approaches, including those that have been used before and those that may be new to your organization.
When does it make sense to train people in a classroom or meeting room? When should eLearning be used? What about synchronous online training? Augmented reality? Virtual reality? NFC chips (which can cost as little as US 0.10$)? What will work best for your audience and topic to learn? What technology support do you need to make it all work?
Institute of Applied Linguistics, University of Warsaw, Poland
Dr Agnieszka Biernacka is a court interpreting researcher, legal translator and court interpreter trainer, and conference interpreter trainer. Her professional experience as conference interpreter is 16 years and 14 years as court and legal interpreter. Dr Agnieszka Biernacka is an Assistant Professor at the Institute of Applied Linguistics and Head of the Interdisciplinary Postgraduate Studies in Translation and Interpreting. She has been involved in a number of national and international projects concerning legal translator and court interpreter training, as well as blended learning in conference interpreting. She obtained a scholarship at Institut Supérieur de Traducteurs et Interprètes (HEB- ISTI) in Brussels (2007) and at Universitat Autònoma de Barcelona (2017). She holds an MA degree in Iberian and Latin American Studies, MA degree in American Studies and PhD degree in Humanities (all of them: University of Warsaw). She is a member of professional organizations: Polish Association of Hispanists (PSH) and Spanish Applied Linguistics Association (AESLA). She has written 13 papers on court interpreting and legal translation and published a monography on court interpreters (2014, UW).
Virtual Classes as a tool for enhancing interpreting competences
Virtual Classes (VCs) make use of the idea deployed in videoconference interpreting (VCI) and remote interpreting (RI) (Moser-Mercer 2003, 2005), where the interpreters and their clients are situated in different places and communicate via special devices and infrastructure. VCI and RI are successfully deployed in healthcare, legal, and other institutional settings (Braun 2012, 2013; Napier 2012; Locatis et al. 2010, 2011), even though both modes impose certain constraints on communication situations (Mouzourakis 2006, Braun 2015).
Virtual Classes in consecutive interpreting form part of a blended learning model. The VCs which have been organized at the Institute of Applied Linguistics (ILS) for five years now, were originally designed to meet the requirements of the training within the EMCI (European Masters in Conference Interpreting) program, but soon they appeared to be a useful tool enhancing the interpreting competences of MA students. Today, both of these groups actively participate in the classes, where videoconferencing is used for simulations of interpreting.
At the Institute, the VCs are organized bilaterally (BVCs) and multilaterally (MVCs) with partner universities and sponsor institutions, at least three times during semester. As regards partner universities, these are members of the consortium EMCI, while EU institutions, i.e. the Directorate-General for Interpretation (DG SCIC) and the European Parliament, offer e-learning training in both consecutive and simultaneous interpreting at all levels, through their pedagogical assistance units.
As regards language pairs covered by the VCs provided at the Institute, Polish is obligatory as A language of the students participating in the classes. Hence, two scenarios are possible: either the speeches are provided in Polish and interpreted into the students’ B/C languages: English, French, German and Spanish, or, the interpretation is provided from these languages into Polish, depending on an individual VC. VCs are associated with special challenges (both organizational and technical) on the part of the trainers whose responsibilities before, during and after a VC include: preparation both in the immediate run-up (sound tests, time constraints) and ahead of time (liaison, indicating students’ levels, ensuring a feasible timetable of the VC), as well as providing a general and individual debriefing to make the students feel involved and motivated.
The VCs cannot replace face-to-face training. On the contrary, while face-to-face classes, firstly, allow trainers to follow the progression of students and take their individual needs into account, and secondly, enable students to interact with peers who are welcome to give feedback on their colleagues’ performances, VCs provide special opportunities: an extra occasion for the students to practice interpreting, direct contact with the professional world, chance to practice stress management skills, getting feedback from the interpreters accredited with EU institutions and trainers of interpreting from partner universities, allowing students to network and feel part of a large interpreting community, as well as are a good occasion to compare their own skills with those of their colleagues representing other language sections.
Centre for Theoretical Physics of the Polish Academy of Sciences (CFT PAN), Poland
Lech Mankiewicz is a Polish astronomer and physicist, populariser of natural sciences. In 2011, he was awarded a "Włodzimierz Zonna" medal by the Polish Astronomical Society for his unique contribution to the dissemination of astronomical knowledge and enabling students and teachers of Polish schools to conduct their own regular astronomical observations as part of the "Hands-On Universe" program. Known for his uncompromising and interdisciplinary approach to the popularization of astronomy and other fields of science. Since 2001 associated with the Center for Theoretical Physics PAS in Warsaw, and since 2007 is the director of this institution. Previously, he worked for several years at the Astronomical Center Nicolaus Copernicus of the Polish Academy of Sciences. Polish coordinator of the EU-HOU program (Hands-On Universe, Europe), active at Khan Academy. Students taking part in the International Asteroid Search Campaigns (IASC - Charleston H21) research program proposed that the main belt asteroid (279377) 2010 CH1 be named Lechmankiewicz. Since 2011, he has represented in Poland the well-known educational platform of Khan Academy.
In his talk during the World Economy Forum in Davos in January 2018, Jack Ma challenged the school as we know it by saying that schools of today fail their students. Khan Academy and blended learning were both born not so long time ago from a desire to modify learning processes using opportunities created by the advent of new technologies. Some years later, do these one-time revolutionary ideas keep pace with the fast-changing world? Do we understand the world of tomorrow well enough to be able to change our public education system in such a way that it will support students, instead of alienating them? The presentation addresses these questions to stimulate discussion and reflection amongst blended learning researchers and practitioners.