EUROCALL 2014

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Mobile Voting Tools for Creating Collaboration Environment and a New Educational Design of the University Lecture

Mobile devices can enhance learning/teaching experience in many ways: provide instant feedback and better diagnosis of learning problems; help design new assessment models; enhance learner autonomy; create mobile networking collaboration and provide instant feedback; help design new formats of enquiry-based activities based on augmented reality, geo-location awareness and video-capture.
One of the main objectives of the international research Enhancing Technology Awareness and Usage of m-Learning in Russia and Norway was to evaluate the pedagogical impact of mobile voting system (Student Response System - SRS) integration on re-designing a traditional university lecture course, creating a high level collaboration environment and changing student learning and academic performance.
Our research demonstrated that SRS supported approach influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learners-teacher interaction, student collaboration and output, formats of activities and tasks. SRS is likely to become a supportive mobile tool for lecturers who would like to implement flipped classroom which is an example of substitutional and augmentative use of technologies. Due to the time management pattern of SRS supported lectures it is recommendable to transform the traditional design and present the material in the form of out-of-class activities and tasks. SRS provides instructors with an opportunity for quickly determining the level of class understanding at any given point in time, without an extra burden of grading and allows for significant feedback pattern changes and material assessment re-design. The framework of university lectures discussed in the paper enables lecturers to transform the way of the material presentation and turn the traditional lecturing into interactive SRS supported lectures, then into flipped classroom that is a valuable model of blended learning aided by open educational resources, and then, in the long run, into MOOC lecture. The analysis based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in 2012-2013 academic year showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improve their intercultural competence and language skills and enhance their motivation.
The framework discussed is by no means prescriptive, account still needs to be taken of the ways of driving student motivation in high level collaboration environment, working out valid criteria for evaluation of mobile supported collaborative activities, introducing new formats of interactive in-class and out-of-class activities based on instant messaging tools, etc.

Author(s):

Svetlana Titova    
Foreign Languages and Area Studies
Lomonosov Moscow State University
Russian Federation

Svetlana Titova, Doctor of Education, Professor of Moscow State Lomonosov University, has over 20 years experience in researching, EFL teaching and publishing in foreign languages education, distance, blended and mobile learning. Her research areas are ICT integration into EFL classroom, mobile learning. Up to now she has published more than 80 articles and books, she is an author and a coordinator of the educational website Learning and Teaching with the Web http://titova.ffl.msu.ru/ aims at facilitating the process of implementing ICT into learning experience, keeping teachers up to date with the latest developments in blended learning.

 

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