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‘A pencil for your thoughts’: uncovering learners’ multilingual experiences using visual mapping

Liz is a CLIL and language teacher educator, senior lecturer, author, and researcher. Her publications include CLIL Skills, CLIL Activities, a doctoral thesis on the role of English teachers in bilingual streams and articles on multilingualism. She also chairs audit panels for bilingual streams in vocational and academic tracks. You will be introduced to a visual methodology as a way of uncovering learners’ multilingual experiences. Language mapping is a technique that helps learners uncover their own lived multilingual experiences and to represent and talk about these using their own words and descriptions. Liz Dale will show you how and why language mapping works and how you can integrate this exercise in a lesson. Of course, you will try your hand at creating your own language map!

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‘A pencil for your thoughts’: uncovering learners’ multilingual experiences using visual mapping

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Communities of practice; facilitating teacher professionalization in higher education

The field of higher professional educational in the Netherlands is undergoing drastic structural changes. Organizational-wide mergers are commonplace and are often followed by development of new curricula. Furthermore, this is often accompanied by the implementation of a completely new educational concept as well. These structural changes in the educational system require that teachers adapt their current teaching practices, along with working on gaining new competences associated with working in a changing organization. This paper presents a short background of communities of practice in higher education, followed by a report on the first impressions from an experiment in which a bottom-up style of change management has been implemented through the use of a community of practice. A community of practice (CoP) is a powerful knowledge management tool that brings people from a similar domain together in order to solve complex problems, deal with a changing organization and build knowledge around a specific practice. Inholland decided to implement a CoP for the international faculty in order for the members to better cope with the major curricula and didactic changes currently being implemented there. Concepts such as change, organizational sense making and teacher professionalization

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Communities of practice; facilitating teacher professionalization in higher education

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Enhancing target language output through synchronous online learner-learner interaction

In this study, we compared the impact of audio-, video-, and text-chat interaction on target language use during online learner-learner interaction and on learner affect amongst adolescent learners of German as a foreign language. Repeated measures and ANOVA analyses revealed a high percentage of target language output in all conditions for all four tasks, especially in text- chat. Audio-chatters produced the most output and used the most meaning negotiation, compensation strategies, self-repair and other-repair strategies. Learners in all conditions gained in enjoyment, willingness to communicate and self-efficacy. Anxiety reduced for text-chatters. Task effects partly determined the quantity of L2 output, while condition effects determined meaning-oriented and form-focused processing.

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Enhancing target language output through synchronous online learner-learner interaction

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Observing the computational concept of abstraction in blind and low vision learners using the Bee-bot and Blue-bot

Background and Context: In order to fully include learners with visual impairments in early programming education, it is necessary to gain insight into specificities regarding their experience of and approach to abstract computational concepts. Objective: In this study, we use the model of the layers of abstraction to explore how learners with visual impairments approach the computational concept of abstraction, working with the Bee-bot and Blue-bot. Method: Six blind and three low vision learners from the elementary school level were observed while completing programming assignments. Findings: The model of the layers of abstraction, can overall be generalized to learners with visual impairments, who engage in patterns that reflect iterative actions of redesigning and debugging. Especially our blind learners use specific tactile and physical behaviors to engage in these actions. Implications: Ultimately, understanding such specificities can contribute to inclusive tailored educational instruction and support.

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Observing the computational concept of abstraction in blind and low vision learners using the Bee-bot and Blue-bot

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Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands

ion of verb agreement by hearing learners of a sign language. During a 2-year period, 14 novel learners of Sign Language of the Netherlands (NGT) with a spoken language background performed an elicitation task 15 times. Seven deaf native signers and NGT teachers performed the same task to serve as a benchmark group. The results obtained show that for some learners, the verb agreement system of NGT was difficult to master, despite numerous examples in the input. As compared to the benchmark group, learners tended to omit agreement markers on verbs that could be modified, did not always correctly use established locations associated with discourse referents, and made characteristic errors with respect to properties that are important in the expression of agreement (movement and orientation). The outcomes of the study are of value to practitioners in the field, as they are informative with regard to the nature of the learning process during the first stages of learning a sign language.

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Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands

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Grounding Interventions that Facilitate Internal Processes of Communities of Practice

Communities of Practice (CoPs) are social learning systems that can be, to a certain extent, designed. Wenger (1998) proposes the following paradox; “ no community can fully design the learning of another, but at the same time, no community can fully design its own learning” (p:234). My interpretation of Wenger’s statement is that learning environments such as CoPs need to be facilitated in their learning processes, but not their specific design. Approaching CoPs this way allows for the design of interventions that facilitate learning processes within a CoP rather than regulate them. However, empirical studies on facilitating internal processes of CoPs are sparse – most work is anecdotal. This means that one needs to look to other fields for guidance in order to discover how to facilitate CoPs in their learning. This paper describes part of a larger research project that asks the question whether communities of practice can be instituted in higher professional educational organizations as an effective method to facilitate participant learning (professional development) and stimulate new knowledge creation in the service of the organization. Using a more pragmatic approach to cultivating CoPs (Ropes, 2007) opens the possibility to use different theoretical perspectives in order to find and ground interventions that can facilitate learning in CoPs and which are typically used in organizational development trajectories based on learning (de Caluwe & Vermaak, 2002). In this paper I look at how theories of human resource development, workplace learning and social constructivism conceptualize learning and what type of environments promote this. I then map out community of practice theory along these fields in order to come to a synthesized conceptual framework, which I will use to help understand what specific interventions can be used for designing CoPs. Finally I propose several interventions based on the work done here. The main question I consider here can be formulated as follows; ‘what insight can Human Resource Development theories, Workplace Learning theories and Social Constructivist learning theory give in order to design interventions that facilitate internal processes of communities of practice?’

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Grounding Interventions that Facilitate Internal Processes of Communities of Practice

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Intergenerational communities of practice: shedding new light on older workers?

The purpose of this paper is to lay the groundwork for a large-scale prescriptive research project on organizing intergenerational communities of practice as a way to help organizations deal with some of the problems an ageing worker population brings with it. After a definition of the problem, a review of four seminal works on communities of practice was done to see if organizing intergenerational communities of practice might in fact be a viable solution to the problems of an ageing organizational population. Results are encouraging and lead to the conclusion that management might start to consider organizing these communities as a way to shed new light on older workers.

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Intergenerational communities of practice: shedding new light on older workers?

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Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

Advances in information and communication technologies (ICTs) as well as modern pedagogical perspectives have created new possibilities to facilitate and support learning in higher education (HE). Emerging technologies bring opportunities to reconsider teaching and learning. New ideas and concepts about the educational use of new technologies transform the roles of teachers. In this context the key question of this study is: whether learning as part of a (virtual) community of practice supports teachers' technology professional development. Different learning alternatives such as distance learning, workplace learning as well as blended forms of learning will enhance lifelong learning which forces a rethinking of traditional forms of education. However, most institutions for education foster just-in-case learning while new technologies foster just-in-time learning. As a result of new learning perspectives and the potential pedagogical benefits of ICTs in educational contexts, teachers have to learn how to integrate new technologies in teaching and learning. It is recommended that teacher professional development should be situated in multiple learning settings in which learning is teacher-centred. Next to classroom settings and cross-institutional learning communities, virtual learning communities (VCoPs) are a significant source for learning. There is an overlap between the educational values of interned-based learning and social theories of learning such as Lave & Wenger's situated learning theory and Wenger's theory of communities of practice. Drawing upon these theories, offers a perspective on social learning that emphasizes social processes within (V)CoPs where community participants engage in collective learning and knowledge creation. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach. The paper concludes that VCoPs are learning environments since these network-based learning communities push learners to take more control of their learning and provide tasks which are more contextualised and meaningful.

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Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

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Perspectieven op de inrichting van Learning Communities

Hoofdstuk 2 uit Position paper Learning Communities van Netwerk learning Communities Grote maatschappelijke uitdagingen op het gebied van vergrijzing, duurzaamheid, digitalisering, segregatie en onderwijskwaliteit vragen om nieuwe manieren van werken, leren en innoveren. In toenemende mate wordt daarom ingezet op het bundelen van kennis en expertise van zowel publieke als private organisaties, die elkaar nodig hebben om te innoveren en complexe vraagstukken aan te pakken. Het concept ‘learning communities’ wordt gezien als dé oplossing om leren, werken en innoveren anders met elkaar te verbinden: collaboratief, co-creërend en contextrijk. Vanuit het Netwerk Learning Communities is een groep onafhankelijk onderzoekers van een groot aantal Nederlandse kennisinstellingen aan de slag gegaan met een kennissynthese rondom het concept ‘Learning Community’. Het Position paper is een eerste aanzet tot kennisbundeling. Een ‘levend document’ dat in de komende tijd verder aangevuld en verrijkt kan worden door onderzoekers, praktijkprofessionals en beleidsmakers.

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‘A pencil for your thoughts’: uncovering learners’ multilingual experiences using visual mapping

Communities of practice; facilitating teacher professionalization in higher education

Enhancing target language output through synchronous online learner-learner interaction

Observing the computational concept of abstraction in blind and low vision learners using the Bee-bot and Blue-bot

Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands

Grounding Interventions that Facilitate Internal Processes of Communities of Practice

Intergenerational communities of practice: shedding new light on older workers?

Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

Perspectieven op de inrichting van Learning Communities

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‘A pencil for your thoughts’: uncovering learners’ multilingual experiences using visual mapping

Communities of practice; facilitating teacher professionalization in higher education

Enhancing target language output through synchronous online learner-learner interaction

Observing the computational concept of abstraction in blind and low vision learners using the Bee-bot and Blue-bot

Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands

Grounding Interventions that Facilitate Internal Processes of Communities of Practice

Intergenerational communities of practice: shedding new light on older workers?

Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

Perspectieven op de inrichting van Learning Communities