Teachers take advantage of technology to prepare students with the experience and knowledge of learning with computers.  Web 2.0 technology tools could present opportunities for delivering transformative learning experiences anytime, anywhere, in several formats with nearly complete control.  In different ways, it could deliver comprehensive self-directed learning experiences. Gikas and Grant (2013) acknowledged that these tools facilitate the creation of content while it eases communication and interaction among learners.  They work well with language learners because they encourage the use of several skills that are necessary when learning a new language.  Blogging pushes the learners to write, review and respond to the work of others.  Wikis requires students to integrate language-learning skills that are important to conduct research and to write new entries.  Based on those observations, Gikas and Grant concluded that those tools could be integrated in the language classroom.  Instructors must find ways to enhance the authenticity of students’ learning with tasks that engage their personal backgrounds and help them connect personal experiences to the real world using available technological resources and effective teaching pedagogies. 

Teachers take advantage of technology to prepare students with the experience and knowledge of learning with computers.  Web 2.0 technology tools could present opportunities for delivering transformative learning experiences anytime, anywhere, in several formats with nearly complete control.  In different ways, it could deliver comprehensive self-directed learning experiences. Gikas and Grant (2013) acknowledged that these tools facilitate the creation of content while it eases communication and interaction among learners.  They work well with language learners because they encourage the use of several skills that are necessary when learning a new language.  Blogging pushes the learners to write, review and respond to the work of others.  Wikis requires students to integrate language-learning skills that are important to conduct research and to write new entries.  Based on those observations, Gikas and Grant concluded that those tools could be integrated in the language classroom.  Instructors must find ways to enhance the authenticity of students’ learning with tasks that engage their personal backgrounds and help them connect personal experiences to the real world using available technological resources and effective teaching pedagogies. 

The session starts with an explanation of a project developed and implemented by the presenter with an intensive language learning class of eight students.  The objective of the project was to use a tool available in the Sakai environment to practice the target language and increase language proficiency in a collaborative environment.  The goal was to evaluate Sakai’s capabilities and tools and to determine how to best integrate this technology tool into the language program to promote higher proficiency levels.  Higher-level thinking skills are expected from students as language is used to critique, evaluate, and synthesize, and not for memorization. Instructors must find ways to enhance the authenticity of students’ learning with technological resources at their disposal using effective teaching pedagogies that engage their personal backgrounds and help them connect personal experiences to the real world.  From the students’ perspective, the project had an impact on their motivation to learn and it triggered a positive perception of language learning, possibly because of the low social anxiety environment.   Also, students commented on their appreciation to read, assess and review each other’s contributions. 

The first outcome of this roundtable session is to discuss and share experiences using similar web 2.0 tools to create transformative learning environments. The second is to provide feedback on the project presented considering the case parameters and to provide suggestions for improvement.

Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet And Higher Education, 1918-26. doi:10.1016/j.iheduc.2013.06.002

30-Minute Roundtable Session

Launching Transformative Learning