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Mobile blogs in language learning: making the most of informal and situated learning opportunities

Published online by Cambridge University Press:  01 January 2009

Anna Comas-Quinn ,
Raquel Mardomingo  and
Chris Valentine
Anna Comas-Quinn
Affiliation:
Department of Languages, Faculty of Education and Languages, The Open University, Milton Keynes, MK7 6AA, UK. (e-mail: A.Comas-Quinn@open.ac.uk; R.Mardomingo@open.ac.uk)
Raquel Mardomingo
Affiliation:
Department of Languages, Faculty of Education and Languages, The Open University, Milton Keynes, MK7 6AA, UK. (e-mail: A.Comas-Quinn@open.ac.uk; R.Mardomingo@open.ac.uk)
Chris Valentine
Affiliation:
Centre for New Media, Knowledge Media Institute, The Open University, Milton Keynes, MK7 6AA, UK (e-mail: C.P.Valentine@open.ac.uk)
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Abstract

The application of mobile technologies to learning has the potential to facilitate the active participation of learners in the creation and delivery of content. Mobile technologies can also provide a powerful connection between a variety of formal and informal learning contexts and can help to build a community of learners. However these versatile tools present challenges to educators and learners alike. The paper discusses the pedagogical challenges that result from the introduction of mobile technologies in language learning in the context of an intensive week of study abroad. We describe and evaluate a pilot project that uses mobile blogging to promote a constructivist, situated and informal learning experience of the foreign language and culture based on theories of active learning. We aim to encourage interaction and a sense of community among learners outside formal educational environments and in different locations as we ask them to engage with the foreign culture by capturing, sharing and reflecting on their experiences for their peers.

Keywords

Mobile learninglanguage learninggroup blogsuser-generated contentinformal learningsituated learning
Type
Original Article
Information
ReCALL , Volume 21 , Issue 1 , January 2009 , pp. 96 - 112
Copyright
Copyright © European Association for Computer Assisted Language Learning 2009

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