REQUISITOS DE CUSTODIA DE DATOS
FORMATO Y CONTENIDO DE LOS INFORMES MENSUALES DEL OPERADOR DE REGISTRO
There are a number of aspects to take into consideration when introducing language learning on the web. When web-based technologies, not originally designed as pedagogical tools are brought into learning environments, the pedagogical relevance can be debated (Beetham & Sharpe, 2007). It can- not be taken for granted that just by introducing web-based environments the learners know how they can be applied in language learning (e.g. Dip- pold, 2009). From the case studies in this thesis, outcomes show that a bottom-up perspective, from the point of view of the users, can display usage that is not always predicted beforehand. The data shows that the user co-production subsequently shapes the interaction when engaging in com- mon endeavours. This displays that interaction is open-ended in a way that is different from language learning in classroom.
For the learners, the properties of the technology have bearing on how it is made use of. The inherent functionality of the asynchronous technol- ogy steers the interaction, sometimes restraining users from participating. The technologies in the studies allow one contributor to post at a time, which is one such restraint that has an effect on the interaction. On the other hand, this provides users time for reflection in considering what to be posted next. In addition, this type of technology invites to abundant production of content (Jones, 2008), allowing for peer revision and joint elaboration of text, which is productive for language learning. From the high number of versions of updated text and comments in the four studies, the use of such environments supports this conclusion.
By means of interacting with others, the web-based environments offer opportunities to develop discursive competences in language learning and
communication and critical cultural awareness. The technology can facili- tate encounters where learners are contributing in ways not easily achieved in traditional classroom environments. Meeting learners from other cultures who contribute with experiences different from the students’ own, provides insights, where new aspects of language learning are introduced (Study III and Study IV). By engaging in interaction of a joint theme, such as analyz- ing poetry (Study III), there are a range of aspects such as sharing content and providing ideas of translation to be negotiated. When contributions between learners are intertwined with peers from another cultural back- ground, they are taken a step further. Another way of displaying targeted attention in an intercultural exchange interaction is having a focus on peer reviewing of text (Study IV). Working in-depth with peer response activi- ties where comments are both given and received add important dimen- sions to language learning.
This thesis shows dimensions of interaction in web-based environ- ments for language learning purposes, adding to claims of the need of fostering learner collaboration. The interaction in the studies ranges from letting learners make use of the digital environment to more targeted interaction where assignments are specified. The web-based environment proved to be dependent on such matters as confines of the educational framing and the user experience of such environments. The design of the learning environment in how it is set up is strongly connected to the nature of the interaction. Since emerging web-based tools generally require low level technical skills, they give room for developing elaborated writing skills. A major strength of introducing web-based tools in language learning is that the individual production can be made use of by other participants in responding and developing ideas and content in ways that are beneficial for language learning.
communication and critical cultural awareness. The technology can facili- tate encounters where learners are contributing in ways not easily achieved in traditional classroom environments. Meeting learners from other cultures who contribute with experiences different from the students’ own, provides insights, where new aspects of language learning are introduced (Study III and Study IV). By engaging in interaction of a joint theme, such as analyz- ing poetry (Study III), there are a range of aspects such as sharing content and providing ideas of translation to be negotiated. When contributions between learners are intertwined with peers from another cultural back- ground, they are taken a step further. Another way of displaying targeted attention in an intercultural exchange interaction is having a focus on peer reviewing of text (Study IV). Working in-depth with peer response activi- ties where comments are both given and received add important dimen- sions to language learning.
This thesis shows dimensions of interaction in web-based environ- ments for language learning purposes, adding to claims of the need of fostering learner collaboration. The interaction in the studies ranges from letting learners make use of the digital environment to more targeted interaction where assignments are specified. The web-based environment proved to be dependent on such matters as confines of the educational framing and the user experience of such environments. The design of the learning environment in how it is set up is strongly connected to the nature of the interaction. Since emerging web-based tools generally require low level technical skills, they give room for developing elaborated writing skills. A major strength of introducing web-based tools in language learning is that the individual production can be made use of by other participants in responding and developing ideas and content in ways that are beneficial for language learning.