Sharing Sessions

Student Sharing Session on Mobile Learning
Mobile Learning E-portfolio Competition Award Ceremony


Moments of past sharing sessions


The place of mobile learning in a multimodal learning environment

Prof Joseph Colpaert (University of Antwerp, Belgium)

This presentation will start with a short discussion of recent articles on mobile language learning. Prof Jozef Colpaert will then present a model for designing multimodal language learning environments based on the educational engineering approach. He will show how mobile technologies can be implemented in a more justifiable and methodological way. In the third part of this presentation, he will discuss with the participants possibilities for making face-to-face students and remote students work together in an efficient way through mobile devices.


Mobile-assisted language learning: Challenges, opportunities, and possibilities

Prof Glenn Stockwell (Waseda University, Tokyo, Japan)

As access to sophisticated but affordable mobile technologies over the past several years has increased, a body of research into using these technologies for learning in both formal and informal contexts has also appeared, and they are also being adopted in language teaching and learning. The introduction of mobile devices into the classroom brings with it several advantages to language teaching and learning environments, but at the same time, there are challenges that need to be overcome to maximise learner engagement using them. This presentation will explore some of the challenges that need to be overcome and how to convert these into learning opportunities, as well as explore the potential learning possibilities that mobile devices can provide for our learners in both formal and informal contexts.


Mobile-assisted language learning: Theory and practice

Dr Christoph Hafner (The City University of Hong Kong)

The introduction and now ubiquitous use of smartphones has had a profound effect on social practices, including those related to second and foreign language learning. A key new affordance is that of mobility. This can refer to mobility in physical space, mobility of technology, mobility in conceptual space, mobility in social space, and the dispersion of learning over time. All of these different kinds of mobility create connections between various kinds of language learning experiences, across both formal and informal learning spaces. In this presentation, I will review some key principles of mobile-assisted language learning. I will then demonstrate how these principles are relevant to two innovative langua ge learning projects conducted in the Department of English at the City University of Hong Kong. The first of these is an implementation of project-based learning on a course in English for science, in which students were tasked with creating a digital video scientific documentary, involving a range of connected, mobile learning experiences. The second is a collaborative, interdisciplinary project to create video-based learning materials for law students, which can be accessed through mobile technologies, again extending learning to a range of connected spaces. I will conclude by considering the implications of these projects for the future of mobile-assisted language learning.


What is the Next Generation of Mobile Learning? Shifting the Learning Paradigm with Computer-Mediated Reality

Dr. Gary Wong (HKU)

In the last few years, computer – mediated reality such as augmented reality (AR) and virtual reality (VR) interfaces have shown the potential to enhance teaching and learning, by combining physical and virtual worlds to form an artificial reality and leveraging the advantages of both. AR technology allows the virtual objects (augmented components) to be overlaid into the real world so that user experience can be elevated, where VR technology brings the reality experience into a virtual environment with the help of VR devices such as VR glasses. Educators from different countries have already been experimenting this technology and applying it into education. Behind today’s smartphone and mobile tablet, there are basically the accelerometer and gyroscopic sensor that play the magic to drive the changes of computer – mediated reality technology for education and the learners’ experience. In this seminar, a new mobile learning platform eLEARN (Enhancing Language Education with Artificial Reality Neo – platform) will be introduced. One question to ask is, how AR and VR through the eLEARN platform can reinvent the modes of learning with mobile technologies? The discussion of this seminar complimented with demonstrations of using existing AR/VR tools aims to bridge the gap between the educational technologists and the learning designers, and help them think of new directions in the future developments of the tools.


What Does Learners’ Self-Directed Out-of-Class Use of Mobile Devices for Language Learning Tell Teachers about Language Teaching inside the Classroom

Dr. LAI, Chun, Faculty of Education, HKU

Mobile technologies have been theorized as enabling personalized, situated and social learning anytime and anywhere (Kukulska-Humle, 2012; Spikol et al., 2009). However, current research has shown that learners have reservations in using mobile devices for learning purposes despite their research-supported efficacies (Stockwell & Hubbard, 2014; Alm, 2013; Chen, 2013; Liu, 2013; Stockwell, 2010). Furthermore, researchers have found that language learners show differential willingness to use mobile devices in response to different mobile activities (Kim et al., 2014; Stockwell & Hubbard, 2014). As mobile learning is essentially about learners taking the enhanced mobility afforded by mobile technologies and other technologies to create personalized learning ecologies that span across different settings, times and locations (Luckin et al., 2010; Luckin & Winters, 2010; Pachler, Bachmair & Cook, 2010; Underwood, Sharples, Taylor & Vavoula, 2005), it is important to understand language learners’ perceptions and self-directed use of mobile devices for mobile learning outside their language class. This seminar will discuss a research study with 256 university undergraduate foreign language learners and reveal some findings on how language learners perceive the affordances of mobile devices for language learning and what out-of-class language learning activities they opt to engage with mobile devices. The findings have implications on what language teachers could do inside the classroom to maximize the potential of mobile devices for language learning.


Using online student response system and discussion forum to assist student learning of linguistic courses

Dr. Ma, Qing (Angel), Department of Linguistics and Modern Language Studies, EduHK

In this seminar, I demonstrate how to use two simple mobile technologies, i.e., online student response system and discussion form, to assist the teaching of linguistic courses in relatively large-sized lectures or seminars. Details will be provided regarding how the teacher plans and executes the mobile-technologies to enhance the teaching, how students interact with the mobile learning systems, respond to this pedagogical innovation, evaluate their learning, and what concerns they have regarding continuous use of mobile technologies in classroom.


Mobile-assisted English learning practices among tertiary students in the EdUHK

Dr. Wang, Lixun, Department of Linguistics and Modern Language Studies, EduHK

Mobile learning has been gaining increasing popularity in recent years, especially among tertiary students. In this talk, I will share the outcomes of a project that aimed to investigate EdUHK students’ practices of using mobile technologies in assisting English learning. A university-wide survey was conducted to find out students’ habits and needs regarding mobile-assisted English learning. Students were then invited to share their successful mobile learning experiences through video stories, app reviews, and mobile learning e-portfolios. Findings of the project will be reported, and a range of popular mobile apps for English learning will be introduced and demonstrated.


Mobile Learning in Higher Education: Seoul National University Cases

Prof. LIM Cheolil, Seoul National University

The importance of effective implementation of mobile learning has been raised in the context of higher education. Seoul National University has developed infrastructure for supporting mobile learning and smart education. The current status of infrastructure in SNU mobile learning can be divided into online system such as eTL, SNUON and Smart classroom. SNUON is online lecture delivery system. It is effectively operated in the mobile devices such as smart phone, tablet PC. Smart classroom in SNU includes N screen, mirroring, wi-fi network, moveable table etc. Particularly, SNU has developed such courses for pre-service teachers with mobile learning. Educational method and educational technology as a course for pre-service teachers with mobile learning has been implemented to improve competency of pre-service teachers on smart education. The course includes such components as: utilizing diverse types of technology, introducing and experiencing application used for mobile learning, designing lesson plan based on the smart education. In particular, Smart Education Support System (SESS) is used to guide and support activities of pre-service teachers to design and implement smart education.