Persona: Read, Timothy Martin
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Read
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Timothy Martin
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Publicación Analysing student participation in Foreign Language MOOCs: a case study(P.A.U. Education, 2014) Bárcena Madera, María Elena; Read, Timothy Martin; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresThis article discusses the theoretical aspects and practical applications of foreign language massive open online courses (henceforth, LMOOCs). Firstly, LMOOCs are presented as a fairly recent didactic modality that has emerged with an enormous potential for rich, flexible, and attractive collaborative learning and social interaction, in a world where huge economic unbalance gives rise to people with very different access opportunities to both formal language training and the diverse communicative scenarios that enhance the development of language competences. Secondly, the article also analyses the opposing views of LMOOCs presented by skeptical experts. While the practicality of this educational model is generally accepted as providing ‘useful experiences’ with more or less epistemological value, there is still some fundamental doubt that this educational model will actually be useful in helping students gain a command of a foreign language. Thirdly and finally, some of the conventional course quality factors are questioned, namely student participation, dropout and satisfaction. This will be illustrated with data from a sample course undertaken by Bárcena and Martín-Monje: “Professional English”, the first LMOOC in Spain, with over 40,000 students.Publicación State of the art of language learning design using mobile technology: sample apps and some critical reflection(Research-publishing.net, 2015-12-02) Bárcena Madera, María Elena; Read, Timothy Martin; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez Arancón, Pilar; Castrillo de Larreta-Azelain, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, AgnesIn this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further onPublicación Inclusive Language MOOCs(Graz University of Technology, 2021-05-28) Read, Timothy Martin; Sedano Cuevas, Beatriz; Bárcena Madera, María ElenaThis article discusses the application of MOOCs for refugees and migrants in order to help these groups of people develop the language competences and transverse skills which they require to improve their level of social inclusion and possibilities in the labour market, and/or access higher education in the country in which they find themselves or plan to go. Specifically, this research focuses on the way in which Language MOOCs (or LMOOCs [Martín-Monje, Barcena, 2014]) deploy on mobile devices [Read, Barcena 2015] can effectively and advantageously be used by displaced people. The study reported here outlines the design of two LMOOCs of Spanish for immediate needs, based on a previous needs analysis, developed by the ATLAS research group in collaboration with NGOs and refugee support associations in Spain.Publicación The Role of Scaffolding in LMOOCs for Displaced People(Universidad de Alcalá, 2021-12-30) Read, Timothy Martin; Sedano Cuevas, BeatrizThis article presents the results of an analysis of how passive and active scaffolding, such as types of structured student learning support, can be provided for refugees and migrants in Language MOOCs (LMOOCs). It focuses on the nature of such scaffolding and what effect it has on learning. After an analysis of the theoretical aspects of supporting refugees and migrants in this type of course, a case study is presented. This study focuses on the inclusion of scaffolding in the design, development and running of two Spanish LMOOCsforimmediate needs, created within the MOONLITE project in collaboration with support groups for displaced people. The results of the study support the use of scaffolding as a mechanism that improves the course completion rates (increasing from the usual figure of around 10% to 31% and 30% in the respective courses), language learning, and the overall satisfaction and motivation of the students.Publicación An approximation to inclusive language in LMOOCs based on Appraisal Theory(De Gruyter, 2020-03-11) Bárcena Madera, María Elena; Read, Timothy Martin; Sedano Cuevas, BeatrizThis article explores inclusive language as a form of verbal communication in an open online language course for refugees and migrants. Firstly, the existing evidence of the benefits of using inclusive language in education is analyzed. Secondly, the specific need to use this type of language in the context of online courses for displaced people is discussed. Thirdly, a first approximation towards the identification of linguistic resources that may impact both group inclusion and individual discrimination is attempted, based on principles and categories from Appraisal Theory. Fourthly, the presence and effects of these linguistic resources are analyzed in the materials and forums of a highly successful LMOOC of elementary Spanish for refugees and migrants. Fifthly and finally, conclusions are drawn on the conveniencPublicación Mobile and blended, please! Migrants and refugees’ learning choices in a language MOOC(Castledown Publishers, 2021-09-01) Read, Timothy Martin; Martín Monje, Elena María; Servicio Español para la Internacionalización de la EducaciónIn this article, a study is presented of two socially inclusive Language MOOCs undertaken by refugees and migrants as part of the MOONLITE project. Three research questions were formulated on the types of devices the students prefer to use for the courses, whether that choice affects course completion, and if the teaching practice influences success on the courses. In order to answer these questions, qualitative and quantitative data were obtained from an initial and final student questionnaire, semi-structured interviews with the language teachers involved in the courses, and from the MOOC platform and YouTube Analytics. The data supported the conclusion that the students prefer to use a mobile device to undertake the courses. The majority of the students who used a mobile device successfully completed the courses. The near ubiquity of these devices and ease of use of the LMOOCs were arguably factors that made “anytime anywhere” studying possible. Regarding the teaching methodology, the majority of students who completed the course attended F2F language classes, found the online courses to complement them, and would have liked to have more time spent in the classes on the courses.Publicación Peer-to-peer interaction and linguistic feedback in foreign language MOOCs(Universidad de Granada, 2014-04-01) Martín Monje, Elena María; Bárcena Madera, María Elena; Read, Timothy Martin; Ministerio de Ciencia e Innovación. EspañaEste trabajo estudia las interacciones entre compañeros o interacciones peer-to-peer en el primer Curso Online Masivo y Abierto (COMA o MOOC en inglés) de Inglés Profesional realizado para nativos hispanohablantes en paralelo en las plataformas en línea UNED Abierta y Miríada X, con la finalidad de fomentar la instrucción abierta en el ámbito de la educación superior de lenguas. Dadas las diferencias entre ambas plataformas, en este artículo nos centramos en el curso de la plataforma Miríada X, cuyo planteamiento se basó principalmente en una serie de actividades de lengua interculturales que buscaban la interacción y el feedback entre compañeros, con el objeto de fomentar la comunicación en línea en la lengua de destino y desviar el enorme desequilibrio en la proporción entre estudiantes (cerca de 30.000) y profesores (5: 2 curadores y 3 facilitadores) y el elevado índice de abandono característico de este tipo de cursos. La información sobre el nivel de interacción alcanzado y el feedback proporcionado por los estudiantes se registró mediante la observación del seguimiento del curso y las opiniones de los estudiantes recogidas en un cuestionario final. El análisis realizado revela la necesidad de matizar algunos de los actuales criterios de calidad de estos cursos y de mejorar sustancialmente la percepción de los estudiantes de lenguas sobre la interacción con compañeros.