Please note that the conference is cancelled as a precaution in light of the corona-virus spread.
We will contact all registered participants with more information in due course.
Please accept our apologies.
Please note that the conference is cancelled as a precaution in light of the corona-virus spread.
International Conference: Designing Hybrid Learning Spaces 2020March 5-6, 2020 | University of Münster
- Prof. Dr. Christiane Lütge (LMU München)
- Prof. Dr. Kathy Mills (ACU Brisbane)
- Prof. Dr. Bernd Rüschoff (Universität Duisburg-Essen)
- Prof. Dr. Torben Schmidt (Leuphana Universität Lüneburg)
- Prof. Dr. Thomas Strasser (Pädagogische Hochschule Wien)
In today’s language learning and teaching contexts the discourses of digitalization, individual instruction, differentiation and inclusive education are often discussed separately. Also, teaching in diverse, inclusive classrooms and fostering digital media competences are challenges which are highly relevant in language education. Yet, the digital age requires hybrid learning spaces, meaning spaces in which these different discourses come together. This is why this conference aims at bringing these discourses together and explore concepts for the transformation of foreign language classrooms into hybrid learning spaces.
A special focus is the support of individual learners through the use of technology in the context of diverse, inclusive language education. However, it will also explore the
- challenges of helping students (and teachers) develop information and filter competences in light of the flood of information available in the digital world;
- the special role of English as lingua franca of digital spaces;
- issues of incorporating new digital genres and multimodal formats;
- (trans-)cultural and global (language) education in these hybrid spaces.
We are especially interested in the adaptation of the Multiliteracies-Pedagogy for diverse foreign language classrooms and welcome contributions that discuss and critically reflect on the use of digital media in foreign language education in theory and practice from an international perspective.
This international conference brings together experts in the field of primary and secondary school education and provides insight into how these fields can complement/supplement one another, thereby creating new/further opportunities for language learning, and how learning processes, media competences and their underlying educational concepts can be considered together. It offers a forum for disseminating and discussing new findings and observations.
Keynote: I’m going DeepL Underground.
Artificial Intelligence meets language learning: Potentials and limitations.
What are the methodological and ethical implications of Artificial Intelligence in language learning and teaching? Thomas Strasser and Torben Schmidt will provide an overview of how artificial intelligence-based systems in language teaching can be used. They will present a range of so-called weak AI systems and applications which can be applied to specific language teaching and learning scenarios. The latest research in the field of AI and language learning processes will be presented in order to discuss the following questions: How can interactive tutorial chatbots methodologically be exploited in the EFL classroom? What are the potentials and limitations of language-recognition systems? How can productive and receptive skills be improved with AI-powered tutorial videos? How can exercises be improved through intelligent error analysis, intelligent feedback, and scaffolding? How can AIs support the language teacher’s feedback progress? And what about AI-powered translation services?
Prof. Dr. Thomas Strasser
Professor of language methodology and technology-enhanced learning and teaching at the University College of Teacher Education Vienna. Language teacher, teacher trainer, ELT author, international speaker (>30 countries). Thomas Strasser is an international reviewer (European Commission - Horizon2020, TESOL International, EUROCALL journal, and many more renowned academic journals) and academic counselor for various international universities and the Goethe Institut especially in the field of (language) learning and digital technologies.
His numeorus publications include the practical resource books Mind The APP! Inspiring internet tools and activities to engage your students (2012), Mind The APP!: 2.0. Inspiring internet tools and activities to engage your students (2018), course books like TOP Spot (2016) and over 40 scientific publications (Springer, Routledge, etc.). Thomas is a member of the Fulbright Committee for the Foreign Language Teaching Assistantship Programme.
Prof. Dr. Torben Schmidt is a professor for English as a foreign language education at the Leuphana University Lüneburg. His research interests focus on project-based learning, task-based language learning and foreign language learning with digital media (esp. Web 2.0, digital games, intelligent tutoring systems, adaptivity). He is the director of the Future Center of Teacher Education at the Leuphana University, coordinator of the Lüneburger project of the Initiative for Excellence for Teacher Education, editor of a middle-level textbook series and developer of various learning apps. Professor Schmidt is a two-times winner of the Hans-Eberhard Piepho Prize and was awarded the “Germany – Land of Ideas” prize in 2015 for his blended learning project, “Going Green – An Educational Project for Sustainability.
Keynote: Virtual, visual, and visionary?
(Re)considering cultural education in VR and AI environments
Will virtual reality help us learn a language more quickly – and more comprehensively in all its facets of cultural embeddedness? Or will it simply replace the learners' memory? Does the immersive nature of VR and AI environments with its focus on visual elements and experiential learning automatically imply visionary results on foreign language education? In my paper I will try to systematically approach questions of cultural and literary education and the challenges and chances lying ahead for more complex aspects of language learning. With the advent of new tools, e.g. augmented reality gadgets used in museum pedagogy and theatres, completely new questions arise beyond the more technical concerns of language teaching and testing. International research on the impact of VR/AR and AI environments will be critically discussed with a view to the (possible) future of cultural and literary education.
Keynote: Sensory Literacies
The role of the senses in multimodal design
The social turn in the new literacy studies is well-established after a considerable history of
struggle for recognition. The sensory turn is only just beginning to open up the possibilities for transforming literacy research in education. Sensory literacies is an original theory proposed by the author that foregrounds the forgotten role of the body and the senses in literacy practices. It builds on emergent theories stemming from the history and cultural anthropology of the senses.
Previous conceptions of literacy have focused on the visual-linguistic representations of
meanings in texts and literacy practices, which is associated historically with ocularcentrism – the dominance and privileging of the visual - across many disciplines in Western societies. This presentation opens up a revitalized understanding of literacy practices as interrelated with the other senses, involving an expanded sensorium that includes movements of the hands, feet and body, as well as other senses in concert. The author will be drawing on her research with Indigenous and non-Indigenous school communities in Australia, interpreting students’ embodied sense-making activity across a range of 21st century literacy practices, including virtual reality, digital and non-digital communication.
Kathy A. Mills is Professor of Literacies and Digital Cultures at ILSTE, Australian Catholic University, Brisbane. Professor Mills is a Future Fellow of the Australian Research Council researching sensory orchestration for multimodal literacy learning in primary education. She was also recently awarded a group Discovery grant on Coding Animated Narratives as Contemporary Multimodal Authorship in Schools. Mills has published over 100 academic works, including 6 sole-authored books, an award-winning edited Routledge volume with USA co-editors, and significant journal articles and chapters. She has published first-authored or sole-authored research in journals that include Review of Educational Research, Written Communication, and Qualitative Research. Her sole-authored 2016 monograph, Literacy Theories for the Digital Age, won the Literacy Research Association's 2016 Edward Fry Book Award, USA. Her lead edited Handbook of Writing, Literacies, and Education in Digital Cultures won the 2017 Divergent Award for Excellence in 21st Century Literacies, USA. Professor Mills has won five Australian Research Council grants (category 1), as a Fellow (x3), or lead investigator, or both (x2), recently developing a culturally-responsive approach to support Indigenous students' multimodal literacy learning, and developing a teaching and learning approach to strengthen the multimodal expression of emotions of economically disadvantaged primary students. She serves on the Editorial Review Board of the Journal of Literacy Research (Arizona), and on the Review Board of the Reading Teacher (New Jersey), English Teaching Practice and Critique (New Zealand), and the Australian Journal of Language and Literacy.
Keynote: The CEFR and Language Learning in Plurilingual Settings and the Digital Era
Challenges & Affordances
The scope of teaching and learning foreign languages in plurilingual settings and the digital era need to be reflected and expanded. Plurilingual and pluricultural contexts together with online interactions and transactions have become normalized reality in social and professional communicative practices. This suggests the need to rethink curricula, methodologies, as well as the aims, and outcomes of classroom practices and learning arrangements. In view of such developments and challenges, the Council of Europe has updated, extended and added to the descriptors of the Common European Framework in a large-scale international project resulting in the publication of the CEFR Companion Volume with New Descriptors in 2018. These descriptors now specifically include skills and competencies needed for online practices as well as revised and added descriptors concerning plurilingual practices and mediation. This talk will present an overview of the revised CEFR as well as a discussion of how the revised descriptors might impact language teaching and learning in today’s plurilingual and digital landscape.
Prof. Dr. Bernd Rüschoff (University of Duisburg-Essen, Germany) has a special research focus on technology enhanced learning systems and has participated in numerous international projects dealing with the development and assessment of digital tools and multi-media resources in language learning. In addition, his research addresses a wide range of issues in the field of language education and applied linguistics, such as language & culture, bilingual education, and data-driven learning. Member of the Professional Network Forum, a think tank of the Council of Europe’s European Centre for Modern Languages, and of a Council of Europe expert group involved in the current launch of the revised CEFR and its Companion Volume. He is a former president of AILA, the International Association for Applied Linguistics as well as the German Association of Applied Linguistics, GAL.
Call for papers
We welcome contributions regarding conceptual, theoretical and empirical findings including, but not limited to the following sub-themes:
- Supporting individual learners through the help of Open Educational Resources (OER) and assistive technologies (such as Artificial Intelligences)
- The role of augmented and virtual reality for (cultural) learning
- Genre learning in foreign language classrooms with (new) digital genres and formats
- Teaching diverse foreign language learners through game-based language learning
- Digital storytelling and other formats for literary learning
- Opportunities and challenges for assessment in hybrid learning spaces
Deadline for submission is Friday, 15th November 2019.
The presentations will be 20 min with 10 min discussion time. Please submit your proposal (300 words) to firstname.lastname@example.org
There are several options for accommodation in Münster.
To help interested participants find a suitable hotel for their stay near the venue we have compiled a list which you can access here.
It is also possible to make an online reservation using that link.
Wednesday, 4th March
17:30 - 19:00 Guided City Tour
19:00 Conference Warming (Vinothek am Theater)
Thursday, 5th March
9:00 - 9:30 Registration (Registration and information desk are open throughout the conference)
9:30 - 18:00 Conference Programme
9:30 - 10:00 Conference Welcome
10:00 - 11:30 Keynote - Prof. Dr. Thomas Strasser (University College of Teacher Education Vienna)
& Prof. Dr. Torben Schmidt (Leuphana University Lüneburg)
11:30 - 12:00 Coffee Break
12:00 - 13:30 Talks in Parallel Sections
13:30 - 14:30 Lunch Break
14:30 - 16:00 Keynote - Prof. Dr. Christiane Lütge (LMU Munich)
16:00 - 16:30 Coffee Break
16:30 - 18:00 Talks in Parallel Sections
19:00 Conference Dinner (Schlossgartencafé)
Friday, 6th March
9:30 - 16:00 Conference Programme
9:30 - 11:00 Keynote - Prof. Dr. Kathy Mills (ACU Brisbane)
11:00 - 11:30 Coffee Break
11: 30 - 13:00 Talks in Parallel Sections
13:00 - 14:30 Lunch Break
14:30 - 16:00 Keynote - Prof. Dr. Bernd Rüschoff (University Duisburg-Essen)
Download the conference programme here.
Download this document for detailed information on all the presentations.