Plenary Speakers

Jozef Colpaert

No technology carries an inherent, direct, measurable and generalizable effect on learning. This effect can only come from a well-designed learning environment as ecology. We can even say that the expected learning effect is proportional to the designedness of this environment. Designedness means the extent to which it has been conceptualized and specified in a methodological and justifiable way.
Now what are the main factors and parameters in this design process? Next to the elicitation of subconscious volitions, the identification of (re)usable content and the selection of the most appropriate pedagogical model, this presentation will focus on two movements which combined could give a completely new direction to research in the field of intelligent CALL.
On the one hand, detailed information on the learner’s background, sociocultural context, needs, goals and learning path leads to routines which can retrieve, select, reformat and present tailor-made learning content. On the other hand, information on the learner’s location leads to valuable information about his/her context and to routines which could offer relevant and meaningful tasks.
Examples will be discussed with the audience. This presentation will conclude with a discussion of the role of topics such as OERs, MOOCs, ambient intelligence, augmented reality, gaming, tablets, flipped classrooms, and LSP within a methodological and justifiable design approach.


Jozef Colpaert teaches Instructional Design, Educational Technology and Computer Assisted Language Learning at the University of Antwerp, Belgium. He is chairman of the Exam Committee of the Institute for Education and Information Sciences and director R&D of the LINGUAPOLIS Language Institute. He is editor of Computer Assisted Language Learning (Taylor and Francis) and organizer of the biennial International CALL Research Conferences. He is currently working on the empirical and theoretical validation of Educational Engineering, a novel instructional design and research method.

Gavin Dudeney


This talk examines how the traditional 'three is' (reading, writing and arithmetic), long considered the cornerstones of basic literacy/numeracy, have changed as we advance into the digital age. We will discover what it means to be digitally literate, explore the new types of literacy that have emerged alongside the advent of Web 2.0 and analyse why it is important to work with these literacies on a daily basis in our teaching.


Gavin is Director of Technology for The Consultants-E, working primarily in online training in EdTech, and in consultancy work in the same field. Gavin has been Coordinator and Journal Editor for the IATEFL LT SIG and - more recently - Honorary Secretary and Chair of the Electronics Committee (ElCom). A regular contributor to journals, Gavin is author of The Internet &The Language Classroom (CUP 2000, 2007), co-author of the award-winning How To Teach English with Technology (Longman 2007) and co-author of Digital Literacies (2013). He is currently co-authoring a book on mobile learning to be published in 2014.

John Traxler

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We believe that universal mobile technologies make language learning more authentic, efficient, relevant, and effective .They are an important delivery mechanism, with unexploited affordances such as image-capture, speech recognition, and location-awareness, which builds on ten years of pilots, projects, and interventions. They are however an important modifier on the nature and extent of which language functions need to be learnt, practiced, retrieved, rehearsed, and memorized, or can increasingly be outsourced to personal mobile devices as extensions of human cognition, senses and memory. Most importantly however universal mobile technologies an determinant of literacy and language practices and the nature of discourses across and within cultures and communities, disturbing the balance of different languages and different genres. There is much disparate research work now ready to be integrated, synthesized, disseminated, and commercialized, but this process must happen within the wider social context that we discuss in this talk .


John Traxler is Professor of Mobile Learning, the world¹s first and a full UK professor since September 2009, and Director of the Learning Lab at the University of Wolverhampton. He is a Founding Director and current Vice-President of the International Association for Mobile Learning, Executive Committee Member of the USAID mEducation Alliance, Associate Editor of the International Journal of Mobile and Blended Learning and of Interactive Learning Environments. He is on the Research Board of the Association of Learning Technology, the Editorial Board of Research in Learning Technology and IT in International Development.

Mª Dolores Castrillo & Jorge Arús Hita

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Online Courses (MOOCs) should enable students to learn languages in a rather autonomous way. But, what is a MOOC? MOOCs appeared in the US in 2012 and became an instant success; as a result, they are rapidly blooming elsewhere, notably across the Atlantic. This workshop introduces participants to Foreign Language MOOCs, participants will discuss and gain a deeper understanding of emerging trends in MOOC methodology, best practices, and practical application. To recreate the environment of MOOCS, we will facilitate discussion and development of ideas in a connectivist style, thus inviting all course participants to contribute.
Our workshop aims to address the following questions:

What is a MOOC?

How to design, implement and develop a “good” course:

  • What are the design patterns and principles for MOOCs?
  • What about contents?
  • How to design the use of peer grading?
  • How will (or will not) a teacher interact with students?
  • How will the students co-create?
  • How to evaluate?
  • How to motivate?

Are MOOCs really disruptive?

Will they modify education, why?


Dr. Castrillo obtained a First Class Honours Degree in English Philology from the UNED. She is Professor of German Studies at the Department of Foreign Languages and Linguistics from the Faculty of Philology at the UNED (Deputy Dean for Research and Students and for Academic Mobility 2009-2013). She has recently won the first national prize to the best MOOC (Massive Online Open Course) given by the Spanish Ministry of Education in the first edition of such prize (2013) and she also won a national prize to the best OCW (Open Course Ware) given by the Spanish Ministry of Education in the first edition of such prize (2008). She is author and coauthor of numerous publications on CALL. (what follows is a sample of a recent publication with an impact factor: Fuente: ©2012 Scimago Research Group, Data Source: Scopus®).

Jorge Arús Hita, PhD in English Linguistics (2003), has been teaching English language and linguistics at Universidad Complutense de Madrid, since 1997. His publications include articles on corpus-based typological description, contrastive linguistics and EFL teaching, mostly from a SFL perspective, in various national and international journals and edited volumes. He has been copy editor of the English-studies journal Atlantis and is currently the coordinator of blended-learning at the School of Philology, UCM. Among his most recent publications within the SFL framework, he is co-author, with Julia Lavid and Juan Rafael Zamorano, of Systemic-Functional Grammar of Spanish: a Contrastive Study with English (2010).

Nicky Hockly

Although the term ‘mobile learning’ has become equated with mobile phones and ‘learning on the go’, it is much more than that. Mobile learning refers to the use of a range of handheld devices in education, across a range of contexts, and both inside and outside the classroom.
In this workshop we examine a number of classroom activities using mobile devices, and suggest a framework for choosing and sequencing mobile-based activities with learners over a term or academic year. You will leave this workshop with a clear idea of the choices involved in teaching with mobile devices, as well as an awareness of how to deal with the challenges. You will also have some ideas about how and where to start with implementing mobile-based activities in your own classroom or institution.


Nicky Hockly is Director of Pedagogy of The Consultants-E, an online teacher training and development consultancy. She writes regular columns on technology for teachers for the English Language Teaching Journal and for English Teaching Professional, and is co-author of How to Teach English with Technology, Learning English as a Foreign Language for Dummies, Teaching Online and most recently of Digital Literacies (2013). She has published an e-book, Webinars: A Cookbook for Educators, and is currently working on a book on mobile and handheld learning. She is joint Coordinator of the IATEFL Learning Technologies SIG, and a self-confessed technophobe turned technophile.

Isabel Pérez

In this presentation we will concentrate on the uses of open educational resources in designing CLIL materials and also in planning lessons with the integration of IT. In this respect, we will talk, on one hand, about those resources that are good to use as an input in the CLIL classroom at different moments and, on the other, on those online tools that can allow teachers the creation of scaffolding quizzes, graphics organisers, etc, as well as those sites that can be used in the CLIL classroom to promote the practice of communicative skills, such as sites for writing or sites where students can edit audio files.


She holds a PhD in English Philology from the University of Granada. In the last twenty years, she has combined her work as a secondary school teacher and her research in the field of Information and Communication Technology and education, as well as in CLIL. In previous years she worked as responsible for the bilingual schools in the province of Granada on behalf of the Andalusian Regional Government. At present she works as a bilingual coordinator in a bilingual secondary school in the province of Granada.

Stavroula Sokoli

This hands-on workshop focuses on the use of Audiovisual Translation in foreign language learning and it will presentClipFlair, a web platform specifically designed for this purpose. Language teachers often resort to video to present their students with linguistic and cultural aspects of communication in their context. Since learning-by-doing is generally considered more effective than learning-by-viewing, they try to find active tasks for their learners, such as note-taking, answering questions, summarizing or discussing the video with peers. Familiar Audiovisual Translation modalities, such as subtitling and dubbing, can be used in this context as multimodal resources that can account for a very active and motivating educational framework.
ClipFlair proposes an authentic way of working with audiovisual material which results in a product, valuable in its own right: a subtitled or dubbed clip. Learners are asked to add to the clip their own subtitles, captions for the Deaf and Hard-of-Hearing, annotations or intertitles. Alternatively, they can record their voice to simulate foreign film dubbing, voice-over, free commentary, or audio description for the blind. Clips can be short video or audio files, including documentaries, film scenes, news pieces, animations and songs.


Stavroula Sokoli, PhD, is a researcher on Audiovisual Translation and Language Learning. She has initiated and coordinated the EU-funded projects LeViS (2006-2008) and ClipFlair (2011-2014) and collaborates with the Academic and Research Excellence Initiative in Greece. Stavroula teaches Spanish at the Hellenic Open University and gives subtitling courses at the UniversitatPompeuFabra and the UniversitatAutònoma de Barcelona, besides her work as a subtitler and interpreter.

Robert Wade

This presentation aims to give an insight into the use of technology within one of the major publishing houses in the world. We will see the latest developments to provide interactivity and stimulating materials to enhance learning. We will also see the use of digital resources and technology to make teaching more effective, improving classroom management and reducing the workload for the teacher.


Robert works at Oxford University Press España as a product manager and digital product specialist. He has had a strong interest in the use of digital resources for English Language Teaching from the beginning of his teaching career; starting in the floppy disk era with the development a pronunciation programme as part of his CertTESOL project, to the development of Gradebooks to improve home-school connexions and later on within publishing overseeing the transition of educational components and resources into digital formats in such a way to guarantee the quality Oxford University Press is renowned for.