Realtà e virtualità dell'apprendimento di una L2 con tecnologie mobili

Digital technologies, particularly those employed for mobile learning, drive users to perform actions that are key contributions to the learning process. Thanks to the employment of electronic devices, including those small and handy such as smartphones and tablets, learning and teaching move from being virtual to concrete processes in the development of L2 skills. This paper describes some major characteristics of portable devices and their increasingly pervasive multiple uses. Furthermore, it illustrates mobile learning by focusing on its strongly innovative pedagogical implications: a new notion of context, which is no longer a physical space in which learning takes place; the re-interpretation of the bipolar distinction between formal and informal learning; the pro-active role of learners, who can choose where, what and when to study; and finally the notion of 'delocalized community' as an agent of learning. This process of innovation and 'materialization' of learning is supported by the growing number of Educational Apps, which they have become increasingly specialized, each of them reflecting more or less innovative pedagogical designs. The spectrum varies from those proposing rote memorization of vocabulary or structural grammar exercises to more creative ones which allow learners to upload digital assets and exchange them online with other people around the world. The former reflect a behaviourist view of learning, the latter a post-costructivist and more learner-centered approach. As an example of the more innovative ones, this paper describes a recently developed App, called Linguacuisine. Finally, the paper suggests that, in order to highlight the 'materiality' of mobile learning, it is time to avoid using labels such as 'virtual exchange' when referring to events of asynchronous and synchronous communication, and prefer labels such as 'telecollaboration, online exchanges'. Recognizing 'materiality' to actions triggered by the use of technologies in learning implies questioning the potential of digital resources, managing learning needs and processes, becoming aware of the wide-reaching change in learning conditions and attitudes, and directing innovation so as to achieve maximum outcomes.

数字技术，尤其是应用于移动学习（mobile learning）的技术，驱动用户做出对学习过程至关重要的行为。得益于智能手机、平板电脑这类小巧便携的电子设备的使用，第二语言技能（L2 skills）的培养中，教与学从虚拟过程转变为具象化实践。本文阐述了便携设备的几项核心特征，以及其日益普及的多元应用场景。此外，本文聚焦移动学习极具创新性的教学法意涵展开说明：其一，全新的情境概念——学习不再局限于发生学习的物理空间；其二，重新诠释正式学习与非正式学习（formal and informal learning）的二元对立；其三，学习者的主动（pro-active）角色，即他们可自主选择学习的地点、内容与时机；最后，将“去地域化社群”作为学习主体的概念。这一学习创新与“具象化”的进程，得益于日益专业化的教育应用（Educational Apps）——每一款应用都或多或少体现了创新性的教学设计。其应用范畴从旨在开展词汇机械记忆或结构化语法练习的工具，到允许学习者上传数字素材并与全球其他用户在线交换交流的更具创造性的平台不等。前者契合行为主义学习观，后者则秉持后建构主义（post-constructivist）且更以学习者为中心的教学路径。作为创新型应用的示例，本文介绍了一款新近开发的名为Linguacuisine的应用程序。最后，本文提出，为凸显移动学习的“物质性（materiality）”，在指代异步与同步通信活动时，应避免使用“虚拟交互”这类表述，转而采用“远程协作（telecollaboration）、在线交互”等术语。将“物质性”赋予学习场景中技术使用所触发的行为，意味着需要审视数字资源的潜力、统筹学习需求与流程、意识到学习条件与学习态度的广泛变革，并引导创新以实现最优成效。