Digital resources and self directed lear

These relate to features, which help enhance a students’ personal motivation, motivational and cognitive strategies, b the learning process self-monitoring, problem-solving, autonomy and

CHARLES DARWIN UNIVERSITY

CHARLES DARWIN UNIVERSITY

A research project submitted in partial fulfillment of the requirements for the degree in Master of Education

Abstract

Assisted by technologies, the 21st century education demands self-directed learners in an indispensible way This paper describes the role of digital resources (DR) in a language-learning environment that can be critical to Self-Directed Learning (SDL) in ESL settings The report identifies a number of qualities of DR, which give them the above advantage These relate to features, which help enhance (a) students’ personal motivation, motivational and cognitive strategies, (b) the learning process (self-monitoring, problem-solving, autonomy and collaboration), and (c) the learning contexts (enhanced environment, learning space and community and policies)

Chapter III: Integration of DR in SDL Environment

3.1 Project-based Learning and DR in a SDL Environment: practical implications 16

A Database

B Creating a class website

C Developing a map of one’s town

D Developing an online news network

E Creating a game

F Creating PowerPoint

3.2 Analysis: The Collaborative Lecture Annotation System (CLAS) 18

CHAPTER I: INTRODUCTION

Over the last decade various studies suggest that the goal of learning in the 21st century is not simply the mastery of knowledge, but it is the mastery of learning as in personal attributes, process and discourses (Candy, 2004; Garrison, 2003) As mentioned, education is seen to play an important role to turn novice learners into expert learners While learning involvesengagement, today’s classrooms are seen at the center of a revolution that has technology at its core

Research studies of the past decade have also established that the major advances in new technologies could offer possibilities for increasing student learning engagement and mastery

in higher education institutions (Hill, Wiley, Nelson, & Han, 2003, p36-39) Other studies have explored the functional and social productivities of the integration of technologies in schools such as convenience and flexibility (Poole, 2000), collaborative learning and community, and communication (Song, Singleton, Hill, & Koh, 2004)

Learner attributes and learning practice in the contexts of technological environment such as Web 2.0, however, has become equally important for research Some scholars have explored specific attributes including prior knowledge, time, and gender differences and learning preferences (Rovai, 2002) An area of particular interest to researchers exploring internet learning is the learner’s ability to guide and direct his or her own learning, which is known as self-directed learning (SDL) (Rovai, 2002) In connection, we argue in this paper that SDL skills can be developed and supported through the integration of digital resources include internet media and Computer Assisted Language Learning (CALL) tools for pedagogical activities to encourage students’ self-management, self-monitoring and motivation As such, learning is not seen as a teacher’s activity, but students take initiatives in their own learning

in a discourse or set up environment by a teacher, that is, with the systematic engagement of project-based learning and problem-based learning approach, with the assistant of technologies In fact, this particular argument is relevant to the effective teaching practices over the past decade how active and passive learning is primarily the results of instructional designs, teachers’ control and domination, resources, and other related environmental factors (Rovai, 2002)

With the growing understanding of the importance of nourishing the ethos of lifelong learning in individual student, schools and teachers are seen as dynamics factors in cultivating, fostering and supporting students the relevant understanding through teaching and learning practices The purpose of the paper is therefore to draw on a research-based conceptual model for understanding the role of digital resources in SDL that will be critical for ESL contexts First, research perspectives on SDL will be reviewed Next, I will introduce the conceptual model for understanding digital resources in supporting SDL from functional, socio-cultural, political and emotional research perspectives Finally, the integration of five most common digital resources for project-based pedagogy, and a web-based learning system called CLAS will be analysed to see how they can be of good supports for ESL learners to enrich their SDL skills

1.1 Self-Directed Learning from Research Perspectives

The study of self-direction has been explored primarily on three perspectives: (a) process (Knowles, 1975; Mocker & Spear, 1982), (b) personal attribute (Candy, 1991; Garrison, 1997), and (c) contexts (Candy, 1991, 2004)

Though Garrison (1997) states that there is no authoritative definition for SDL, definitions of SDL have evolved around the work of Knowles’ early work Knowles (1975) defines Self-directed learning as a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes Derived from Humanism, Cognitive theory and Constructivism, SDL has attracted scholars across disciplines to emphasize the central role and responsibility of learners in their learning (Candy, 2004) In the learning process, second language learners, for instant, take full responsibility for all self-direction including decisions concerning their learning and the implementation of these decisions They plan, organize, monitor and adjust the learning for their own needs, and conduct the cognitive modifications at their own wills

Some other researchers focus on SDL can be supported through guidance and collaboration from teachers or assistance from peers (Candy, 2004) Candy (2004) also identifies a number

of characteristics of self-directed learners For instant, they are able to have a sufficient understanding of what is learnt, formulate their learning objectives, select and use appropriate learning strategies, monitor their use of these strategies, and assess their own learning Other recent studies have focused on SDL-based curriculum that will therefore support students with knowledge, trainings and skills through technologies (Liyan, 2007) Liyan (2007) has summarised SDL from three research perspectives that provide framework for this project

As well, the foci of SDL have been expanded from learning process, personal attributes, to contexts Besides learning process, Garrison (2003) recognises the potentials of SDL through the learners’ attributes including motivation, moral behaviours in learning, self-management, goal orientation as well as self-discipline in learning, while some research have further recognized the importance of the learning context for SDL (Candy, 1991), noting that learners may exhibit different levels of self-direction in different learning situations According to Candy (2004), learners may have a high level of self-direction in an area in which they are familiar, or in areas that are similar to a prior experience Moreover, Candy (2004) points out that the presence of technology has changed the ways student learn and perceive knowledge, and therefore research focus may need to be shifted from traditional learning approach to educational technology to be included in curriculum, instruction, learning process and assessment

The examples which follow illustrate how the three components work together with the support of technological resources One area that is particularly promising for SDL research

is online contexts (Sloan, 2004), created to provide and enhance opportunity for individual self-directed learner in managing his/her own learning, searching, obtaining information, interacting and collaborating with other learners and teachers This trend is demonstrated in the popularly emerging distant learning or E-learning with technological supported courseware Since online technology become widely used among students, it is very likely that most students have a high level of self-direction in learning through online means, and a learner who regularly writes blog perform dynamically in self-direction when learning in web-based mode More research is needed in this area if we are to gain a richer understanding

of how SDL functions in specific contexts

1.2 The rise of Digital Resources in language education

With the eminent rise of digital resources in diverse types and forms, education providers, sociologists, neuroscientists and theorists across disciplines believe that learning today is an entirely new game Zhang (2009, as cited from Pearson et al., 2005) defines digital resources

as tools that include a wide range of media forms such as images, video and audio clips, hypertext, hypermedia, software applications, and web pages Since 1990s, many achievements in foreign language teaching and learning with the aid of network and multimedia have been widely obtained

Conventional teacher-centered language acquisition model, merely imparting language skills and knowledge (Zhu, 2004; Zhang &Wu, 2005), is not only hard to meet the practical demand of the new generation students, but also difficult to improve students’ initiative abilities of using English language through self-directed learning and collaborative learning, form an effective strategy, and ultimately acquire language competence For example, teacher centric instruction would limit students to certain direction determined by teacher, and therefore knowledge is basically constrained within the understanding of teachers and curriculum Such phenomena are illustrated in the practice most conventional instructional practices including lectures, drilling and oral quizzes In such regards, students are frequently intimidated by teachers and their pedagogy as conditions to teacher-centric environment In contrast, research found that students are more independent when they are less controlled by teachers or their oppressive environment (Zhu, 2004) Moreover, with the aids of technologies, students are well supported to engage their learning with freedom and self-esteem which allow them to exhibit their inner self and creativity (Zhu, 2004)

Additionally, the rapid development of modern internet technology has long been propelling the modernization process of the whole society, and irrevocably calls for modernization of present day education (Berk, 2009) For brighter education, they established that teaching materials should go along with the progress of information technology, and electronic courseware will gradually replace the conventional paper teaching materials With the increasing trend of online learning in higher education, Sloan (2004) argues that SDL has started to attract more attention due to its speculated and reported impact in these contexts For example, students are found to exhibit high performance in an online collaboration in text and voice/video conference mode since online technology allows interaction beyond the limit

of classroom walls (Sloan, 2004) Multiple research exploring online learning have indicated that SDL skills may assist the learner with the learning process in these contexts (Berk, 2009; Rovai, 2002; Ina & Shafiq, 2012)

1.3 Problem Statement

The current study will describe the role of digital resources (DR) in Self Directed Learning (SDL) in order to understand how to integrate these resources in a language learning environment This study will synthesize and analyse the currently available research, and this knowledge will be shared with Cambodian EFL teachers

1.6 Rationale

Chou & Chen (2008) confirms that schools are now recognizing the importance of directed learning as a necessary skill needed for the 21st century as well as the need for teachers to enhance students’ abilities for accessing self-directed learning Likewise, in Cambodia improving students' self directed learning has gained increasing recognition as being an essential goal of many language training programs across institutions Such motives are vastly demonstrated through school policy documents as well as pedagogical practices

self-Candy (2004) suggests that self-directed learning provides a more direct route into understanding the actual dynamics of and relationship between learning and technologies In fact, a myriad of studies support that technology (in an exciting way) can impacts students’ self-directed learning through motivation, engagement and outcomes as well as instilling life-long learning in individual student (Chou & Chen, 2008; Candy, 2004, ChanLin, 2008; Darwson et al., 2012)

However, with the growing presence of digital technologies in Cambodian EFL classrooms, especially among private schools, the problems of understanding its roles, applications and effects on student self-directed learning have yet to be discussed and clarified Therefore, confusion and misunderstanding may lead to poor acceptability and use in those schools Therefore, clarifying the relationship between digital resources (DR) and SDL pedagogy will

be worthwhile to better understand how SDL can be supported in ESL contexts

1.7 Research Methods

This is a theoretical study based on secondary data sources, providing a critical review of the relevant literature In the first instance I will examine the literature which will help provide insights as to the ways in which the characteristics, roles and relationship of DR that are linked to SDL Then, this study will also review literature that provides insights to leverage the conventional learning environments with the help of DR This review will further offer the study with a conceptual framework which underpins the use of DR in SDL environments

I will primarily approach published literature and employ it as a core part of this academic

paper In the process of searching and evaluating literature sources, I will adopt the selection and elimination methods in a consistent and systematic fashion, so that resource obtainable

may be efficient and misevaluation on data interpretation may be avoided I will use electronic library search of Charles Darwin University called Summon as the mainstream to search As such, selection and elimination methods are applied For instant, by selecting only research journal and books options (or publication date specific, subject terms and languages) (while eliminating unrelated resources) for the searched topic, the resource obtainable will be specific to types and contents oriented

While the findings and conclusion of each literature are primary targets for content reading, I will employ critical approach to reading research articles on number of selected articles (that

I am convicted to have direct impact on my study) In critical review, I will examine the published academic articles based on framework, problems, organization of evidences, methodologies, analysis, synthesis and critique to be taken place As a result, published literatures will provide an academic basis to this study; clarify my ideas and findings; find research methods to approach this study; identify the potential issues concerning the scope of this study

1.8 Ethics

This study is mainly based on the review of literature in the area of technology and pedagogy

It primarily concerns itself with referencing which the research will adopt throughout this study The study process raises no ethical concerns

CHAPTER II: PERSPECTIVES ON DIGITAL RESOURCES AND SDL

Robertson, Elliot & Robinson (2007): Cognitive tools

Process Functional Perspective

Digital resources in diverse forms, types, characteristic, and what does it do

Liyan (2007)

Candy (2004) Berk (2009)

Socio-cultural Perspective

Digital Network Community; Learner’s Control Randal (2003)

Christopher (2010) McInnerney & Roberts (2004)

Context Political Perspective

Environment, Accessibility, Creative Curriculum, Responsibility, Policies, ethics

Fuchs (2008): Educational technology environment Ormiston (2011)

Randal (2003) Chou & Chen (2008) Singh, H (December 2003): Blended learning, Ethics

Considering the differences in approaches to learning and the roles of students, teachers and learning materials that have developed over the years in the field of language teaching, it is critical to specify the forms of learning that SDL favours and which are also consistent with the 21st century learning skills Learning is an interactional process whereby learners engage

to a participatory process of interaction in negotiating between what is known and what is to

be learned; It is a social process as it involves the interaction between learners and others; a situated process where learning takes place in a context between the participants; a meta-cognitive process (Shane et al, 2012; Chou & Chen, 2008) Relevant to SDL, meta-cognitive process of learning mainly engage the role of learners in realizing and understanding their own cognitive process and ways of learning (Wu, 2013) Considering the fact that human brain and technology (as a learning advancement) have changed the ways student interact and learn, it is critical to look at how technology could be of use to enhance students’ learning from many variables In this study, we are seeking to reflect on how technology (i.e internet and CALL tools) could be of value to self-directed learning from the following four perspectives They include (1) emotional, cognitive and motivational perspective of technology on SDL, (2) functional perspective on SDL, (3) Socio-cultural perspective, and (4) political perspective

2.2 Cognitive, Emotional and Motivational Perspective

Technology today allows for diverse ways for working and learning (Small & Vogan, 2008) Small & Vogan (2008) explain the daily exposure to today technology—computers, smart phones, video games, search engines— stimulates brain cell alteration and neurotransmitter release, gradually strengthening new neural pathways in our brains while weakening old ones, literally shaping our brains evolving right at a speed like never before Robertson, Elliot and Robinson (2007) in their research cognitive tools discover that technology can be used to benefit learner’s cognition through four main roles: (1) Information seeking (Databases or Search engines i.e Google, Wikipedia, and E-corpus like Encarta Encyclopaedia), (2) Information Representation, (3) Knowledge organisation, and (4) Knowledge integration For instant, databases and search engine tools such as Google, Yahoo, Alta Vista and E-Corpus allow learners to retrieve and identify information through learning situations; Graphic, Organizers and Concept Maps tools such as PowerPoint and Word Processing enable information to be represented in a meaningful representation; Spreadsheets, Presentation

tools and Notebook tools including Inspiration, Excel, Word and HyperAuthor are used to

establish relationships among information by structuring; Mapping and Simulation tools such

as online discussions, teleconferences, video streaming and podcasting allow students to connect new information to prior knowledge therefore learners can build a larger array of information

In the recent years, study of affect and emotion in the context of technology in education and the role that they play in technology acceptance have gained much interest among educational technologists and educational neuroscientists The inner state of a person involving emotion, mood, feeling and sentiments determine a person’s behaviour and personalities toward learning Though the scale of how technology affecting emotions in learning is somehow varied, neurology research claimed that all learning is emotional (Immordino-Yang, 2011; Immordino-Yang & Damasio, 2007) Immordino-Yang (2011) states that emotion and cognition are intertwined, and involve interplay between the body and mind Furthermore, social processing and learning are found to internalize our subjective interpretations of other people’s beliefs, goals, feelings and actions Aside from face-to-face

human interaction, technology can equally engage learner’s emotions on individual and social processing from teachers, peers and school (Caldwell & Cunningham, 2010; Jennie, Debby, Joan & Jon, March 2010) Such excitements are numerously found within the engagement of teaching and learning using internet multimedia, simulation, games and social networking spaces (Wu, Yen & Marek, 2011)

More than extrinsic motivation, research establish that intrinsic motivation is the most significant contribution to learning success (Caldwell & Cunningham, 2010; Jennie, Debby, Joan & Jon, March 2010) Proficiency in SDL necessitates not only a certain degree of motivation to engage in the learning process, but also the capacity to assess achievement and performance against established criteria or goals (Garrisons, 1997) Wu, Yen & Marek (2011) also argue that technology can have a positive impact on learners’ self-esteem and confidence

in learning performance For instant, Social networking can also be used as a motivational tool to promote self-efficacy amongst students In a study by ) Wu, Yen & Marek (2011) indicate that Facebook was used as an academic motivation tool for students in a

developmental reading course Social networking sites such as Facebook and Tweeter are

virtual communities not only for people interested in a particular subject or just to hang out together, but also can be used as a potential space for learning collaboration With members communicate by voice, chat, instant message, video conference, and blogs, students are able

to read and share comments, interact as well as explore ideas of their interest Students engaging learning activities with such technology space allow them to manifest what they believe, think and want to create because this new leaning environment provides high flexibility, relationship-center, and control free as well as promote share experiences

A key element influencing student task motivation is feedback While student motivation to persist is also influenced by a range of intrinsic and extrinsic factors (e.g grades, future career goals, instructor, assessment), it is critically impacted by the level and quality of feedback received (Jennie, Debby, Joan & Jon, March 2010) Jennie, Debby, Joan and Jon (2010) note that technologies can be very dynamic with feedback and connectivity as they encourage flexibility and efficiency Many profound outcomes in this area are demonstrated through various Learning Management Systems (i.e Learnline, CLAS, WebCT, Blackboard, Wikispace and Blogging), social networking sites (e.g Facebook), Blogging (e.g Blogspot)

On the negative side effects, many research also points out that technology i.e internet and mobile technologies alike could have tremendous effects on learners’ health, inter-personal skills, personality and emotional-intelligent (Elisabeth and Lennart, 2004) Such phenomena are usually diagnosed as a result of technology addiction, resulted from poor learning management and discipline, learning behaviours, or the lack of efficient policies (school level)

Other studies also discover that the exponential growth of multitasking with technologies such as doing reading while chatting, participating in social networking and listening to online radio can lead to the break of concentration, which is the primary component for learning (Caldwell & Cunningham, 2010) A different research found that the habit of multitasking performed by students can lead to some detrimental impacts including time wasting, long term memory effect, mental block and work productivity (Rubinstein, Meyer & Evans, 2001)

2.3 Functional Perspective

The last decade has seen the significant rise of the internet technology that impact many areas, especially education The present of Web 2.0 has changed the ways education media are created, used and shared across platforms Today’s internet education resources are created based on the electronic structure and dynamics which are characterised in five areas

of importance (Liyan, 2007): (a) screen design (visual elements: colour, text, graphics, and animation), (b) learner control and navigation, (c) use of feedback (d) student interactivity, and (e) video and audio elements

Lankshear and Knoble (2006) claim that formal education ignores what technology could do

to transform education They (2006) argue that mobile and wireless technologies and new media might be integrated into current school educational activities, as they are transforming and defining new literacy in teaching and learning In fact, Internet has generated many innovations and services that stem from its interactive character The emergence of ubiquitous and inexpensive microprocessors and wireless networks has lead to the wide deployment of mobile devices that allow us to access and to handle information almost anytime and anywhere (Roussos et al., 2005) Diverse multimedia applications have flourished with recent advances in hardware and network technology with the proliferation of inexpensive video-capture devices and widespread adoption of the worldwide web via these mobile devices All these forms of interactive multimedia and communication offer new possibilities for supporting innovative ways of learning, collaborating and communicating (Thornton & Houser, 2004) These technologies and new forms of mobile communication and collaboration have been widely adopted by young people and integrated into their everyday lives Clear indications of this trend can be found in sites such as www.youtube,com, www.flickr.com, and www.facebook.com The many structures and features provided by 2014 Web 2.0 social software such as Facebook.com include News Feed, Friend, Wall, Timeline, Like, Facebook Notes, Messaging, Voice calls, Video calling, Notifications, Networks, groups, and pages With such the availability of such high end technology, young people are seen as active Web 2.0 users, and their interactions through these technologies are found to alter their social identities, styles of learning, and exchanges with others around the world(Thornton & Houser, 2004)

The present of the Web 2.0 is now supported by most advanced hardware technologies such

as graphical chips and processors allow users with high speed and capacity, automation, communicability, replication, provisionality, interactivity, non-linearity, and multi-modality Wang, Yetsko, Licitra & Armstrong (2005) provide a list of online based technologies that can be used by teachers and students to enhance learning experience The most popular web applications and courseware are Emails (i.e Gmail, Yahoo, Hotmail), Search Engines (i.e google.com, bing.com, yahoo.com), Websites (i.e everything.com,

learnenglish.britishcouncil.org), Cloud storage (i.e dropbox, Googledrive, iCloud, SpiderOak), Social Networks (i.e facebook, tweeter, google+), Weblog (i.e Blogspot,

Wordpress), Web Forums and web portal (i.e Englishlearningforum.org), Video Portal (i.e

Youtube.com), Wikis and e-Library (i.e Wikipedia.org, googlescholar, archive.org, gutenberg.org), Online radio and Podcast (i.e eslpod.com, grammargirl.com), News media

and news feed (i.e newsinlevels.com), Online games and simulation (i.e whyville.com), Free online course (i.e Elllo, funeasyenglish.com, Online learning systems (i.e Khanacademy.com, flippedclassroom.com, lynda.com/gr), Online dictionaries, and web-

based multimedia software (i.e Learn to speak, American English, Grammar Master)

With the exponential growth of potential hardware and software technologies, internet has transformed text based approach to learning to an approach which combines audio, real-time sync, active note, user content interaction and colour video in much more exciting way For instant, the use of MIMO, text-to-speech, X-ray and interactive interface design in books are vastly integrated into online-based textbooks across devices including Amazon kindle, Google Book, and Apple iBooks and Nook Many web learning applications are also designed such that information is presented online in websites and enhanced with multimedia features and interactivity, and follow certain design concepts (Svensson & Ostlund, 2007)

Beyond providing flexibility and accessibility, a similar research echoes that technologies do multiple jobs to learners and learning initiative (Solanki, 2012) For instant, multimedia and hypermedia technologies that create the content that uses a combination of different content forms including text, audio, still image, graphic, animation, video, hyperlinks, and interactive content create opportunities to enhance personal learning quality from hunting and gathering knowledge to assess and evaluate knowledge (Solanki, 2012) Such technology empower learners as they can touch, record, play and replay, store, watch, interact with the content, and share the content with ease

Interactive multimedia is one of the most promising technologies of the time and has the potential to revolutionize the way we work, learn and communicate (Ormiston, 2011) Ormiston (2011) states that interactive multimedia programs take the idea of learning and doing, not simply watching With interactive multimedia programs the learning process becomes active, not passive, and it ensures that users are doing, not simply watching In parallel, true interactivity implies that self-directed learning process is, in some degree, modified by the actions of the learners and the present of the assist resources, thus changing the roles of both the learner and the supporting resources (Lai, 2014) In parallel to enrich self-direction in learning, myriad of research claims that technologies such as multimedia and hypermedia can be used to enhance the success and experience of literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem (ACT, 2004; CEO Forum, 2001; Boster et al., 2004; Mann et al., 1999; Tracey & Young, 2006; WestEd, 2002)

Svensson and Ostlund (2007) provide examples that every learners experience through based learning including (1) motivate, (2) rich resources, (3) abundant opportunities for students to build or modify their personal knowledge, (4) enjoyment, (5) excitement, (6) novelty, and (7) engagement Other research discover that multimedia and hypertext technology alike enhance cognitive skills by making thinking visible (Sivapalan & Wan, 2010) For example, in digital learning process using graphical organisers (i.e Inspiration, Cmap Tools, Smartdraw, Concept Draw, and FreeMind), Trends Spreadsheet, allow learners

web-to differentiate according web-to needs, reflect, evaluate and validate as well as measure for growth

Scholars also focus on how web multimedia such as games and simulation enhance student multisensory processing (auditory, visual, kinaesthetic learning experience), which to a large extent make learning evident, authentic and assessable by learners, peers and teachers (Berk, 2009) When internet is used as a mean for games and simulation, opportunity for learning and learning motivation can be enhanced because students are allowed to interact within a program and peers in an exciting ways Anderson (2008) also state that only through web technology that learning across border can take place in real-world activities to be joined by

various collaborative groups, to be known as educational society network Such technology

empowers individual exploration and sharing knowledge based on common interests

2.4 Socio-cultural Perspectives

Research has validated the significant role of community and network society in individual learning (Wenger, 2002) In this era where learning and mobility becomes the common trend for growth, cultivating and sustaining a community of learning and learners for knowledge sharing and collaboration has become mainstreams in research and strategy development via intentional and systematic approaches (Christopher, 2010)

A socio-cultural construction is usually understood as a physical, virtual, or cognitive artifact that is resonant with the social and cultural environment Such efforts have been demonstrated in community newsletter (paper-based and/or electronic) with valuable local content, a personal web site that highlights information of interest to other members of the community, a posting to a discussion forum that shares useful knowledge or wisdom, a message to a neighborhood e-mail list that engages in relevant issues, or even a paradigm shift that reflects a renewed confidence in oneself or greater appreciation of community (Pinkett, 2002) Pinkett (2002) suggests that socio-cultural constructionism can be productive when community members as seen as active producers of information and content, as opposed to passive consumers or recipients Therefore, with present of network society and community technology there is a paradigm shift of practice by individual learner For instant, with community technology such as web community forum or social networking, individual could use their freedom of expression for learning and sharing knowledge with community with high flexibility and convenience

Scholars such as Christopher (2010) identify this trend as digital community development

Through digital technologies and internet media, students are now supported in their learning experience Since we live in an increasingly connected global community, learning to live as

a community has also become the emergent pre-requisite (McInnerney & Roberts, 2004)

Similarly, Candy (2004) supports that the presence of technology has advanced community in the effort of knowledge collaboration and interaction, which to a great extent engages self-directed learners to a digital social environment that could create opportunity and ease for information communication and empowerment Fuchs (2008) points out that internet as a dynamic techno-social system has transformed learning in a virtual reality that however will shape/change a new form of society through self-organisation system

project Camfield Estates–MIT Creating Community Connections Project was one of the

widely recognised works by Pinkett (2002) This project is the a typical work established on the foundation of network knowledge society using internet infrastructure a mainstream route

for communication, interaction and collaboration of knowledge Rooted in Sociocultural constructionism, Pinkett (2002) argues that individual and community development are

reciprocally enhanced by independent and shared constructive activity that is resonant with both the social environment of a community of learners, as well as the culture of the learners themselves

With the rapid growth of Web 2.0, miscommunication and misunderstanding used to be problematic can now be avoided with its sophistication of tech-functionality ranging from text, image, voice, video conference, to the combination of all mentioned modes Successful practices for ESL have should that virtual community such as Second-Life allow English language students to learn English across the globe through virtual interaction in specific

contexts such as going shopping, conversation at the information desk and virtual field trips

at a museum

With the development of a new generation of Web services and applications known as Web 2.0, it is imperative to shift towards new pedagogies and approaches for language and intercultural learning Thorne (2008) advocates that Telecollaboration 2.0 for language, literacy and intercultural learning in the 21st Century may need to be discussed with the educational shift from Web 1.0 to Web 2.0 within the context of telecollaboration This notion somehow informs to the innovation and technological transformation to focuses on the development of new online literacy, intercultural communicative competence, and language learning As the rise of social networking become prominence in the lives of learners and educators alike, research claims that social networking (e.g Facebook) applications share many of the qualities of a good ‘official’ education technology to draw on relationship of individual learners and community (Thorne, 2008) They permit the exchange of peer feedback and match the social contexts of learning such as the school, university or local community, particularly in a more dynamic way For instant, the innovation of group and personal page allow individual leaner to interact using written and verbal learning in a more practical and speed efficient way The conversational, collaborative and communal qualities

of social networking services are felt to mirror much of what we know to be good models of learning, in that they are collaborative and encourage active participatory role for users (Thorne, 2008)

Thorne (2008) states that one of the main educational uses of social networking is seen to lie

in their support for interaction between learners facing the common dilemma of negotiating their studies Social networking services may also benefit learners by allowing them to enter new networks of collaborative learning, often based on interests and affinities not catered for

in their immediate educational environment Social networking sites such as MySpace and Facebook have shown, among other things, that students will invest time and energy in building relationships around shared interests and knowledge communities This has prompted some educationalists to explore the potential of social networking to augment conventional interactions and dialogue between students and teachers Some have taken the scope of social networking services such as Facebook to offer teachers a forum for easy networking and positive networking with students (Thorne, 2008) Since Social telecollorative software such as Facebook.com affectes the social life and activity of people in various ways, its availability on many mobile devices allows users to continuously stay in touch with friends, teachers and other acquaintances wherever they are in the world, as long as there is access to the Internet This continuous trend will, therefore, enhance learning in various ways—academic knowledge to be learned in social, real-time collaborative approach

e-interaction, quizzes and exercise and online collaboration Other research suggests that schools in the internet based learning environment teach students the necessary skills to evaluate information content as fact, concept, process, procedure and strategic principles (Clark & Mayer, 2007)

On a school level, the full integration of internet resources and technological tools in rich curriculum and instruction must be built from a tech-savvy policy base However, the success will lie within permission, expectations, funding, and ongoing commitment (Ormiston, 2011) School boards and administrators are the authorities that either facilitate technologies innovation and integration or block them In country like Cambodia, permission and funding on innovative education are usually placed in the critical areas, especially among public schools, which somehow are seen to block any emerging learning programs A few public schools in Phnom Penh have innovated their ways to allow internet in schools for students and teachers, called Wifi funding projects They achieved this initial dream through seeking funding for Non-profit originations (e.g Education fund Cambodia and World Vision) by raising projects through community collaborative supports Parents and local community provide both moral and financial supports in internet funding programs In Cambodia, wealthy schools are in fact private schools in Phnom Penh These schools run on self-contained policies which allow them to be free from the supervision of the Cambodia ministry of education Like WEG education group, Wifi internet and computer labs are available to all students to get access However, WEG is seen to lack many resources that support optimal learning That would include WEG learning management system, internet library, broadband internet and specialized CALL tools for language practice As Ormiston (2011) points out that commitment is required from schools in order to take initiative to innovate curriculum, learning environment, and securing resources

digital-To create a digital-rich curriculum and classrooms in which integrated technology supports and enhances engagement and collaboration, school authorities must permit teachers to use available technological tools (Ormiston, 2011) For EFL schools, there is a need for justification or reform of the existing curriculum and make known to all teachers and stakeholders Ormiston (2011) suggests technologies could be integrated in instruction, assessments as well as in learning management While most EFL schools still favour low tech-resources such as Cassette players, CD and paper-based teaching materials, it becomes prominent that schools look to update their materials Teachers’ perceptions and attitudes can

be changed, and knowledge can be enhanced

In line with advancing learning with digital resources, research suggest schools take actions including project based learning need to be enforced; network learnings to be enhanced; technological resources, knowledge and fluency are provided; practice must be change; funding must be shifted; policies must be altered (Randal (2003) Other research in the area

of blended learning and e-resources suggests that certain policies must be established including code of conduct, discipline and termination policy, discrimination prevention policy, privacy policy, sexual harassment policy, workplace health and safety policy, workplace bullying and violence, and prevention policy (Singh, 2003; Chou & Chen, 2008)

ASCC Blueprint’s primary goal is to contribute to realising a people-centred and socially responsible ASEAN Community by forging a common identity and building a caring and sharing society (ASCC, 2009, p2) The Association of Southeast Asian Nations (ASEAN), formed on 8 August 1967, is a political and economic organization of ten countries located in Southeast Asia, including Indonesia, Malaysia, the Philippines, Singapore, Thailand, Brunei,