Fast forward 50 years and The new generation of learning tools includes smart phones and tablets, and phablets (devices that are somewhere between a phone and a tablet in size), with more computing power, memory and connectivity than could be imagined even just a decade ago. Then you can add to the mix cloud computing and cloud-based applications that are all accessible through wireless and 3G and 4G networks, and the opportunities for language learning are almost endless.
However, putting the pieces together remains a non-trivial task particularly when you move from content delivery to students, to content creation and reflection by students. In some of the work undertaken with colleagues, we have combined cloud-based applications, mobile technologies and ePortfolios to create learning environments where the place of the teacher is important in order to develop and support (modelling and feedback) the learning framework and learning goals, While simultaneously providing an environment that is implicitly student centred and controlled, allowing students to present artefacts (in a coherent and creative manner) they have created to provide evidence of their development of language skills and proficiencies (in this example, English). The figure below shows the structure of the learning environment, indicating which parts of the environment are entirely student controlled and centred, which parts are shared between students and students (and students and teachers), and which parts are teacher designed and organised. Feedback welcomed. Please note, the graphic is released under a Creative Commons license and may be reused in not-for-profit contexts and it would be appreciated if the author (Professor David M. Kennedy) was acknowledged, should someone wish to reuse or repurpose the image. We are also looking for collaborators interested in language learning research.