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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

January 21, 2015

Speaker: Carrie Demmans Epp, University of Toronto

Title: Adaptive Technologies to Support Language Learning

Abstract: Technology use is deeply rooted within language learning. From the early use of language labs and more recent use of multi-media, we have seen the wide use of technology by language learners. This talk will present two adaptive language-learning tools and discuss their deployment in various cultural and educational contexts. The first tool is a computer-based pronunciation tutor for Russian (ProTutor) and the second is a mobile-based English communication support and study tool (VocabNomad). Both systems employed representations of the user's knowledge (learner models) to drive their adaptive content recommendation and personalized feedback.  These adaptive features helped to motivate learners, enabled their self-regulation, and supported learning activities and outcomes. Their use by high school and university students also demonstrated the need for them to be accompanied by appropriate pedagogical practices when used as support tools in formal learning environments.