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  1. page Week 6 edited Wrapping Up || Learn the book: How to use a book, compared to how to read documents on a comp…

    Wrapping Up
    ||
    Learn the book: How to use a book, compared to how to read documents on a computer.
    Norwegian with Danish subtitles.
    Overview
    Welcome to the final week of the Open Webpublishing session. This week is for catching up, final discussions,etc..
    ||
    ||

    15.00-16.00 Open Webpublising: Podcasting in Language Learning & Teaching' round table Special guests: Anne Fox , Geoff Taylor
    17.00-18.00 Open Webpublishing: Podcasting in Language Learning & Teaching' round table Special guests: Joe Dale Pete Travis
    (view changes)
    10:44 pm

Sunday, October 21

  1. page draftsmielt08 edited Post here I am thinking of setting a model blog for participants. Static pages for the syllabus a…
    Post hereI am thinking of setting a model blog for participants. Static pages for the syllabus and what we have on Drupal.
    A series of categories with the social media we will be using and use the blog posts for a collective blog. In this way we are exactly in the same situation as our participants and it will be like a mirror site, which we can always link to the Dekita lab. (Bee)
    first week
    By opening the accounts and juggling with them, participants get aware of what it takes to implement them with their learners
    this is a key question Tell us what social media means to you and socialize with the other participants.
    We can assume that everyone knows blogs and how to use them, so we could already focus on the key aspect - what we and our students gain by using them
    and by opening accounts on the different platforms they will observe what is going on as well
    [20:57:32] Barbara Dieu says: so it would be interesting to know how they perceive it
    the first task already asks them to contribute in the forum It would be interesting if you could also describe the experience you have already had with social tools in teaching/learning ( e.g. blogs, wikis, podcasts, video, projects) and provide us with the links to
    your sites.
    second week should be aggregation, syndication and mashups + tagging
    so there will be articles to read and practice exercises
    using the different tools and mashing them up together - connecting people and content
    we can add them to delicious
    [21:05:25] Barbara Dieu says: and invent a special tag
    [21:05:36] Barbara Dieu says: so they will appear on the page
    [21:06:20] Barbara Dieu says: like smielt08_aggregating for aggregators
    week 3 would be posting content to the different tools
    [21:12:38] Barbara Dieu says: and networking through them
    [21:13:04] Barbara Dieu says: using them all together
    [21:13:16] Barbara Dieu says: mashing-up and connecting to others
    content is open
    [21:15:35] Barbara Dieu says: just like open webpublishing should be
    [21:16:18] Barbara Dieu says: open ended
    questions for reflection and would add slow time, open space and food for thought in week 4 to allow participants time to breathe, finish their tasks, read and get a clear head before the reflection
    Illya: Choose one of the tools you have worked with. Think of a situation in which you would use this tool. Draw up a sketch of how you would use it and what you would hope to gain from this particular tool. If you can, try it out with your class and comment on what happened.
    [21:37:24] Barbara Dieu says: yes..open ended
    [21:38:02] Barbara Dieu says: let them add it to their static pages on the blog
    [21:38:16] Barbara Dieu says: and we can pipe it into the Dekita Lab
    [21:38:33] Barbara Dieu says: I want them to retain the ownership of their work
    [21:38:49] Barbara Dieu says: this is not collaborative work
    [21:38:55] Barbara Dieu says: it's their own production
    [21:39:10] Barbara Dieu says: so it can be aggregated and piped into a collective feed collector
    week 5 - shared multimedia production? (btw-I'm just following the list in under 'tools' )
    [21:19:21] Barbara Dieu says: no...analysing different productions
    [21:19:55] Barbara Dieu says: or different tools
    [21:20:07] Barbara Dieu says: to see the kind of English students are exposed to
    [21:20:13] Barbara Dieu says: and how to harness this
    week 4 would be finding examples of productions on the web at large
    and analyze how this can help our learners
    go to 43things for instance
    [21:25:05] Barbara Dieu says: choose one thing
    and see how the posts there can be used as an activity in class to foster language learning and how we can help stds express themselves through this tool
    so voicethread for example and what, if any, options it opens to learners that they may not have otherwise?
    week 6- rounding up, pulling threads together. reflecting on future use or non-use of tools used
    [21:51:05] Barbara Dieu says: evaluation..yes
    [21:51:30] Illya Arnet-Clark says: mention of further tools participants have come across and why they would recommend them - looking again into
    the pedagogical areafuture
    (view changes)
    6:35 pm
  2. page draftsmielt08 edited Post here your questions for the pedagogical area
    Post here your questions for the pedagogical area
    (view changes)
    11:44 am

Wednesday, October 17

  1. page WiA2007 Proceedings edited ... Open Participatory Web Publishing Abstract ... will first define, compare and contrast t…
    ...
    Open Participatory Web Publishing
    Abstract
    ...
    will first define, compare and contrast the
    ...
    and practices as opposed to open
    ...
    Web publishing .in the present educational context. We will
    Closed X Open
    Define/Compare/Contrast
    Interaction
    Interaction in the
    ...
    traditionally been institution/teacherteacher controlled, course
    ...
    classroom (LMS). Today,
    Today,
    the Web,
    ...
    other contexts .than those offered by the educational institution.
    This exposure and mobility, the blend of formal and informal learning along with multimedia resources and social networking, challenge us to re-think our basic assumptions about conventional classroom delivery and the traditional concept of e-learning.
    The way our learners are exposed to the English language nowadays is quite different from the way we used to be some years ago.
    We learn in chunks and we learn at any place and any time. Students learn with ipods; they listen on their way to school. This learning takes place in different places and different places. When I look at my students, their attention span is very short. Their attention span is quite limited. They have to experience a lot of activities; the activities have to be very interactive. They learn in small chunks. This is important to note when we think about today's education.
    Nowadays, blogs and other internet based social platforms and tools have opened the possibility for language learners not only to have access to authentic material but also engage actively with different people according to their interests, create their own media and take ownership of their learning.
    We learn in chunks and we learn at any place and any time. Students learn with ipods; they listen on their way to school. This learning takes place in different places and different places. When I look at my students, their attention span is very short. Their attention span is quite limited. They have to experience a lot of activities; the activities have to be very interactive. They learn in small chunks. This is important to note when we think about today's education.
    This is an indication that learners do not only want to participate in socialization that takes place in a classroom but also extend their social environments into the virtual world where their participation takes on different forms of multimodal expression (e.g., video, text, image). Because today's students actively strive to be part of such environments, educators should utilize this potential power of social environments to facilitate learning.Some popular social environments for informal interaction include MySpace or Facebook.
    Students often prefer virtual social environments because their participation can encompass various multimodalities. These students express themselves not only with text but also with video, pictures, images, etc. This is very interesting because this is quite new from what we've had so far. We have students who express themselves with making videos.
    (view changes)
    11:59 am
  2. page WiA2007 Proceedings edited ... Also, the idea of being an autonomous learner; one that can explore the language. You need to…
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    Also, the idea of being an autonomous learner; one that can explore the language.
    You need to become independent and autonomous. They need to be able to look for things and be able to deal with these resources.
    Pedagogy/methodologyMethodology
    Discourse analysis, as described by Michael McCarthy “is ... fundamentally concerned with language and the contexts of its use.” Teachers should look at grammar and other aspects of language within a larger context of discourse.
    Ruth Wajryb states that "as they learn, students make many and varied and constantly changing hypotheses about language. These involve the learner in active decision-making about the target language. ... The hypotheses are tested out and the results of each test - the feedback - are processed by the learner who then adjusts a current hypothesis to accommodate the new data received. As a consequence, learning means constant flux: the language of the learner is always changing and this very instability is a sign of progress."
    (view changes)
    11:03 am
  3. page WiA2007 Proceedings edited ... Open Participatory Web Publishing Abstract ... courses to promote the acquisition of soft…
    ...
    Open Participatory Web Publishing
    Abstract
    ...
    courses to promote the acquisition of soft skills and facilitate independent
    Closed X Open
    Define/Compare/Contrast
    ...
    in other contexts. Exposurecontexts .
    This exposure
    and access to diverse local and international online communities of practice,mobility, the blend
    ...
    and informal learning,learning along with multimedia resources and social networking,
    ...
    assumptions about language acquisition, conventional classroom
    ...
    of e-learning.
    The way our learners are exposed to the English language nowadays is quite different from the way we used to be some years ago.
    We learn in chunks and we learn at any place and any time. Students learn with ipods; they listen on their way to school. This learning takes place in different places and different places. When I look at my students, their attention span is very short. Their attention span is quite limited. They have to experience a lot of activities; the activities have to be very interactive. They learn in small chunks. This is important to note when we think about today's education.

    Nowadays, blogs and other internet based social platforms and tools have opened the possibility for language learners not only to have access to authentic material but also engage actively with different people according to their interests, create their own media and take ownership of their learning.
    This is an indication that learners do not only want to participate in socialization that takes place in a classroom but also extend their social environments into the virtual world where their participation takes on different forms of multimodal expression (e.g., video, text, image). Because today's students actively strive to be part of such environments, educators should utilize this potential power of social environments to facilitate learning.Some popular social environments for informal interaction include MySpace or Facebook.
    ...
    We have to acknowledge that and take this into consideration when we design our curriculum.
    I also believe that students learn through interaction with others. Students engage in language learning through social interaction. I learned English in Canada where I associated with a lot of people and having a lot of social interaction. Vygotsky has talked about it; his ideas on sociocultural learning are very valid, especially now.
    The way we learn is quite different from the way we learned before. We learn in chunks and we learn at any place and any time. Students learn with ipods; they listen on their way to school. This learning takes place in different places and different places. When I look at my students, their attention span is very short. Their attention span is quite limited. They have to experience a lot of activities; the activities have to be very interactive. They learn in small chunks. This is important to note when we think about today's education.
    What is very important when we think about including technology into curriculum is. There is so much socialization going online. Our students need to be prepare to deal with that. There are so many intercultural exchanges happening online and students speaking with different accents.
    We teach our students how to interact online, how to look for information, how to digest the information, and how to deal with that information. This is more than just literacy; it is multiliteracies. If we don't take it into the account, we don't allow our students to build on their capital.
    (view changes)
    8:37 am

Tuesday, October 16

  1. page WiA2007 Proceedings edited ... Closed X Open Define/Compare/Contrast ... language has been traditionally constrained b…
    ...
    Closed X Open
    Define/Compare/Contrast
    ...
    language has been traditionally constrained by classroom time,been institution/teacher controlled, course book based, teacher controlledconstrained by classroom time and limited
    ...
    classroom (LMS). Today's students, however, seek to establishToday, the Web, social tiestools and the convergence of different digital media have brought about more opportunities for learners and educators throughout the world to connect, exchange information, socialize and practise the target language in real lifeother contexts. Exposure and access to diverse local and international online communities of practice, the blend of formal and informal learning, along with social environments as well as in virtual ones.networking, challenge us to re-think our basic assumptions about language acquisition, conventional classroom delivery and the traditional concept of e-learning.
    Nowadays, blogs and other internet based social platforms and tools have opened the possibility for language learners not only to have access to authentic material but also engage actively with different people according to their interests, create their own media and take ownership of their learning.
    This is an indication that learners do not only want to participate in socialization that takes place in a classroom but also extend their social environments into the virtual world where their participation takes on different forms of multimodal expression (e.g., video, text, image). Because today's students actively strive to be part of such environments, educators should utilize this potential power of social environments to facilitate learning.Some popular social environments for informal interaction include MySpace or Facebook.
    (view changes)
    3:24 pm

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