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Maru del Campo

YouTube - Que és un wiki? - 0 views

www.youtube.com/watch

onlinetools content wiki wikis és español BaeLmoderate BaeLEspañol BaeLtutorial

shared by Maru del Campo on 15 Jun 09 - Snapshot
  • Maru del Campo
    Maru del Campo on 15 Jun 09
     
    Que es una wiki en Español
  • Maru del Campo
    Maru del Campo on 15 Jun 09
     
    que es una wiki en Español
Maru del Campo

The Cape Town Open Education Declaration - 0 views

www.capetowndeclaration.org/read-the-declaration

education oer open opencontent capetown resources declaration content BaeLmoderate

shared by Maru del Campo on 15 Jun 09 - Snapshot
  • Maru del Campo
    Maru del Campo on 15 Jun 09
     
    Educators and learners- invited to participate actively
    Release of opne educational resources
    Open Educatio policy
Maru del Campo

Archbishop Emeritus Desmond Tutu on the importance of freedom - WikiEducator - 0 views

www.wikieducator.org/u_on_the_importance_of_freedom

wikieducator DigitalFreedom BaeLmoderate

shared by Maru del Campo on 15 Jun 09 - Snapshot
  • Maru del Campo
    Maru del Campo on 15 Jun 09
     
    Digital Freedom.
Maru del Campo

Learning4Content - WikiEducator - 0 views

www.wikieducator.org/Learning4Content

WikiEducator wiki learning4content BaeLmoderate

shared by Maru del Campo on 15 Jun 09 - Snapshot
  • Maru del Campo
    Maru del Campo on 15 Jun 09
     
    WikiEducator technology. Tell me and I'll forget, show me and I may not remember, involve me, and I'll understand
Maru del Campo

Nik's Daily English Activities: Find Words that Express Your Thoughts - 0 views

daily-english-activities.blogspot.com/...hat-express-your-thoughts.html

nik nickpeacheywork BaeLEnglish BaeLmoderate

shared by Maru del Campo on 14 Jun 09 - Snapshot
  • There are times when you know what you want to say, but you just don't know the right word in English.
  • Today's activity will look at a website called OneLook Reverse Dictionary which can help you with this. You can also practice using the site by doing an online crossword puzzle.
  • Maru del Campo
    Maru del Campo on 14 Jun 09
     
    What to polish the use of English? Practice with this tool. Don't know how to say something? Find the word you're looking for using one look Reverse Dictionary
  • Maru del Campo
    Maru del Campo on 14 Jun 09
     
    Find the right word in English, polish your use of the language. One Look Reverse dictionary
Maru del Campo

Diigo Toolbar | Diigo - 0 views

www.diigo.com/tools

diigo tools bookmarking toolbar social firefox web tool BaeLmoderate BaeL

shared by Maru del Campo on 14 Jun 09 - Snapshot
  • Please follow these steps:
  • Maru del Campo
    Maru del Campo on 14 Jun 09
     
    Social bookmarking tool to share links with your group of students or trainees. Allows highlight
Maru del Campo

BaeLers - Group | Diigo - 0 views

groups.diigo.com/BaeLers

BaeL BaeLModeration 2008 diigo socialbookmarking group

shared by Maru del Campo on 09 Dec 08 - Snapshot
  • <br />Interested in doing future online teaching
    <br />Intereses: enseñar en línea en un futuro.
  • English & Spanish Language and Basic computer programs.
    <br />Inglés, Español y Progs. básicos de pc
  • Maru del Campo
    Maru del Campo on 09 Dec 08
     
    Diigo BaeL Group
Maru del Campo

F-Shaped Pattern For Reading Web Content (Jakob Nielsen's Alertbox) - 0 views

www.useit.com/...reading_pattern.html

bael baeldesign design webcontent reading

shared by Maru del Campo on 23 Dec 08 - Snapshot
  • F for fast. That's how users read your precious content. In a few seconds, their eyes move at amazing speeds across your website’s words in a pattern that's very different from what you learned in school.
  • This dominant reading pattern looks somewhat like an F and has the following three components:
  • If you squint and focus on the red (most-viewed) areas,
  • ...2 more annotations...
  • The first two paragraphs must state the most important information.
  • Start subheads, paragraphs, and bullet points with information-carrying words that users will notice when scanning down the left side of your content in the final stem of their F-behavior.
  • Maru del Campo
    Maru del Campo on 23 Dec 08
     
    An article useful to design our future BaeL website. Shows how people read webpages, the F pattern.
Maria Rosario Di Mónaco

'absolutely intercultural!' - 0 views

www.absolutely-intercultural.com

podcast intercultural education Diversity baelers baelenglish baelespañol bael

shared by Maria Rosario Di Mónaco on 28 Dec 08 - Snapshot
  • Maria Rosario Di Mónaco
    Maria Rosario Di Mónaco on 28 Dec 08
     
    a podcast dealing with intercultural issues
Maru del Campo

50 Ideas on Using Twitter for Education by Blog By Carol - 0 views

cooper-taylor.com/...on-using-twitter-for-education

Twitter baelmods tips howto beginners onlinelearning

shared by Maru del Campo on 28 Jan 09 - Snapshot
  • Build an account and immediate start using Twitter Search to listen for your name, the
    name of your school/college/poly/uni, and words that relate to your space.
    (Listening always comes first.)
  • Don’t just tweet about yourself, talk to other people about their interests,
    too.
  • Share links to neat things in your institution and/or community.
  • ...24 more annotations...
  • Be wary of always promoting your stuff. Your fans (aka mother) will love it.
  • But hopefully you are reaching out to others as well.
  • Promote your students’ stories, but be careful to maintain anonymity,
    particularly with kids.
  • What has your attention?”
  • When promoting a blog post, ask a question or explain what’s coming next,
    instead of just dumping a link.
  • Ask questions. Twitter is GREAT for getting opinions.
  • Tweet about other people’s stuff. Make you human 
  • When you DO talk about your stuff, make it useful.
  • You don’t have to reply to every @ tweet directed to you (try to reply to some,
    but don’t feel guilty).
  • Use direct messages for 1-to-1 conversations if you feel there’s no value to
    Twitter at large to hear the conversation.
  • Use services like Twitter Search to make
    sure you see if someone’s talking about you. Try to participate where it makes
    sense.
  • If you tweet all day you will not be popular
  • Learn quickly to use the URL shortening tools like TinyURL and all the variants. It helps tidy up
    your tweets.
  • Commenting on others’ tweets, and retweeting what others have posted is a great
    way to build community.
  • helps one organize great, instant meetups (tweetups).
  • works swell as an opinion poll
  • direct student’s attention to good things
  • instant “backchannel.”
  • breaks news faster
  • presence
  • great minds together, and gives everyone daily opportunities to learn
  • critics a forum
  • staff development
  • augment parent feedback
Maru del Campo

usingcorporaintheclassroom - Using Corpora in the Classroom TESOL 2008, New York City - 0 views

usingcorporaintheclassroom.googlepages.com

corpora statistics enhancinglessons 2009 onlinelearning

shared by Maru del Campo on 31 Jan 09 - Snapshot
  • Maru del Campo
    Maru del Campo on 31 Jan 09
     
    site with examples on the use of corpora to evaluate students mistakes using statistics
Maru del Campo

LLT Vol10 Num3: NOTICING AND TEXT-BASED CHAT - 0 views

llt.msu.edu/...default.html

text-chat-use study baeldesign baelmods text chatuse onlinelearning

shared by Maru del Campo on 02 Feb 09 - Snapshot
  • Text-based online chat
  • Noticing is an important cognitive construct in second language acquisition.
  • research in the area of cognitive psychology have concluded that attention is
    essential for learning
  • ...17 more annotations...
  • has the great potential of increasing noticing for two reasons: first, it
    allows conversation to flow at a slower pace compared to face-to-face
    conversation, and thus gives the "speakers" longer processing time in receiving
    and producing the target language; secondly, it saves texts in such a manner
    that users can access previous messages quite easily.
  • We predicted that learners would be more likely to notice their own problematic
    linguistic output and the interactional feedback from their interlocutors in
    text-based online chat than in face-to-face conversation for two reasons. First,
    text-based online chat allows for a slower pace of conversation, which might
    give learners more time to process and produce the target language. Second,
    conversations during text-based online chat can be saved as they are typed out
    and are accessible for review at any time during the conversation.
  • Twelve ESL learners of intermediate English proficiency participated in this
    study.
  • The participants were instructed to spot the differences between two pictures: a
    pair based on a park scene and a pair based on a kitchen scene,
  • Each dyad participated in this study in a computer lab on two consecutive days.
    On Day 1, the participants first completed a practice spot-the-difference task
    in both online chat and face-to-face conversation for five minutes each.
    Afterwards, they performed one treatment task via online chat and the other
    through face-to-face conversation, the sequence of which was the same as that of
    the practice session. There were no time limits imposed on these two treatment
    tasks.
  • On Day 2, each participant of each dyad met individually with one of the
    researchers to conduct the stimulated recall
  • The noticing of the participants’ own errors was measured with the number of
    unprompted self-corrections, since the learners corrected or attempted to
    correct their own mistakes only when they noticed them
  • The instances of self-correction for each participant were plotted to see
    whether the overall trend was in favor of online chat.
  • Text-based online chat made it possible for the participants to go back to read
    their output and make revisions as they saw fit. This self-editing capacity
    afforded by text-based online chat increased the learners’ noticing of their own
    errors.
  • What is puzzling is the low noticing rate during the face-to-face conversations.
  • Since this is an exploratory study with a small sample size, we need to be
    cautious with the interpretation of the results.
  • Familiarity with the technology itself poses another potential problem. By
    familiarity with the technology, we mean both the participants’ familiarity with
    online chatting and their keyboarding skills.
  • Since the stimulated recall was conducted one day after the interaction, this
    time lapse might have endangered the accuracy of the recall
  • Another limitation is that the measure of the time-on-task effect used in this
    study was rough and might be inadequate to capture its impact on noticing.
  • It is interesting to note that, when asked to evaluate and elaborate on which
    mode of communication they paid more attention to their own output and the
    interactional feedback, the participants volunteered the following factors: (a)
    perceived value of different language skills (e.g., "I paid attention to my
    language in face-to-face conversation more often, because speaking is more
    important for me"); (b) perceived own language ability (e.g., "because my
    English is so terrible. He is correct. He say correct words and change my words,
    so it’s useful to me"); and (c) permanency of the texts (e.g., "[I’m] more
    conscious online, [the text is] on the display [so] I can see what I said, so I
    become more conscious").
  • In addition, this study has shown that negotiated interaction did occur in
    text-based online chat. There are some features of the language used in
    text-based online chat that warrant closer attention: (a) there was a
    comparatively high frequency of recasts; (b) the majority of recasts were on
    grammatical items; and (c) the majority of the instances of negotiation of
    meaning were raised in an explicit manner.
  • our findings indicate that text-based online chat is a second language learning
    environment that holds some pedagogical potential, as it leads to higher rates
    of noticing
  • Maru del Campo
    Maru del Campo on 02 Feb 09
     
    Study examining the capacity of text-based online chat to promote learners' noticing of their problematic language productions and of the interactional feedback from their interlocutors.
Maru del Campo

v2coffeetime / FrontPage - 0 views

v2coffeetime.pbwiki.com

baelenglish baelmods baelerswork natasaswork wiki english-intermediate-level baelers-resource

shared by Maru del Campo on 01 Feb 09 - Snapshot
  • Maru del Campo
    Maru del Campo on 01 Feb 09
     
    Natasa's wiki for intermediate students
Maru del Campo

What are your plans for the holiday season? - 5 views

Hi Evelyn! Nice to see you on board! I hope you can help us tagging site that will help us to continue learning to teach online. For Chistmas we go to san Luis Potosí to visit my parents and have di...

holidays christmas celebrations

started by Evelyn Izquierdo on 09 Dec 08 1 follow-up, last by Maru del Campo on 09 Dec 08
Maru del Campo

EFL Tasks - 0 views

www.efltasks.net

EFLtasks EFL BaeLEnglish JoAnMillerswork

shared by Maru del Campo on 09 Dec 08 - Snapshot
  • These courses are designed to help you learn how to develop and use the Internet in your classes either as bridging activities (like homework, but beyond fill in the blank), as class projects or even in the computer lab as a class activity. You will learn what is available on the Internet that you can use in class, how to find information, how to incorporate these ideas into class activities, how to make your own activities and you will also develop your own website where you can post assignments.
  • JoAnn Miller

    Specialist in English as a Second language. This website contains class materials, information about online courses and presentation handouts.
  • The materials presented here were developed specifically for the EFL classroom, although they could be used in other teaching situations. Everything is either downloadable or available on-line. There are activities of all levels.
  • Maru del Campo
    Maru del Campo on 09 Dec 08
     
    JoAnn Miller site for beginners
    Mexico City
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