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TESOL CALL-IS

Exploring the Role of Boundary Spanning in Distributed Networks of Knowledge.pdf - Goog... - 2 views

docs.google.com/...edit

community Web2.0 pedagogy VSL

shared by TESOL CALL-IS on 26 Jul 12 - No Cached
  • TESOL CALL-IS on 26 Jul 12
     
    "Abstract: Knowledge sharing and creation are considered key processes leading to innovation and organizational performance. Several organizational initiatives have focused on building communities of practice in order to create a platform where employees can share experiences and insights. The focus in this paper is on one type of network structure, termed distributed networks of knowledge (DNoK). The success of such practices is deeply linked to whether or not formalization of the networks can hamper their knowledge creation and creativity. The role of leadership has been extensively discussed in the setting of communities of practice. However, this paper intends to shed new light on the topic by exploring the boundary management perspective in order to enable knowledge sharing and creation within this specific context of DNoK. To this end, we have examined the role of leadership styles in different DNoKs in a multinational firm." More related to business CoPs, but of interest.
TESOL CALL-IS

Tom's ESL closet: Weblog portfolios in an intensive English program - 4 views

tomsources.blogspot.com/...lios-in-intensive-english.html

e-portfolio video blogs wikis writing project-based pedagogy adult-

shared by TESOL CALL-IS on 12 Aug 12 - No Cached
    • TESOL CALL-IS
      TESOL CALL-IS on 12 Aug 12
       
      A good definition of e-portfolios.
  • The idea of "portfolio" implies that the sum of the parts is greater than its individual parts, that there is some benefit to seeing the whole work longitudinally or from start to finish. A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. Traditional portfolios were glossy notebooks full of typed papers, some with cover pages, that people would thumb through at our end-of-term exhibits; they would then often go home with the student, to be buried at the bottom of some drawer somewhere, having very little practical influence in terms of what the papers said, or in terms of their influence on the presumed audience of English speakers in the community.
  • TESOL CALL-IS on 12 Aug 12
     
    "The idea of "portfolio" implies that the sum of the parts is greater than its individual parts, that there is some benefit to seeing the whole work longitudinally or from start to finish. A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. Traditional portfolios were glossy notebooks full of typed papers, some with cover pages, that people would thumb through at our end-of-term exhibits; they would then often go home with the student, to be buried at the bottom of some drawer somewhere, having very little practical influence in terms of what the papers said, or in terms of their influence on the presumed audience of English speakers in the community."
TESOL CALL-IS

10 Things I've Learned (So Far) from Making a Meta-MOOC - 0 views

www.hybridpedagogy.com/...earned-from-making-a-meta-mooc

MOOC cMOOC online-learning pedagogy VSL

shared by TESOL CALL-IS on 09 Aug 15 - No Cached
  • Technology has a way of making people lose their marbles — both the hype and the hysteria we saw a year ago were ridiculous.  It is good that society in general is hitting the pause button. Is there a need for online education? Absolutely. Are MOOCs the best way? Probably not in most situations, but possibly in some, and, potentially, in a future iteration, massive learning possibilities well might offer something to those otherwise excluded from higher education (by reasons of cost, time, location, disability, or other impediments).
  • Also, in the flipped classroom model, there is no cost saving; in fact, there is more individual attention. The MOOC video doesn’t save money since, we know, it requires all the human and technological apparatus beyond the video in order to be effective. A professor has many functions in a university beyond giving a lecture — including research, training future graduate students, advising, and running the university, teaching specialized advance courses, and moving fields of knowledge forward.
  • My face-to-face students will learn about the history and future of higher education partly by serving as “community wranglers” each week in the MOOC, their main effort being to transform the static videos into participatory conversations.  
  • ...6 more annotations...
  • I’ve been humbled all over again by the innovation, ingenuity, and dedication of teachers — to their field, to their subject matter, and to anonymous students worldwide. My favorite is Professor Al Filreis of the University of Pennsylvania who teaches ModPo (Modern and Contemporary American Poetry) as a seminar.  Each week students, onsite and online, discuss a poem in real time. There are abundant office hours, discussion leaders, and even a phone number you can call to discuss your interpretations of the week’s poem. ModPo students are so loyal that, when Al gave a talk at Duke, several of his students drove in from two and three states away to be able to testify to how much they cherished the opportunity to talk about poetry together online. Difficult contemporary poets who had maybe 200 readers before now have thousands of passionate fans worldwide.
  • Interestingly, MOOCs turn out to be a great advertisement for the humanities too. There was a time when people assumed MOOC participants would only be interested in technical or vocational training. Surprise! It turns out people want to learn about culture, history, philosophy, social issues of all kinds. Even in those non-US countries where there is no tradition of liberal arts or general education, people are clamoring to both general and highly specialized liberal arts courses.
  • First let’s talk about the MOOC makers, the professors. Once the glamor goes away, why would anyone make a MOOC? I cannot speak for anyone else — since it is clear that there is wide variation in how profs are paid to design MOOCs — so let me just tell you my arrangement. I was offered $10,000 to create and teach a MOOC. Given the amount of time I’ve spent over the last seven months and that I anticipate once the MOOC begins, that’s less than minimum wage. I do this as an overload; it in no way changes my Duke salary or job requirement. More to the point, I will not be seeing a penny of that stipend. It’s in a special account that goes to the TAs for salary, to travel for the assistants to go to conferences for their own professional development, for travel to make parts of the MOOC that we’ve filmed at other locations, for equipment, and so forth. If I weren’t learning so much and enjoying it so much or if it weren’t entirely voluntary (no one put me up to this!), it would be a rip off. I have control over whether my course is run again or whether anyone else could use it.
  • Interestingly, since MOOCs, I have heard more faculty members — senior and junior — talking about the quality of teaching and learning than I have ever heard before in my career.
  • 9. The best use of MOOCs may not be to deliver uniform content massively but to create communities and networks of passionate learners galvanized around a particular topic of shared interest. To my mind, the potential for thousands of people to work together in local and distributed learning communities is very exciting. In a world where news has devolved into grandstanding, badgering, hyperbole, accusation, and sometimes even falsehood, I love the greater public good of intelligent, thoughtful, accurate, reliable content on deep and important subjects — whether algebra, genomics, Buddhist scripture, ethics, cryptography, classical music composition, or parallel programming (to list just a few offerings coming up on the Coursera platform). It is a huge public good when millions and millions of people worldwide want to be more informed, educated, trained, or simply inspired.
  • The “In our meta-MOOC” seems to me to be an over complication, and is in fact describing the original MOOC (now referred to as cMOOC) based around concepts of Connectivism (Downes & Siemens) itself drawing on Communities of Practice theory of learning (Wenger). This work was underway in 2008 http://halfanhour.blogspot.co.uk/2013/05/mooc-resurgence-of-community-in-online.html
TESOL CALL-IS

evonline2002_webheads : EVOnline 2002 - Webheads Community Event - 3 views

groups.yahoo.com/...evonline2002_webheads

webheads web2.0 online_teaching online_lessons collaboration teachers pedagogy teacher-training VSL

shared by TESOL CALL-IS on 27 Jun 11 - Cached
  • TESOL CALL-IS on 27 Jun 11
     
    "This group began in 2002 as an event convened under the auspices of TESOL EVOnline (Electronic Village) but has carried on as a community of practice or a distributed learning network ever since. Participants meet informally throughout the year and regularly each Sunday noon GMT at http://www.tappedin.org to help each other learn about forming and maintaining robust online communities through hands-on practice with synchronous and non-synchronous text and multimedia CMC (computer mediated communication) tools."
TESOL CALL-IS

The role of communities of practice in a digital age - 1 views

www.tonybates.ca/...comment-page-1

CoPs pedagogy Wenger Bates teacher-training VSL

shared by TESOL CALL-IS on 11 Oct 14 - No Cached
  • TESOL CALL-IS on 11 Oct 14
     
    Tony Bates, author of Teaching in a Digital Age, updates Wenger further, publishing his comments on communities of practice in a digital age. This post includes links to his book so far, and theories behind CoPs, as well as a definition.
TESOL CALL-IS

VIRTLANTIS - Communication Vid 3 - Visit to OS Grid # 1 - YouTube - 1 views

www.youtube.com/watch

Second_Life web2.0 online_lessons online_teaching teachers adult_learners VSL listening speaking writing reading vocabulary grammar thinking

shared by TESOL CALL-IS on 14 Aug 11 - No Cached
  • TESOL CALL-IS on 14 Aug 11
     
    VIRTLANTIS is a Second Life-type community on OS Grid (a sort of open/free version of SL) used as a community for language practice. A virtual meeting takes place M-F noon GMT.
TESOL CALL-IS

Nuts and Bolts: Assessing the Value of Online Interactions by Jane Bozarth : Learning S... - 5 views

www.learningsolutionsmag.com/...e-value-of-online-interactions

CoP pedagogy web2.0 teachers teacher-training

shared by TESOL CALL-IS on 11 Oct 12 - No Cached
  • TESOL CALL-IS on 11 Oct 12
     
    "Etienne Wenger (of Cultivating Communities of Practice fame), Beverly Traynor, and Maarten De Laat have recently published a new conceptual framework for understanding and assessing value in such interactions. It includes a nice overview chart (figure 1)..." An interesting article on the value(s) of communities (CoPs).
TESOL CALL-IS

Communities of practice - 0 views

www.ewenger.com/theory

CoP Wenger theory research pedagogy teachers VSL

shared by TESOL CALL-IS on 04 Aug 09 - Cached
  • TESOL CALL-IS on 04 Aug 09
     
    White paper - What are communities of practice?
TESOL CALL-IS

Managing Virtual Adjunct Faculty: Applying the Seven Principles of Good Practice - 2 views

www.westga.edu/...schnitzer82.htm

administration teacher-training VSL

shared by TESOL CALL-IS on 12 Aug 12 - Cached
  • TESOL CALL-IS on 12 Aug 12
     
    35,000 distance learning students in this Florida CC provide the basis for good practices within the Chickering and Gamson "Seven Principles."
TESOL CALL-IS

Nik's QuickShout: Create Quick Video Conferencing Rooms - 0 views

quickshout.blogspot.co.uk/...-video-conferencing-rooms.html

listening tools online_lessons speaking adult_learners teachers teacher-training VSL

shared by TESOL CALL-IS on 07 Jun 12 - No Cached
  • TESOL CALL-IS on 07 Jun 12
     
    "Video conferencing is becoming an increasingly common form of communication within business, learning and within our day to day social lives. So what are you doing to help your students get to grips with this important medium and to help them communicate effectively with video conferencing tools?" Another good exploration by Nik Peachey. Use video conferencing to meet your students online, or help them practice oral presentation skills. No registration or sign-up required to use meetings.io.
TESOL CALL-IS

Jean Lave, Etienne Wenger and communities of practice - 0 views

www.infed.org/...communities_of_practice.htm

CoP research pedagogy teachers VSL

shared by TESOL CALL-IS on 04 Aug 09 - Cached
  • TESOL CALL-IS on 04 Aug 09
     
    Article from the Informal Education Homepage. infed (the informal education homepage) was established in 1995 as an open, independent and not-for-profit site. Put together by a small group of educators, it is now accessed around 6 million times a year. Our aim is to provide a space for people to explore the theory and practice of informal education, social action and lifelong learning. We want to encourage educators and animateurs to develop ways of working and being that foster association, conversation and relationship.
TESOL CALL-IS

Use Restorative Justice Strategies to End Class Disruption - 0 views

www.middleweb.com/...tions-with-disruptive-students

classroom-management pedagogy teacher-training VSL

shared by TESOL CALL-IS on 05 Mar 18 - No Cached
  • TESOL CALL-IS on 05 Mar 18
     
    "Traditional ways of dealing with behaviors involve the educator controlling the child. Restorative justice practices recognize the value of the student's perspective and his or her personal power and ability to make better decisions in the process of being part of a learning community." Suggestions include making time for students to share their work each morning, using an acceptance circle to share negative comments or to have other students explain why an activity is stupid (or not), making the classroom a safe place to learn (including taking a break to reflect and re-focus). These sound like over-simplifications, but beginning with the attitude that all students feel better about themselves and the class when they are able to learn could head off disruptive behaviors.
TESOL CALL-IS

Language Exchange Community - Practice Foreign Languages - 5 views

www.sharedtalk.com

listening speaking web2.0 online_learning adult_learners VSL

shared by TESOL CALL-IS on 25 Jan 11 - Cached
  • TESOL CALL-IS on 25 Jan 11
     
    A place for students to connect with each other and practice language--free! One of the finest uses of social networking I can imagine. This is a site similar to Babbel which I used to brush up my Spanish before it became for pay. Let's hope this stays free!
TESOL CALL-IS

Communities of Practice (CoP): Definition, Indicators and Identifying Characteristics - 0 views

home.att.net/...CoPCharacteristics.htm

CoP research teachers theory pedagogy VSL

shared by TESOL CALL-IS on 04 Aug 09 - Cached
  • TESOL CALL-IS on 04 Aug 09
     
    Distance Consulting group -- this is a definitions page. "One of the best-known examples of a CoP was formed by the copy machine repair technicians at Xerox Corporation. Through networking and sharing their experiences, particularly the problems they encountered and the solutions they devised, a core group of these technicians proved extremely effective in improving the efficiency and effectiveness of efforts to diagnose and repair Xerox customers' copy machines. The impact on customer satisfaction and the business value to Xerox was invaluable. Yet, for the most part, this was a voluntary, informal gathering and sharing of expertise, not a "corporate program" (however, once the company realized the value of the knowledge being created by this CoP, steps were taken to support and enhance the efforts of the group)."
TESOL CALL-IS

SLExperiments / FrontPage - 0 views

slexperiments.pbworks.com/...FrontPage

foreign_languages teachers Second_Life teacher-training VSL

shared by TESOL CALL-IS on 13 Nov 11 - No Cached
  • TESOL CALL-IS on 13 Nov 11
     
    "We are a group of passionate language teachers interested in or already teaching in Second Life. You are welcome to join our cosmopolitan Community of Practice if you want to learn more about Language Learning in 3D Virtual Environments." Nice sharing site for language teachers.
TESOL CALL-IS

CoP Resources - 2 views

webpages.csus.edu/...CoP_Resources.html

CoP theory teachers teacher-training pedagogy VSL

shared by TESOL CALL-IS on 19 Jul 11 - Cached
  • TESOL CALL-IS on 19 Jul 11
     
    "This is a partially annotated list of references to a chapter in Hubbard and Levy's book on CALL for teachers: Hanson-Smith, E. 2006. Communities of practice for pre- and in-service teacher education, in P. Hubbard & M. Levy, Eds., Teacher Education in CALL, pp. 301-315. Amsterdam: John Benjamins."
TESOL CALL-IS

CoP Resources - 0 views

webpages.csus.edu/...CoP_Resources.html

teachers theory pedagogy teacher-training VSL

shared by TESOL CALL-IS on 19 Jul 11 - Cached
  • TESOL CALL-IS on 19 Jul 11
     
    A frequently updated list of partially annotated references to a chapter in Hubbard and Levy's book on CALL for teachers: Hanson-Smith, E. 2006. Communities of practice for pre- and in-service teacher education, in P. Hubbard & M. Levy, Eds., Teacher Education in CALL, pp. 301-315. Amsterdam: John Benjamins.
TESOL CALL-IS

English Attack! | English 2.0 - 4 views

www.english-attack.com

listening speaking adult_learners VSL

shared by TESOL CALL-IS on 02 Jul 11 - Cached
  • TESOL CALL-IS on 02 Jul 11
     
    "English Attack! is the first English-language learning service specifically designed for the digital generation. Our approach features a worldwide community of learners of English; and uses short-session online entertainment to encourage frequent digital immersion in real everyday English, with fresh content published daily." An interesting approach particularly suited for extra, differentiated practice with young adults.
TESOL CALL-IS

Preparing Instructors for Quality Online Instruction - 0 views

www.westga.edu/...yang81.htm

pedagogy teachers VSL

shared by TESOL CALL-IS on 09 Oct 12 - Cached
  • http://www.westga.edu/%7Edistance/ojdla/spring81/yang81.htm Preparing Instructors for Quality Online Instruction Yi Yang Ph.D. Candidate Department of Instructional Systems, Leadership, and Workforce Development Mississippi State University yy47@colled.msstate.edu Linda F. Cornelious, Ph.D. Professor Department of Instructional Systems, Leadership, and Workforce Development Mississippi State University lcornelious@colled.msstate.edu Abstract With a growing number of courses offered online and degrees offered through the Internet, there is a considerable interest in online education, particularly as it relates to the quality of online instruction. The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment? This paper will examine new challenges and barriers for online instructors, highlight major themes prevalent in the literature related to “quality control or assurance” in online education, and provide practical strategies for instructors to design and deliver effective online instruction. Recommendations will be made on how to prepare instructors for quality online instruction.
  • TESOL CALL-IS on 09 Oct 12
     
    What is the new role for instructions in online learning environments? How will students communicate and interact? How will students be motivated? We are still wrestling with these questions.
TESOL CALL-IS

Situating the Zone of Proximal Development - 1 views

www.westga.edu/...marsh82.htm

constructivism Vygotsky pedagogy teachers teacher-training VSL

shared by TESOL CALL-IS on 12 Aug 12 - Cached
  • Social constructivist theory has advanced the notion that distance education is inferior, because effective learning is thought to require immersion in a cognitive apprenticeship under the guidance of a mentor. Effective learning is said to be situated in activity, context, and culture as a collaboration in a community of practice. Administrators and practitioners in distance education are confronted with a challenge to the efficacy of their endeavors. The authors briefly trace the evolution of social constructivism, the influence of Piaget and Vygotsky, and analyze the effects of contemporary social constructivism with implications for instructional theory and practice.
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