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Alyssa Ruesch

Diigo in Writing Class « What Else? 1DR - 0 views

askwhatelse.wordpress.com/...diigo-in-writing-class

Diigo writing education ESL RC ESL_700 research annotation summary lgtt CARLA

shared by Alyssa Ruesch on 30 Jun 09 - Cached
  • Alyssa Ruesch on 30 Jun 09
     
    ideas for using diigo with students
Marlene Johnshoy

Nik's Learning Technology Blog: Creating Social Polls and Questionnaires Using Urtak - 3 views

nikpeachey.blogspot.com/...creating-social-polls-and.html

shared by Marlene Johnshoy on 09 Aug 10 - Cached
sbepstein2 liked it
    • Marlene Johnshoy
      Marlene Johnshoy on 09 Aug 10
       
      This is a note I created that I can add to the page to draw attention to a certain area, or ask a question, etc. I have also set this note to be visible only to the "carlatech" Diigo group.
    • Marlene Johnshoy
      Marlene Johnshoy on 09 Aug 10
       
      You can add a "reply" to my note so we could discuss here...
  • sbepstein2 on 09 Aug 10
     
    This is terrific, Marlene. I intend to look into this Blog for my Action Research project for the IBSC (International Boys' Schools Coalition) I am part of. I am supposed to work all year long on my action and report on my findings next summer at the annual gathering in London (We are a team of 16 language teachers from all over). Your summer institute has been a wake up call for me in so many senses!! Also, thanks for inviting me to join this group!
Eleni Nikiforou

Facebook and Twitter are creating a vain generation of self-obsessed people with child ... - 3 views

www.dailymail.co.uk/...-feedback-warns-scientist.html

Week6 CARLATech Facebook Twitter

shared by Eleni Nikiforou on 30 Jul 11 - No Cached
  • Shelby Adams on 30 Jul 11
     
    I don't think that the facebook craze has effected us THAT much, goodness!!! I am 22 and am part of this generation, and I can say that most of my friends and I have grown out of the facebook phase, we aren't obsessed like we were at the end of high school and start of college.
  • Jon Perkins on 31 Jul 11
     
    An amusing article ... and perhaps with some degree of truth to it ... but I am unsure why the opinion professor of pharmacology who has done no research on the topic warrants an article.
Roxana Sandu

VoiceThread - Support - Resources - Publications Language Learning - 1 views

voicethread.com/...languagelearning

voicethread scholarlyarticles K-12 HigherEd Week5

shared by Roxana Sandu on 25 Jul 11 - No Cached
  • Abstract: Collaborative social interaction when using Web 2.0 in terms of VoiceThread is investigated in a case study of a Swedish university course in social psychology.
  • The results show that use of Web 2.0: a) supports students' reflections concerning their own and others' thoughts and emotions, b) supports individual students and integrates them into a work group, and c) develops students' identification and awareness in relation to self, a task and others.
  • Reflection is a core component of many outdoor education programs with many educators relying on journal writing as a means of facilitating reflection.
  • ...4 more annotations...
  • We speculated that it might be worth trying to engage these students with "their technology," and in this paper we explore if and how Web 2.0 technologies can support student journal writing behaviours in outdoor education.
  • With the advent of Web 2.0 tools, additional language educators can extend their classrooms beyond the traditional brick-and-mortar walls to communicate with the world. One of the best ways to do so is to introduce VoiceThread into language lessons. In doing so, students can create conversations that extend across the classroom or across the globe.
  • This review takes a look at current digital storytelling protocols and strategies currently displayed through VoiceThread creations, as well as detailed strategies conducive for a powerful digital storytelling tool such as VoiceThread.
  • This article documents the curricular decisions made by a teacher educator research team whose guiding theoretical focus for intern practice is dialogic instruction. Over a 2-year sequence, teaching interns used video and Web 2.0 technologies to respond critically to and revise their teaching practices in collaboration with peers and instructors.
  • Roxana Sandu on 25 Jul 11
     
    I found this by chance just exploring around. If you check the SUPPORT section on the VoiceThread site, you will find a list of publications. They posted a collection of abstracts with links of scholarly articles written about using VoiceThread for language learning, K-12, higher education and professional development. I just skimmed through the lists, and some of the articles are accessible, while some are behind a password.
Marlene Johnshoy

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...alderton_0911.htm

twitter PLN research socialnetworking

shared by Marlene Johnshoy on 26 Sep 11 - No Cached
  • Marlene Johnshoy on 26 Sep 11
     
    The K-12 educators in this study engaged in true dialogue, where evidence of actual conversation occurred in Twitter over 61% of the time. Additionally, over 82% of the time, the educators in this study chose to follow other educators or content experts related to their field of teaching so they were able to create a personal learning network meaningful to their professional needs.
Beth Kautz

All Things in Moderation - E-tivities - 1 views

www.atimod.com/...5stage.shtml

elearning resources research

shared by Beth Kautz on 11 Oct 11 - Cached
  • Beth Kautz on 11 Oct 11
     
    Gilly Salmon's 5-stage model of online learning
Alyssa Rutherford

The New York Times Upfront | The news magazine for high school - 1 views

teacher.scholastic.com/...index.asp

nytimes mediadebate debate ESL cellphones mobile Week4 GroupA

shared by Alyssa Rutherford on 08 Jul 11 - No Cached
    • Alyssa Rutherford
      Alyssa Rutherford on 09 Jul 11
       
      Is a brain that's wired differently a bad thing?
    • Jon Perkins
      Jon Perkins on 10 Jul 11
       
      It seems at times that "wired differently" is being used as an excuse for a growing inability to stay on task. When the need for immediate gratification leads you to think that 6 minutes of YouTube is a substitute for reading Vonnegut, I get a little worried. The social world of the teenagers may center around multitasking, but that seems to suggest that we need to have them work on focused concentration in the classroom ... rather than reinforcing skills that they are mastering on their own.
    • Alyssa Rutherford
      Alyssa Rutherford on 09 Jul 11
       
      get them a phone that only calls you or only receives calls from you!
  • Alyssa Rutherford on 27 Jul 11
     
    Jon- I totally agree that we should still make them read Vonnegut and can't use new culture/brain learning styles as excuses- how to reconcile the new ways students are and our teaching styles is where we need to research more so we can implement instructional practices that meet them where they are at and get them to the place we need them to be.
yflanders

A proposal for developing a mobile based environment to help children learning a foreig... - 1 views

jsalatas.ictpro.gr/en-learning-a-foreign-language

shared by yflanders on 08 Aug 14 - No Cached
    • yflanders
      yflanders on 08 Aug 14
       
      This article is about the main purpose of the proposed system is to help children learning of a foreign language by promoting communication and language development skills through an engaging virtual collaboration environment in which children are encouraged to interact and communicate with other children from all over the world learning the same language.
Marlene Johnshoy

Bridging the Gap Between Research and Practice in Online Learning - EdITLib Digital Lib... - 1 views

www.editlib.org/149914

shared by Marlene Johnshoy on 05 Mar 15 - No Cached
  • Marlene Johnshoy on 05 Mar 15
     
    A new Journal for K-12 online and blended learning
afarachnps

Template for Novice High Interpretive Listening - Maris Hawkins - 3 views

marishawkins.wordpress.com/...ce-high-interpretive-listening

#carlatech18 #interpretive #listening #mexicancommercials

shared by afarachnps on 25 Jul 18 - No Cached
vaguevara liked it
  • Also, you can discuss why certain companies make different products for different countries.  I saw one commercial for a lemonade made by 7-Up.  It is always fascinating the different flavors that each company makes worldwide.
    • afarachnps
      afarachnps on 25 Jul 18
       
      This seems a great means to motivate critical thinking and intercultural understanding through an interpretive task. Why are some "flavors" popular in certain regions of the Spanish-speaking world? How do they compare to the flavors popular in my community? What does this tell me about the cultural differences and similarities between the regions? Finally, using commercials as interpretive activities may provide useful starting points into further research and critical thinking-- e.g., in what other ways do stores advertise differently for the audiences we study?
mauritzenj

Why Diigo Rocks for Educators! | TeachHUB - 7 views

www.teachhub.com/why-diigo-rocks-educators

diigolet

shared by mauritzenj on 26 Jul 18 - No Cached
  • Once the group is created, you can create student accounts. No email addresses needed. You create the username and password.
  • There are groups for all these where members can share their saves to not only their inventory but to the group as well. Diigo will email you once a week with all the new content. Pretty neat, huh? 
  • There are loads of other features as well, like highlighting on a webpage, adding sticky notes to pages, saving pages to read later without actually adding them to your collection and so much more.
  • ...5 more annotations...
  • When you save to Diigo your saves go anywhere because they are saved to the cloud. Sounds mystical doesn't it?
    • mauritzenj
      mauritzenj on 28 Jul 18
       
      I am so mad I never used this earlier! It is really fantastic.
  • One of the most powerful features is the tagging. Basically, if I save Google.com and don't tag it, I will have to remember the name of the site or something in the address
  • your saves don't travel with you from computer to computer and device to device.
  • So if students are working on a group project they can share their saves together, automatically. Or as a class, if you are working on something everyone can contribute information they find.
    • cwelton
      cwelton on 27 Jul 18
       
      I love this concept--in level 3 I sometimes have the students do peer-editing of papers or projects, and I think Diigo could pair well with a pre-editing phase where they could collaborate on research as well as composition!
    • tkozhanova
      tkozhanova on 28 Jul 18
       
      I agree. i like this idea too!
  • hen visit the Educator Area and apply for the Educator upgrade.
  • claire_mitchell on 29 Jul 18
     
    I love that you can use this with students! I had no clue. Thanks for sharing.
  • hharb01 on 29 Jul 18
     
    As I am still trying to understand the full benefits of using Diigo, I found this article of tremendous help. Thank you for sharing!
  • barichetti on 29 Jul 18
     
    This seems really useful. I'm excited about Diigo for my own use, hadn't thought about using it with students yet.
norikofujiokaito

Technology and the future of language teaching - Kessler - 2018 - Foreign Language Anna... - 4 views

onlinelibrary.wiley.com/...flan.12318

shared by norikofujiokaito on 25 Jul 18 - No Cached
  • This article addresses the extent to which technology‐mediated social interactions dominate our daily lives, how we can leverage those interactions to the benefit of our learners, and how we can engage them in learning experiences in ways that will encourage them to practice language extensively.
    • norikofujiokaito
      norikofujiokaito on 25 Jul 18
       
      The theme of this article is same as what we have been talking in the workshop "Using the Web for Communicative Language Learning."
  • In addition to challenging existing dichotomies (face‐to‐face vs. online courses; synchronous vs. asynchronous uses), it is also important to understand the extent to which research can inform our use of technology.
    • norikofujiokaito
      norikofujiokaito on 25 Jul 18
       
      It is more common that hybrid format is used in foreign language classroom now.
  • norikofujiokaito on 25 Jul 18
     
    This article summarizes various types of useful technological tools for foreign language teaching.
vivianfranco

Computer-Mediated Communication | Foreign Language Teaching Methods: Writing - 4 views

coerll.utexas.edu/...cmc.php

Computer Mediated Communication. GroupA carlatech17 language education

shared by vivianfranco on 12 Aug 17 - No Cached
  • Research has shown that CMC: can help increase students' motivation to learn the foreign language, lower their anxiety, increase their fluency in the target language, lead to improved intercultural competence and democratize classroom communication.
    • vivianfranco
      vivianfranco on 12 Aug 17
       
      I agree with this author's idea. In my teaching experience using CMC to teach language, I can notice my students' progress i the target language. They express their motivation and even introvert students are more open to share their ideas.
  • Keep in mind that students who study languages with different orthographies may encounter specific difficulties during CMC sessions. Be prepared with creative solutions, such as suggesting computers and keyboards that accommodate the characters your students need.
  • Ergan Xu on 14 Aug 17
     
    This is a really good suggestion Vivian! It is always nice to have plan B especially when using technology!
  • lars3969 on 14 Aug 17
     
    The author says that CMC helps in all of these areas, but doesn't provide any information about his sources. I think this shows the value of including links to other websites in blog posts about education!
norikofujiokaito

Home - Language Learning and Technology - 2 views

lltjournal.org

carlatech18share

shared by norikofujiokaito on 21 Jul 18 - No Cached
hharb01 and vaguevara liked it
  • norikofujiokaito on 21 Jul 18
     
    This open access online journal disseminates research in the field of foreign and second language educations related to technology. Therefore, LLT provides theories of second language acquisition and pedagogical implication of computer-assisted language learning. (Group A18 Noriko)
  • hharb01 on 22 Jul 18
     
    Very helpful. Thanks!
  • ljarboe on 23 Jul 18
     
    Thank you Noriko, very good source
norikofujiokaito

Computer Assisted Language Learning Social Networks: What Are They Talking about? - 9 views

www.scirp.org/...PaperInformation.aspx

#carlatech18

shared by norikofujiokaito on 24 Jul 18 - No Cached
hharb01 and vaguevara liked it
  • Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
    • smuske
      smuske on 24 Jul 18
       
      Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
    • smuske
      smuske on 24 Jul 18
       
      Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
  • Researchers also noted that people who interact more in an online course tend to achieve higher marks on exams, as opposed to lurking which is not as successful [12]
    • smuske
      smuske on 24 Jul 18
       
      want to encourage participation with some sort of graded activity
    • norikofujiokaito
      norikofujiokaito on 25 Jul 18
       
      I suspect that students' achievement was assessed in online format; that is why students who interacted more could achieve higher marks.
  • Students who are required to collaboratively work online need to dedicate time to get to know each other and therefore are able to accomplish effective communication in an online environment [29]
    • smuske
      smuske on 24 Jul 18
       
      Need to persist and convince reluctant students that persisting will yield dividends. Also true of regular classroom settings.
    • smuske
      smuske on 24 Jul 18
       
      Need to persist and convince reluctant students that persisting will yield dividends. Also true of regular classroom settings.
  • ...2 more annotations...
  • This outcome tells us that the students seem to be more excited, talkative and social with one another, as well as chat/contribute more at the start of the course, but their overall participation rates were on a decrease during the duration of the course.
    • smuske
      smuske on 24 Jul 18
       
      Is this a concern? Perhaps, having spent time at the beginning building trust, they are simply becoming more efficient.
    • smuske
      smuske on 24 Jul 18
       
      Or perhaps they're bored with this way of learning?
  • Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
  • hharb01 on 29 Jul 18
     
    I offer a course in my school called Computer Mediated Language Learning. But this article gives a new perspective of what computer assisted can be.
  • vaguevara on 29 Jul 18
     
    Nice data to back up our use of all of these great online resources-- Thanks for sharing!
  • atsukofrederick on 29 Jul 18
     
    Active participation in discussions is a key to success. If you use a flipped classroom, providing useful vocabulary and sentence structures they might want to use to talk about a particular topic also helps the students participate more in discussions.
cwelton

(PDF) Exploring the affordances of WeChat for... - 2 views

www.researchgate.net/...-synchronous_language_exchange

carlatech18 web2.0 synchronouslearning education language socialnetworking

shared by cwelton on 09 Aug 18 - No Cached
afarachnps liked it
  • Web 2.0 as “a second generation, or more personalised, communicative form of the World Wide Web that emphasises active participation, connectivity, collaboration and sharing of knowledge and ideas among users
  • there is a longer time lag between sending and receiving text messages or audio files via the chat facility, although both parties are online at the same time. We thus coined a new phrase to capture the speed of such interaction, semi-synchronous, which is under investigation in this research.
    • cwelton
      cwelton on 09 Aug 18
       
      'semi-synchronous' engagement for language learning seems highly useful, to allow students time to formulate responses and even research vocabulary or grammar structures that they need to use before production in TL.
  • there is a tendency to not reach the stage of resolution in online asynchronous text-based discussion
  • ...6 more annotations...
  • It was hypothesised that, in comparison to synchronous conversations, more accurate output would be generated in semi-synchronous dialogues, as this would allow students with a little more time to organise their output while waiting for their partner’s responses. Furthermore, we hoped that semi-synchronous interaction would function as scaffolding for synchronous conversation, as most of the participants had not yet achieved an advanced level of speaking proficiency in their target languages.
  • facilitated the development of their speaking proficiency.
  • more feedback and more accurate output emerged,
  • check their WeChat messages at least once a day and reply as soon as possible; • learn to be a helpful tutor and provide as much feedback as possible; • ask their language partner to repeat and/or explain anything they did not understand; • ask their language partner to express the same thing in different words, if failing to understand; • not be afraid of making mistakes; • correct each other’s mistakes; and • speak clearly at a normal speed.
  • suggested that tasks “start from specific questions to more open-ended discussion” as students became more familiar with each other and with the learning environment.
  • the majority of students preferred the recorded speech and the writing task in comparison to the semi-synchronous conversation
    • cwelton
      cwelton on 09 Aug 18
       
      of course, but this doesn't mean the semi-synchronous activities weren't perhaps the best for their actual language learning...
Marlene Johnshoy

50 Ways To Use Music & Song - EFL 2.0 Teacher Talk - 3 views

ddeubel.edublogs.org/...50-ways-to-use-music-song

shared by Marlene Johnshoy on 25 Jul 17 - No Cached
  • Research suggests that students perform tasks where concentration is required, better with music playing in the background.
    • lars3969
      lars3969 on 25 Jul 17
       
      I'm guessing that it should be instrumental. Classical or jazz?
    • Marlene Johnshoy
      Marlene Johnshoy on 26 Jul 17
       
      They say that classical works best for this - right brain, left brain thing.
    • lars3969
      lars3969 on 25 Jul 17
       
      This sounds awesome!
    • lars3969
      lars3969 on 25 Jul 17
       
      Jazz chants, jazz chants. I feel like these get mentioned all the time, yet I know no teacher who has ever used them...
  • ...6 more annotations...
  • Students make a doodle video.  It’s easy to do and read about it here.  Students each make a picture for one line of a song. Put them together and then make a movie.
  • Carolyn Graham’s “Jazz Chants” are perfect for any class, young or old. The repetition, rhythm and simplicity of them make any lesson very effective.
    • lars3969
      lars3969 on 25 Jul 17
       
      Brilliant!
  • “Second language singers”
    • lars3969
      lars3969 on 25 Jul 17
       
      I like how simple this is.
  • Some in the song, some not. Students copy, listen, circle the vocabulary they hear.
  • lars3969 on 25 Jul 17
     
    This blog has good resources - some related to tech and some not. I like that the author links to a lot of activity and lesson plans - it's good to have models.
  • Marlene Johnshoy on 26 Jul 17
     
    This blog has good resources - some related to tech and some not. I like that the author links to a lot of activity and lesson plans - it's good to have models.
nleisenheimer

Holding Synchronous Online Office Hours - Center for Teaching and Learning | Learning H... - 1 views

ctl.learninghouse.com/ynchronous-online-office-hours

shared by nleisenheimer on 26 Jul 19 - No Cached
  • Research indicates that instructor presence in an online course directly impacts students’ learning outcomes. Hosting synchronous online office hours is one way you can build presence in your course because it gives your students a chance to ask questions and get clarification on course material. Luckily, holding office hours is easy in an online course. You just need to be logged in to your learning management system (LMS) and available to students during specified hours.
  • nleisenheimer on 26 Jul 19
     
    What a simple way to provide for your students. Perhaps those of you teaching at the post secondary level already do this, but at the high school level we do not have office hours because it can't be built into our schedules. However, perhaps a bit of time each day may encourage a strong feedback loop.
Marlene Johnshoy

European Framework for the Digital Competence of Educators: DigCompEdu | EU Science Hub - 0 views

ec.europa.eu/...ompetence-educators-digcompedu

DigCompEdu framework digital competence European

shared by Marlene Johnshoy on 21 Aug 19 - No Cached
  • Marlene Johnshoy on 21 Aug 19
     
    "On International and national levels, a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu)."
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