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Amy Uribe

Media Examples for the Classroom - TEACHING MEDIA - 1 views

www.teachingmedia.org/...media-examples

shared by Amy Uribe on 28 Jul 13 - No Cached
  • Some of the most productive parts of the class were the weekly take-home assignments that asked the students to post comments on their social networking sites while using connected viewing technology
  • While the students learned a lot from the class assignments, they were initially anxious about letting an instructor into their social network. I felt it was necessary to preserve the anonymity of the students for the study so I wanted to keep their comments about the connected viewing private.
  • Unfortunately, the only way to ensure this anonymity was to create a “secret” Facebook group. “Secret” Facebook groups are one of three categories of groups that allow members of the social network to collaborate on a project. Though this setting allows all posts and members to remain confidential it also required me, as the creator of the “secret” Facebook group, to “friend” all of my students so that I could then add them to the group.
  • ...5 more annotations...
  •   “Friending” the students raised some privacy concerns for me and for my students. Suddenly, we could see the everyday things that we were posting to Facebook. According to a survey conducted by Tammy Swenson Lepper, students are uncomfortable with authority figures making judgments about them based on their “private” Facebook communications, regardless of the pubic availability of this information (183-184)
    • Hasmik Tovmasyan
      Hasmik Tovmasyan on 28 Jul 13
       
      I thought to create a group you do not need to friend the members, do you?
    • Hasmik Tovmasyan
      Hasmik Tovmasyan on 28 Jul 13
       
      Here comes the factor of the Net generation and their "comfort zone"
  • Facebook and Twitter are easier to manage on mobile devices and are familiar interfaces.
    • Hasmik Tovmasyan
      Hasmik Tovmasyan on 28 Jul 13
       
      very good point
    • Amy Uribe
      Amy Uribe on 29 Jul 13
       
      I agree!
  • This makes the class more student-centered and gives those struggling to follow lectures and readings an additional platform to work through course concepts.
    • Amy Uribe
      Amy Uribe on 29 Jul 13
       
      This just re-emphasizes what we were talking about the first couple weeks of class.
  • Hasmik Tovmasyan on 28 Jul 13
     
    several examples of SNS use in the FL classroom
  • Amy Uribe on 29 Jul 13
     
    inding productive media examples to use in the classroom can be time-consuming and challenging. Here are media examples other teachers have found useful along with descriptions and information about the teaching contexts in which they were used.
Susan Wicht

Find sets to study | Quizlet - 1 views

quizlet.com/browse-sets

French language carlatech13 GroupC

shared by Susan Wicht on 02 Aug 13 - No Cached
  • Susan Wicht on 02 Aug 13
     
    French on Quizlet
Marcie Pratt

Social-networking sites in foreign language classes: Opportunities for re-creation | Ka... - 4 views

www.academia.edu/..._Opportunities_for_re-creation

carlatech13 week3 foreign language

shared by Marcie Pratt on 28 Jul 13 - No Cached
  •   38   SOCiaL-NetwOrKiNg SiteS 2001). This difference in ‘lifestyle’ gives educators reason to believe we shouldincorporate SNS usage into our class-related activities, to capture these students’imaginations and t their thought patterns and socializing habits (Godwin-Jones,2008; Winke & Goertler, 2008).However, although technology is an integral part of neomillennial students’lives, they often do not know how to use technology in ways that would benet them in computer-assisted language learning (CALL) (Dieu & Stevens, 2007;Kolaitis, Mahoney, Pomann, & Hubbard, 2006; Winke & Goertler, 2008). Suc - cessful CALL activities, then, often require a substantial training period at theoutset (Jones & Bissoonauth-Bedford, 2008; Kolaitis et al., 2006), and studentsmay be less enthusiastic about a class’s language and culture projects if the formof computer-mediated communication ( CMC) employed is not the type they areaccustomed to using (McBride & Wildner-Bassett, 2008; Thorne, 2003). A usefulresponse may be to craft CALL activities more to the practices that our studentsare familiar with (Winke & Goertler, 2008). SNSs are an obvious possibility to consider, given their tremendous popularity.If we can get our F
  • we can get our FL students to interact socially on SNSs, then they may beengaged in more authentic social and communicative behavior than typically hap-pens in classrooms, because “instead of merely simulating other modes of interac-tion, technology mediated communication is, in and of itself, the real thing
  •   40   SOCiaL-NetwOrKiNg SiteS and sites like it, knowing, socially and technically, how to re-use media in thisparticular way has become foundational for communication and creative expres- sion over the Web” (Perkel, 2008, p. 218). We can call this activity of writing/remixing the self through the manipulationof text and media ‘ self-authorship.’ Within the framework of CALL, this term refers to students authoring their own materials which can then serve as the basisfor learning and lessons. Using student-created materials as the center of a lesson ts with a student-centered pedagogy (Dieu, Campbell, & Ammann, 2006). Self-authorship activities can increase interest and time on task, and they put students in a more active role in their own learning process (Kramsch, A’Ness, & Lam,2000; Nikolova, 2002).Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning
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  • Such use could instantiate the primary condition that research has shown to encourage L2 acquisition: timespent on meaningfully embedded interaction and negotiation with others
  • Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning and language develop through interaction with others, by means of in- ternalizing problem-solving patterns that are rst experienced in dialogue withothers (Vygotsky, 1978). SNSs therefore are a promising tool for FL education intheir capacity to be used by learners as L2 practice in a way similar to how they are used by the majority of young people in our society.
    • Marcie Pratt
      Marcie Pratt on 28 Jul 13
       
      I did not mean to highlight so much. Can't find the "undo" highlight. I believe the paragraph starting with "If we can get our FL students..." is important because as FL teachers we are always working towards getting out students to speak in the target langauge and with as much authenticity as possible. By working with an SNS then they might be more apt to use their L2 skills in a more authentic way outside of the classroom as mentioned in the paragraph.
    • MariaEmicle Lopez
      MariaEmicle Lopez on 28 Jul 13
       
      Great comment! SNS are a way to help students connect class with the real world and someone besides peers and instructors. Interaction through SNS is practice in the target language with speakers of that language, helpful for when they study abroad, for when they graduate and find a job where they interact with Spanish speakers in the case of my students population. These kinds of interactions build on confidence and improvement of speaking skills.
MariaEmicle Lopez

LangMedia: Resources for World Languages - Five College Center for the Study of World L... - 3 views

langmedia.fivecolleges.edu/lm_collection.html

languages global authenticlanguage videos carlatech13 week3 CARLA13

shared by MariaEmicle Lopez on 27 Jul 13 - Cached
  • We aim to provide examples of authentic language spoken in its natural cultural environment so that students of all ages can better understand the interplay between a language and its culture. The videos were filmed with handheld camcorders and microphones provided by the Center. The video and audio quality varies.
    • MariaEmicle Lopez
      MariaEmicle Lopez on 27 Jul 13
       
      This resource page gives access to spoken language and culture through authentic video and audio materials. There are materials in different languages on a variety of topics raging from basic communication, to culture, social life, transportation, etc. I found materials from some of Latin American countries and Spain on necessitites>emergency situations (Emergency Room, Taking the Physical Exam, etc.) for my Medical Spanish class.
  • Students should be aware that we have tried to remain true to the language our subjects actually uttered. Therefore, we have not corrected grammatical errors and the videos sometimes show highly colloquial language, local slang, and regional specific speech patterns.
  • MariaEmicle Lopez on 27 Jul 13
     
    Collection and other multimedia materials
Susan Wicht

Media in teaching - 1 views

serc.carleton.edu/...why.html

carlatech13 week3 media learning

shared by Susan Wicht on 28 Jul 13 - No Cached
  • The Advantages of Media for Students: Popular media (films, music, YouTube) are a familiar medium to students that helps gain attention and maintain student interest in the theories and concepts under discussion. Students can see the theories and concepts in action. In more than a figurative sense, theories and concepts leap from the screen. Students can hone their analytical skills by analyzing media using the theories and concepts they are studying. The use of media in the classroom enables students to see concepts and new examples when they are watching television, listening to music, or are at the movies with friends. Students can experience worlds beyond their own, especially if the media is sharply different from their local environment.
  • Using media requires a complete understanding of copyright law, an appreciation of the workload involved, and some skill in recognizing content that will enhance learning, instead of becoming a distraction.
  • Susan Wicht on 29 Jul 13
     
    Media can be used in almost any discipline to enhance learning, both in class, and also for out-of-class assignments. Short film and television clips, written articles, and blog postings can be viewed to reinforce concepts and spark discussion. Songs and music videos, especially when the lyrics are made available, can be used to the same effect.
Marlene Johnshoy

Learning to teach online or learning to become an online teacher: An exploration of tea... - 3 views

oro.open.ac.uk/...AnnaComas-Quinn_8March2011.pdf

online teaching blended study teacherpreparation

shared by Marlene Johnshoy on 02 Apr 14 - No Cached
  • Marlene Johnshoy on 02 Apr 14
     
    From the abstract: This paper evaluates the impact that t he introduction of blended learning in a distance language learning course has had on teachers.
Marlene Johnshoy

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 5 views

www.edweek.org/...h-is-not-transforming-how.html

technology transformation student-centered

shared by Marlene Johnshoy on 11 Jun 15 - No Cached
marispi liked it
  • Beth Kautz on 11 Jun 15
     
    Discussion on how technology is being used and why we're still struggling to give more control of learning to students. A good read!
  • ...1 more comment...
  • Caroline Switzer Kelly on 18 Jul 15
     
    Such an important article. I'd seen it - but not read the whole thing. It's so tru: changing everything, even when you're committed, takes a ton of work!
  • anonymous on 19 Jul 15
     
    "A 2014 paper by researchers at Michigan State University, in East Lansing, provides a tangible example: Teachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization." This really gets to the heart of the idea of combining education and technology: the technology has to serve the goal and it doesn't sound like the teachers' goals were the same as the stated goals of the assignment. So obviously Google Docs is a fantastic tool, but it has to be utilized appropriately for it to be effective.
  • marispi on 20 Jul 15
     
    I must say I have sat through many workshops in my tenure at my university that included the modification of some practices and even included, to my frustration, the basic structure of a lesson from stating outcomes to assessment. The problem with our particular situation is that usually it is directed to a "one-size-fits-all" use of a given technology that may not apply to many disciplines. I have found them somewhat useful for upper-level courses at times, but the language classes often pose the need for a kind of collaboration and interpersonal technology that isn't presented. Hence my desire to take this course. Another difficulty is the overwhelming number of technological applications presented--I can't tell you how many--and the students really become overwhelmed, since they often have to learn new technologies in almost many courses. Some work and some don't, and since they are the guinea pigs and there are no guarantees that everything will work as planned, and given the astounding changes in tech, the newness never seems to end, neither for the student nor the teacher. So focusing on just 1 or 2 to begin with seems like the only way to deal with it. Finally, I think that, at least in our university, the huge courses found often in the sciences reflect the slowness to adopt meaningful change. Many in these disciplines have simply used the tech to deliver more lectures on topics students must memorize, perhaps adding clickers for comprehension checks. There seems to be a great disconnect between what happens in the classroom and the amazing advances in tech they have made for their hands-on work--labs, collaborative work, etc.
Marlene Johnshoy

What's the best way to teach languages? | Teacher Network | The Guardian - 7 views

www.theguardian.com/...est-way-teach-language-schools

shared by Marlene Johnshoy on 17 Jul 15 - No Cached
  • my approach is much more topic based with as little grammar as possible
    • Marlene Johnshoy
      Marlene Johnshoy on 21 Jul 15
       
      The opposite of most traditional language courses.
  • anonymous on 17 Jul 15
     
    Although this article is about British language education and it's two years old, my interest was piqued when I read it: ""Languages cannot be taught, they can only be learnt. The best way is to tell students right away that they are responsible for their own learning process, and the teacher is just a guide who has to motivate them."" Made me think about relevancy and how Tech is only one part of that.
  • ...2 more comments...
  • Caroline Switzer Kelly on 18 Jul 15
     
    Fascinating article. Quotes a professor of linguistics who suggests that one reason for the move to Task Based learning is that in the UK, unlike in Europe, students don't know English grammar - so teachers can no longer use that as a bridge between languages! The article also quotes Michael Erard, author of 'Babel No More,' - a study of people who speak multiple languages - says: "They use a mix [of methods], with a focus on accomplishing tasks, whether it's communicative tasks or translation tasks."
  • anonymous on 19 Jul 15
     
    Yes, the Erard quote really gets to the heart of it: what combination of learning methods will work for each, individual student? Learning is personal and those who develop their own methods (hopefully with effective guidance) will go far.
  • marispi on 20 Jul 15
     
    Really interesting. I wonder if we changed the setting to the U.S. if the same difficulties would apply. I never really thought about grammar being discarded simply because students don't know it well enough. While I've found that most students we teach don't understand their mother tongue, I still think that the shift to task-based work had as much to do with the lack of real communication skills. Just teaching them grammar and relying on them to go abroad to learn to speak wasn't doing it. That being said, I think the mixture of methods is best, and by mixture I mean the integration of many methods into accomplishing a task. And I agree that the meta-learning is key.
  • Marlene Johnshoy on 21 Jul 15
     
    I remember getting a comment from a student once, many years ago, that she had learned more about English grammar in my Spanish class than anywhere else... (sigh)
rillia

5.1 Dogoriti.pdf - 1 views

diigo.com/07u1lw

shared by rillia on 27 Jul 15 - No Cached
  • Twitter is used as an ongoing public channel of communication for academic and co-curricular discussions
  • English for Specific Purposes (ESP)
  • Information and Communication Technologies (ICT)
  • ...26 more annotations...
  • The use of the Web2 can provide opportunities for collaboration, authentic communication in a discourse community and provide what Warschauer and Kern (2000) termedas networked-based language teaching. Some ofthe general benefits of using technology in ESP are the use of authentic tasks, tools, and context (Bremner, 2010; Evans, 2012).It provides interaction and communication among learners, uses collaborative learning, focuses on socio-
  • do not provide motivation, enthusiasm or personalization
  • earning management systems (LMSs)
  • ave generally been used as static sources of content with no social appeal like social networks, such as Facebook or YouTube
  • while also impeding general pedagogical support with their default settings and familiar features
  • social networking platforms have been acclaimed to provide learners social communication, autonomy,fluid online discussions, and identity management
  • ease interaction, e-discussions by focusing on the use of technology to support education
  • informal and relaxing atmosphere and make learning effective (Dalton, 2009). Social networking allows students and teachers to build a rapport and overcome inhibitions
  • Integrating social software with LMS aims at active participation, interaction and collaborationbetween the members of an academic community
  • Web 2.0 tools consist of blogs, microblogs, wikis, podcasts, virtual worlds and social networks
  • he benefits of using Web 2.0 in education are the new interaction styles between students and teachers, immediacy of information, access to authentic learning environments, content sharing, collaboration and enhancement of learning experience
  • a service offering language learning quizzes via Twitter hasbeen established (TwitterLearn, 2008)
    • rillia
      rillia on 27 Jul 15
       
      I couldn't locate this service in a search; I suppose it went defunct?
  • Twitter, Edmodo, and Ning
  • On the whole, the reasons language instructors may opt to choose Edmodo in class are that teachers and students connect, assignments, back channeling, a paperless learning environment, its backpack feature,the library feature, Apps, homework, badges, learning continues outside the classroom, assessments, interface, sharing, and its private and safe learning environment
  • the use of Twitter facilitated collaboration, communication and data exchange among students in real time.The role of the instructor is underscored as she/he acts as a mediator, supporting the content, organizing the activities, and clarifying the use of the educational tool
  • Facebook
  • Twitter has been studied in context with other social media and has proven to have a significant influence on academic activity
  • microblogging and inferred that it enhanced students’ achievement, motivation and participation in class.
  • Edudemic
    • rillia
      rillia on 27 Jul 15
       
      Check this out--appears to be a comprehensive site about the use of technology for educators and students.
  • Different platforms suit different sorts of interactions and appeal tostudents and educators in a diverse manner
  • From the Edmodo platform, two main features are utilized. First, the Edmodo forum is used for both teacher-to-student communication and student-to -student communication. The communication topics include subjects such as assignments, questions, announcements, etc. Second, the Edmodo Assignment Center is used for testing the students on each learning topic and easily collecting their answers
    • rillia
      rillia on 27 Jul 15
       
      Although we have an in-house LMS at Northwest, I created an Edmodo platform for my Intermediate Russian I course for the fall to see how it will work. I'll use it in conjunction with the in-house LMS, which may prove to be cumbersome. We'll see.
  • As far as the assessment of students’ performance goes, the conventional assessment through graded assignments is backed up by students’ social learning activities. Network buildingand self-regulated learning canbe indicative of students’ progress throughout the course.Ongoing assessment or formative assessmentstrategies(integration of performance and feedback and reflection) can facilitate learning and review students’ performance
  • The empirical evaluation of the research highlights the dominanceof intrinsic motivation(students’ intentionsto use Twitter/perceived enjoyment)over extrinsic motivation in explaining the adoption of social media in the class
  • n order to provide assessment, instructors could evaluate students’ learning progress by reviewing their reflections. Communication (teacher-student/student-student)throughout the learning processcan also providefeedback information that may aid assessment
  • nstructors could evaluate students’ learning progress by reviewing theirreflections on what they have gained through networked learning
  • References
    • rillia
      rillia on 27 Jul 15
       
      Excellent collection of reference materials on SNSs in foreign-language (and other) learning.
annalisaandre

Using QR Codes to Differentiate Instruction | Edutopia - 2 views

www.edutopia.org/...tiate-instruction-monica-burns

shared by annalisaandre on 01 Aug 15 - No Cached
  • You can create three different sets of QR codes to distribute to students or use a QR code generator like Visualead to create codes that have similar colors or background images.
  • For a social studies lesson, you might want your students to scan a set of codes that takes one group to National Geographic's website, another group to an image of a world map, and a third group to an encyclopedia entry about explorers.
    • Diane Nordin
      Diane Nordin on 01 Aug 15
       
      What a great differentiation idea! It can be used well with tiered assignments, too!
    • annalisaandre
      annalisaandre on 10 Aug 15
       
      I've never heard of using QR codes this way in the classroom. I think the element of mystery or not knowing exactly what other groups are working on would be very intriguing for students.
  • try sending them to the same website with different activities to complete.
  • elenistef7 on 01 Aug 15
     
    Create different color QR codes in order to separate the groups by task. Differentiated instruction but more discreet with the use of QR codes.
anonymous

Attitude and Self-Efficacy Change: English Language Learning in Virtual Worlds | Zheng ... - 1 views

www.equinoxpub.com/...19059

carlatech15 week5 cmc

shared by anonymous on 07 Aug 15 - No Cached
  • anonymous on 07 Aug 15
     
    "This study explored affective factors in learning English as a foreign language in a 3D game-like virtual world, Quest Atlantis (QA). Through the use of communication tools (e.g., chat, bulletin board, telegrams, and email), 3D avatars, and 2D webpage navigation tools in virtual space, nonnative English speakers (NNES) co-solved online content-related problem quests with native English speakers (NES)."
ncsargo

Skype and Skype in the Classroom: Options for Language Teaching and Learning - 4 views

www.tesl-ej.org/...ej65m1

carlatech15 skype classroom

shared by ncsargo on 05 Aug 15 - No Cached
marispi liked it
  • Skype in the classroom Skype in the classroom, launched in March 2011, is a website especially designed for educational purposes. It is a platform where teachers and students can disseminate information about their classes, share educational resources, and find partners to start classroom projects.
  • Language teachers and learners may find the “Languages” category especially useful because they can search for Skype language lessons that meet their needs (see Figure 4 for some examples of Skype language lessons). These lessons provide opportunities for learning another language or practicing language via language exchanges.
  • Language teachers and learners can enroll in any language lesson according to their needs and interests
  • ...8 more annotations...
    • ncsargo
      ncsargo on 05 Aug 15
       
      This seems like a great way to expand your PLN and collaborate with other language teachers
  • advanced features, such as group video calls, require users to pay a fee and upgrade to a premium account to get the service. Calling fees vary depending on the countries the user calls and the amount of time spent on calls. Subscribing to a premium account, which will allow users to use services such as group video chats, currently costs US$59.88 for 12 months. US$4.99 per month is not very expensive.
    • ncsargo
      ncsargo on 05 Aug 15
       
      There is a cost for premium features.
  • Limitations Although Skype and Skype in the classroom provide an intriguing option for language teaching and learning, there are some limitations as well. First, there are minimum download/upload speeds required for using Skype. For example, video calling and screen sharing require 128kbps/128kbps as the minimum download/upload speed; group video calling requires 4Mbps/128kbps as the minimum download/upload speed. Therefore, Skype users need to check whether their Internet connection meets such requirements to avoid video and audio lag during Skype lessons.
    • ncsargo
      ncsargo on 05 Aug 15
       
      It is important to keep these limitations in line for any web based interpersonal activity.
  • Second, Skype and Skype in the classroom promote authentic learning. According to Lombardi (2007), authentic learning emphasizes “real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in a virtual community of practice” (p.2). Thus, authentic learning happens as learners participate in real-world relevant tasks that require their judgment to distinguish information, patience to participate, ability to adapt themselves to unfamiliar contexts, and flexibility to work with people from different cultures. In this view, Skype and Skype in the classroom allow language teachers and learners to participate in a context of authentic learning.
    • ncsargo
      ncsargo on 05 Aug 15
       
      As we saw in our synchronous class session Skype just like Adobe Connect can be used to deal with problem-based activities.  Through creating contexts in which certain language is required we can simulate an immersion environment for students online.
  • The ACTIONS model, proposed by Bates (1995), is a practical guide for educators and policymakers to select and evaluate the use of technologies for teaching and learning. The ACTIONS model involves the following criteria: Access: How accessible is a particular technology for learners? Costs: What is the cost structure of a particular technology? Teaching and learning: How does a particular technology support teaching and learning? Interactivity and user-friendliness: How does a particular technology facilitate interaction among learners? How easy is a particular technology to use? Organizational issues: Are any class organizational changes needed? Novelty: How new is this particular technology? Speed: How quickly can courses be taught and learned via this particular technology?
Shereen Elgamal

10 Social Media Tips for Reaching World Language Learners | Edutopia - 5 views

www.edutopia.org/...ld-languages-sarah-wike-loyola

shared by Shereen Elgamal on 28 Jul 14 - No Cached
marispi liked it
  • The 21st century learner is not wired to memorize; instead, her or she is inclined to create, connect and collaborate. Social media is the perfect medium for us, their teachers, to reach them.
    • srafuller
      srafuller on 28 Jul 14
       
      It is important to remember to reach our students where they are, not where we were when we were students.
  • posting a weekly question and having students respond
  • ...3 more annotations...
  • I recommend Edublogs
  • It is time to officially gamify education. If we make it fun through gaming, our students will be engaged. For language teachers, Duolingo is the route to student involvement when it comes to reviewing grammatical structures. Available in many languages, this app allows students to compete with one another and "level up."
    • Shereen Elgamal
      Shereen Elgamal on 27 Jul 15
       
      It sounds like a fun way to get students interact and use the language in an interactive way.
  • srafuller on 28 Jul 14
     
    This is a listing of ways to use social media in the classroom.  
  • ...1 more comment...
  • marispi on 20 Jul 15
     
    Interesting article on tips for using social media in the language classroom--definitely relevant to this week.
  • rillia on 27 Jul 15
     
    I like what srafuller says about not expecting students to be like we were when we were students. I struggle with that in all the classes I teach, not just the foreign language. I work to be conscious of reaching students "where they are" every day. Not only that, but we need to be conscious (at least older teachers like me) of not teaching the way we were taught!
  • rillia on 27 Jul 15
     
    I really like this article! Simple, to-the-point, useful suggestions for several on-line applications. I tried out Duolingo but was chagrined to find out they don't offer Russian (Ukrainian and Esperanto but not Russian?!). I could, however, study English from Russian, which has several activities (especially translation) that my students can use. Thanks for posting this article!
Dan Soneson

Objects of Cult, Objects of Confrontation: Divine Interventions through Greek History -... - 2 views

www.informaworld.com/...section

Cult nationalism Greek saints religion

shared by Dan Soneson on 08 Oct 10 - No Cached
  • Abstract
    • Dan Soneson
      Dan Soneson on 08 Oct 10
       
      Abstract. A journal article is often preceded by an abstract, or a condensed version of the contents and main argument of the article. What is the main argument of the paper?
  • the nationalist character of divine interventions that marked Greek society during critical periods.
    • Dan Soneson
      Dan Soneson on 08 Oct 10
       
      Object of study
  • It will be shown
    • Dan Soneson
      Dan Soneson on 08 Oct 10
       
      Keywords here introduce the main argument of the paper.
  • ...3 more annotations...
  • male characters
  • female character
  • that are often neglected and considered as unreliable
  • Dan Soneson on 08 Oct 10
     
    From History and Anthropology, Volume 21, Issu 2 June 2010, pages 139-157 by Katerina Seraïdari
  • Dan Soneson on 08 Oct 10
     
    An example of an academic text
Marlene Johnshoy

Education Week: Embracing Wikipedia - 1 views

www.edweek.org/...31shapiro.h29.html

shared by Marlene Johnshoy on 07 May 10 - Cached
  • Marlene Johnshoy on 07 May 10
     
    Add to the discussion about using Wikipedia as a reference. Note the link to the comparison study with the Britannica.
Constantinos Tsouris

Foreign Language Education Learning with Video Games and Authentic Web Media Tasks - 2 views

lingualgamers.com/thesis

languagelearning videogames newmedia week5

shared by Constantinos Tsouris on 22 Jul 11 - Cached
  • Constantinos Tsouris on 22 Jul 11
     
    Abstract: In recent years, a sharp increase in the number of academic studies around the use of video games and new media for educational purposes has greatly expanded our understanding of their potential for enhancing learning.
  • Roxana Sandu on 23 Jul 11
     
    Constantinos, this a great resource of information. Thank you for sharing! I haven't sit down to read it all, but skimming through it I found plenty of interesting information. I was always interested in using video games or educational games for language learning, but never took initiative in reading anything on the topic. In the beginning of "From "Authentic Materials" to "Live Materials" section, the author mentions that the culture should not be described to students, but rather facilitate a platform for them to actually participate in that culture. I see how we can do that through games, but is there any of you using other means to do it? Is it possible to do it through social networks or second language learning networks? If yes, how exactly? Any thoughts on this?
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.
senora heebsh

50 Awesome Ways to Use Skype in the Classroom - 4 views

mobiletechlearning.tumblr.com/...-to-use-skype-in-the-classroom

carlatech groupb week5 skype

shared by senora heebsh on 21 Jul 11 - No Cached
Alyssa Ruesch liked it
  • Margaret Bolar Boly on 24 Jul 11
     
    I liked how the teacher videotaped the skype conversation with a flipcam in order to replay it for her students. Then, they could focus on parts of the conversation in more detail.
  • Daniel Castaneda on 24 Jul 11
     
    I like the idea of the flipcam as well. I also like how she manages to have those kids skype, which is a difficult tasks to do. This is a very good example on how a whole group can skype with another located in another part of the world.
  • Leslie Phillips on 26 Jul 11
     
    At our school there is a phenomenal social studies teacher who uses Skype to talk to students in the Middle East. I would love to chat with students from Mexico or another Spanish speaking country, but am unsure about how to get started. Does anyone have any tips about how to find a partner school and set up interaction? I think this is essentially part of 'ePals'. Does anyone use this? Share your experiences, please, if you have!
Roxana Sandu

Facebook: An online environment for learning of English in institutions of higher educa... - 0 views

www.sciencedirect.com/...S1096751610000588

facebook higher education

shared by Roxana Sandu on 17 Jul 11 - No Cached
  • The purpose of this study is to investigate if university students consider FB as a useful and meaningful learning environment that could support, enhance and/or strengthen their learning of the English language. A survey was carried out with 300 undergraduate students at Universiti Sains Malaysia (USM), Penang.
  • Roxana Sandu on 17 Jul 11
     
    Unfortunately, unless you are a subscriber to the journal, you can't access this article, but if anybody is interested just let me know!
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