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Contents contributed and discussions participated by Isolde Mueller

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LLT Journal: Discourse Functions and Syntactic Complexity in Synchronous and Asynchrono... - 0 views

diigo.com/0sbjh
shared by Isolde Mueller on 12 Aug 12 - No Cached
  • Isolde Mueller on 12 Aug 12
     
    DISCOURSE FUNCTIONS AND SYNTACTIC COMPLEXITY IN SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION The present study investigates discourse functions and syntactic complexity in English-as-a-second-language (ESL) learner output obtained via two different modes of computer-mediated communication (CMC): asynchronous and synchronous discussions. Two instructors and twenty-five students from two advanced ESL writing classes participated in this study.
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Wallwisher in the Classroom - 0 views

friedafoxworth.edublogs.org/...wallwisher-in-the-classroom
shared by Isolde Mueller on 05 Aug 12 - No Cached
  • Language Arts
  • Figurative Language
  • Character T
  • ...6 more annotations...
  • raits
  • uld be a great resource for students with writer’s block! Great Leads:
  • students
  • Word Choice
  • Quick Formative Assessment
    • Isolde Mueller
      Isolde Mueller on 05 Aug 12
       
      Because students do not have to sign in to post on the wall, Wallwisher could also be a quick and effective opinion survey tool or assessment tool
  • Isolde Mueller on 05 Aug 12
     
    More ideas on how to use Wallwisher. I highlighted some of my favorites.
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Wallwisher and Middlespot as a tool for story telling - 0 views

www.youtube.com/watch Wallwisher Middlespot story telling Carla12sn4
shared by Isolde Mueller on 05 Aug 12 - No Cached
  • Isolde Mueller on 05 Aug 12
     
    There is quite a few posts about Wallwisher on youtube. I wanted to share this one because the author explains how to use the tool to entice students to create an extended text that they can share with other students for comments. Combining the post-its to paragraphs and an overall texts is also a great way to look at text strucure overall. He also introduces another tool Middlespot which looks even more suitable for story telling. Check it out!
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Ten Fun Ways to Use YouTube Videos in an Online Literature Class | Faculty Focus - 4 views

www.facultyfocus.com/...-in-an-online-literature-class
shared by Marcie Pratt on 29 Jul 12 - No Cached
  • Isolde Mueller on 29 Jul 12
     
    Good ideas, more so on how to add different sources to readings, then on implementing them in class.
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Pedagogical lurking - 0 views

www.sciencedirect.com/...S074756320700115X
shared by Isolde Mueller on 26 Jul 12 - No Cached
  • Participation typically is demonstrated by the student posting a message, which serves as visual evidence. Posting a message, however, is a limited indicator of student engagement. In and of itself, the act only means that the student struck a few keys on the keyboard. Discussion itself requires a pattern of call and response, with turn-taking and listening being as important as contributing thoughts to the dialogue.
  • Is it possible that students might engage with the asynchronous discussion by reading, the online equivalent of listening?
  • (c) to determine whether this non-visible behavior is at all related to high performance.
  • ...5 more annotations...
  • This study is first step toward being able to determining whether non-posting participation in online discussion, such as reading and reflecting, impact student learning. In turn, the answer to this question may lead to establishing methods of learning and assessment for online discussion activities that may be used on a widespread basis.
  • This approach may actually be ideal for learners who are grappling with a new topic because it lowers their cognitive and emotional load, taking the pressure off them to somehow perform or articulate and instead allowing them to focus on the content itself (McKendree, Stenning, Mayes, Lee, & Cox, 1998).
  • The concept of community voyeurs also may make some active participants feel uneasy.
  • Students who posted messages solely to meet course requirements and who did not read more than the bare minimum required to post were unlikely to feel like the discussion was a meaningful learning activity.
  • However, students who engaged in non-posting participation – such as reading messages to find a model and point of entry into the conversation and returning to review ideas raised in earlier discussion – tended to also indicate that the discussion activity was worthwhile.
  • Isolde Mueller on 26 Jul 12
     
    I am fascinated by this notion of "lurking" to describe students/ people on-line who do not respond immediately but take time to read and reflect. Interesting research questions whether this impacts their learning positively and how to assess their learning. Maybe someone can find a better name, too?
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Annotated Bibliography - Twitter, Social Networking and Communities of Practice - 0 views

www.tesl-ej.org/...ej50int
shared by Isolde Mueller on 25 Jul 12 - No Cached
  • Isolde Mueller on 25 Jul 12
     
    This is an interesting collection (from 2009-but still) of articles/ book chapters around social networking. The author reads the various projectors as communities of practice. Not all articles deal with language acquisition, but are still interesting. One of them delves into why and how students use Facebook. One of them looks at virtual learning communities in the US and Australia vs. Europe. Good spring board to look at some of our topics more.
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Schwarzmalerei | Sprachbar | DW.DE | - 0 views

www.dw.de/...0,,16042150,00.html carla12sn2
shared by Isolde Mueller on 21 Jul 12 - No Cached
  • Isolde Mueller on 21 Jul 12
     
    This is a great article about the different uses and meanings of black in German. There are also reading questions at the end. 
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