Skip to main content

Home/ Multiliteracies Evo session/ Group items tagged activities

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
TESOL CALL-IS

Microsoft Mouse Mischief - 0 views

www.microsoft.com/...default.aspx

tools teachers presentations VSL

shared by TESOL CALL-IS on 12 Feb 12 - No Cached
  • TESOL CALL-IS on 12 Feb 12
     
    "Mouse Mischief integrates into Microsoft PowerPoint 2010 and Microsoft Office PowerPoint 2007, letting you insert questions, polls, and drawing activity slides into your lessons. "Students can actively participate in these lessons by using their own mice to click, circle, cross out, or draw answers on the screen. " This sound like a great tool to make your presentations interactive, get students attention and help them learn as you teach. Sorry--looks like Windows only.
TESOL CALL-IS

MAKE BELIEFS COMIX! Online Educational Comic Generator for Kids of All Ages - 1 views

www.makebeliefscomix.com

young_learners writing activities other_languages VSL

shared by TESOL CALL-IS on 05 Aug 10 - Cached
  • TESOL CALL-IS on 05 Aug 10
     
    Children create their own comic strip using characters provided from database. Not specifically for ESL/EFL, but is a nice writing activity, and can be in any of several European languages. William Zimmerman has created a page with his handouts from a workshop, "Creating Comic Strips Online to Encourage Writing, Reading and Storytelling," at the TESOL Denver 2009 conference, at http://www.makebeli efscomix. com/How-to- Play/Educators --EHS
Vanessa Vaile

Reflections on Open Courses: Curation, Ombuds, and Concierges | Learning and Knowledge ... - 0 views

www.learninganalytics.net/?p=89

#evomlit #evomlit11 analytics siemens learning mooc #LAK11

shared by Vanessa Vaile on 13 Jan 11 - No Cached
  • Part of the focus in LAK11 is to explore how we can better use data to make sense of complex topics such as:
  • How students interact
  • patterns of activity
  • ...31 more annotations...
  • How knowledge is “grown” as individuals interact with others
  • How individual learners develop their conceptual understanding of a topic
  • How teams solve complex problems
  • tools and activities that are most effective
  • How individual learners “eliminate” unneeded or irrelevant ideas and concepts
  • explore various methods for analyzing data
  • tools that aid that analysis.
  • limitations of an algorithmically-defined world of education
  • Google’s search algorithm has been ruined
  • Reflections on Open Courses: Curation, Ombuds, and Concierges
  • focus in LAK11 is to explore how we can better use data
  • methods for analyzing data produced by learners and numerous tools that aid that analysis
  • Google’s search algorithm has been ruined argues
  • What’s the solution? Well, a return to curation, of course.
  • What does this have to do with LAK11?
  • over the last five years, social networks and social media have taken over the web
  • Google is driven by the mission to organize the world’s information. Facebook is driven by the mission to “help you connect and share with the people in your life”. The two companies are on a collision course: is the future informationally or socially based? Eventually, social bleeds into informational. And vice versa.
  • We trust people we like, people with whom we feel a connection
  • All social interactions are information. Many information interactions are social.
  • urators – they present their views and spin existing stories within the framework of their beliefs
  • “temporary centres”.
  • problem of how to create temporary centres
  • ome commentary or facilitator posts
  • LAK11, we’ve taken a different approach. We’ve retained similar course design elements to previous open online courses (OOCs – I’m starting to think that M=Massive part of MOOCs is misleading or even off-putting
  • What we gain in our decision to run this course on various sites, using more or less accessible tools, is the demonstration that anyone with an interesting topic/idea and a willingness to experiment can open up a course for a broader audience.
  • What we lose – and I’m still uneasy about this trade off – is the integrated archive of activity in the course.
  • Complexity cannot be understood solely through algorithms
  • Curation is an important component in the process
  • data mining, visualization
  • wayfinding and sensemaking in social systems
  • human aspect of data, sensemaking, curation, and trust
TESOL CALL-IS

An Epic Mashup of Science and Hip Hop | MindShift - 1 views

blogs.kqed.org/...-mashup-of-science-and-hip-hop

video music creativity science pedagogy ESP teacher-training VSL

shared by TESOL CALL-IS on 13 Oct 13 - No Cached
  • TESOL CALL-IS on 13 Oct 13
     
    The Science Genius project is demonstrated through an energetic classroom teacher. The project aims to use students' local culture, in this case rap/hip-hop, to engage students' attention and draw them into science concepts actively. Great video demonstration by Dr. Chris Emdin, including several examples of students' creative projects. The approach also worked with students who hadn't ever written rap music before.Follow the series.
Vanessa Vaile

How This Course Works | Critical Literacies Online Course Blog - 0 views

ple.elg.ca/course

literacies critical courses evo2010mlit evomlit blog-post

shared by Vanessa Vaile on 03 Jun 10 - Cached
    • Vanessa Vaile
      Vanessa Vaile on 03 Jun 10
       
      critical literacies similar to multiliteracies but not as multi
  • This type of course is called a ‘connectivist’ course and is based on four major types of activity: 1. Aggregate
  • wide variety of things to read, watch or play with
  • ...16 more annotations...
  • PICK AND CHOOSE content that looks interesting to you and is appropriate for you
  • 2. Remix Once you’ve read or watched or listened to some content, your next step is to keep track of that somewhere. How you do this will be up to you.
  • Here are some suggestions: - create a blog
  • - create an account with del.icio.us and create a new entry for each piece of content you access. You can access del.icio.us at http://del.icio.us
  • take part in a Moodle discussion.
  • - tweet about the item in Twitter. If you have a Twitter account, post something about the content you’ve accessed.
  • - anything else: you can use any other service on the internet – Flickr, Second Life, Yahoo Groups, Facebook, YouTube, anything! use your existing accounts if you want or create a new one especially for this course. The choice is completely yours.
  • 3. Repurpose
  • We don’t want you simply to repeat what other people have said. We want you to create something of your own. This is probably the hardest part of the process.
  • What materials? Why, the materials you have aggregated and remixed online.
  • What thoughts? What understanding? Well – that is the subject of this course. This whole course will be about how to read or watch, understand, and work with the content other people create, and how to create your own new understanding and knowledge out of them.
  • the critical literacies we will describe in this course are the TOOLS you will use to create your own content.
  • 4. Feed Forward
  • you don’t have to share. You can work completely in private, not showing anything to anybody. Sharing is and will always be YOUR CHOICE.
  • Critical Literacies 2010, the course about thinking
  • How this Course Works Critical Literacies is an unusual course. It does not consist of a body of content you are supposed to remember. Rather, the learning in the course results from the activities you undertake, and will be different for each person. In addition, this course is not conducted in a single place or environment. It is distributed across the web.
Vanessa Vaile

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...klein_1209.htm

evomlit webtools SRS clicker behaviorism

shared by Vanessa Vaile on 17 Feb 10 - Cached
  • Vanessa Vaile on 17 Feb 10
     
    tudent response system (SRS) use may provide one solution for transforming the passive and isolated online learning environment experienced by many students. SRS use combined with sound pedagogical practices can create an active learning environment comprised of a collaborative social learning community capable of effectively meeting varied learning needs. Newly developed SRSs have created the opportunity to explore online SRS use. Incorporation of SRS use within behaviorism, social constructivism, and many other pedagogical approaches makes it a tool worthy of consideration in solving pedagogical dilemmas and creating a positive learning experience. Despite a lack of research related to online SRS use, this article utilizes current SRS and online polling research and information to determine the primary benefits and challenges associated with online SRS use.
Mariel Amez

ELT Resources - WikiEducator - 0 views

wikieducator.org/ELT_Resources

efl evomlit evo2009mlit resources wikis

shared by Mariel Amez on 13 Jan 10 - Cached
  • Mariel Amez on 13 Jan 10
     
    Collaboration on resources, handouts, activities and other content for non-native teachers/learners of English
Vanessa Vaile

Perspectives on Tag Clouds for supporting reflection in Self-organised Learning - 1 views

www.scribd.com/...ion-in-Self-organised-Learning

evo2010mlit evomlit self organized learning reflection meta-learning self paced study tagging tag clouds visualization

shared by Vanessa Vaile on 28 Jan 10 - Cached
  • Vanessa Vaile on 28 Jan 10
     
    paper on tagging, clouds, reflective learning Abstract: Tags are popular for organising information in social software based on the personal views of the participants on the information. Tags provide valuable attention meta-data on a person's interests because the participants actively relate resources to concepts by using tags. This paper analyses three designs for tag-clouds that are integrated in the ReScope framework for reflection support. ReScope provides a widget for visualising personal tag-clouds of the tags that were used with social bookmarking services. The presented designs focus on processing and representing attention meta-data on the levels of recency, of collaboration, and of social connectedness from the perspective of situated learning. The present paper analyses how the designs are related to the underlying presumptions for supporting reflection using the different representations of attention meta-data.
Vanessa Vaile

Artifacts of sensemaking | Learning and Knowledge Analytics - 2 views

www.learninganalytics.net/?p=94

sensemaking analytics learning Siemens learning analytics #lak11 #evomlit11 #evomlit chaos management

shared by Vanessa Vaile on 16 Jan 11 - No Cached
  • sensemaking attempts include: blog posts, summary Moodle forum posts, images, analysis of discussion forum activity, social network analysis, etc.
  • Creating and sharing artifacts of sensemaking is an important activity in open online courses.
  • Higher education generally homogenizes learners through pre-requisites or subject streams (programs).
  • ...9 more annotations...
  • learners are a diverse group
  • uniformity of university program tracks masks the differences of learners.
  • In an open course, participants aren’t filtered in the same way.
  • filtering (or forming sub-networks/groups/discussion clusters) happens once the course is underway
  • we begin to connect with those who respond favorably, we gravitate toward those who we find interesting (but not so interesting that we feel no connection),
  • One of the primary ways of connecting with others in an open course is through creating and sharing artifacts of sensemaking.
  • When our learning is transparent, we become teachers.
  • Essentially, we form small sub-networks that connect (lattice-like) to other sub-networks
  • fluidity of interaction across novice-intermediate-expert networks is one of the main points of value in open courses.
TESOL CALL-IS

What2Learn - 2 views

www.what2learn.com

games online_lessons teachers adult_students VSL tools

shared by TESOL CALL-IS on 18 Jan 11 - Cached
  • TESOL CALL-IS on 18 Jan 11
     
    "What2Learn is a national award-winning interactive learning solution which provides effective educational resources and revision games. A great tool for students with literacy and learning difficulties such as ADHD. It is also a great resource for high achieving students keen to work independently to get ahead." Teachers can also create games and activities for ESOL.
TESOL CALL-IS

Addition in Adelaide - A New Maths Map | edte.ch - 0 views

edte.ch/...on-in-adelaide-a-new-maths-map

very_young_learners google web2.0 geography content-based ESP teachers young_learners VSL

shared by TESOL CALL-IS on 27 Aug 11 - Cached
  • TESOL CALL-IS on 27 Aug 11
     
    "I have begun a new Maths Map in Adelaide focusing on addition ideas that can be seen or referred to on the map. It would be great to have your contributions it is very easy to do:" This doesn't have to be just in Adelaide--use Tom Barrett's ideas for a Google Maths Map in your local area. There are math activities for K-5--it's fun, too!
Vanessa Vaile

What is a PLN, anyway? - Teaching Village - 2 views

www.teachingvillage.org/...what-is-a-pln-anyway

PLN web2.0 teaching evomlit tools multiliteracies

shared by Vanessa Vaile on 17 Jul 10 - Cached
  • PLN is an acronym for Personal Learning Network. The acronym is relatively new, but the idea is not
  • The pre-Internet 80s
  • Most information was shared face to face.
  • ...7 more annotations...
  • The  biggest change has been in the way I meet and communicate with people in my PLN.
  • Most of the resources are in the form of links
  • social bookmarking
  • Discussion groups
  • Nings are like subject area resource rooms in a large school.
  • They’re social networks connecting teachers with common interests. In addition to discussion forums, members keep blogs, share resources, and plan group activities.
  • attended more conferences than ever before, but travel much less
Vanessa Vaile

#PLENK2010 PLEs and learner autonomy « Jenny Connected - 0 views

jennymackness.wordpress.com/...2010-ples-and-learner-autonomy

evomlit multiliteracies #PLENK2010 technology learning networks ple pln learning self organized learning self paced study

shared by Vanessa Vaile on 23 Nov 10 - No Cached
  • PLE is a counter concept arising from discontent with centralised course management.
  • they have always been around, it’s just that the wide range of open source tools available at the moment, means that learners now have greater opportunity to learn independently and autonomously than ever before.
  • Sebastian was concerned that we focus only on the personal learner model for adults – which he suggested was one where adults are self-functioning, self-co-ordinating, self-controlling (self monitoring), self-developing and self-projecting.
  • ...5 more annotations...
  • personal learner model for adults can apply just as well to young children, who can be taught to be self-functioning, self-co-ordinating, self-controlling (self monitoring), self-developing and self-projecting and in small ways can achieve all of these.
  • High Scope approach
  • In this approach children planned their own daily curriculum. Their choices were of course monitored. If they were choosing to play in the sand every day without doing any other types of activities, then they would be gently steered to make more balanced choices, but they were beginning to work as autonomous learners.
  • Which brings us to the question of what we mean by autonomy.  
  • further work is needed to define what we mean by learner autonomy in relation to PLEs.
  • Vanessa Vaile on 23 Nov 10
     
    PLE is a counter concept arising from discontent with centralised course management
Vanessa Vaile

Join the Digital Debate Here - 0 views

chronicle.com/...20944

education evomlit opinion web2.0

shared by Vanessa Vaile on 31 Jan 10 - Cached
  • We've heard lots of talk about the revolutionary nature of Web 2.0, the conversion of whole populations from passive receivers of information (and propaganda) into active citizens and critical consumers and content-creators. Skeptics don't buy it, at least not all of it.
  • "The Future of Education: Charting the Course of Teaching and Learning in a Networked World."
  • orum hosted by Steve Hargadon
  • ...3 more annotations...
  • various discussions and controversies over the Digital Age
  • Host and guest can see the feedback unfold and respond during the chat. Then, Hargadon opens the discussion to everybody,
  • The project is an excellent specimen of the best kind of intellectual engagement, which wouldn't be possible without digital technology.
  • Vanessa Vaile on 31 Jan 10
     
    Mark Bauerlein, Brainstorm column- The Chronicle of Higher Education
Vanessa Vaile

The Hidden Center of the "Gutenberg Galaxy" - 0 views

www.fiu.edu/...Gutenberg_Galaxy.html

evomlit evo2010mlit Gutenberg Galaxy

shared by Vanessa Vaile on 28 Jan 10 - Cached
  • McLuhan and the Gutenberg Galaxy
  • What if the social changes that result from these technologies are intended , rather than unintended
  • Marshall McLuhan wrote a good deal about the "Gutenberg Galaxy" - the 'constellation' of changes wrought on European society after the German of that name figured out how to turn a winepress into a holder for movable type - in other words, a printing press - in the 15th century.
  • ...33 more annotations...
  • changes in the political, religious, and social landscape.
  • Gutenberg's press also made possible the Protestant Reformation - because, as Martin Luther came to realize, the wide translation and printing of the Bible meant "every man be a priest."
  • It's certainly hard to see how any of the changes which followed
  • could have occurred without the widespread literacy and education that the printing press made possible
  • what is now happening to our society in our second "Gutenberg revolution" - namely, the rise of electronic media
  • But what if there were a hidden center to the "Gutenberg Galaxy?"
  • fostering our current phase of technological change
  • cultural determinism of technology
  • And then, the Renaissance
  • The Dawn of Writing
  • obvious changes made possible by writing
  • technology of writing was ascribed to some mythic "culture-bringer" - Ogham, Thoth, Quetzelcoatl, etc
  • Most people are not aware, however, what writing had undone.
  • writing may have destroyed man's own prodigious mnemonic talents
  • Art of Memory also involved using tools and images
  • The written word makes possible the autonomous survival of knowledge - with an oral tradition, it disappears when the oralists have all been killed
  • The spoken word is intimate
  • writing is impersonal, does not carry emotional intonations
  • earlier technological revolution - one that occurred perhaps five millenia ago - the birth of writing
  • throughout the great breadth of the Dark and Middle Ages, literacy was not very widespread.
  • Was the printing press purely serendipitous? It does seem to have arrived at the right place at the right time.
  • mysterious traditions of the printers' and papermillers' guilds
  • heretical content of many of these watermarks
  • Bayley suggests it was Huguenot refugees that brought papermaking and the printing art into England
  • "Gutenberg revolution" as quite a Gnostic coup - destroying the literacy monopoly of both the Catholic Church and the feudal state
  • Today, the Arrival of the Electronic Word
  • any people are openly saying it: print is dead, the era of the printed word and the book is fading, and thus a new kind of literacy - "teleliteracy," ("the grammatology of video,") the reading of the moving image and multimedia barrage before us - is being propagated
  • death of civilization itself, since in their eyes we seem to be leaving the printed text behind and returning to the moving image or fetish
  • immediacy, presence, and participation lost through writing and print
  • whether some of the changes electronic media will bring were not intended,
  • would not think for you, but would help you think better and function as a "Knowledge (gnosis? ) Machine."
  • hypertext meant that the world's knowledge could be seamlessly woven together, much like the integrated unified system of knowledge imagined by the mystic Ramon Lull.
  • could be used to facilitate "Community memory" and community activism. It meant access to information
  • Vanessa Vaile on 28 Jan 10
     
    shades of Dan Brown!
Vanessa Vaile

MOOC newbie Voice - Week 2 Big Data… must be important… it's big! » Dave's Ed... - 0 views

davecormier.com/...data-must-be-important-its-big

mooc lak11 week2 #evomlit11 #evomlit

shared by Vanessa Vaile on 20 Jan 11 - No Cached
  • we are increasingly at the mercy of the data that is out there
  • Week 1 skimming
  • The Telegraph article on the 10 ways data is changing how we live
  • ...7 more annotations...
  • Notes on some of the other resources
  • This one... a gonzo style interview with a dude who’s been in the industry
  • “more is different” it’s a classic. it says that… uh… more is different. Is short and approachable.
  • http://www.dataists.com/2010/09/the-data-science-venn-diagram/ A beginners guide to figuring out what the charts might mean
  • This week’s presentation – Ryan S.J.d Baker
  • a sense of what they actually do with the testing
  • This week’s activity SNAPP is uh… kind of a snap.
Maria Rosario Di Mónaco

Education Week Teacher: How Teachers Can Build Emotional Resilience - 0 views

www.edweek.org/...tln_resilience.html

evomlit evomlit11 multiliteracies emotional-resilience resources

shared by Maria Rosario Di Mónaco on 20 Jan 11 - No Cached
  • "I’ve come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather."
  • in order to forge on I needed to learn more about managing my emotions. While our working conditions need to be improved, that will take time. In the interim, we can change how we experience the stress; we can increase our emotional resilience. I suspect that if I did, I’d be more effective and feel better.
  • Emotional resilience is defined as how you roll with the punches, how you handle and adapt to stressful situations. Emotionally resilient people understand what they’re feeling and why.
  • ...13 more annotations...
  • Our emotions are fundamental to our ability to be effective, and there’s unanimous consent that our jobs are stressful.
  • As I explored this concept, what seemed critical was the notion that emotional resilience can be developed
  • They persevere and believe that they are in control of their lives, and they are optimistic and believe in their own strength.
  • 1. Have personal values that guide their decision-making.
  • Resilient teachers:
  • If I was the education czar, I would mandate that everyone working in schools have one component of their professional development—and a certain number of hours per year and minutes per meeting—allocated to developing emotional resiliency. If we really are going to transform our system, we need to start by attending to people’s emotional experiences and well-being.
  • 2. Place a high value on professional development and actively seek it out.
  • 3. Mentor others.
  • 4. Take charge and solve problems.
  • 5. Stay focused on children and their learning.
  • 6. Do whatever it takes to help children be successful.
  • 7. Have friends and colleagues who support their work emotionally and intellectually. 8. Are not wedded to one best way of teaching and are interested in exploring new ideas. 9. Know when to get involved and when to let go.
  • These
1 - 17 of 17
Showing 20▼ items per page