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TESOL CALL-IS

Created by Russell Stannard for Teacher Training videos.com - 0 views

www.teachertrainingvideos.com/...index.html

brainstorming mind-mapping adult_learners young_learners tools VSL

shared by TESOL CALL-IS on 29 Dec 10 - No Cached
  • TESOL CALL-IS on 29 Dec 10
     
    Describes LinoIt and how to use it--a nice brainstorming and student collaboration tool, but it's great to see examples and how it can be used with students. Free.
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

AnswerGarden - Plant a Question, Grow Answers - 3 views

answergarden.ch/about-AnswerGarden

evomlit multiliteracies web2.0 tools technology word cloud

shared by Vanessa Vaile on 18 Aug 10 - Cached
  • AnswerGarden is a minimalistic feedback tool. Use it for online brainstorming with your team or embed it on your website or blog as a poll or guestbook.
  • Maria Rosario Di Mónaco on 18 Aug 10
     
    Great tool, Vanesa! Thanks for sharing your finds.
Vanessa Vaile

Weaving a Personal Web: Using online technologies to create customized, connected, and ... - 0 views

www.cjlt.ca/...257

#PLENK2010 evomlit multiliteracies education

shared by Vanessa Vaile on 21 Oct 10 - Cached
  • Abstract: This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development.
  • This paper explores personal web technologies (PWTs) and their learning applications.
  • Connectivism and the need for continuous learning In today’s world, learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996). In times of rapid change, it is not always prudent or possible to offer formal training for each individual’s every need, and some needs may best be addressed by the individual him/herself. Using freely available personal web technologies, employees can create a personal learning environment (PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
  • ...34 more annotations...
  • Overview of Personal Web Technologies
  • Visualization of a web-based Personal Learning Environment
  • PWTs allow learners to expand their capacity for knowledge by connecting to external resources (other people, online databases, reference sites, etc.). If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • Social Bookmarking and Research Tools Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • Tools that are geared more towards social bookmarking (e.g., Delicious, Diigo, and Twine) place greater emphasis on features that allow users to easily share their bookmarks with friends, colleagues, or the public
  • Tools that are geared more towards academic research, such as Zotero or Connotea, include bibliographic features, such as citation generators and reference list management.
  • Personal Publishing Tools A variety of free and user-friendly tools are available to publish oneself on the Internet. Iskold (2007) sees the range of personal publishing options as a continuum, ranging from content-focused, formal blog posts to socially-focused, informal messages posted on social networking sites, with micro-blogging falling somewhere in the middle.
  • blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming
  • more than online diaries.
  • individualized content management system that publishes, organizes, and archives
  • easy to go beyond basic text and incorporate other media, such as photographs, videos, and audio
  • Micro-blogs,
  • 'follow' other members to receive a stream of their posts
  • allow them to easily "ask and answer questions
  • Aggregators Individuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming.
  • tools filter online information and collect articles, media, and conversations customized to the user's needs
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Two of the most popular metagators are Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops
  • Using Personal Web Technologies to Create PLEs and PLNs
  • PWTs can be combined by the individual to make a personal learning environment (PLE) and to create and manage a personal learning network (PLN). Due to the fact that they are user-created, there is no exact definition of a PLE
  • In general, a PLE is the sum of websites and technologies that an individual makes use of to learn. PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • Users can create an online PLN of colleagues and friends from around the world by joining social networking sites, following and commenting on relevant blogs, sharing resources on a social bookmarking site, or by using a micro-blogging platform.
  • Learning Applications of PWTs Because these are open-source, free, adaptable, and user-friendly, PWTs can be of great value to teachers, trainers, and students. However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction
  • critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • Five Potential Disadvantages of Using PWTs for Learning Although personal web technologies have the potential to support all types of learning, they also have potential disadvantages, ranging from distractions to security concerns.
  • Connection Addiction.
  • Work Interrupted.
  • Popularity Contests.
  • Echo Chambers.
  • Privacy and Security Concerns.
  • Conclusions When learners adopt personal web technologies, it enables and requires them to discard their roles as passive consumers of information and to take on new roles. To successfully use PWTs, learners must become editors who critically question content and sources, librarians who organize and archive resources, and also creators who add their voice to the online chorus by engaging in discussions, collaborating on projects, and contributing their own ideas and media
  • he true quality and effectiveness of a PLE or PLN depends on the learner him/herself
Maria Rosario Di Mónaco

Is txting killin Nglsh @ skool? No way sez Prof - 0 views

www.fordham.edu/...is_txting_killin_ngl_74577.asp

txting textspeak digitalk #evomlit multiliteracies

shared by Maria Rosario Di Mónaco on 09 Mar 10 - Cached
  • . “People think that texting is random and that it’s born from laziness. Actually, it’s neither of those things,” she said.
  • “Flipping the Switch: Teaching Students to Code-Switch from Text Speak to Standard English”
  • The goal, she said, is for English educators to understand, and in turn help students see, that digitalk is just another form of communication. While it is ideal for one realm, it will not work in another.
  • ...5 more annotations...
  • “Students are expected to speak differently in school than they do at home,” she said. “What happens with teenagers in particular, but also young children, is that lots of times they grow up with a language at home that is very different than what they’re expected to use in school. Code-switching is teaching them how to navigate from how they talk at home to how they are expected to speak and write in school.”
  • “Students who text are actually using sophisticated speech patterns,” she said, “so if we can understand what those are, we can illustrate how they’re different than the patterns that are meant to be used in school.”
  • “It’s huge for adolescents, because what do teenagers want? They want to be part of a community of peers, but they also want their independence,” she said. “Digitalk allows for both. They can be part of a communications community, but they can manipulate the language in unique ways,” she said.
  • “Lots of times, English is taught in a very linear method: ‘First, we’re going to brainstorm. Then we’re going to draft. Then we’re going to revise. Then we’re going to publish,’” she said. “What we found was that students’ processes were extremely non-linear, and that they were actually mimicking the affordances that technology allows them,” she said. “Technology is very non-linear and interconnected. That’s why they call the Internet a web. So students move seamlessly back and forth between word processing programs and the Internet.”
  • This is important for educators, she said, because there is a disconnect when teachers ask students who are accustomed to working this way to prove what they know with nothing more than a pencil and paper. “Technology for writing and composition is a whole new ballgame. Teachers have to figure it out pretty quickly, because the students that we’re teaching are coming from a different place than we are,” she said.
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