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TESOL CALL-IS

Qwiki - 0 views

www.qwiki.com

academic mobile_tech video adult_learners project-based content-based teachers VSL

shared by TESOL CALL-IS on 20 Dec 11 - No Cached
  • TESOL CALL-IS on 20 Dec 11
     
    A multimedia version of Wikipedia. Searchable by words in video or other media. As available as an app for iPad. Might be good for project-based and content-based learning. From Carla Arena.
TESOL CALL-IS

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

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

adult_learners project-based tutorials teacher-training teachers content-based tools VSL blingual

shared by TESOL CALL-IS on 29 Dec 10 - No Cached
  • TESOL CALL-IS on 29 Dec 10
     
    TimeToast is a way to create historical timelines. Could be used for project- or content-based learning, or for personal autobiographies. Also has several good content examples, such as Moon Landings, The Great Gatsby, and Western Civilization. You place points on the timeline and then add text and pictures to go along with the dates.
Vanessa Vaile

Education and the social Web: Connective learning and the commercial imperative - 0 views

firstmonday.org/...2718

technology PLENK2010 multiliteracies evomlit resources tools

shared by Vanessa Vaile on 08 Dec 10 - No Cached
  • I argue that commercial social networks are much less about circulating knowledge than they are about connecting users (“eyeballs”) with advertisers
  • not the autonomous individual learner, but collective corporate interests that occupy the centre of these network
  • business model restricts their information design in ways that detract from learner control and educational use
  • ...54 more annotations...
  • Just as commercialism has rendered television beyond the reach of education, commercial pressures threaten to seriously limit the potential of the social Web for education and learning.
  • Web 2.0 and online social networking have been the subject of sustained and lively interest among practitioners and promoters of educational technology
  • what is seen as the radical potential of these services
  • Social networking is so central to these new versions of education that a new “connectivist” theory of learning has come to be closely associated with them
  • a theory in which “knowing” itself is seen to be “defined by connections” making “learning primarily a network forming process”
  • described in terms of the liberation of learners from traditional constraints, as allowing them go beyond the classroom, to network “with peers worldwide,” and ultimately, to “take control of their own learning”
  • These visions are above all associated with the “personal learning environment
  • The personal learning environment is envisioned as a set of applications and services — to a large extent, logos and brands — organized around a single user, according to his or her learning and informational preferences and needs.
  • Through these services, the user is to be connected with teachers, mentors and other learners
  • some advocates of these approaches to learning have been raising concerns about the commercial nature of many of these services.
  • “You are not Facebook’s customer. You are the product that they sell to their real customers — advertisers. Forget this at your peril”
  • “This simple reality underlies almost all considerations having to do with these tools,
  • To use these tools is to reinforce, however indirectly, the ‘advertised life,’
  • The question is whether there is a role for higher education to promote ‘safe spaces’ free of this influence.”
  • the business model of commercial social networks is based on advertising, assisted by the data collection, as well as powerful tracking and analysis capabilities.
  • powerful surveillance functions
  • theories of media ideology and hegemony developed some time ago by Raymond Williams and Todd Gitlin
  • constraints presented by commercialized forms and contents rendered educational television a failure decades ago
  • similar structural issues threaten to sharply limit the potential of much newer social media for education and learning
  • Facebook, Google and other Web 2.0 and social networking services are making enormous sums right now from the users and advertisers they attract, and they are in aggressive competition to do this more efficiently
  • The absence of references to advertising (and also to tracking and analysis) in many discussions of the personal learning environments is surprising given the proliferation of logos and brands of commercial services
  • Because advertising is the raison d’être of services like Google and Facebook, it also provides the basis for the design, organization and maintenance of all of these other services and functions.
  • This way of understanding advertising and Web 2.0 draws on critiques of television (and the role of advertising in it) that were articulated decades ago.
  • the goal of these media organizations, he says, is to sell a product, and the product that “the networks sell is the attention of audiences; their primary market is the advertisers themselves”
  • One thing that is different today is that there is no one monolithic audience that forms a generic product to sell to advertisers.
  • An obvious objection to be raised at this point is that Facebook or Google, unlike television, do not have significant control over the content that is used to assemble audiences for advertisers
  • users have a clear choice regarding the kinds of content that they wish to view and disseminate
  • complex and subtle but very effective ways in which advertisers’ interests shape online social contexts.
  • Raymond Williams’ 1974 critique, Television: Technology and cultural form.
  • Williams’ text requires only minor revision to speak to the situation of commercial Web services today:
  • whether there is a role for higher education to promote ‘safe spaces’ free of this influence.”
  • Williams is making the point that the relationship between content and advertising is subtle and insidious, and that it is slightly different in the case of content “made for TV” than for its non–commercial counterpart.
  • “a dominant cultural form;”
  • what is important for the similarly non–commercial content of the social Web is informational design, architecture, and algorithm.
  • operation in otherwise non–commercial programming is registered in terms of sequence, rhythm and flow
  • Users of Facebook are sure to have been struck by the numerous and varied ways in which it cultivates gregarity and interaction, the way in which it relentlessly structures and supports sociality and connection
  • It is common to observe that the term “friend” itself is emptied of meaning by this incessant use and quantification;
  • Facebook exemplifies a way of generating and circulating information that encourages the expansion of interconnections between users
  • The controversy arises from the possible addition of a corresponding “Dislike” button.
  • lowers the psychological barrier to connecting with commercial entities
  • Gregarious behaviour is rewarded on Facebook
  • approval of a resource will draw ever more attention to it.
  • To provide the option of expressing dislike for a brand like Coca–Cola or to disapprove of a newspaper report or an article like this one is contrary to Facebook’s business interests
  • The dynamics here are rather reminiscent of what television of a bygone era had to offer: In both cases, you can either watch (i.e., “Like”) the products and lifestyles being showcased, or simply walk away.
  • “Like buttons” similar to many other connective features of social networks, “are about connection; Dislike buttons are about division.”
  • Similarly, other services will also systematically exclude possibilities for the expression of dissent and difference.
  • Despite the current prominence of social–psychological and connectivist theories, it is easy to make the case that learning is just as much about division as it is about connection.
  • In fact, the consistent pattern of suppressing division, negativity and interpersonal dissent that is central to the business model of social networking services runs counter to some of the most common models and recommendations for online student interaction and engagement.
  • Opportunities for social selectivity, discretion, privacy and detachment are an important precondition for the acts of disclosure and mutual critique, falsification and validation central to these models
  • selectivity and discretion — the “safe spaces” hoped for by Lamb and Groom — are rendered structurally impossible in convivial, commercially–contoured environments
  • Knowledge is not exclusively embodied in ever growing networks of connection and affiliation, and it does not just occur through building and traversing these proliferating nodes and links
  • Education is clearly a social process, but it is probably much closer to an ongoing discussion or debate than an extended feast or celebration with an ever-expanding network of friends.
  • advertising, tracking and analysis functions of commercial social media present, as Raymond Williams says, “a formula of communication, an intrinsic setting of priorities”
  • It only remains to be seen whether this dynamic renders commercial social networking services as fully unsupportive of educational ends as commercial television has long been.
  • Vanessa Vaile on 08 Dec 10
     
    In recent years, new socially‏oriented Web technologies have been portrayed as placing the learner at the centre of networks of knowledge and expertise, potentially leading to new forms of learning and education. In this paper, I argue that commercial social networks are much less about circulating knowledge than they are about connecting users ("eyeballs") with advertisers; it is not the autonomous individual learner, but collective corporate interests that occupy the centre of these networks. Looking first at Facebook, Twitter, Digg and similar services, I argue their business model restricts their information design in ways that detract from learner control and educational use. I also argue more generally that the predominant "culture" and corresponding types of content on services like those provided Google similarly privileges advertising interests at the expense of users. Just as commercialism has rendered television beyond the reach of education, commercial pressures threaten to seriously limit the potential of the social Web for education and learning.
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.
TESOL CALL-IS

Learning Never Stops: Free Map Tools - Use maps in cool and unique ways - 0 views

seekoutlearning.blogspot.com/...ools-use-maps-in-cool-and.html

project-based tools content-based adult-learners young-learners VSL

shared by TESOL CALL-IS on 25 Feb 13 - No Cached
  • TESOL CALL-IS on 25 Feb 13
     
    Sounds like a good place for many different kinds of content- and project-based learning. "Free Map Tools is an online resource that allows you to utilize maps in really cool and interesting ways. With this site you can find the distance between two points, by land and air. You are able to calculate the area of a region on a map. It allows you to determine how far you can travel while walking, riding a bike, or driving a car for a designated amount of travel time. It will even tell you where you would end up if you tunneled through the earth. Free Map Tools is a very cool website that has applications for social studies, science , and math teachers."
TESOL CALL-IS

Fotobabble - Talking Photos - 3 views

www.fotobabble.com

digital_images listening speaking photos tools project-based content-based VSL adult_learners young_learners

shared by TESOL CALL-IS on 05 Mar 11 - Cached
  • TESOL CALL-IS on 05 Mar 11
     
    This would be a great project base for students. They take photos, upload them and then record a voice description. Has connect to Facebook option also.
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
TESOL CALL-IS

woices.com - location based audioguides - 2 views

woices.com

listening speaking multimedia Web2.0 project-based content-based tools adult_learners

shared by TESOL CALL-IS on 08 Feb 12 - Cached
  • TESOL CALL-IS on 08 Feb 12
     
    This might be a great tool for an extended project, e.g., have your students create an infospot audio guide to their local community. Lots of examples are linked on the front page, and there is an iPhone app to scan, listen, and record wherever you happen to be. There are currently over 1300 guides created by users, and more coming.
TESOL CALL-IS

Documentary Tube - Watch Documentaries Online for FREE - 1 views

www.documentarytube.com

content-based culture academic writing reading video science history adult_learners VSL

shared by TESOL CALL-IS on 13 Dec 11 - Cached
  • TESOL CALL-IS on 13 Dec 11
     
    Lots of documentaries on an enormous variety of subjects. These can be used to spark conversation and get students ready to do their own research for a paper. Professionally produced, and free. Many are award-winning. Categories are listed, and there is a search function. Not specifically directed to ESL/EFL, but good authentic content.
TESOL CALL-IS

Infographics & Data Visualizations - Visual.ly - 1 views

visual.ly

visual_literacy multimedia tools content-based project-based adult_learners academic ESP science history culture VSL

shared by TESOL CALL-IS on 26 Dec 11 - No Cached
  • TESOL CALL-IS on 26 Dec 11
     
    "See the best data visualizations on the web all in one place." Mainly infographics--charts and informational maps. Students could upload their own graphs, et al., for comment and feedback, and the site purports to be creating new data visualization tools.
TESOL CALL-IS

Edmodo | Secure Social Learning Network for Teachers and Students - 1 views

www.edmodo.com

young_learners blogs writing content-based project-based VSL

shared by TESOL CALL-IS on 20 Sep 11 - Cached
  • TESOL CALL-IS on 20 Sep 11
     
    A social blog oriented to middle-school learners. Teacher can set questions and request students to join. Free. Nice instructional video at the >Learn more about link. There are also many teacher/school district blogs to view as examples.
Vanessa Vaile

Diigogo Blog Integration - Send to Blog Basics - 1 views

www.diigo.com/2

blog diigo evomlit multiliteracies resources blogging blog integration

shared by Vanessa Vaile on 09 Aug 10 - Cached
  • Browsing the web frequently inspires people to write something to their blogs, either simply to quote, or to quote and comment. This process is now made extremely smooth and effortless with Diigo's annotation features and "Send to Blog" -- another unique blog-integration feature exclusive to Diigo!
  • simply highlight and add sticky notes
  • incorporate your highlights and notes to your blog with the "Send to Blog" feature.
  • ...3 more annotations...
  • pre-populated with your highlights (including pictures, tables of data, etc.), any associated sticky notes, public page comments, and a link to the web page
  • With our rich text editor, edit based on what you "Send to Blog" with, preview, then publish to your blog
  • go to "Send to Blog" in "My Tools" section, click "Add a blog", then enter the full URL of your blog
  • Vanessa Vaile on 09 Aug 10
     
    convert highlighted text, other web page content + link into blog posts
  • Maria Rosario Di Mónaco on 09 Aug 10
     
    Very useful app. Thanks, Vanesa!
Vanessa Vaile

Whither the Wikis? - Inside Higher Ed - 0 views

www.insidehighered.com/...wikis

wikis web2.0 higher education evomlit tools multiliteracies technology

shared by Vanessa Vaile on 14 Jul 10 - Cached
  • higher education’s relationship with wikis — Web sites that allow users to collectively create and edit content — has been somewhat hot-and-cold
  • tolerance, even appreciation, of Wikipedia as a useful starting point for research
  • using wikis to pool human knowledge of various topics into single, authoritative accounts falls into the “not” category
  • ...13 more annotations...
  • professoriate is too entrenched in traditional publishing
  • one of two things to happen before wikis can take hold in scholarship
  • “Either senior, post-promotion faculty will need to lead some successful wiki-based projects, or there will need to be an overhaul in the way we think about publication.”
  • highlight individual voices
  • open peer-review — another concept that has struggled to get traction.
  • blogs as a new-media invention that satisfies the scholarly desire for attribution
  • Scholarpedia, meanwhile, only lets selected experts play in its virtual sandboxes, making it more like a traditional journal or encyclopedia than a true wiki
  • Discipline-specific wikis might have an easier time building a community
  • A wiki might also garner more use if it focuses on a relatively young discipline
  • The greatest contributions wikis have made to academic research can be found not in actual wikis but in collaborative tools built on a similar model,
  • “Whether it’s the idea of user-generated content, or inviting many eyes onto a project (e.g., CommentPress), or, tools that facilitate collaboration, such as Google Docs or Zoho Office, wiki-like ideas are increasingly important to the scholarly community.”
  • the areas where they have gotten the most play in higher education seems to be in classrooms and various administrative apparatuses
  • wikis have become popular vehicles for class exercises
  • Vanessa Vaile on 14 Jul 10
     
    on the use and future of wikis in higher ed
Vanessa Vaile

Personal Learning Networks Are Virtual Lockers for Schoolkids | Edutopia - 0 views

www.edutopia.org/l-learning-networks-technology

#PLENK2010 evomlit multiliteracies pln ple socialnetworking edutopia technology education web2.0 rss

shared by Vanessa Vaile on 27 Sep 10 - Cached
  • A PLN becomes a student's virtual locker, and its content changes based on the student's current course work. When I assign them a term paper, the students comb the Web to sign up for information that will feed into their personalized Web page to construct a PLN for that topic. When they get a new project, they assemble another page.
  • Perhaps the most telling response on the subject of PLNs is from my student Hope, who says, "My iGoogle page is very helpful and helps me keep things organized. It lets me know when my agenda changes." The fact that a ninth grader would talk about her own research agenda gives a glimpse into the power of the PLN; she is using a term here that is often reserved for grad students.
  • Constructing a PLN is the essential skill that moves my students into the driver's seat of their own learning. It helps them sort through and manage the proliferation of online materials that jam the information superhighway. It is also indispensable to our project-learning curriculum
  • ...2 more annotations...
  • Tony Wagner, from the Harvard Graduate School of Education, lists assessing and analyzing information as one of the seven survival skills in the new world of work. I think the ability to create a PLN is a fundamental information-management skill that will help my students succeed in the future.
  • An RSS reader is a Web site that puts together all this information in an easy-to-read format. Google Reader, netvibes, Pageflakes, Bloglines, and my preferred reader, iGoogle, are all examples of sites providing RSS readers. The RSS reader is the raw material for building a PLN.
  • Vanessa Vaile on 27 Sep 10
     
    Can't resist the title ~ YES ~ my virtual cloud locker, no heaving lifting involved
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!
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