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TESOL CALL-IS

Audioboo - 1 views

audioboo.fm

listening speaking adult_learners teachers podcasting VSL tools

shared by TESOL CALL-IS on 02 Feb 11 - Cached
  • TESOL CALL-IS on 02 Feb 11
     
    "We are a mobile & web platform that effortlessly allows you to record and upload audio for your friends, family or the rest of the world to hear." Can record from computer or iPhone/iPod. Great mobile recording for podcasting. Very easy to use. You can log in with your Twitter account, record or upload a file, send to friends and post to Facebook at the same time. Your file shows up with your profile next to it. Use is fully described by Russell Stannard at http://www.teachertrainingvideos.com/audioboo/index.html.
TESOL CALL-IS

What's Missing From These Quotes? QR Codes Hide the Answers! | Sharing Technology for T... - 0 views

www.scoop.it/...otes-qr-codes-hide-the-answers

mobile-tech teacher-training pedagogy VSL

shared by TESOL CALL-IS on 15 Feb 13 - No Cached
  • TESOL CALL-IS on 15 Feb 13
     
    This is a nice tech scoop.it blog for the technology-using teacher. Very much mobile-user and classroom-teacher oriented.
TESOL CALL-IS

Education in the Cloud with Web 2.0 tools: Web 2.0 List - 0 views

educationwebcloud.blogspot.com/...web-20-list.html

teachers tools web2.0 academic adult_learners VSL

shared by TESOL CALL-IS on 08 Jan 12 - No Cached
  • TESOL CALL-IS on 08 Jan 12
     
    A blog describing, very briefly, a large number of tools. Mostly a list, but promises to do more later. Includes both Web and mobile tools, but sorted only roughly into categories.
TESOL CALL-IS

How to use Keek from R. Stannard's Teacher Training Videos - 0 views

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

listening speaking online_lessons mobile_tech web2.0 teachers teacher-training VSL

shared by TESOL CALL-IS on 08 Jan 12 - No Cached
  • TESOL CALL-IS on 08 Jan 12
     
    A video on how to use Keek to make and share short video messages. Although limited to only 36 secs, this might be a good application for beginning learners, or for a quick pronunciation quiz (you will see who is taking that quiz!) You can also embed a finished recording in your blog or wiki, as well as sending it by email. A good way to have students create a short, practiced conversation. Also has smartphone apps for mobile recordings, RSS feed to follow, and links to Facebook, Yahoo, and Twitter.
Vanessa Vaile

The eXtended Web and the Personal Learning Environment « Plearn Blog - 0 views

ple.elg.ca/blog

#PLENK2010 evomlit multiliteracies pln ple socialnetworking xweb web3.0

shared by Vanessa Vaile on 27 Sep 10 - Cached
  • developments in their relation to Personal Learning Environments as several people over the past months have asked me why I think there is a need to develop a Personal Learning Environment at all.
  • Applications and aggregators of information are freely available and people can take their pick of their preferred ones and create their own network
  • easy it is for conglomerates to take over the development of tools and applications
  • ...20 more annotations...
  • three issues that I find important in this respect.
  • 1. Intelligent data connections are one exciting option for PLE development and networked learning,
  • Recommender systems of information, resources, critical friends and experts could form part of the access options
  • the challenges of an open online networked environment for learning.
  • The reality, however, is different and research is available to show that not all adult learners are able to critically assess what they find online and might prefer to receive guidance
  • difficult it is for anybody to reach and access a deep level of information by using search engines
  • need for critical literacies while learning informally on networks
  • Learning in my view is not synonymous with accessing information, and requires a level of reflection, analysis, perhaps also of problem solving, creativity and interaction
  • 3. Access to technology
  • trends in access and digital divides
  • reasons for their non-participation. Some are related to age and socio-economic group, but some are also related to relevance, confidence and skills set.
  • people least likely to use the Internet are also the least likely to participate in adult education.
  • could PLEs that would provide help with Internet use and might be used on mobile devices be the answer to making the Internet relevant
  • What components would be needed?
  • 1. A personal profiler that would collect and store personal information.
  • 2. An information and resource aggregator to collect information and resources.
  • 3. Editors and publishers enabling people to produce and publish artifacts to aid the learning and interest of others
  • 4. Helper applications that would provide the pedagogical backbone of the PLE and make connections with other internet services to help the learner make sense of information, applications and resources.
  • 5. Services of the learners choice.
  • 6. Recommenders of information and resources.
  • Vanessa Vaile on 27 Sep 10
     
    although not specifically stated, this is also about gate keeping and controlling / monitoring information flow
TESOL CALL-IS

10 Websites For Free Audio Books - 0 views

www.makeuseof.com/...ites-free-audio-book-downloads

reading listening tools resources mobile teachers adult_learners VSL

shared by TESOL CALL-IS on 17 Oct 10 - Cached
  • TESOL CALL-IS on 17 Oct 10
     
    Audio and some video titl at these sites are free. I think you might be able to use a desktop recorder like Audacity to record a book to a set of files to take with you, or put on an iPhone. (Avoid the ads at the top of this page--the article is below.)
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
Vanessa Vaile

News: Harnessing Social Media - Inside Higher Ed - 0 views

www.insidehighered.com/...sloan3

evomlit multiliteracies socialnetworking insidehighered #PLENK2010 technology twitter Facebook socialbookmarking social media web2.0 information management information overload

shared by Vanessa Vaile on 11 Nov 10 - No Cached
  • There was always more potentially relevant information out in the world than people could ever hope to know. But Twitter, Facebook, social bookmarking sites, and countless other content streams and conversation threads — constantly available in the era of wireless networks and mobile computing — have thrust many in academe into an endless, unwinnable race to keep up.
  • At a session on Friday here at the Sloan Consortium International Conference on Online Learning, called “Managing the Flow of Information,” a roomful of higher ed technologists commiserated about the information assault and discussed how to figure out what information to ignore without abnegating their obligation to stay current.
  • While some instructors might take the sight of students typing on keyboards and smartphones as a sign of chronic inattention, the authors of this study take it as the opposite.
Vanessa Vaile

critical-thinking - Crap Detection 101 - 1 views

critical-thinking.iste.wikispaces.net/Crap+Detection+101

evomlit multiliteracies pln critical-thinking web2.0 tools resources PLENK2010

shared by Vanessa Vaile on 30 Nov 10 - Cached
  • Network Awareness Self organization (Smart Mobs) - There are examples of people organizing and mobilizing using networks in Spain, in Chile (penguin revolution), and here in the US (immigration protests).
  • Building trustworthy networks (part of crap detection) is a skill that students need to learn.
  • Attention - Collaboration - Critical Thinking - Network Awareness All of these skills need to work together. They aren't taught in schools. Students aren't teaching each other these literacies, though they are teaching each other many other things.
  • ...6 more annotations...
  • Attention Showed video. Wonder why/how some students can divide their attention.
  • Learning how to read and write has a social component. We can use the ability to work in consort to our benefit. Takes many literacies that have an internal and external component
  • Used to have people who checked facts of books. When you put a term in a search engine you have no idea whether the information is accurate, credible or bogus.
  • First ask, "who is the author?", Is there an author. or who takes responsibility for the site.
  • Personal Learning Networks are very important.
  • 2 questions are now becoming essential. 1. How can you pluck the answer to any question out of the air? 2. How do you know that what you find is accurate?
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