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TESOL CALL-IS

Nik Peachey's Presentation - The Online Educator - 0 views

paper.li/...1301595898

blogs videos pedagogy tools young_learners teachers teacher-training VSL

shared by TESOL CALL-IS on 30 Jan 12 - No Cached
  • TESOL CALL-IS on 30 Jan 12
     
    Links to Nik Peachey's "Developing materials and practices for the digital generation," a webinar presentation for the IATEFL Young Learner SIG. Nik focses on how teacher can combine online tools to encourage students' digital literacy and linguistic skills more autonomously. Both a recording of the presentation (Adobe Connect) and the slides are linked, as well as links to some of his recent informative blog posts.
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.
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.
Vanessa Vaile

Professors Find Ways to Keep Heads Above 'Exaflood' of Data - Wired Campus - The Chroni... - 0 views

chronicle.com/...21430

multiliteracies evomlit navigating chaos education highered information management

shared by Vanessa Vaile on 25 Feb 10 - Cached
  • "Managing the Exaflood"
  • researchers presented ideas for getting a handle on all this data -- an exabyte is one billion billion bytes -- and using it productively.
  • visualization is one way to work with them.
  • ...2 more annotations...
  • Google, a major source of information overload, can also help manage it,
  • These strategies present challenges for accurately tagging data and archiving it, the presenters warned.
  • Vanessa Vaile on 25 Feb 10
     
    navigating chaos ~ Chronicle article in Wired Campus
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

the lives of teachers » Blog Archive » personal learning networks - the wh... - 0 views

www.livesofteachers.com/...-networks-the-what-why-and-how

PLN evomlit multiliteracies vimeo diig web2.0 webheads

shared by Vanessa Vaile on 24 Feb 10 - Cached
  • Personal Learning Networks – the what, why and how from darren elliott on Vimeo. A presentation at the 4th International Wireless Ready Symposium,
  • list of ELT professionals and educational technologists worth following
  • The reading and research for this presentation can be found on my diigo social bookmarking page
  • ...1 more annotation...
  • onestopblogs
Vanessa Vaile

How I Use Mindmapping to Write - 0 views

www.chrisbrogan.com/how-i-use-mindmapping-to-write

evo2010mlit evomlit writing mindmapping

shared by Vanessa Vaile on 28 Jan 10 - Cached
  • Mind maps are a great tool for getting your jumbly thoughts into a framework. From there, you can work backwards and forwards on ideas without the “weight” of lots of words to slow down your thinking. Then, by the way, you can use the words you’ve put down as the titles of slides, or as the headers to paragraphs or as the notes on your note cards for your speech.
  • the “stuff” of the final product gets in the way of the frame of what we’re putting together.
  • Vanessa Vaile on 28 Jan 10
     
    marketer's approach to using mindmapping to write, in this specific case, speeches and presentations + comments
Vanessa Vaile

Blog U.: Online Education and Blogging - Technology and Learning - Inside Higher Ed - 0 views

www.insidehighered.com/...online_education_and_blogging

evo2010mlit evomlit education elearning blogging writing

shared by Vanessa Vaile on 26 Jan 10 - Cached
  • For conference presentations or article submissions there is no substitute for invested time in reflection, writing, and re-writing. For blogging - well it goes on the page as it goes through the brain.The best preparation I received for blogging was teaching online. One of the most important elements for running a successful online course involves presence. The instructor must be "present" in the course discussion boards and blogs. Teaching online gave me tons of practice in writing rapid, hopefully thought provoking, discussion and blog posts around the curriculum and the student's work
Vanessa Vaile

Academics and Social Media: #mla09 and Twitter - ProfHacker - The Chronicle of Higher E... - 1 views

chronicle.com/...22901

evomlit web2.0 tools Twitter multiliteracies education academia networking Wiki scholarship technology

shared by Vanessa Vaile on 19 Apr 10 - Cached
  • One category of informal gatherings this year was the “Tweetup” — a meeting of convention attendees who happened to be using the micro-blogging social media tool Twitter.
  • What makes this development significant is the (still, unfortunately) marginal and somewhat disreputable status of social media in academia:
  • via our own Twitter account, ProfHacker solicited answers to the following question: “How did Twitter affect (positively or negatively) your experience of #MLA09?”
  • ...9 more annotations...
  • In the second, the commenter chose to address a different social media tool: the English Job Search Wiki.
  • one new internet phenomenon that does prove useful — for people on both the hiring and applying ends of the job market — is the English Job Search Wiki.
  • Now that I see the power of Twitter for communicating with MLA members, convention attendees, and other interested people, I will think about more ways the MLA can promote conversations that extend well beyond the walls of the cities in which we meet.
  • But buried within the sense that the 140-character form trivializes our work — a complaint about condensation that might not be so far removed from faulting poetry for its failure to present extended realist narratives — is an implied concern about who it is that sees us being trivial.
  • a key form of outreach
  • not just to our colleagues but to the broader intellectual public, and to those whom we need to support higher education
  • until we get over our fears of talking with the broader culture, in the forms that we share with them, we’ll never manage to convince them that what we do is important.
  • Because of the network I created for myself on Twitter, I was able to sit in a packed conference room, listening to a panel full of people I already knew (in a virtual space, who later became people I knew in meatspace) talk to a room full of people I already knew, about issues I understood were directly affecting those real people. Twitter made my conference experience much more real.
  • The year’s lesson in twittering at conferences, for me, is that context is all. We’re still figuring out how media that are at once synchronous and asynchronous, and audiences that are at once present and absent, fit into our comfortable conference-going habits.
Vanessa Vaile

Complexity, self-organization, and #Change11: reactions to Siemen's presentation on onl... - 1 views

michaelgallagher.posterous.com/-organization-and-change11-rea

MOOC evomlit complexity change11 navigating chaos tools self-organization

shared by Vanessa Vaile on 02 Oct 11 - No Cached
  • presentation from George Siemens on Self-Organization in Online Courses (embedded below) that addressed some aspects of learning complexity (through the context of a MOOC)
  • we need to sift through the chaos to create signal, perhaps even a pattern language
  • I liken this process to language itself and the alphabet. The alphabet developed to take a series of meanings and weld it to one symbol (a process more pronounced in Chinese and ancient Egyptian perhaps) that everyone might recognize and accept.
  • ...8 more annotations...
  • It reduces the complexity, yes, but more importantly it provides a starting point for a common process. Without it, we would be lost in theory. 
  • The same holds for learning to some degree. We look for structure, but if none exists on sight, we combine things until some structure emerges. That structure can be represented in a single symbol, but its foundation might shift as new understanding emerges. Occasionally, there is need to ditch the symbols or invent a new one altogether as emerging learning dictates. That is a healthy and complicated process. The MOOC captures this process a bit and adheres to an open structure to allow pattern language to emerge, a shared vocabulary, a knowledge construct (however ephemeral).
  • Feedback as friction as forces interact. A spark, a collision, waste, and occasionally a nova. A big (learning) bang. This makes me think a learner's responsibility (among many others) is to be open to this collision of actors, agents, feedback, waste, noise, and then, ideally, pattern, understanding. The only way out is through.
  • Disturbing- an ontological disturbance, an unknown, an uncanny sense of veering through uncharted, potentially treacherous waters. It is a good place to be as a learner, but it requires a strength and confidence that only an empowered learner could put forth. But in that disturbance, that mess, there is the friction, that meat-grinder of understanding.
  • This is learning as curiosity and sometimes it can be quite scary. 
  • Often we seek knowledge for the sake of knowledge (anyone subjected to my endless banal history lessons will understand this), but I do believe that most learning is action oriented. To learn not only to get a job, to live in a world, to subsist, but rather for acting as best as we can. For improvement, for progress, for self-actualization.
  • disaggregated, emotive, functional machine of interaction. One that has to be tinkered with constantly. 
  • self-actualization (the development of self) can only be realized through sharing, group interaction
TESOL CALL-IS

Free Friday Webinars Links & Resources - LiveBinder - 0 views

www.livebinders.com/...present

adult_learners young_learners professional_development pedagogy teachers teacher-training online_lessons tools very_young_learners VSL

shared by TESOL CALL-IS on 19 Feb 12 - No Cached
  • TESOL CALL-IS on 19 Feb 12
     
    Shelly Terrell offers FREE webinars every Friday at around 21:00 GMC/UTC at americantesol.adobeconnect.com/terrell/. This page gives a list of topics for upcoming webinars. Get somefree prof development with inspiring examples of how to use Web tools with your students.
Vanessa Vaile

Learning with 'e's: Anatomy of a PLE - 0 views

steve-wheeler.blogspot.com/...anatomy-of-ple.html

#PLENK2010 evomlit multiliteracies pln ple socialnetworking web2.0 elearning

shared by Vanessa Vaile on 28 Sep 10 - Cached
  • Personal Learning Environments (PLEs) do exactly what they say on the can - they are personal to each individual, created by them, owned by them, used by them within their lifelong learning.
  • Originally a counterpoint to the institutional Managed Learning Environment (iMLE or 'VLE'),
  • Delegates at the conference could not agree whether PLEs should remain the sole domain of the learner, or whether in some way they could be incorporated into institutional infrastructures.
  • ...10 more annotations...
  • students own and create their PLE but that the iMLE also has something to offer them, even though it is highly problematic in its current form
  • reconceptualise PLEs, so that they are locatable within both informal and formal learning contexts.
  • walled garden effect, which presents a great barrier to student freedom and creativity
  • challenge the unhelpful binary of PLE versus VLE
  • the true nature of the PLE - its anatomy
  • in our view, the PLE is wider than the Web tools students use to create, find, organise and share content. It is also wider than the Personal Learning Network (PLN) of people and content that each of us generates when we learn informally or in formal contexts.
  • hybrid approach.
  • students require structure and scaffolding when they first venture into digital learning environments. No-one is a digital native, no matter how much the Prensky theory is talked up
  • Yet the average institutional Managed Learning Environment is by nature dull, uninspiring and difficult to navigate.
  • Web 2.0 tools (Cloud Learning Environment) are more attractive, easier to use and free, but are unprotected and vulnerable.
Vanessa Vaile

Opinion: Internet and Education -- Back to the Future - AOL News - 0 views

www.aolnews.com/...19358372

evomlit multiliteracies tutoring future of education CMI personalized opinion

shared by Vanessa Vaile on 24 Feb 10 - Cached
  • The education industry, like so many others, is busy being transformed by the Internet.
  • he best possible system of education actually existed thousands of years ago. And what the Internet can help us do is go back to it, with one important modern twist: scale.
  • individual relationship between an enlightened tutor and an eager student
  • ...10 more annotations...
  • there simply aren't enough expert teachers with enough time to bring every child along
  • If the 21th century is to be a time of progress, education must continue to expand. This makes it even more difficult to provide individual instruction for all the world's students.
  • That's the promise of the Internet, which excels above all else at scale: scale of information, social interactions, geographic reach.
  • The acid test I apply to every new initiative is: to what extent does it bring us closer to the old system of individualized, personal, expert instruction, except with scale?
  • Online tutoring is an example of a promising Internet-driven innovation. Companies like TutorVista and Smarthinking let hundreds of thousands of students get on-demand personal help in their homes at a reasonable cost.
  • online systems that can "diagnose" individual students' strengths and weaknesses and dynamically generate a tailored curriculum.
  • Other innovations lie somewhere in between the two
  • It's important to remember that many of the most important education innovations lie outside the Internet.
  • But the Internet will also disrupt. Textbooks, for example, can't continue in their present form
  • two principles: first, invest in Internet innovations that bring us closer to the vision of universal, personalized instruction; and second, champion those designed to complement, rather than replace, traditional academic institutions.
Vanessa Vaile

Heim Binas Fiction: Wordle. - 0 views

heimbinasfiction.blogspot.com/...wordle.html

evomlit tools web2.0 multiliteracies blog Wordle editing

shared by Vanessa Vaile on 10 Apr 10 - Cached
  • a concordance as presented by a word cloud gives greater prominence to words that appear more frequently in the source text
  • word clouds to find unexpected language
  • a suggestion for beginning writers that uses this program. Wordle your work-in-progress, then look at it. Is it what you expected? Are the names of some characters HUGE, when in fact you didn't think they got that much time on the page? Do you use fiction's "meaningless words" too often: apparently, very, or really? Or perhaps some good news... a theme of your book appears to you, written but unnoticed until now. It's suprisingly cool how much this reveals about your use of language.
Vanessa Vaile

Reflections on the Knowledge Society » Gravity rules the MOOC LAK11 - 0 views

145.20.173.188/...wordpress

#evomlit self-paced learning learning #CCK11 #LAK11 mooc social-networking tools education online conference technology multiliteracies web2.0 #evomlit11

shared by Vanessa Vaile on 19 Jan 11 - No Cached
  • Discussions spread in ever-which way. Participants migrate between discussions and platforms (or shall we say “bounce”?).
  • ‘open space’ conference
  • A MOOC follows the same principles but is entirely virtual.
  • ...6 more annotations...
  • impossible to follow every discussion
  • gravitational fields that people follow, and where they group together
  • Centres of gravity are: platforms (Facebook, Netvibes, Moodle, Twitter, Diigo, and many more), topics, and people (certain people attract a greater following simply by being there).
  • fluidity of people between nodes
  • fixed points of stimulating weekly keynote presentations
  • strategy to manage my approach of accessing the knowledge spread across the course.
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
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