Wikis and E-portfolios in ESp Courses

987 views

Published on

Presentation made by Evelin Izquierdo from Universidad Central de Venezuela in the Web 2.0 for EFL teachers seminar (Nov 2007, Caracas/Venezuela).

Published in: Business, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
987
On SlideShare
0
From Embeds
0
Number of Embeds
26
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Wikis and E-portfolios in ESp Courses

  1. 1. The Web 2.0 for EFL teachers: Podcasts, Blogs, Wikis, Virtual Worlds and Digital Games  British Council-AVEALMEC Caracas, November 26-30, 2007 Wikis and e-portfolios in ESP courses Evelyn Izquierdo
  2. 2. Inglés Instrumental II
  3. 3. Context <ul><li>Universidad Central de Venezuela </li></ul><ul><li>Escuela de Educación (4,700 students) </li></ul><ul><ul><li>Régimen Anual (a f2f, school-year program) </li></ul></ul><ul><ul><li>C omponente D ocente (a f2f, 2-semester program) </li></ul></ul><ul><ul><li>E studios U niversitarios S upervisados (a blended, 3-semester program). </li></ul></ul><ul><li>ESP programs focused on reading comprehension only. </li></ul><ul><li>CD usually has small classes (less than 15 students). </li></ul><ul><li>A computer lab with 15 working stations available. </li></ul>
  4. 4. Assure Model Heinich, Molenda, Russell & Smaldino (1999) <ul><li>A Analyze learners </li></ul><ul><li>S State objectives </li></ul><ul><li>S Select methods, media, and materials </li></ul><ul><li>U Utilize media and materials </li></ul><ul><li>R Require learner participation </li></ul><ul><li>E Evaluate and revise </li></ul>
  5. 5. Learners <ul><li>13 undergraduate students . Some of them majoring in sociology, biology, mathematics, physics, social communication, philosophy, arts, etc. who take the pedagogical component in order to obtain a degree in Education. Some of them already graduated. </li></ul><ul><li>Ages range from 20 to 35. </li></ul><ul><li>Depending on the language program taken in their own schools, students have basic or intermediate reading skills. </li></ul><ul><li>4 students took English I at the School of Education, 11 students took English I in their own schools. </li></ul><ul><li>A positive attitude towards the English language . </li></ul><ul><li>Basic ICT knowledge (email, Web searching, few computer programs) but willing to learn . </li></ul>
  6. 6. Objectives <ul><li>Identify sentence connectors, their meanings and functions within a text. </li></ul><ul><li>Recognize different text types: narrative, descriptive, instructional, dialogal, exhortative, argumentative, expositive. </li></ul><ul><li>Identify the main rhetorical pattern of a written text. </li></ul><ul><li>Identify the specific linguistic marks of a rhetorical pattern. </li></ul><ul><li>Make graphic representations of texts depending on their rhetorical patterns. </li></ul>
  7. 7. Methods, media, and materials <ul><li>Method: Blended (f2f classes + online work), process and product oriented project, collaborative work </li></ul><ul><li>Media: Computers, Internet, multimedia, Web. 2.0 tools, chat, emails, cell phones </li></ul><ul><li>Materials: </li></ul><ul><ul><li>Tutorials </li></ul></ul><ul><ul><li>Text typology bibliography </li></ul></ul><ul><ul><li>Former students’ portfolios hard copies </li></ul></ul><ul><ul><li>Yahoo Group </li></ul></ul><ul><ul><li>Web searchers </li></ul></ul><ul><ul><li>Online texts </li></ul></ul><ul><ul><li>Software: Word processor, Power Point. </li></ul></ul><ul><ul><li>Online storage sites: Inbox, Thinkfree, Bubbleshare </li></ul></ul><ul><ul><li>You Tube and Google videos </li></ul></ul><ul><ul><li>Images </li></ul></ul><ul><ul><li>Embedded codes </li></ul></ul>
  8. 8. <ul><li>Collect students’ emails. </li></ul><ul><li>Create a Yahoo group (YG). </li></ul><ul><li>Send students tutorials regarding Yahoo Groups use. </li></ul><ul><li>Send invitations to students </li></ul><ul><li>Welcome students. </li></ul><ul><li>Create YG polls to diagnose background students’ ICT skills. </li></ul><ul><li>Give the corresponding explanation on text typology f2f and online. </li></ul><ul><li>Provide guidance and orientation about the portfolio process . </li></ul><ul><li>Create a Wiki in Wetpaint. </li></ul><ul><li>Design and provide tutorials on Wikis, especially Wetpaint </li></ul><ul><li>Train students in the use of online storage sites: Box.net, Thinkfree.com, You Tube videos, embedded codes, etc. </li></ul><ul><li>Follow up students’ work. </li></ul><ul><li>Visit all e-portfolios. </li></ul><ul><li>Provide positive feedback. </li></ul><ul><li>Assess the students’ work. </li></ul><ul><li>Evaluate the course. </li></ul><ul><li>Invite colleagues and former students to visit the Wiki. </li></ul>Using media and materials: Teacher’s activities
  9. 9. Require students’ participation <ul><li>Join in the course YG </li></ul><ul><li>Send short intro messages </li></ul><ul><li>Answer polls </li></ul><ul><li>Accept Wetpaint invitations to join the course Wiki </li></ul><ul><li>Open their pages in the Wiki. </li></ul><ul><li>Post their biographies in the Wiki. </li></ul><ul><li>Organize themselves into 4 teams . </li></ul><ul><ul><li>Criteria : </li></ul></ul><ul><ul><li>To have in the group one student who took English I at the School of Education. </li></ul></ul><ul><ul><li>Not majoring in the same study field. </li></ul></ul><ul><li>Create accounts in Box.net and/or Thinkfree.com </li></ul><ul><li>Web search and select 10 texts with different rhetorical patterns. </li></ul><ul><li>Analyze each text grammatically and from the discursive point of view. </li></ul><ul><li>Make graphic representations. </li></ul><ul><li>Upload the e-portfolios to the Wiki and edit them. </li></ul><ul><li>Visit the other teams’ e-portfolios and leave comments. Self-evaluate and co-evaluate classmates’ work </li></ul><ul><li>Post reflections on their work and overall experience . </li></ul>
  10. 10. Evaluation <ul><li>Student’s self-evaluation </li></ul><ul><li>Group work’s self-evaluation </li></ul><ul><li>Co-evaluation </li></ul><ul><li>Overall evaluation from the teacher’s perspective and peers’. </li></ul><ul><li>Group reflections in the Wiki </li></ul><ul><li>Assessment </li></ul><ul><li>Based on students’ participation </li></ul><ul><li>Collaborative work (teams’ reports) </li></ul><ul><li>Quality </li></ul><ul><li>Creativity </li></ul><ul><li>Other criteria (see instruments) </li></ul>
  11. 11. References <ul><li>Box.net: http://www.box.net </li></ul><ul><li>Bubbleshare http://www.bubbleshare.com </li></ul><ul><li>Heinich, R., Molenda, M., Russell, J., Smaldino, S. (2002). Instructional Media and Technologies for Learning. 7a ed. Ohio: Prentice Hall. </li></ul><ul><li>Thinkfree http://www.thinkfree.com </li></ul><ul><li>Yahoo Groups: http://wwwgroups.yahoo.com </li></ul><ul><li>You tube http://www.youtube.com </li></ul><ul><li>Course materials (see the program) </li></ul>

×