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

Inglés Instrumental II

Context Universidad Central de Venezuela Escuela de Educación (4,700 students) Régimen Anual (a f2f, school-year program) C omponente D ocente (a f2f, 2-semester program) E studios U niversitarios S upervisados (a blended, 3-semester program). ESP programs focused on reading comprehension only. CD usually has small classes (less than 15 students). A computer lab with 15 working stations available.

Universidad Central de Venezuela

Escuela de Educación (4,700 students)

Régimen Anual (a f2f, school-year program)

C omponente D ocente (a f2f, 2-semester program)

E studios U niversitarios S upervisados (a blended, 3-semester program).

ESP programs focused on reading comprehension only.

CD usually has small classes (less than 15 students).

A computer lab with 15 working stations available.

Assure Model Heinich, Molenda, Russell & Smaldino (1999) A Analyze learners S State objectives S Select methods, media, and materials U Utilize media and materials R Require learner participation E Evaluate and revise

A Analyze learners

S State objectives

S Select methods, media, and materials

U Utilize media and materials

R Require learner participation

E Evaluate and revise

Learners 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. Ages range from 20 to 35. Depending on the language program taken in their own schools, students have basic or intermediate reading skills. 4 students took English I at the School of Education, 11 students took English I in their own schools. A positive attitude towards the English language . Basic ICT knowledge (email, Web searching, few computer programs) but willing to learn .

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.

Ages range from 20 to 35.

Depending on the language program taken in their own schools, students have basic or intermediate reading skills.

4 students took English I at the School of Education, 11 students took English I in their own schools.

A positive attitude towards the English language .

Basic ICT knowledge (email, Web searching, few computer programs) but willing to learn .

Objectives Identify sentence connectors, their meanings and functions within a text. Recognize different text types: narrative, descriptive, instructional, dialogal, exhortative, argumentative, expositive. Identify the main rhetorical pattern of a written text. Identify the specific linguistic marks of a rhetorical pattern. Make graphic representations of texts depending on their rhetorical patterns.

Identify sentence connectors, their meanings and functions within a text.

Recognize different text types: narrative, descriptive, instructional, dialogal, exhortative, argumentative, expositive.

Identify the main rhetorical pattern of a written text.

Identify the specific linguistic marks of a rhetorical pattern.

Make graphic representations of texts depending on their rhetorical patterns.

Methods, media, and materials Method: Blended (f2f classes + online work), process and product oriented project, collaborative work Media: Computers, Internet, multimedia, Web. 2.0 tools, chat, emails, cell phones Materials: Tutorials Text typology bibliography Former students’ portfolios hard copies Yahoo Group Web searchers Online texts Software: Word processor, Power Point. Online storage sites: Inbox, Thinkfree, Bubbleshare You Tube and Google videos Images Embedded codes

Method: Blended (f2f classes + online work), process and product oriented project, collaborative work

Media: Computers, Internet, multimedia, Web. 2.0 tools, chat, emails, cell phones

Materials:

Tutorials

Text typology bibliography

Former students’ portfolios hard copies

Yahoo Group

Web searchers

Online texts

Software: Word processor, Power Point.

Online storage sites: Inbox, Thinkfree, Bubbleshare

You Tube and Google videos

Images

Embedded codes

Collect students’ emails. Create a Yahoo group (YG). Send students tutorials regarding Yahoo Groups use. Send invitations to students Welcome students. Create YG polls to diagnose background students’ ICT skills. Give the corresponding explanation on text typology f2f and online. Provide guidance and orientation about the portfolio process . Create a Wiki in Wetpaint. Design and provide tutorials on Wikis, especially Wetpaint Train students in the use of online storage sites: Box.net, Thinkfree.com, You Tube videos, embedded codes, etc. Follow up students’ work. Visit all e-portfolios. Provide positive feedback. Assess the students’ work. Evaluate the course. Invite colleagues and former students to visit the Wiki. Using media and materials: Teacher’s activities

Collect students’ emails.

Create a Yahoo group (YG).

Send students tutorials regarding Yahoo Groups use.

Send invitations to students

Welcome students.

Create YG polls to diagnose background students’ ICT skills.

Give the corresponding explanation on text typology f2f and online.

Provide guidance and orientation about the portfolio process .

Create a Wiki in Wetpaint.

Design and provide tutorials on Wikis, especially Wetpaint

Train students in the use of online storage sites: Box.net, Thinkfree.com, You Tube videos, embedded codes, etc.

Follow up students’ work.

Visit all e-portfolios.

Provide positive feedback.

Assess the students’ work.

Evaluate the course.

Invite colleagues and former students to visit the Wiki.

Require students’ participation Join in the course YG Send short intro messages Answer polls Accept Wetpaint invitations to join the course Wiki Open their pages in the Wiki. Post their biographies in the Wiki. Organize themselves into 4 teams . Criteria : To have in the group one student who took English I at the School of Education. Not majoring in the same study field. Create accounts in Box.net and/or Thinkfree.com Web search and select 10 texts with different rhetorical patterns. Analyze each text grammatically and from the discursive point of view. Make graphic representations. Upload the e-portfolios to the Wiki and edit them. Visit the other teams’ e-portfolios and leave comments. Self-evaluate and co-evaluate classmates’ work Post reflections on their work and overall experience .

Join in the course YG

Send short intro messages

Answer polls

Accept Wetpaint invitations to join the course Wiki

Open their pages in the Wiki.

Post their biographies in the Wiki.

Organize themselves into 4 teams .

Criteria :

To have in the group one student who took English I at the School of Education.

Not majoring in the same study field.

Create accounts in Box.net and/or Thinkfree.com

Web search and select 10 texts with different rhetorical patterns.

Analyze each text grammatically and from the discursive point of view.

Make graphic representations.

Upload the e-portfolios to the Wiki and edit them.

Visit the other teams’ e-portfolios and leave comments. Self-evaluate and co-evaluate classmates’ work

Post reflections on their work and overall experience .

Evaluation Student’s self-evaluation Group work’s self-evaluation Co-evaluation Overall evaluation from the teacher’s perspective and peers’. Group reflections in the Wiki Assessment Based on students’ participation Collaborative work (teams’ reports) Quality Creativity Other criteria (see instruments)

Student’s self-evaluation

Group work’s self-evaluation

Co-evaluation

Overall evaluation from the teacher’s perspective and peers’.

Group reflections in the Wiki

Assessment

Based on students’ participation

Collaborative work (teams’ reports)

Quality

Creativity

Other criteria (see instruments)

References Box.net: http://www.box.net Bubbleshare http://www.bubbleshare.com Heinich, R., Molenda, M., Russell, J., Smaldino, S. (2002). Instructional Media and Technologies for Learning. 7a ed. Ohio: Prentice Hall. Thinkfree http://www.thinkfree.com Yahoo Groups: http://wwwgroups.yahoo.com You tube http://www.youtube.com Course materials (see the program)

Box.net: http://www.box.net

Bubbleshare http://www.bubbleshare.com

Heinich, R., Molenda, M., Russell, J., Smaldino, S. (2002). Instructional Media and Technologies for Learning. 7a ed. Ohio: Prentice Hall.

Thinkfree http://www.thinkfree.com

Yahoo Groups: http://wwwgroups.yahoo.com

You tube http://www.youtube.com

Course materials (see the program)