Ripples1

CREATING RIPPLES Barbara Dieu Braz-Tesol Goiânia Chapter Brasília, May 30th 2008

EduTech SIG GOALS  raise awareness  expose to good practice and latest developments  facilitate communication and exchange  network, provide opportunities for CPD  support chapters and other SIGs

Metaphor Creating Ripples

Networking on the Net http://braztesol.pbwiki.com/

Webcasting http://worldbridges.net/ http://www.webcastacademy.net/ http://www.evolvecommunity.org/

Merlot http://merlot.wikispaces.com/keynote

FLNW http://flnw.wikispaces.com/

Australia http://el07.wikispaces.com/ http://www.flickr.com/photos/bee/sets/72157603558952812/

Classroom

Ripples announce change

Historical Epochs

1st WAVE Agricultural (the village) sedentary holistic informal homogeneous autonomous

EDUCATION

2nd WAVE Industrial centralization (the factory) institutionalization conformity bureaucracy hierarchy standardization specialization mechanization

Traffic

EDUCATION

SCHOOLING = INSTRUCTION Clockwork model

3rd WAVE Information (the computer) decentralization pluralism customization heterogeneity associations connections de-institutionalization

CHANGES IN PARADIGM

THE HUMAN NETWORK QuickTime and a decompressor are needed to see this picture.

LEARNING = KNOWLEDGE Adaptive/flexible All persons are learners Each learner learns different things in different ways from other learners in different places at different times

ON LEARNING AND CHANGE Learning is essentially about change. Learning involves changes in attitudes, beliefs, capabilities knowledge structures, skills

CHANGE IN ORGANIZATIONS From pyramid to network

CHALLENGING CONCEPTION By Robyn Jay, AU

Metaphor Creating Ripples 3

CPD Formal Informal In-service education Individual development Study groups Peer collaboration Curriculum writing Peer coaching or Continuing education mentoring

FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time

ONLINE DEVELOPMENT Cost and convenience Immediate application $ $ $

HOW TO ENGAGE IN CPD ONLINE? • individually (self-directed learning) • interact in CoPs with peers and tutors • participate in short online courses • enroll in longer more formal courses

NETWORKING IN COMMUNITIES OF PRACTICE helps us reach for what we need, according to our contexts and knowledge levels. provides us with builds an online opportunities for professional and experiential social presence learning with different tools and platforms helps us gain confidence and practice and then apply experience to our teaching and learning.

EVO SESSIONS • held every year in January and February, just before the TESOL Annual Convention • last for six weeks • offer several seminars on relevant topics • sessions are free and open to all interested parties • both TESOL members and non-members can participate

CREATING RIPPLES

ANY QUESTIONS? Barbara (Bee) Dieu beeonline@gmail.com http://beespace.net

REFERENCES • Brynjolfsson, Erik and Haim Mendelson. quot;Information Systems and the Organization of Modern Enterprise.quot; Journal of Organizational Computing December, 1993 <http://ccs.mit.edu/papers/CCSWP200/> retrieved 22 June 2006 • Cross, Jay. quot;Informal Learning Research Findings.quot; Internet Time Group LLT. Breeze Central , Berkeley, California. January 2006. <http://internettime. breezecentral.com/informl> retrieved 22 June 2006 • Finnis, John A. quot;Learning Technology: The Myths and Facts.quot; International Journal of Learning Technology and Distance Learning Volume 1 number 5May 2004 --53-62. <http://www.itdl.org/Journal/May_04/May_04.pdf >retrieved 22 June 2006 • Grant, Cathy Miles. quot;Professional Development in a Technological Age: New Definitions, Old Challenges, New Resources.quot; Technology Infusion and School Change 05/01/1996 --1-7. <http://hub.mspnet.org/index.cfm/9137/show/page-7 > retrieved 22 June 2006

REFERENCES • Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association. Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=leu/ • Mejias, U. “ Teaching social software with social software”. Innovate 2 (5). <http://www.innovateonline.info/index.php?view=article&id=260> retrieved June 22, 2006. • Siemens, Georges. quot;Extending the classroom.quot; Learning Ecology, Communities, and Networks 17 October 2003 <http://www.elearnspace.org/Articles/learning_communities.htm> retrieved 22 June 2006 • Siemens, Georges. quot;Learning in Synch with Life:New Models, New Processes.quot; White Paper April 28 2006 <http://www.elearnspace.org/Articles/google_whitepaper.pdf>. Retrieved 26 June 2006

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Ripples1

by Barbara Dieu on May 31, 2008

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