Ripples1

Slide 1: CREATING RIPPLES Barbara Dieu Braz-Tesol Goiânia Chapter Brasília, May 30th 2008

Slide 2: 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

Slide 3: Metaphor Creating Ripples

Slide 4: Networking on the Net http://braztesol.pbwiki.com/

Slide 5: Webcasting http://worldbridges.net/ http://www.webcastacademy.net/ http://www.evolvecommunity.org/

Slide 6: Merlot http://merlot.wikispaces.com/keynote

Slide 7: FLNW http://flnw.wikispaces.com/

Slide 8: Australia http://el07.wikispaces.com/ http://www.flickr.com/photos/bee/sets/72157603558952812/

Slide 9: Classroom

Slide 10: Ripples announce change

Slide 11: Historical Epochs

Slide 12: 1st WAVE Agricultural (the village) sedentary holistic informal homogeneous autonomous

Slide 13: EDUCATION

Slide 14: 2nd WAVE Industrial centralization (the factory) institutionalization conformity bureaucracy hierarchy standardization specialization mechanization

Slide 15: Traffic

Slide 16: EDUCATION

Slide 17: SCHOOLING = INSTRUCTION Clockwork model

Slide 18: 3rd WAVE Information (the computer) decentralization pluralism customization heterogeneity associations connections de-institutionalization

Slide 19: CHANGES IN PARADIGM

Slide 20: THE HUMAN NETWORK QuickTime and a decompressor are needed to see this picture.

Slide 21: 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

Slide 22: ON LEARNING AND CHANGE Learning is essentially about change. Learning involves changes in attitudes, beliefs, capabilities knowledge structures, skills

Slide 23: CHANGE IN ORGANIZATIONS From pyramid to network

Slide 24: CHALLENGING CONCEPTION By Robyn Jay, AU

Slide 25: Metaphor Creating Ripples 3

Slide 26: CPD Formal Informal In-service education Individual development Study groups Peer collaboration Curriculum writing Peer coaching or Continuing education mentoring

Slide 27: FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time

Slide 28: ONLINE DEVELOPMENT Cost and convenience Immediate application $ $ $

Slide 29: 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

Slide 30: 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.

Slide 31: 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

Slide 32: CREATING RIPPLES

Slide 33: ANY QUESTIONS? Barbara (Bee) Dieu beeonline@gmail.com http://beespace.net

Slide 34: REFERENCES • Brynjolfsson, Erik and Haim Mendelson. "Information Systems and the Organization of Modern Enterprise." Journal of Organizational Computing December, 1993 <http://ccs.mit.edu/papers/CCSWP200/> retrieved 22 June 2006 • Cross, Jay. "Informal Learning Research Findings." Internet Time Group LLT. Breeze Central , Berkeley, California. January 2006. <http://internettime. breezecentral.com/informl> retrieved 22 June 2006 • Finnis, John A. "Learning Technology: The Myths and Facts." 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. "Professional Development in a Technological Age: New Definitions, Old Challenges, New Resources." Technology Infusion and School Change 05/01/1996 --1-7. <http://hub.mspnet.org/index.cfm/9137/show/page-7 > retrieved 22 June 2006

Slide 35: 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. "Extending the classroom." Learning Ecology, Communities, and Networks 17 October 2003 <http://www.elearnspace.org/Articles/learning_communities.htm> retrieved 22 June 2006 • Siemens, Georges. "Learning in Synch with Life:New Models, New Processes." White Paper April 28 2006 <http://www.elearnspace.org/Articles/google_whitepaper.pdf>. Retrieved 26 June 2006