Information Superhighway for the Networked Teachers IATEFL 2013
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Information Superhighway for the Networked Teachers IATEFL 2013

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This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual ...

This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies. It was presented at IATEFL 2013 Liverpool

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Information Superhighway for the Networked Teachers IATEFL 2013 Information Superhighway for the Networked Teachers IATEFL 2013 Presentation Transcript

  • Information Superhighway for theNetworked Teachers: OnlineCommunities of Practice Aslı Lidice Gokturk Saglam aslilidice@gmail.com @aslilidice http://aslisaglam.edublogs.org
  • Why Do We Do Professional Development?Shulman’s Categorization(1987)• Content knowledge• General Pedagogical knowledge• Curriculum knowledge• Pedagogical content knowledge• Knowledge of learners & their characteristics• Knowledge of educational contexts• Knowledge of educational purposes, values and aims
  • What Do We Already Know About EffectiveProfessional Development?
  • Wenger„s Community of Practice Theory (1998) 1. Humans are social beings &Learning a social endeavor 2. Knowledge within a social setting means being competent at activities which are valued within the community 3. Knowing is developed through active engagement in the community through participation 4. The goal of learning is to produce meaning or understanding of the world and our engagement within it.Components of a social theory of learning (Wenger,1998, p. 5)
  • EFFECT OF TECHNOLOGY?
  • Application of community concept to onlinelearning«Application of community concept to online learning can be linked to theparadigmatic shift in education, which reveals transformation in 3 areas:(a) knowledge transmission to knowledge building,(b) from teacher centered to learning centered, and(c) from passive to active learning (Harasim, 2006 cited in Tolu, 2010)».As a result; innovations in technology played a significant role for thegrowth of interest in online community of learning.
  • Coı (=Community + Inquiry)• Conceptual framework for the use of computer mediated communication in supporting an educational experience (Garrison, Anderson & Archer, 2000)• a cohesive and interactive community of learners whose purpose is to critically analyze, construct, and confirm worthwhile knowledge (Garrison &Vaughan, 2008, p.9)• Community; social dynamics, social interaction and collaboration• Inquiry (intellectual academic interaction & the process of constructing meaning through personal responsibility and choice.
  • A summary of the CoI elements and characteristicsELEMENTS CATEGORIES Examples Open Communication Learning Climate/ Risk-Free Expression Social Presence Group Cohesion Group Identity/Collaboration Personal/Affective Self-Projection/Expressing Emotions Triggering Event Sense of Puzzlement Teaching Presence Facilitating Discourse Shaping Constructive Exchange Direct Instruction Focusing and Resolving IssuesCognitive Presence Exploration Information Exchange Integration Connecting Ideas Resolution Applying New Ideas Design & Organization Setting Curriculum & Methods
  • «BUILDING AN EFFECTIVE INTERNATIONAL COMMUNITY OF INQUIRY FOR EFL PROFESSIONALS IN AN ASYNCHRONOUS ONLINE DISCUSSION BOARD»• What makes an effective online learning environment for over 60 English teaching professionals from 29 different countries?• Compared two implementations of the same online teacher training course in 2004 and 2005.• Results: using these instructional strategies to change teaching presence caused some increase in social and cognitive presence in one of the classes, but not in the other.• Why different? group cohesion through shared language, culture, cultural inclusivity social bonds, importance of reaching higher phases of the practical inquiry model and religion and obstacles to Internet access are discussed as possible explanations.• The results support and extend Garrison et al.‟s (2000) community of inquiry model (Kang Shin, 2008).
  • «An Exploration of Synchronous Communication in an Online Preservice ESOL Course: Community of Inquiry Perspective»• a qualitative case study: the use of synchronous communication for creating a community of inquiry and student satisfaction in an online ESOL endorsement course for preservice teachers.• Elluminate Live for class meetings & Gmail Chat for impromptu interactions between a student and the teacher. Online recordings of live meetings, student written reflections, surveys, interviews, and teacher/researcher journal.• The findings: synchronous communication enhances building and sustaining an online community of inquiry creating a sense of social presence with trust, comfort, and belonging, and enhanced group work efficiency.• “The study highlights the critical role of synchronous communications to create effective online learning communities, however it also underlines that the implementation of synchronous communication tools requires robust pedagogical planning to enhance student learning”
  • Teacher Learning in On-line CommunitiesAre you familiar with these?• CoP• WIA• Web 2.0 tools• EVO• Worldbridges• Secondlife• Virtual round table• Teacher Challenge• Moocs• Coursera
  • WEBHEADSOnline Community of Practice of Teachers and EducatorsPracticing Peace and Professional Development through Web 2.0 andComputer Mediated Communication1990sevolutionary & enterprising scholars displaying a deep warmth & dedication to helping othersA world wide, cross-cultural,vibrant online community of educators with a shared domain of interestA passion to learn about that domain (web 2. 0 tools in ELT)Collaborative practiceCoPhttp: www.webheadsinaction.org
  • HOW DOES WEBHEADS WORK? COMMUNICATION PLATFORM : Yahoo Participants send messages about various issues, ask for help, respond to each other‟s questions & meet online (live) on a regular basis explore the latest communications technologies, brainstorm on how to adapt Web 2.0 & Social networking tools.
  • Webheadsinaction.org
  • Learning2gether
  • mooc• What‟s a mooc?• Xmooc• Cmooc• Some examples
  • #ETMOOC
  • Why join ETMOOC?
  • 1647 registrants355 registered blogs851+ blog posts and 1000s of tweetsAt the onset!!!
  • TESOL CALL Interest SectionElectronic Village Online (EVO) Sessions• more social scaffolding• collaborative spirit of WIA• EVO & WORLDBRIDGES• online discussions &workshops varying from• simple discussions to virtual hands-on workshops,• discussion of an issue in the field of teaching language to• experiments with and pedagogy of new technology tools• Provides invaluable service to teachers all over the globe,• Brings the convention to those who cannot travel..• The sessions are again free and open to all interested parties.
  • • 7 year-old community of practice of teacher educators worldwide.• participants will work collaboratively to: • use various synchronous and asynchronous web tools to communicate with colleagues worldwide, • interact through edmodo, text chat, voice chat, and others, • reflect on and define their mentoring skills through exchange with peers , • discuss possibilities of applying the skills in their work communities. • enlarge our community of practice.
  • #EVO2013Mentoring
  • TitanPad
  • Edmodo
  • DigiFoot12
  • SecondLife – Avalon Project
  • 6th SLanguages Annual Symposium 2012
  • In Sum• Promising adult learning environments include:  exchange of information,  collaborative work,  critical thinking,  active/exploratory/inquiry-based learning, informed decision-making,  and authentic, real-world context (ISTE &Thomas, 2007). • Connected learning opportunities on the internet, information superhighway, can benefit the networked teachers
  • Final word from the networked teachers
  • ReferencesKang Shin, J. (2008). Building an effective international community of inqury forEFL professionals in an asynchrounous on-line discussion board, UnpublishedPhd Dissertation, University of Maryland, Baltimore County, USA.Tekiner Tolu, A. (2010). An Exploration of Synchronous Communication in anOnline Preservice ESOL Course: Community of Inquiry Perspective,Unpublished Phd Dissertation, University of South Florida, USA.