More recently<br />“We wanted to let you know that we will keep wave.google.com running past December 31, 2010 until a suitable replacement to host all your waves is available.”<br />…No news since then<br />http://www.google.com/support/wave/bin/answer.py?answer=1083134<br />
So what does it all mean?<br />We hope to give you a better idea <br />What Wave is<br />How it’s been used in one context<br />How you might consider using it<br />
Overview<br /><ul><li>(We’ve already given you) A brief history
So: check with your system administrator before making any grand plans
Ask students to bring their own laptops</li></li></ul><li>Theoretical justification<br />
Why CALL?<br /><ul><li>Reality</li></ul>Much of our reading, writing and communicating is migrating from other environments (print, telephone, etc.) to the screen. <br /><ul><li>Motivation</li></ul>Affective benefit from student’s perspective<br /><ul><li>Adapting learning to the student</li></ul>Pace of learning and making choices on the way<br /><ul><li>Authenticity </li></ul>Students think that they are a part of a real community rather than students in class. This removes much of the affective filters<br />
Why CALL?<br />Critical thinking skills<br />Use of computer technology in classrooms is generally reported to improve:<br />more student-centered learning and engagement, <br />more active processing resulting in higher-order thinking,<br />more confidence in directing students’ own learning.<br /> (Noemi: Retrieved October, 2009.)<br />
Why technology in the language class?<br />1. Instant feedback and response<br />2. Removing the barriers of time and distance in communication, to a large extent<br />3. Ability and capacity to integrate a variety of different means of communication <br />Wegerif (2005:6)<br /><ul><li>Google Wave meets these criteria quite successfully. </li></li></ul><li>Theoretical Basis: Social Constructivism <br />Wave can be considered as a superior educational tool because it entails: <br />1. Constructing knowledge collaboratively<br />2. Forming knowledge by mediating artifacts<br />3. Building knowledge through argumentation and meaning making<br /> (Saljo, 2005)<br />
1. Constructing knowledge collaboratively<br /><ul><li>Social constructivism promotes the idea that in order to learn something participants must be actively involved in the social practices whereby communication and learning occur.</li></ul>(Petraglia, 1998)<br /><ul><li>Learning is a social process. Meaning is constructed rather than conveyed passively. </li></ul>(Koschman, 1996)<br />
1. Constructing knowledge collaboratively<br /><ul><li>Students can share their knowledge, observe learning processes of others and communicate their thoughts to an audience.</li></ul>(Petraglia, 1998)<br /><ul><li>NB: Computers can’t replace the knowledge building between teachers and students, but it can support and be a resource for co-learning.</li></ul>(Suthers, 2005)<br />
2. Forming knowledge by mediating artifacts<br />Language is the most important artifact human beings have developed. Meaning and knowledge are created and conveyed through the medium of language. <br /> (Saljo 2005)<br />In this sense, isn’t language learning playing with the language and forming knowledge in new ways? <br />
3. Building knowledge through argumentation and meaning making<br />Learning is an argumentative process that happens among participants who want to make meaning of what others say and what they themselves want to say. <br />It is intentional and it involves transferring what is learned to new situations. <br /> (Saljo 2005)<br />Google Wave meets the 3 criteria essential from the Social Constructivist view, it can be considered as a superior educational tool.<br />
Google Wave<br /><ul><li>Wave utilizes some of the elements fundamental to a successful communication:</li></ul>a virtual presence, <br />a variety of interactions, <br />easy participation, <br />valuable content, <br />connections to a broader subject field, <br />personal and community identity and interaction, <br />democratic participation, <br />evolution over time<br />(Schwartz, Clark, Cossarin, & Rudolph, 2004)<br />
Strengths of Wave<br />Excellent tool for collaboration<br />Cooperative teams achieve higher levels of thought and retain information longer than students who do their work individually <br /> (Johnson and Johnson, 1986) <br />
Strengths of Wave<br />Promotes close reading, revision, and tracking of preliminary work<br />Discourages product oriented writing while facilitating writing as a process<br />• Eases students into writing/speaking for a wider audience and encourages multiple perspectives and solutions<br />
Strengths of Wave<br />Playback mode allows the participants to see a wave develop. <br />Participants can see who contributed how much, and what<br />Playback also allows each participant to be able to go back and reflect upon their own production.<br />Participants can focus more on the actual task rather than the structure and the storage of the content.<br />
Strengths of Wave<br /><ul><li>Caters for differences in learning styles in the classroom</li></ul>Some might be less comfortable speaking in class, but participating online might be easier.<br />
Weaknesses of Wave<br />Lack of certainty: future of the product<br />Lack of ability to limit permission to use certain editing rights<br />Instant translationgadget could hinder meaningful communication <br />
Weaknesses of Wave<br />This drawback could also result in extremely “noisy” waves that may inhibit participants to focus on important messages. <br />It is impossible to finish a wave.<br />
Weaknesses of Wave<br /><ul><li>Decent typing speed?
Difficult to assess student participation and learning outcomes. A lot of work needs to be done for effective and fair assessment</li></li></ul><li>In the end…<br /><ul><li>Try it.
Make a decision based on the results.</li></li></ul><li>What’s next?<br />Sign in/create a Google account (by following the links in the invitation).<br />Go to http://wave.google.com.<br />Start Waving<br />To learn basic functions, check out http://www.youtube.com/watch?v=p6pgxLaDdQw <br />
How do I get a copy of the slideshow?<br />Go to www.slideshare.net/bartsch <br />
References<br /><ul><li>Domingo, Noemi. “Computer Assisted Language Learning: Increase of Freedom or Submission to Machines?” Retrieved March 3, 2010 from http://www.terra.es/personal/nostat.)
Hane, Johanna. “Google Wave: A Revolutionary CSCL-tool or an overestimated hype?”. Retrieved on February 15 from http://api.ning.com/files/B5shNxqW8YXUvWZrR7VvQ9GVEFxzU-V5WRZtzoP16y3NrNzNamNaNXXdL5MZo9d3BUR-9a9vwSs5kiwFJ2H8rhnxWb*uKc4q/GoogleWavearevolutionaryCSCLtooloranoverestimatedhype.pdf.
Koschman, Timmothy, ed. “CSCL: Theory and practice of an emerging paradigm”. Mahwah, NJ: Erlbaum, 1996.
Petraglia, Joseph. “Reality by Design – The Rhetoric and Technology of Authenticity in Education”. Manwah, NJ: Lawrence Erlbaum, 1998. </li></li></ul><li>References<br /><ul><li>Saljo, 2005, cited in Hane.
Schwartz, Linda; Clark, Sharon; Cossarin, Mary & Rudolph, Jim. (2004) “Educational Wikis: Features and selection criteria”. International Review of Research in Open and Distance Learning, 5:1, April, 2004.
Suthers, Daniel. “Technology Affordances for Intersubjective Meaning-Making”. Frontiers in Artificial Inelligence and Applications; Vol. 151, 2005.
Wegerif (2005:6) “Towards a Dialogic understanding of the relationship between CsCl and teaching thinking skills”. (2005) Retrieved from http://portal.acm.org/citation.cfm?id=1149386 on March 1, 2010.</li>
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