going multiliterated in the EFL Class

AT WRITING In the beginning there was the blog…. Going Multiliterated with Web 2.0 Doris Molero, Msc. Universidad Rafael Belloso Chacin Maracaibo, March 22nd 2009

Grab a chair, Draw yourself.. Write your name.. Add a photo, Grab your mic.. or just chat about you….

AGENDA

Mulitiliteracies: Basics

The projects

Participants

Student’s work

How we got into the matrix and got multiliterated

Join us!!!

Multiliteracies

Linguistic mode: language.

Audio mode: music and sound effects.

Visual mode: color, perspective, foregrounding, and back grounding, can be

Gestural mode: behavior, physicality, gesture, sensuality, feelings, affect, and kinesics.

Spatial mode: ecosystem, geographic, and architectonic meanings.

Multimodal : reading of all designs in interactive, dynamic ways.

Multiliteracies (New London Group, 1996) Complexity of texts: (a) the proliferation of multimodal ways of making meaning where the written word is increasingly part and parcel of visual, audio, and spatial patterns; (b) the increasing salience of cultural and linguistic diversity characterized by local diversity and global connectedness .

Cope and Kalantzis (2000) .

Selber (2004) breaks the concept into 3 aspects:

Functional - use technology fluidly, to the point where you use it comfortably, seamlessly, and control it rather than it controls you

Rhetorical - know how to communicate with others about how you use, develop, and repair technology

Critical - able to understand and articulate the many impacts of technology on our lives and those of others in other walks of life and economic strata

Multiliteracies Communities of practice (Wenger, 1998 ) Informal learning Mechanics of how to ‘turn it on’, make it ‘work’, recognize icons, decode sounds and symbols, relate sounds and letters, use a book, and read menus. The focus is on the purpose and the form of text to make meaning. There’s no one universal truth in any text. involves critical selection of appropriate tools, texts and technology for a task. involves using what has been learnt in new ways and new situations.

http://prosites-vstevens.homestead.com/files/efi/papers/tesol/evo2009/proposal2009.htm Vance Stevens says…..”A multiliterate teacher understands the many ways that technology interacts and intertwines with academic and interpersonal life , and actively learns how to gain control over those aspects impacting teaching, social, and professional development . Multiliterate individuals are aware of the pitfalls inherent in technology while striving for empowerment through effective strategies for first discerning and then taking advantage of those aspects of changing technologies most appropriate to their situations. …..”

• Connectivism • Connective Knowledge (Siemens and Downes, 2006)

differences between networks and groups

What about you? What do you think multiliteracies are? Write in your box…

WHAT are our Projects ABOUT ? Connecting EFL students to the world through conversations... and tagging and aggregating Combining face-to-face learning and on-line learning Getting Multiliterated Using Web 2.0 tools to learn EFL Learning Formally and Informally Having F.U.N Frivoulus Unanticipated Nonsense

WHO ARE PARTICIPATING ?

Student and teacher from URBE

Levels 1, 2, 3, 4, 5

Speaking group

Writing Group

English for work group

Engineering

Graphic Designing

Students and teachers from the world

Argentina

Slovenia

Venezuela

Arabic Emirates

Inside the Matrix You

Blogs:

On line portfolio – Journal

Homework, Interests

Video, Audio, Text Images

Classroom:

F2F interactions

New Interchange,Worldlink,

Conversations, PowerPoint,

Group tasks

Cell phones: recorder, video,

and photos

Google Services :

G-mail

Google images

Google Talk

Google Reader

Google documents

Ning: Connecting people

Photos, Videos,

Music, Forum, blog, groups

Wall Comments

Wiki: Project Wetpaint Team Work Collaboration Podcast: Final Project EFL Podcast WIZIQ : Presenting to an audience Live Conversations Enhanced Chat Room

Extra Tools.. More Web 2.0

Facebook

Diigo

Slide

Slideshare

Authorstream

Flickr

Bunnyhero

Twitter

Box

Technoraty

Delicious

Answers.com

Wikipedia

http://doris3meflcenterenglishforwork.blogspot.com/ http://engineeringsolutionstoagreenproblem.wetpaint.com/?t=anon Blog + Wiki + Social Network + virtual worlds + ESP Jan-Apr09 trimester

English for Work Group

Engineering School

http://eflcenterspeakinggroup.blogspot.com/search?updated-min=2007-01-01T00%3A00%3A00-04%3A00&updated-max=2008-01-01T00%3A00%3A00-04%3A30&max-results=11

English Speaking Group

Graphic Design School

Blog + Podcasting + Conversational English

Our pageflake! http://www.pageflakes.com/doris3m/15083203

First Ning Experience: International Collaboration http://grade11.ning.com/group/urbe

EFL University: Evolutions from Blog to Social network + community of practice http://efluniversity.ning.com/groups http://efluniversity.ning.com/video http://efluniversity.ning.com/profiles/blog/list

http://writingmatrix.wikispaces.com/

Personal Learning Networks From "PLN Yourself" (Sue Waters) http:// suewaters.wikispaces.com /

Where to find us?

The writingmatrix project http:// writingmatrix.wikispaces.com /

Writingmatrix: Connecting Students with Blogs, Tags, and Social Networking http://tesl-ej.org/ej44/a7.html

English Virtual Community http:// ar.groups.yahoo.com/group/inglesunlp /

Doris 3m EFL Center http://doris3meflcenter.blogspot.com/

EFL University http://www.efluniversity.ning.com

21st Century Learning for the EFL Class http://efl20.wikispaces.com/

Integrating Technology For Instruction and Learning http://integrating-technology.ning.com/

WHAT DO YOU HAVE TO DO PARTICIPATE ?

Tag: writingmatrix2009, intercollab, URBE, EFL, EFLUniversity

Aggregate: Google reader, Bloglines, technorati

Blog: Blogger, wordpress, edublogs.

Motivate

Have F.U.N … life is too short.

WRITING MATRIX VIDEO http://youtube.com/watch?v=NHjlCY0BCNo

Honored but Invisible “ One common benefit of Learning Communities is that they create communities among students. Students report that they come to know their fellow students better and are able to work with them more both in and out of class—in constrast to conventional practice in community colleges, where students typically find a new group in virtually every class they take.” W. Norton Grubb, 1999 Honored But Invisible: An Inside Look at Teaching in Community Colleges

Participants in such communities develop a first-hand awareness of the multiliteracies required to function effectively in any distributed milieu. This awareness is crucial because it affects not only how we keep abreast of our profession, but impacts what we should be teaching students (and one another) about coping in a world of information overload, where information must be accessed quickly, constantly filtered, and distilled efficiently into useful knowledge in order for us to remain competitive in any walk of life.

Vance Stevens (2006)

Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development

The Networked Student http://www.youtube.com/watch?v=XwM4ieFOotA The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students.

Morpheus: I'M TRYING TO FREE YOUR MIND, LEO. BUT, YOU ARE THE ONE WHO HAS TO OPEN THE DOOR.

FREE YOUR MIND!

or.. Paradigm shift???

References

Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures . London: Routledge.

Downes, S. (2006) Distributed learning. Retrieved January 22, 2009 from: http:// www.slideshare.net/Downes/distributed -learning

Downes, S. (2006) Learning Networks and Connective Knowledge. Retrieved January 22, 2009 from: http://it.coe.uga.edu/itforum/paper92/paper92.html

New London Group. (1996). A Pedagogy of Multiliteracies: Designing social futures. Harvard Educational Review 66 (1). Retrieved January, 2009 from http://l-by-d.com/MultiliteraciesHERVol661996.pdf .

Rush, L.S. (2003, April). Taking a broad view of literacy: Lessons from the Appalachian Trail thru-hiking community. Reading Online, 6 (7). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=rush/

Siemens, G. (2005). Connectivism: Learning as network-creation. Retrieved January 22, 2009 from: http://www.learningcircuits.org/2005/nov2005/seimens.htm .

Stevens, V. (2006). Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development. TESL-EJ , 7, 4. Retrieved January 22, 2009 from: http://www.tesl-ej.org/ej38/int.html

Stevens, V. Quintana, N. Molero, D. Sirk, S. Arena, C. Zeinstejer, R. (2008). Writingmatrix: Connecting Students with Blogs, Tags, and Social Networking. TESL-EJ , 11, 4. Retrieved January 22, 2009 from: http://tesl-ej.org/ej44/a7.html