Transliterate Discussions


Published on

Published in: Technology, Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Transliterate Discussions

  1. 1. Transliterate discussions Using wikis to support small group work within English studies
  2. 2. A working definition of transliteracy Transliteracy is The ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks. (PART 2007)
  3. 3. A transliteracy tag cloud creativity connection  Integration transformation newmedia multimedia boundaries lifeworlds interaction collaboration web 2.0 writing reading context network intermediality education ideas suethomas pedagogy multimodal technology blog podcast transdisciplinarity
  4. 4. Transliteracy  ‘Trans’ – Across  Transition, translation, transposition A B  ‘Trans’ – Beyond  Transformation A
  5. 5. Transliteracy and Education  Activities and resources require students to ‘read, write and interact across a range of platforms’  Pedagogic principles Social Constructivism (collaboration)  Multiple intelligences  Holistic and ‘deep learners’ 
  6. 6. E-learning and transliteracy HEFCE e-learning strategy  A greater diversity of student needs  Increased flexibility of provision (m-learning)  Enhanced capacity for integrating study with work  and leisure DfES e-learning strategy  A collaborative approach to personalised learning  experiences A common digital infrastructure for transformation  and reform
  7. 7. Blended learning? Homogenous  Instant  Completely mixed up  together But….. 
  8. 8. Dual learning? Activity Stick them around the image  of a jigsaw piece Write on each post-it note  the different elements students experience in your teaching (e.g. lecture / PPT slides / reading / e- learning activities (e.g. blog, discussion forum) / class discussion / assessment)
  9. 9. Making the connections Mind the gap… 
  10. 10. A case study: Small group work  Importance of small group work (Gibbs 1994)  Description of a typical seminar 2-3 hours  10-40 students (usually 25-30)   Survey of my colleagues’ practice  Student perceptions of small group work
  11. 11. Staff survey How often do you use small group activities?  70% - a third of the time or more  40% - half the time or more  Typical Activities  Discussion (of passages, concepts)  Exercises, problem solving  Writing tasks (joint composition, rewriting)  Performance, preparation for presentation  Feedback mechanisms  Single reporter / group  Asking individuals questions  One group talks to whole group (including poster tours)  Groups are dispersed to talk to each other 
  12. 12. Perceived benefits (Staff) Less threatening  trying out ideas in a non-threatening context  voice thoughts they might feel unsure about  More opportunity for tutor/student interchange  it allows me as a tutor to speak and hear individual contributions  from a wider selection Engagement  everyone engaged, encourages sharing of ideas  Consolidation of knowledge  Reinforce learning  Peer support  Help each other in analytical exercises  are listened to by others 
  13. 13. The student perception  What do you think you most gain from group discussion in seminars? Feedback and input from our peers  Different points of view / opinions / ideas  Gaining more knowledge and opinions 
  14. 14. Disadvantages of current feedback mechanisms  No permanent record for the whole class, people don’t always take in what is said  Miss points or ideas  Not everyone gets to speak, you don’t get to say everything
  15. 15. Specific problem - feedback  Time management  Limited number of speakers  What do students gain from it?  How do we build on this? Referring back to material in later classes  Connection with assessment 
  16. 16. Wiki  Web sites that can be edited by anyone with access to them  Wikipedia  Advantages: A collaborative environment  Virtual access  Private / Public  Free! 
  17. 17. Wikis in the classroom
  18. 18. Capture the summary
  19. 19. Accessed outside the classroom
  20. 20. Structuring the wiki  https://narrativeanalysisgroupwork.pbwiki. com/  One page per week  A brief description of the task  Links to a further page for each group  Varied the tasks
  21. 21. Writing summaries 'Eveline' is a short story written by James Joyce and is included in Dubliners  . When looking at the theory of frequency in Joyce's 'Eveline' the following  can be said. When Eveline begins to reminisce about her childhood she uses the word  'used' a lot. This adverb is found within the examples if iterative frequency. Eveline only tells once of events that happened in her childhood. In the second paragraph of the story. It is seen how 'there used to be a field there in which [the children] used to play.' Another form of frequency that appears in the text is repetitive when  Eveline discusses the death of her mother. On two occassions Eveline talks about this. The first is at the bottom of page 30 - 'what he would do to her only for her dead mother's sake' and at the top of page 33 - 'remind her of the promise to her mother...She remembered the last night of her mother's illness.'
  22. 22. Revision  Each student adding different parts to their group’s summary  Adding URLS (reworking online sources)  Practice at linguistic analysis  Consolidation of knowledge
  23. 23. Peer review  Each group reviewed the work of another group  Formally in class Add comments   Informally out of class Reading, making personal judgements 
  24. 24. Converting Mindmaps to paragraphs
  25. 25. Power point presentations  Character analysis  Summarising information succinctly  Thinking about how it appears on a screen
  26. 26. Wiki and transliteracy Widened the range of resources available  Online texts: blogs, e-texts, hypertexts, video, image,  scholarly material Range of activities  Writing paragraphs, summarising information in tables,  moving from mindmap / verbal text, creating PPT Overall place within the learning experience  Connecting oral discussion, online collaboration with  personal projects
  27. 27. Student Evaluation  How often did you use the wiki?  3 – 3 or four times  7 – half the time  16 – at least once a week, every week  Some even checking on it several times a day
  28. 28. Benefits of using the wiki Involvement (2)  I feel that the wiki has encouraged me to do the work  and contribute to something the whole class has produced, and if I didn’t contribute I’d be letting everyone down Reflection (7)  A chance to review my own and other’s ideas from our  class work that we tend to forget sometimes It makes me go away after class and still think about  the topic we did because I was using the wiki to type my ideas up
  29. 29. Benefits continued… Application and Consolidation of knowledge  (9) I have gained better understanding of the models  covered in class and know how to apply these to texts Peer support (10)  I was able to see what other people have done in more  detail, as class discussions were restricted to time To see and learn what other students have done as  well
  30. 30. Benefits continued  Accessibility (4) Work saved and always accessible to refresh  knowledge on a certain area Good for reference in later classes   Online skills (1) Better computer skills. Use of hyperlinks 
  31. 31. Limitations  Only one person able to type up ideas at a time (3)  Concerns about accuracy (1)  Time management (4)  Lack of participation by certain members of the class (2)
  32. 32. What activity did you find the most beneficial and why?  Writing summaries (12)  Peer review (6)  Mindmaps (5)  Creating PPT slides (2)  Creating tables (1)
  33. 33. How has the wiki contributed to the group work? Sharing ideas (3)  It helps everyone to share ideas  Better understanding (1)  Wiki meant more group work, so topics became better  understood Social cohesion / Involvement (8)  It has pulled us more together  It was good way to get together outside class and do  work. Sharing the workload (3)  Everyone does their fair contribution (most of the time). 
  34. 34. How has the wiki changed the way you use the resources for this module? It is now becoming a kind of reflex  I use online materials a little more, learned more online tools too  The URL links have made me go and explore more material online.  I have learnt a lot about online material and how to use new techniques. It has supported my  learning very well Use moodle more often )  I use it a lot more  It has encouraged me to check moodle more often. It has also given me confidence to use more  online library services such as Literature Online. More likely to use Moodle  Has aided my general PC use for notes etc.  Moodle would run better with the wiki because it is a resource made my students for students  It is simpler to link analysis to an idea by means of hyperlinks  Encourages you to do more work outside class  It has improved my confidence and styles  Wiki has provided extra information about online resources I can access for ease of reference  I am looking at more articles  I still find difficulty using e-journals,  I have become more skilled in using the resources  It hasn’t changed the way I use resources  Not much 
  35. 35. Summary (resource)  17 improved or more frequent use of resources being provided  2 not changed  Embedding existing forms in a more user friendly way (Manfred Jahn’s Guide to Narratology)  Mostly access, not evaluation
  36. 36. Amplification it has allowed us to work in groups and as a  whole class which gives us more information and detail. helped to keep ideas in my mind  the wiki has encouraged us to engage with each  topic wholly instead of just leaving it until we came to do our assignments in December. The wiki made us be more hard working and  responsible for the module
  37. 37. What would I do differently?  Explore other uses of wikis (individual v. group, public v. private)  Structure the tasks, avoid ambiguity  Assess the contributions  Increase multimodal nature of resources  Be aware of blind spots in ‘digital literacy’ Technical support  Scholarly approaches 
  38. 38. Useful resources Beyond Distance Research Alliance (University  of Leicester) [  research-alliance/resources/wikis] E-learning articles from the University of  Plymouth [  ons.html] STOLEN principle ticklist  [  e.php]
  39. 39. Bridgebuilding