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NEC 2010
 

NEC 2010

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    NEC 2010 NEC 2010 Presentation Transcript

    • Bringing Wikis, Blogs and Podcasting to Your Classroom Lina Lee University of New Hampshire NECTFL – New York March 27, 2010
    •  
    • “ I never teach my pupils; I only attempt to provide the conditions in which they can learn.” --Albert Einstein 21st Century Learning
    • Transform your classroom into a creative learning space and provide the opportunity for students to collaborate .
    • Welcome to 21st Century Learning
    • Web 2.0 for Social Networking
      • Sharing Ideas
      • via Voice
      Collaborative Writing Personal Journals
    • Social Networking … Connect YOU with people from … Share information via texts, images, audios, videos …. Collaborative learning Build community No HTML knowledge required FREE
    • Part 1: Wikis
    • How the wiki got its name? “ Wiki-wiki to the beach.” - Elvis Presley in the movie Blue Hawaii (1961). The line was said with a snap of the fingers.
    • Wikis …
      • Sand Box
      • Collaborative writing tool
        • Work divided by several people
        • Add and edit content together
        • Final product displayed in one common place
      • Hyperlinks, photos, audios and videos
        • Support the content
    • Why Wikis?
      • Collaborative writing anytime and anywhere
      • Collection of ideas to make it better
      • Learner-driven content
      • Multiple ownership
      • Community building
      • Accountability
      • FUN!
    • Wikipedia/Espa ñol/Cine
    • Wikipedia/Fran cais /Musique
    • Free Wiki Hosts
      • Wikispaces
      • http://www.wikispaces.com/
      • Wetpaint
      • http://www.wetpaint.com/
      • PB Wiki
      • http://pbwiki.com/
      • Wikidot
      • http://www.wikidot.com/
      • YouTube : http://www.youtube.com/watch?v=-dnL00TdmLY
    • Wiki Space (Web page) French 2 Grammar Group Writing Cultural Projects
      • Present
      • Past
      • Future
      • An ideal weekend
      • Halloween 2009
      • Plans for Christmas
      • Quebec
      • France
      • Niger
      • Congo
      • Central Africa
      homepage Collaborative Writing
    • Five Basic Features
      • (1) Main page : home page
      • (2) Navigation : list of pages (links)
      • (3) History : tracking changes
        • Green - text added
        • Red - text deleted
      • (4) Discussion : providing feedback/suggestions
      • (5) Edit page: making changes
    • Wikispaces for Educadors Make it protected
    • Manage Space Page
    • Main Page with Navigation Navigation
    • Main Page with Edit Edit - Save
    • Edit - Save Page Compose ideas Make and save changes
    • Discussion Page
    • Discussion Page
    • History Page
    • History Page
    • Wiki Essays at UNH
      • Spanish 402 (second semester) taught by TAs
        • Three essays outside of class
        • One in-class essay at the end of the semester
      • Wiki essays in Spring 2008 (15% of course grade)
        • Writing as “process” not “immediate product”
        • Replace three traditional essays
        • Groups of 4-5 students
        • Each essay @ three weeks
    • Wikis Essays (continued)
      • Topics with linguistic focuses
        • “ Erase una vez …” (Once upon a time …)
        • “ Viajamos a ….” (Traveling to …)
        • “ Una carta a Abby” (A letter to Dear Abby)
      • Instructor’s role
        • Create groups in
        • Provide guidelines, grading criteria and feedback
        • Monitor discussion page
      •  
    • Wiki Guidelines/Grading Criteria
      • Lee, L. (2010). Exploring wiki-mediated
      • collaborative writing: A case study in an
      • elementary Spanish course. CALICO
      • Journal 27 (2), 260-276.
    • Linguistic Issue ( discussion page )
      • S1 : However, I had a question in the last paragraph. Should it be “Me molesta
      • que Alejandro fume tanto” instead of “fuma tanto”?
      • S2 : Is it one of the WEIRDO verbs that we have learned in class?
      • S3 : I think it is like “no me gusta” –one of the emotional verbs but I’m not
      • really sure.
      • S2 : Yeah… I think you guys are right. I see Michael’s note that we should use
      • the subjunctive here, expressing wishes, hopes and emotions (p. 365+).
      • Let’s change the verb. Anything else?
      • S3 : Now I see that we also need to change --espero que Ud. ‘puede’ to ‘pueda’ -
      • the subjunctive. What do you guys think?
      • S1 : I agree. I’ll finish some final edits. Now it's even kinda' funny and flows
      • a bit better than our last one.
    • Pragmatic Issue
      • S1 : Hey guys. Do you think this "letter" should be written in
      • tu form or usted?
      • S2 : I'd say usted because we’re talking to someone who we
      • don't know but I'm not sure.
      • S3 : Yeah i would think it would be usted. We don't know him,
      • and he is also a Dr?
      • S4: Yeah, I agree, we don't know him and he is a doctor –a
      • doctor of love hahah - but a doctor none the less.
    • Quantity of Edits (Revision Rates)
    • Affective Support
      • “ Sarah, I liked your part of the essay, it was pretty funny. I think we kind of have a pattern here of growing up with movies and a nice connection with Grandma and other loved ones.”
      • “ Hey guys this looks pretty good. This is a really creative story with a great plot.”
      • “ Bev, your questions are very good ones. I will try to do my best to clean up some of the "yo"s etc as well as accent marks.
    • Pros and Cons
      • Pros
        • Collaboration, team work, creativity
        • Writing as process, tracking changes, more transparent, accountability
        • Learner-driven, pride of authorship
        • Broader audience, not just for teacher
      • Cons
        • Overriding someone’s work without permission
        • No single ownership but multi-authored product
        • Discomfort feelings or aggressive attitude
    • Ideas for Using Wikis Collaborative Writing
    • Wikis for Collaborative Writing
      • Recipe book
      • Story telling
      • Travel guide
      • School newspaper
      • Summary of a reading/lesson
      • A movie review
      • An ideal trip to …
      • Showcase of class project
      • Birthday party plans
      • Culture projects
    • Part 2: Blogs
    • YouTube : http://www.youtube.com/watch?v=NN2I1pWXjXI&feature=user
    • Blogs …
      • Weblog
        • Collection of postings like an online journal
        • Postings in a reverse chronological order
        • Sharing common interests
        • Reading others’ posts and making comments
        • Promoting critical thinking
      • Hyperlinks, images, music and video
    • Wikis vs. Blogs
      • Wikis
      • Multiple authors
      • Topic-based
      • Evolving and expanding content
      • Collective feedback
      • Knowledge sharing
      • Blogs
      • Individual author
      • Reverse chronological order
      • Historical record; rarely changes
      • Feedback via comments
      • Reflective thoughts
    • Free Blog Hosts
      • Blogger
      • http://www.blogger.com
      • Wordpress
      • http://www.wordpress.com
      • Edublogs
      • http://www.edublogs.com
      • LiveJournal
      • http://www.livejournal.com
    • Blogger : How to start a blog?
    • Dashboard
    • Posting
    • Permissions
    • Types of
      • Personal blogs
        • Autobiographical writing
        • Personal interest: favorite artist/painter/musician
      • Group/class blogs
        • Discussions about readings
        • Cultural projects
      • Intercultural exchange blogs
        • Ethnographic interviews
    • Part 3: Podcasting iPod + Broadcast = Podcast
    • Podcasting
      • A web-based audio or video broadcast
        • MP3 vs. MP4
      • Download to MP3 player or iPod
      • Distributed over the Internet using syndication feeds ( RSS --Real Simple Syndication)
      RSS
    • Why Podcasting?
      • Listening to authentic materials
        • Talk show, cooking, music, news, stories; poems and more …
        • Videos from YouTube
      • Practicing speaking and enhancing pronunciation by producing your own podcasts
    • Spanish Podcasting Sites
      • Notes in Spanish
      • http://www.notesinspanish.com/
      • Voices en Espa ñ ol
      • http://spanish-podcast.com/
      • Viajero del Mundo
      • http://www.viajerodelmundo.com/
      • ChilePodcast
      • http://www.chilepodcast.cl/
      • Espa ñol Podcast http://www.spanishpodcast.org/
    • French Podcasting Sites
      • LeMonde.fr from Paris
      • http://podcast.blog.lemonde.fr/
      • Learn French by Podcast (all levels)
      • http://www.learnfrenchbypodcast.com/ind
      • ex.php
      • Daily Frenchpod (all levels)
      • http://www.dailyfrenchpod.com/
      • Learn French in Boston
      • http://learnfrenchinboston.com/
    • How to make a podcast?
    • You Will Need …
      • Fair amount of memory
      • Good microphone (built-in mic)
      • Software program to record your voice
        • Audacity + LAME to make MP3 files
      • A place to host your podcasts
        • Your own website via Internet services
        • Third-party site : avMypodcast (75 MB--small)
    • Free Software to Make Podcasts
      • Download software from Google
        • (Mac and PC)
        • GarageBand (for Mac only)
        • iMovie (Mac) and Movie Maker (PC)
    • Places to Host Your Podcasts
      • Save them to MP3 files
      • Publish them using free hosting services
        • iTunes
        • Odeo
        • Podomatic
        • MyPodcast
        • avMyPodcast
    • 1. Intercultural Exchange Project (Spring 2008 ) - Graduate Seminar
      • Reflective Writing Blogs (Spring 2009)
      • -Advanced Composition & Conversation
      Examples of Using Combined Web 2.0 Tools
    • Le ón - NH Online Exchange
      • Cross-cultural exchange (Spring of 2008)
      • Participants
        • 10 graduate students from UNH, USA
        • 23 undergraduate students from University of León, Spain
      • Three major tasks with combined tools
        • Bloggers for group blogs
        • iMovie or Audacity for podcasts
        • Message board for ethnographic interviews, feedback and comments
    • Intercultural Exchange Blogs
      • UNH blogs
      • http://tecnolodos.blogspot.com/
      • http://pekepeki.blogspot.com/
      • http://kaneycourtney.blogspot.com/
      • http://sebrenes.blogspot.com/
      • Le ón blogs
      • http://leononfocus.blogspot.com/
      • http://7legion.blogspot.com/
      • http://castanaspilongas.blogspot.com/
      • http://penwizards.blogspot.com/
    • Task #1: Group Blogs Topics Chosen by American Students Topics Chosen by Spanish Students Blog #1: University Life; Stereotypes; Global Warming Blog #1: A City Tour of Le ón; University of Le ón and Technology Blog #2: Super Bowl; Crossword Puzzles; Cyberlanguage Blog #2: Night Life in Le ón University Life; Brief Guide to Spanish Music Blog #3: Political Figures-Obama and Romney; Economics in USA Blog #3: Spanish Films; A Famous Place in Le ón; Spanish Music Blog #4: University Life in USA; Presidential Debates Blog #4: University Festivals; Smoking; Interviews with University Professors
    • Task #2: Podcasting
      • Controversial issues
        • Global warming
        • Euthanasia
        • Same sex parents
        • Capital punishment
        • Drug related issues
        • Immigration
    • Task #3: Ethnographic Interviews Topics Chosen by American Students Topics Chosen by Spanish Students Flattering Capital Punishment Educational System in Spain Cinema University Student Life Free Time Politics in Spain Life in New Hampshire Student Exchange and Travel Weapons in the USA Farewell to Students from León Iraq War
    • Super Bowl from NH Blog - UNH
    • Road to Presidency from UH Blog - UNH
    • About Old Part of Le ón Blog – León
      • Blog - Le ón
    • Interviews with L eón Students Blog - Le ón
    • Vodcast in Blog from UNH
    • Podcasts in Moodle from León
    • Ethnographic Interview: Questions from Le ón
      • Responses from UNH
    • Vodcast: Capital Punishment
    • Post-Task: Peer Feedback
      • Read blogs and listen to podcasts
      • Linguistic feedback by
        • Written comments or voice recordings
      • Focus-on-form
        • Lexical and morphosyntactic errors
      • Use of both English and Spanish
    • Feedback in Message Board
    • For more information …
      • Lee, L. (2009). Promoting Intercultural
      • Exchanges with Blogs and Podcasting: A Study
      • of Spanish-American Telecollaboration.
      • Computer Assisted Language Learning, 22(5)
      • 425-443.
    • Reflective Writing Blogs
      • Personal blogs over a 14 week period
      • Participants
        • 17 undergraduate students in a fifth-semester advanced language course
      • A four-skill integrated approach to task-based activities
        • Two 150-200 word entries per week
        • Read and comment on others’ blogs
      • Web 2.0 technology
        • Blogger, Podcasting and iMovie
    • Four-Skill-Integrative Approach
      • Assigned readings from Revista textbook
      • Free topics
      • Listening to podcasts
        • Notes in Spanish : http://www.notesinspanish.com
        • Cody’s cuentos : http://www.codyscuentos.com/
      • 3-4 minute oral recordings for “ Tertulia”
        • Ideal personality, imagination, globalization
      • Assigned Readings
      • “ Another circle”
      • “ Four scientific formulas for happiness”
      • “ TV garbage”
      • “ I was my own path”
      • “ Ten minutes”
      •  
      • Free Topics
      • Women’s rights
      • Red Sox in Boston
      • Country music
      • Swine influenza A (H1N1) in Mexico
      • Mayan culture
      • Listening to Podcastings
      • Energy saving
      • Facebook
      • Eating out and fast food
      • Adoption
      • Smuggling
      •  
      • iMovie : Oral Recordings
      • Ideal personality
      • Imagination
      • Immigration
      • Euthanasia
      • Globalization
      Topics For Each Type of Task
    • Comments on Facebook
      • “ Your point was interesting. I have never thought about the parents. My mom has a facebook but she only uses it to post family pictures. I agree that facebook is a wonderful tool for us to connect with people. However, I think people spend too much time online. Also there is not much privacy. I actually prefer e-mail.”
    • Affective Support
      • “ I really enjoyed reading your entry about having New York City go dark for Earth Hour. I did not know about this and I think it is a great idea to shut off the lights for an hour to save energy. I wish people would turn off the light when they leave the room. We waste too much energy in this country. Well-done! Matt.”
    • Students’ Reactions …
      • “ Writing has become easier for me. I’m now more confident in expressing myself after having posted more than 20 entries. Not only did I improve my writing skills but also gained different perspectives that I had never thought
      • about before.”
    • Preterit vs. Imperfect
      • “ El año pasado mi familia hizo un viaje a europa. Este fue mi primer viaje afuera de los estados unidos y mi primera vez en un avión. Estuve muy emocionada y tuve miedo también. Cuando llegamos en Barcelona, fueron casi las once de la tarde. Nos quedamos en Barcelona tres días y veíamos muchas cosas como Montserrat …. Al final, era muy contenta
      • con la experiencia.” (Third Week)
    • Preterit vs. Imperfect
      • “ Me gustaban estos podcasts mucho. Recientemente empecé a mirar la tele española y a veces, es muy difícil comprender. La historia que Mariana y Ben hablaron era muy interesante. Un hombre robó muchos bancos y la policía no pudo cogerlo por 15 años. El hombre llevaba una peluca y tenía armas. La polícia descubrió que robó casi 600,000 euros
      • y mató dos guardias civiles.” (Eighth Week)
    • Comments on Task Design
      • “ I liked how teacher-assigned topics required us to critically think about the readings and free topics allowed us to incorporate personal interests and write about world issues that concerned us the most.”
    • Comments on Task Types
      • “ In my view, using various types of tasks that required the use of certain language skills was the most beneficial aspect of this blog project. I enjoyed most the native-speaker podcasts because it helped me improve my listening comprehension.”
    • For More Information …
      • Lee, L. (2010). Fostering Reflective Writing and Interactive Exchange through Blogging in an Advanced Language Course. ReCALL 22 (2), 212-227.
    • Contact Information Lina Lee [email_address]