• Save
Introduction to Web2.0 & Language Learning, LaProf Summer School 2010
Upcoming SlideShare
Loading in...5
×
 

Introduction to Web2.0 & Language Learning, LaProf Summer School 2010

on

  • 7,253 views

 

Statistics

Views

Total Views
7,253
Slideshare-icon Views on SlideShare
7,201
Embed Views
52

Actions

Likes
3
Downloads
1
Comments
0

7 Embeds 52

http://cristeesteacherblog.blogspot.com 21
http://web20education.amplify.com 16
http://cristeesteacherblog.blogspot.ro 11
http://static.slidesharecdn.com 1
http://feeds.feedburner.com 1
http://www.yatedo.com 1
http://cristeesteacherblog.blogspot.de 1
More...

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Wikipedia is the best known example of a wiki, a collaboratively written encyclopaedia: http://www.wikipedia.org
  • Wiki pages are controlled — created, linked, edited, deleted, moved, renamed, and so on — by a programming or scripting language, and stored either as plain ASCII text files or in an external relational database. e-mail notification for every change faceless contact -no limits of place or time users freely create and edit web page content using any web browser with no knowledge of HTML coding collaborative tool limited only to a selected group of users
  • The term podcast takes its name from a combination of iPod (Apple's portable digital media player) and broadcasting , but podcasts and vodcasts do not necessarily require the use of an iPod or similar device. Most audio and video recordings on the Web can be played using a standard media player : see Section 2.2.1, Module 2.2, headed Media players .
  • E xcellent free software package that offers all the essential features of recording and editing
  • Long's interaction hypothesis (1996) : “ comprehensible input ” & “ negotiated meanin g training in grammar and vocabulary alone does not result in linguistic competence with no interaction (Rüschoff & Ritter 2001
  • b) Second micro-activity example: ‘Film scripts’ Each group had to choose a scene between several scenes of five famous Italian films proposed and published by the teacher at the wikis’ class. The purpose of the activity was to write the subtitles of the scene chosen. After the creation of these imaginary dialogues using the microblogging tool the teacher published the dialogues at the class microblogging space and then made the corrections needed giving explanations to the students in private or public messages. The activity was concluded with the performance of the scenes by the students and then followed, first, the screening of the original film scenes and, second, the votes for the best script creation by the students. The goal of the activity was to practice basically the oral skill through the creation of these script-dialogues in a spontaneous way as if they were ‘acting’ in real life.
  • The first experiences in Micro-Language Learning are very promising
  • 1. Problem-solving and critical thinking; 2. Collaboration across networks and leading by influence; 3. Agility and adaptability; 4. Initiative and entrepreneurship; 5. Effective written and oral communication; 6. Accessing and analyzing information; and 7. Curiosity and imagination.
  • the idea of a PLE recognises that learning is continuing, contextual and will not be provided by a single learning provider Introduction: Language Teacher’s Personal Learning Environment (PLE / MPLLE) (2min)

Introduction to Web2.0 & Language Learning, LaProf Summer School 2010 Introduction to Web2.0 & Language Learning, LaProf Summer School 2010 Presentation Transcript

  •  
  • Web 2.0 & Language Learning Interactive session @Maria Perifanou Kapodistrian University of Athens
  • Introducing myself
    • - Italian Lecturer, elearning professional
    • European Institute of Vocational Training ‘ ’ AKMI''
    • National Institute of Continuing Education for Adults (IDEKE) - Greek Ministry of Education
    • Global Education Network in Languages and Informatics ''AXON'‘
    • Research Assistant
    • European Research Institution ''Pontydysgu''- Bridge to Learning, Wales, UK
    Current work [email_address]
  • Web 1- Web2- Web3 ?? The internet has & will continue to change, growing….
  • 1st Question Shift from Web 1.0 to Web 2.0
    • Do you know any differences?
    • Do you use any of the web 2.0 tools in your everyday life? If yes, which one, why and how often?
  • Group work /Group discussion
    • 10min (Write answers to sticker notes and post them to a piece of paper)
    • Groups’ Feedback/Discussion: 5min
    • Trainer’s feedback: 8min
    • Total time: 23min
  • According to Tim Berners-Lee..
    • “ Web 1.0 was all about connecting people. It was an interactive space, and I think Web 2.0 is, of course, a piece of jargon, nobody even knows what it means. If Web 2.0 for you is blogs and wikis, then that is people to people. But that was what the Web was supposed to be all along. And in fact, you know, this Web 2.0 means using the standards which have been produced by all these people working on Web 1.0” (2006).
    • http://www.ibm.com/developerworks/podcast/dwi/cm-int082206txt.html
    • Web 1.0
    • broadcast medium
    • slow connection
    • html
    • expensive software
    retrieving information
    • enriched browser-based interactivity
    • facile browser-based publishing
    • “ Web services” remix user-generated data
    • " read only" medium
    • anyone can publish
    • New world of social interconnectivity
  • Odeo
  • What’s a W eblog or B log ?
    • A personal website, a type o diary or journal where individuals can publish whatever they want to share (opinions, thoughts, ideas) with others.
    • Entries in reverse chronological order
    • Text-images-audio-video-links
    • 2way tool: Comments
    • Tags : topic-based searching
  •  
  • Blogging tools
    • http: // www.blogger.com
    • EduBlogger: http: // edublogger.org
    • Edublogs: http: // edublogs.org
    • Posterous : http: // posterous.com
    • TypePad: http: // www.typepad.com
    • WordPress: http: // wordpress.com
  • ..a collaboratively written wiki … "free content encyclopedia" - …the largest public wiki!!!
  • What’s a wiki?
    • Adam Frey, co-founder of Wikispaces says
    • “ a wiki is a webpage with an edit button ….
    • easy+history+groups”
    • ..
    “ ..is a freely expandable collection of interlinked Web pages, a hypertext system for storing and modifying information – a database, where each page is easily edited by any user with a forms-capable Web browser client”, Leuf & Cunningham, 2001
    • first wiki [http://c2.com/cgi-bin/wiki], March 1995
    • Controlled pages — co-created, linked, edited, deleted, moved, renamed.
    • Multimedia material :Text-photo-Audio-video
    • e-mail notification for every change
    • No limits of place or time
    • Free
    • Easy - no knowledge of HTML coding
    • slower internet connection
    • Collaborative tool ( limited only to a selected group of users)
    • No simultaneous editing
    • Page too long to scroll
    • Lack of real time communication
    Why Wikis?
  • Which Wiki? Free Wiki Hosts wikispaces pbwiki seedwiki XWiki Schtuff Server-side: MediaWiki Docuwiki Twiki EXAMPLES Mark Pegrum's E-Language Wiki: http: //e- language.wikispaces.com Graham Davies's Personal Wiki : : http: // grahamdavies.wikispaces.com Centre for Learning & Performance Technologies (list of wikis) : http://c4lpt.co.uk/Directory/Tools/wiki.html
  • Wikis’ general uses
    • collaborative environments
    • collaborative online projects
    • on-line communities
    • professional network
    • Co- authoring
    • collaborative communication forums
    • collective content management (e.g. DocuWiki)
    • knowledge bases
    • knowledge management systems
    • personal information managers (PIMs)
    • content management for academic instruction
  • What’s microblogging? Microblogging is a collaborative technology, a new form of blogging, with brief text updates of 140 characters, via Web, SMS, email, IM or 3th party applications - RT interactions between users
  • The best known microblogging services
  • Downsizing in the Technology does not mean downsizing in the learning. Sharing (resources,thoughts, ideas...) Learning (through conversation) Networking (connecting like-minded people) Interacting (providing experiences, perspectives...) Having fun (in a spontaneous, informal and social environment...) Micro-technologies can offer Huge Learning Possibilities
  • What’s podcasting/vodcasting?
    • iPod + broadcasting ?
    • … is like a radio or TV show. Instead of being broadcast live, a podcast is recorded & then distributed over internet.
    • A podcast is a digital audio recording that is made available on the Web, enabling the recording to be played or downloaded automatically for listening at the user's convenience.
    • A vodcast is the equivalent term used to describe a digital video recording that is made available on the Web.
  • Podcasting VS o lder A udio T echnology
    • ease of publication (created using readily-available software, such as Audacity ), and published via iTunes, a blog or an aggregator, such as Odeo );
    • ease of subscription (using RSS, Really Simple Syndication),
    • ease of use across multiple environments (MP3 player, mobile phone, PC, etc) / ubiquity of the MP3 player effective way of reaching a wide audience
  • Podcasting publish & subscribing model
  • How?
  • Podcasting: Which tool?
    • M aster the process of making & editing digital recordings !
    • Audacity : http://audacity.sourceforge.net
    • T utorials on Audacity: http: // delicious.com / joedale / audacity .
  • How?
  • Vodcasting: which tool?
    • Adobe Premiere : http: // www.adobe.com
    • Ulead VideoStudio : http: // www.ulead.com
    • Pinnacle Studio : http: // www.pinnaclesys.com
    • Final Cut Pro (Mac): http: // www.apple.com / finalcutpro
    • Matrox offer a wide range of products: http://www.matro
    • Windows Movie Maker is bundled with Windows. Tutorials on using Windows Movie Maker can be found at Atomic Learning: http://www.atomiclearning.com/moviemaker2
    • NCH Software offers a wide range of packages: http: // www.nchsoftware.com
    • VideoSpin by Pinnacle : A free video editing package: http: // www.videospin.com / Redesign /
  • Useful Podcasting/Vodcasting Links
    • Guide of creating Podcasts/Vodcasts http://www.wssa.net/WSSA/SocietyInfo/ProfessionalDev/Podcasting/Missouri_Podcasting_White_Paper.pdf
    • JISC's Web2practice video on podcasting: http://web2practice.jiscinvolve.org/podcasting/
    • Podomatic: http: // www.podomatic.com
    • Gabcast: http: // www.gabcast.com
    • Podbean: http: // www.podbean.com
    • PodcastPeople: ttp: // www.podcastpeople.com
  • What’s RSS?
    • Really Simple Syndication … .
    • allows you to see when websites have added new content .
    • f eed s you information on the latest podcasts , blog posts, websites etc as soon as they are published ( RSS feed or news feed )
    • s ubscribe to or sign up for regular updates to a series of podcasts or posts .
    • Look for the RSS icon on a Web page for available rss feed .
    • Use Google Reader! ww.google.com / reader
  • What’s Social networking ?
    • … . is a term applied to a type of website where people can seek other people who have similar interests, find out what's going on in their areas of interest & share information and resources.
  • Popular Social Networks- Search for groups FLL/2ndLL!
    • Ning http: // www.ning.com : C reate your own social network.. Examples of educational Nings : EUROCALL/CALICO Virtual Worlds Special Interest Group , AVALON & NIFLAR
    • EFL Classroom 2.0 : http://eflclassroom.ning.com/
    • Classroom 2.0 : http://www.classroom20.com "social network for those interested in Web 2.0 technologies in education“
    • Cloudworks http: // cloudworks.ac.uk : S hare, find & discuss learning & teaching ideas & experiences. Open University UK
    • Facebook : http://www.facebook.com many sub-networks based around a workplace, a school, a college .
    • HangOut http: // www.hangout.net . : create an avatar of tourself , customise your own 3D room, hang out with your friends.
    • LinkedIn http: // www.linkedin.com : professional network
    • PassportStamp http://www.passportstamp.com : create a personalised map of your travels across the globe , discuss your exploits with other Web users .
  • Sharing : music, photos, videos, bookmarks, ppt presentations, news!!!
  • Audio /Video conferencing: a synchronous communications medium
    • Schoolshape http: // www.schoolshape.com : software for setting up an online Language Lab ( asynchronous audio & video assignments )
    • Skype http://www.skype.com Free , one-to-one audio communication via a computer conferencing with more than one person at a time , a cheap pay-as-you-go service , video calls
    • Tapped In http://tappedin.or
    • Adobe Acrobat ConnectPro: http: // www.adobe.com / uk / products / acrobatconnectpro /
    • Elluminate: http: // www.elluminate.com
    • FlashMeeting, a videoconferencing tool, based on Adobe Flash, ( Open University, UK ) : http://flashmeeting.e2bn.net http://flashmeeting.open.ac.uk
    • SCOPIA http: // www.radvision.com
  • Exploring virtual worlds… Second Life
    • … .. is a free 3D virtual world where users/avatars ( walk, run , fly ) can socialize, connect & create using free voice & text chat .
    • http: // secondlife.com /
  •  
  • Increasing contact with the target language Let the “ learning journey ” begin….!
  • Language is all about … ..communication
  • Theories-Successful LL
    • Vygotsky ( 19 8 7 ) social interaction & collaboration in language learning
    • Long 's interaction hypothesis (1996) : “ comprehensible input ” & “ negotiated meaning ”
    • Rüschoff & Ritter ( 2001 ): Interaction for successful linguistic competence
    • Little (2007) : learner autonomy ( learner involvement, learner reflection & target language use ).
    • Chapelle (1998) : Authentic contexts for communication
  • 2nd Question Web 2.0 & Language Learning
    • How Web 2.0 tools can support Foreign/2nd Language Learning?
    • Do you use any of the Web 2.0 tools during your language lessons or in an another way? If yes, share your experience (which one, in what way, how often..).
    • Do you want to share any other practices that you know that took place in your school, institution or elsewhere?
  • Group work /Group discussion
    • 10min (Write answers to sticker notes and post them to a piece of paper)
    • Groups’ Feedback/Discussion: 5min
    • Trainer’s feedback: 8min
    • Total time: 23min
    • Web 2.0 services : personalized radio, sharing music, photos, videos, bookmarks, news, knowledge, multimedia material
    • multiple ways to introduce language learners to a new language & culture with interesting fun activities
    Blip.fm Diigo
  • Why blogging in LL?
    • encourages learner independence, empowerment, reflection & autonomy
    • provide s a low-pressure environment in which to reflect, comment, question & review progress outside the classroom in an authentic environment. (Pinkman, 2005).
  • Blogging in LL: Uses
    • p ractice writing in the target language
    • e xplor e cultural dimensions
    • of the target country (or countries)
    • Campbell ( 2003 ) : tutor blog / learner blog / class blog
    • Good Practices: Drake College DULAP programme http://artsci.drake.edu/wlc/
      • TOP LANGUAGE BLOGS 2010
      • http://www.lexiophiles.com/language-blog-toplist/top-100-language-blogs-2010-vote-for-language-learning
    TUTORIAL: Blogs in Plain English http://www.youtube.com/watch?v=NN2I1pWXjXI
  • Wiki’s educational uses
    • The beauty of wikis is ….shaped from within-& imposed from above’ (Lamb, B. 2004)
    • class communication site /class discussion forum
    • collaborative knowledge base
    • post assignments for peer review
    • process writing/ co-authoring professional books
    • group projects spaces
    • teacher can trigger, stimulate, monitor, guide
    • platform for electronic, online learning, distance education
    • virtual learning communities
    • libraries or databases around particular cases or topics
  • Research: Wiki in FLL (1)
    • Penn State’s national foreign language resource - the Center for Advanced Language Proficiency Education and Research (CALPER) (Thorne and Payne, 2005) - L*wiki: composition, individual &collaborative student authoring , course project , management.
    • Georgia Institute of Technology, (Rick et al, 2002) English classes wiki environment-CoWiki
    • University of Wisconsin (Rosen & Kato, 2006 ) intercultural wiki
    • University of Padua (Guth, 2007 )
    • Public college in Tapei, (Wang et al, 2005) 2 weeks study, ESL essay writing on a Wiki
    • Senior high school students in Taiwan,
    • (Chang & Schaller, 2005)
    • Collaborative system of EFL composition writing
    • University of Zagreb Engwiki project, Kovacic et al 2007- 08, 2 tertiary-level (ESP) courses
    • West Virginia University, (Castaneda, D. 2007) The Effects of Wiki-and Blog-technologies on the Students. Performance when Learning the Preterite and Imperfect
  • Research: Wiki in FLL (2)
    • National& Kapodistrian University of Athens
    • Department of Italian Language & Literature
    • @italswebquest: Web2Quest (2007)
    • M.Perifanou
  • Cool Things to Embed in a Wiki
    • GoogleVideo, Photostory, MovieMaker
    • YouTube, TeacherTube – www.youtube.com www.teachertube.com/index.php
    • Photobucket / Flickr - http:// photobucket.com / www.flickr.com /
    • Blip.tv - http:// blip.tv /
    • GoogleMaps - http:// maps.google.com /maps
    • Clustrmaps – http:// clustrmaps.com/admin/action.php
    • Twitter – http:// twitter.com
    • Meebo – www.meebo.com
    • Voki - www.voki.com/mywebsite.php
    • Odeo - http:// studio.odeo.com /create/home
    • YackPack - http:// w.yackpack.net/yackpack/index.jsp
    • VoiceThread - http:// voicethread.com /
    • Bubbl.us – www.bubbl.us
    • Bubbleshare – www.bubbleshare.com
    • Slideshare – www.slideshare.net
    • Splashcast – http:// web.splashcast.net /console
    • Elluminate - www.elluminate.com/index.jsp
    • Gickr - http:// gickr.com /
    • Airset – www.airset.com
    • Toondoo – www.toondoo.com
    • WebsitePolls - http://www.free-website-polls.com /
  • Microblogging: Educational uses
    • information & knowledge management
    • courses enhancement
    • delivering entire online courses
    • collaborative projects in universities
    • communities of practice
    • ePortfolios
  • Microblogging in Language Learning 
    • - Practice language communication skills,
    • (sense of relaxing)
    • native speakers - "real-use" of language
    • (with the possibility of privacy)
    - Communicate in ‘virtual Language classroom’ at any time (about daily activities, current events) Micro-Language Learning -Share material, exchange opinions, ask for any help http://www.edmodo.com http://www. twitter .com
  • 2 nd activity: ‘Film scripts’
    • 1 st step
    • Each of the 5 groups had to
    • choose one scene of famous Italian films (wiki’s class)
    • Imaginary Dialogues-Write collaboratively subtitles (edmodo group’s channel)
    • 2 nd step
    • Publication of the dialogues by the teacher
    • ( edmodo group’s channel)
    • 3nd step
    • Performance of the scenes
    • 4 th step
    • Screening of the original film scenes
    • Voting for the best script creation
  • Micro-Language Learning : First Practices
    • Introduction in class:
    • Sharon Scinicariello, (2008): University of Richmond
    • Twitter-based French Language activities (verbal constructions & digital story telling )
    • George Mayo, (2008): Silver International Middle School,Montgomery Country (Maryland)
    • Twitter-based English online-collaborative project (story telling, science-fiction)
    • First research:
    • Carsten Ullrich et al., (2008 ): University Jiao Tong, Shanghai. Conversational English 2 nd Language courses. (Vocational ELL context ).
    • M. Perifanou (2008) Global Education Network in Languages and Informatics ''AXON'‘, Thessaloniki,GR Edmodo –Italian
  • Why podcasting/vodcasting in language education?
    • Develop & practice speaking, listening, writing skills ( creat e podcasts : writing scripts, setting up interviews etc.)
    • ICT skills
    • Teamwork skills
    • Real audience-increase motivation
    • Authentic input/output in target language (culture)
    • Interactive podcasts-valuable feedback
    • Fun
  • POSSIBLE ed USES OF PODCASTING PROSPECTIVE USERS Students, instructors Recorded lectures distributed directly to student’s MP3 players. / Recorded meeting & conference notes. Students, instructors Student projects & project support interviews . Students, instructors Use authentic material – (RSS) or create…..example: Audio / video recruiting development brochures with personalized messages. Students Record & distribute news broadcasts for t he entire campus community & general public . Students, instructors Students can record & upload their foreign language lessons to their instructor’s Web site. The instructor can then listen to the lessons on their MP3 player at their convenience
  • Podcasting/Vodcasting examples for language education
    • Language Learning Podcast http://www.word2word.com/pod.html
    • English as a Second Language Podcast http://www.eslpod.com/website/index_new.html
    • Online Language Learning Podcast http://www.ats-group.net/languages/language-podcast.html
    • “ Open Culture-itunes” Free Foreign Language Lessons http://www.openculture.com/freelanguagelessons
    • Top language podcasts 2008 http://www.lexiophiles.com/language-podcasts-toplist/top-10-language-podcasts-2008
  • Popular FLL/2ndLL Social Networks!
    • Mixxer http:// www.language - exchanges.org / : Offers student or class exchange. Developed by Dickinson College, US, so education-oriented.
    • Italki http:// www.italki.com / : global community of language learners and teachers
    • xLingo http://www.languageexchange.org/: Find Language Exchange partners from around the world to practice and improve your language skills Uses Skype as the main form of communication.
    • LiveMocha http:// www.livemocha.com / : Language-learning site with social-networking bolted on.
    • Worldia http:// worldia.net / : Social-networking site aimed at international users. Include a service to provide/receive language lessons.
    • My Language Exchange http:// mylanguageexchange.com / : Offers voice and text chat, lesson plans.
    • Word Source http:// word.sc / : S ocial dictionary
    • Lingoz http:// www.crunchbase.com/company/lingoz : S ocial dictionary :
    • 43 Places http://www.43places.com/ : upload & tag photos / cultural insights into the countries of the target language
    • REALIA project http: // www.realiaproject.org / : repository of images related to seven languages, with contextual information attached to each image
  • TOP TECHNOLOGIES FOR LANGUAGE LEARNING
    • VoiceThread http://voicethread.com
    • Text , voice or webcam comments concerning their own or others’ images or videos in a moderated environment.
    • Xtranormal www.xtranormal.com
    • T urn text into movie files. Pupils practise writing skills by creating animated characters that read back texts with good pronunciation in a motivating movie clip.
    • Wallwisher http://www.wallwisher.com/
    • O nline notice board for sticky notes. Great for plenaries & Assessment for Learning .
  • Educational islands in 2 nd life!
    • E ducational islands in Second Life : ( Open University , Harvard , Edinburgh University , etc)
    • http://www.simteach.com/wiki/index.php?title=Institutions_and_Organizations_in_SL
    • British Council: SECOND LIFE FOR TEENS http://www.britishcouncil.org/hongkong-english-secondlife.htm
    • Graham Stanley , “ Second Life might be the prototype of Web 3.0: a fully immersive language-learning environment ” .
    • http://www.youtube.com/watch?v=F1IRkqbUoXY
  • Why SecondLife in LL?
    • S ource of authentic interaction with target language speakers
    • V enue for language classes ( Language Lab , an SL-only language school , http:// languagelab.com /en/ )
    • N etworking opportunity for educationalists ( EduNation , created by Consultants-E , a venue for Webheads http:// education.secondlife.com / )
  • F urther information on Web 2.0
    • Tim O'Reilly (2005) What is Web 2.0? Design patterns and business models for the next generation of software : http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
    • Web 2.0 Summit: http://www.web2summit.com
    • BBC's Click Online programme, "The evolution of the Web", 1 June 2007: http://news.bbc.co.uk/1/hi/programmes/click_online/6708491.stm
    • Web 2.0: Cool Tools for Schools: http: // cooltoolsforschools.wikispaces.com
    • Web 2.0 in Education - a wiki by Mark Pegrum: http://e-language.wikispaces.com/web2.0
    • Web 2.0 Tools for Teachers by Nik Peachey http: // www.technogogy.org.uk : A.. downloadable guide for language teachers describing how to use a number of Web-based tools & learning technologies to assist in language development
    • Social software and participatory learning:Pedagogical choices with technology affordances in the Web 2.0 era. McLoughlin, C. & Lee, M. J. W. (2007).
    • http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf
  • F urther information on Web 2.0
    • Web 2.0 and Language Learning: A YouTube video with a section on Second Life , by Graham Stanley of The British Council: http://fr.youtube.com/watch?v=F1IRkqbUoXY
    • Web2practice: A JISC initiative on Blip TV at http://web2practice.blip.tv , comprising a set of videos on Web 2.0 tools:
      • Social Media: http://web2practice.jiscinvolve.org/social-media/
      • Microblogging: http://web2practice.jiscinvolve.org/microblogging/
      • Podcasting: http://web2practice.jiscinvolve.org/podcasting/
      • RSS: http://web2practice.jiscinvolve.org/rss-2/
      • Collaborative Writing: http://web2practice.jiscinvolve.org/collaborative-writing/
    • Wikipedia article on Web 2.0: http://en.wikipedia.org/wiki/Web_2.0
    • All Things Web 2.0: A comprehensive directory of Web 2.0 applications: http://www.allthingsweb2.com
    • Go2Web20 - Web 2.0 Tools and Applications: http://www.go2web20.net
    • Web 2.0 tools in teaching foreign languages http://www.tes.co.uk/article.aspx?storycode=6040748
  • 21Century Students! “ New Millennium Learners ” , (NMLHowe and Strauss , 2000) “ Net Generation” ( Oblinger & Oblinger , 2005; Tapscott , 1999) “ Instant - Message Generation” , ( Lenhart , Rainie , & Lewis , 2001) “ Gamer Generation ” ( Carstens & Beck , 2005 ) “ homo zappiens ” ( Veen , 2003) “ Digital Natives” ”-“Digital Immigrants” , Prensky (2001) Wagner T. http://www.eschoolnews.com/2008/11/20/seven-skills-students-desperately-need/ http://www.schoolchange.org/
  • The networked Teacher Alec Couros (2006)
  • 3nd Question The networked@ teacher
    • Do you agree with this profile? Which skills and competences do you think that a language teacher should have in the web 2.0 era?
    • List the skills that you think that you need to develop and prioritise them.
    • Are you a “connected” teacher?
  • Group work /Group discussion
    • 10min (Write answers to sticker notes and post them to a piece of paper)
    • Groups’ Feedback/Discussion: 5min
    • Trainer’s feedback: 3min
    • Total time: 18min
  • 21st Century Basic Skills FLL Teachers MUST Have
    • Digital & Online Tasks
    • Conduct online class sessions
    • Communicate with learners between class sessions using e-mails
    • Create & manage online groups
    • Develop & post digital EFL materials
    • Create, write & post to blogs & websites  
    • Participate in online F LT discussion forums
    • Conduct online reading & research
    • Both upload & download EFL materials to & from F LT websites
    Larry M. Lynch,(2008) “ Teaching the English Language: 21st Century Skills EFL Teachers MUST Have ” http://searchwarp.com/swa323770.htm
  • Ask yourself for example:
    • Do you have a personal or English Language teaching website or blog?
    • Do you give and receive assignments via e-mail or online class room site?
    • How frequent or intensive is your participation in English language teaching forums online?
    • Are you familiar with and make use of English language teaching materials available at online websites for teachers?
    • Are you keeping up (or trying to) with what's happening in the field of foreign language teaching theory by researching, reading journals, reports, and blog posts (like this one) on the internet?
    Larry M. Lynch,(2008) “ Teaching the English Language: 21st Century Skills EFL Teachers MUST Have ” http://searchwarp.com/swa323770.htm
  • The Role of teacher in e-Learning TACCLE PROJECT http://www.taccle.eu/ to ensure that barriers due to technical components are overcome Technical competences to ensure that learners know how they are progressing Assessor competences to provide social benefits & enhanced learning Facilitation competences to ensure successful learning outcomes Design competences to provide appropriate learning input & meet the requirements of the institution Subject competences to ensure smooth operations & reduce teacher & learner overload Administrative competences PRIMARY GOAL COMPETENCES
  • Test your digital skills!!
    • Teachers' digital skills tick list http://urtak.com/u/1826
    • Further reading
    • Norm Vaughan , Univ. of Illinois, Chicago:
    • “ The Role of a Successful Online/Blended Instructor ”
    • http: // www.uic.edu / depts / oee / blended / workshop / RoleOfASuccessfulOnline - BlendedInstructor.pdf
  • Share your professional experiences! Join a community of practice! http://webheadsinaction.org /
  • PLEs?
    • Attwell (2007) explains that “ the idea of PLEs recognises that learning is continuing, contextual & will not be provided by a single learning provider …….
    • … ..is to bring together all forms of learning , including informal learning, workplace learning, learning from the home, learning driven by problem solving & learning motivated by personal interest as well as learning through engagement in formal educational programmes ”.
  • In PLE the goal….
    • … for the student shifts from a need to collect information to a need to draw connections from it—to acquire it, disseminate it & collaborate in its use.
  • A Collection of PLE diagrams http :// edtechpost . wikispaces . com / PLE + Diagrams #
  •  
  • 4th Question What’s your PLE?
    • Think about all the different ways that you learn and the sources of your learning both on line and off line including both work and life.
    • Design your PLE
  • Group work /Group discussion
    • 10min (Write answers to sticker notes and post them to a piece of paper)
    • Groups’ Feedback/Discussion: 5min
    • Trainer’s feedback: 3min
    • Total time: 18min
  •  
  • My PLLE as a Language Learner & Teacher
  • Thank you!!!!!!! Questions?
  • It’s time for a coffee break!