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)
Web 2.0 & Language Learning Interactive session @Maria Perifanou Kapodistrian University of Athens
“ 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).
“ ..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
Collaborative tool ( limited only to a selected group of users)
No simultaneous editing
Page too long to scroll
Lack of real time communication
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
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
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
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
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
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)
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.)
Real audience-increase motivation
Authentic input/output in target language (culture)
Interactive podcasts-valuable feedback
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
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).
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
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 ”.