Introduction to Web2.0 & Language Learning, LaProf Summer School 2010
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This document discusses various Web 2.0 tools and how they can support language learning. It describes tools like blogs, wikis, microblogging, podcasting, social networking, and virtual worlds. It provides examples of uses for these tools in language education, such as encouraging reflection, exploring culture, and increasing target language practice. Research examples are given of wikis and blogs being used successfully in foreign language classes for collaboration, composition practice, and project management.
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Introduction to Web2.0 & Language Learning, LaProf Summer School 2010
- 2. Web 2.0 & Language Learning Interactive session @Maria Perifanou Kapodistrian University of Athens
- 4. Web 1- Web2- Web3 ?? The internet has & will continue to change, growing….
- 10. Odeo
- 14. ..a collaboratively written wiki … "free content encyclopedia" - …the largest public wiki!!!
- 17. 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
- 19. 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
- 20. The best known microblogging services
- 21. 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
- 24. Podcasting publish & subscribing model
- 25. How?
- 27. How?
- 33. Sharing : music, photos, videos, bookmarks, ppt presentations, news!!!
- 37. Increasing contact with the target language Let the “ learning journey ” begin….!
- 38. Language is all about … ..communication
- 51. Microblogging in Language Learning
- 56. 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
- 64. 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/
- 65. The networked Teacher Alec Couros (2006)
- 70. 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
- 72. Share your professional experiences! Join a community of practice! http://webheadsinaction.org /
- 75. A Collection of PLE diagrams http :// edtechpost . wikispaces . com / PLE + Diagrams #
- 80. My PLLE as a Language Learner & Teacher
- 82. It’s time for a coffee break!
Editor's Notes
- 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)