THE LANGUAGE CLASSROOM  IN A CONNECTED WORLD (the grammar of the internet?) Michael Coghlan 5th International Congress on ...
SUBJECT + TRANSITIVE VERB + OBJECT + ADVERBIAL PHRASE
HTML <ul><li><p><a href=&quot;LA.htm&quot;><img src=&quot;mcmarkvenicesm.jpg&quot; width=&quot;120&quot; height=&quot;73&q...
 
The Internet –  more than just a book
“ The Read/Write Web” (Tim Berners Lee) Original photo by  Hummanna .
eLearning 2.0/Web 2.0 (Stephen Downes) <ul><li>Elearning 1.0: </li></ul><ul><li>static packaged content  </li></ul><ul><li...
Expansion of the ‘Grammar of the Internet’ <ul><li>Javascript, XML, PHP, Ajax </li></ul><ul><li>Increased interactivity  <...
Rewriting or Killing our Cultures?
My Story <ul><li>ESL  classroom teacher  1987 – 1997 </li></ul><ul><li>1997 – went online </li></ul><ul><li>Blended ESL  t...
How do I work? <ul><li>I know from my own life that something has changed. I am now a much more social learner. I like to ...
My ‘TAG CLOUD’ folksonomy from http://del.icio.us/mikecogh
 
“ technology” “ future” TAGS
 
A GLOBAL AUDIENCE: <ul><li>YouTube -  http:// www.youtube.com/watch?v =QjA5faZF1A8 </li></ul><ul><li>Performance by a 13 y...
WHAT’S ALL THE FUSS ABOUT? <ul><li>Is it real? </li></ul><ul><li>Who are these 34.7 million people? </li></ul><ul><li>Copy...
DIGITAL STORY PLAYED AT THIS  POINT AVAILABLE AT http:// www.youtube.com/watch?v =Pue4FtOb3HM
PERSONAL PUBLISHING/  PARTICIPATORY MEDIA TOOLS <ul><li>Blogs </li></ul><ul><li>Digital story telling </li></ul><ul><li>Po...
http:// www.youtube.com/watch?v =e5jtiJPlv4Y
 
YouTube in Chennai Media:
Indian YouTube Equivalents <ul><li>http:// meravideo.com / </li></ul><ul><li>http:// apnatube.com / </li></ul><ul><li>http...
Facebook in India <ul><li>… .these people are not your average Indian young people; they are from upper socio-economic tie...
 
Indian Initiative: babajob.com/babalife.com NY Times, Oct 30 th , 2007
Indian Technology in a Flat World http:// ngs.ics.uci.edu/blog/?p =849
It’s a Wild World http:// youtube.com/watch?v =T-t8tUED9MI “ Just remember there’s a lot of bad and beware.”
 
<ul><li>Are we sociologically ready? </li></ul><ul><li>What are our  ethical responsibilities  </li></ul><ul><li>as educat...
Who are the Webheads? <ul><li>“an experiment in world friendship through online language learning” </li></ul>300 + members
Where are the Webheads? in approximately 50 countries To join the Webhead community send an email to [email_address]   Or ...
See  http://grammar.quickanddirtytips.com/unaccusative-verbs.aspx/   for commentary
http:// grammar.quickanddirtytips.com/default.aspx
IN A CONNECTED WORLD: <ul><li>Daily contact with the planet  </li></ul><ul><li>In the supermarket…..Australian made produc...
LOCAL    GLOBAL LOCAL = (GLOCAL?)
Implications for the Classroom <ul><li>The Local, Unconnected Pre-Global World </li></ul><ul><li>all dialogue was between ...
Why might teachers create an online presence? <ul><li>You will get wider recognition </li></ul><ul><li>Wider network of pr...
 
Why might students create an online presence? <ul><li>For students: </li></ul><ul><li>Developing  (soft)  skills for the k...
<ul><li>“ I blog therefore I am.” </li></ul><ul><li>Weblog search engine Technorati:  </li></ul><ul><li>8,000 -17,000 new ...
From a student of  Konrad Glogowski: <ul><li>“ Hello Mr. Glogowski </li></ul><ul><li>It’s Phil, just in case you haven’t g...
MEDIA RICH BLOGS <ul><li>http://english-ad.blogspot.com /  </li></ul><ul><li>by students of Aiden Yeh </li></ul>Aiden is a...
CONNECTIVISM:  A Learning Theory for the Digital Age     (George Siemens, University of Manitoba, Canada) <ul><li>Principl...
THE CULTURAL  CONTEXT <ul><li>Does teacher know best? </li></ul>Image courtesy of http://www.sussex.ac.uk/USIS/test/educat...
THE CROWD: Collective wisdom? Stupidity of the masses? Is our culture being re-written? Is the Internet killing our Cultur...
THE MOBILE/CELL PHONE
 
Mobile/Cell Phone <ul><li>Phone to web communications </li></ul><ul><ul><li>Post photos to Flickr (flickr.com) </li></ul><...
http://flickr.com/photos/32912387@N00/171506548/
SLOW LEARNING &quot;It is going to become very fashionable at some point to be disconnected,&quot; Silicon Valley futurist...
SLOW LEARNING: A Dangerous but Powerful Idea - Counter Acceleration and Speed with Slowness and Wholeness  <ul><li>Geetha ...
Geetha  Narayanan  -  Slowness as a pedagogy <ul><li>consciously embrace the core value of slowness  – both as way of bein...
HORIZONTAL  V VERTICAL  LEARNING
Horizontal Learning (multitasking) Instant Messaging Assignment SMS iPod Surfing Watching  video/TV
Vertical Learning (single focus) Assignment:  What were the  principal  factors that led  to the Indonesian  coup in 1965 ...
Horizontal v Vertical Learning <ul><li>The discerning eteacher: </li></ul><ul><li>Acknowledges the nature and influence of...
Using RSS to aggregate content <ul><li>Netvibes, Protopage, Pageflakes </li></ul>
The excellent eteacher:   <ul><li>has an online presence/website (eg course homepage on LMS, or own website, blog, etc)  <...
The excellent eteacher: <ul><li>Teaches about, and employs collaborative approaches </li></ul><ul><li>Switches between sag...
The excellent eteacher: <ul><li>Acknowledges that students may assess the value of a resource via their networks rather th...
<ul><li>AN EXAMPLE OF  eTEACHING  IN PRACTICE </li></ul>
 
IN CONCLUSION: <ul><li>Living as a connected educator  (Nancy White: ‘eliving’):  </li></ul><ul><li>reduces the time you h...
IN CONCLUSION: <ul><li>Being a connected educator   involves :  </li></ul><ul><li>engaging with the world of participatory...
Education by and large has not changed. Syllabus/curriculum is still rooted in a past paradigm of fixed knowledge. The wor...
Further Resources <ul><li>New Technologies Means New Learning   </li></ul><ul><li>Designing eLearning </li></ul><ul><li>Th...
Further Resources <ul><li>Two recently released books on teaching English with Technology: </li></ul><ul><li>Teaching Engl...
Some Recommended Grammar Sites for ESL/EFL Students <ul><li>http:// owl.english.purdue.edu /handouts/grammar   </li></ul><...
THANK YOU This presentation on the web at  http:// www.slideshare.net/michaelc/connected_educator Email:  [email_address]
http://flickr.com/photos/7447470@N06/1345266896/
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Connected Educator

  1. 1. THE LANGUAGE CLASSROOM IN A CONNECTED WORLD (the grammar of the internet?) Michael Coghlan 5th International Congress on English Grammar (Hyderabad) January, 2007 This presentation on the web at http://www.slideshare.net/michaelc/connected_educator
  2. 2. SUBJECT + TRANSITIVE VERB + OBJECT + ADVERBIAL PHRASE
  3. 3. HTML <ul><li><p><a href=&quot;LA.htm&quot;><img src=&quot;mcmarkvenicesm.jpg&quot; width=&quot;120&quot; height=&quot;73&quot; border=&quot;0&quot;></a><br> <font face=&quot;Verdana, Arial, Helvetica, sans-serif&quot; size=&quot;1&quot;>Venice</font> </p> <div id=&quot;Layer1&quot; style=&quot;position:absolute; width:200px; height:115px; z-index:1; left: 103px; top: 101px&quot;><a href=&quot;santamonica.htm&quot;><img src=&quot;santamsm.jpg&quot; width=&quot;120&quot; height=&quot;78&quot; border=&quot;0&quot;></a><br> <font face=&quot;Verdana, Arial, Helvetica, sans-serif&quot; size=&quot;1&quot;>Venice</font> </div> <div id=&quot;Layer2&quot; style=&quot;position:absolute; width:200px; height:115px; z-index:2; left: 198px; top: 156px&quot;><a href=&quot;uga.htm&quot;><img src=&quot;ugasm.jpg&quot; width=&quot;120&quot; height=&quot;79&quot; border=&quot;0&quot;></a><br> <font face=&quot;Verdana, Arial, Helvetica, sans-serif&quot; size=&quot;1&quot;>Uni of Georgia</font></div> <div id=&quot;Layer3&quot; style=&quot;position:absolute; width:200px; height:115px; z-index:3; left: 293px; top: 206px&quot;><a href=&quot;uga.htm&quot;><img src=&quot;uga1sm.jpg&quot; width=&quot;120&quot; height=&quot;79&quot; border=&quot;0&quot;></a><br> <font face=&quot;Verdana, Arial, Helvetica, sans-serif&quot; size=&quot;1&quot;>Uni of Georgia</font></div> <div id=&quot;Layer4&quot; style=&quot;position:absolute; width:200px; height:115px; z-index:4; left: 13px; top: 431px&quot;><font face=&quot;Verdana, Arial, Helvetica, sans-serif&quot; size=&quot;1&quot;>Shoshi and Steve</font><br> <a href=&quot;confpix.htm&quot;><img src=&quot;shoshistevesm.jpg&quot; width=&quot;120&quot; height=&quot;82&quot; border=&quot;0&quot;></a></div> </li></ul>
  4. 5. The Internet – more than just a book
  5. 6. “ The Read/Write Web” (Tim Berners Lee) Original photo by Hummanna .
  6. 7. eLearning 2.0/Web 2.0 (Stephen Downes) <ul><li>Elearning 1.0: </li></ul><ul><li>static packaged content </li></ul><ul><li>little true interactivity and learner input and </li></ul><ul><li>very little contact with a tutor. </li></ul><ul><li>represented by Learner Management Systems. (eg WebCT, Blackboard, etc) </li></ul><ul><li>Elearning 2.0: </li></ul><ul><li>more student-centred </li></ul><ul><li>centred around a Personal Learning Environment using social software. </li></ul><ul><li>students generate and share content. </li></ul><ul><li>they interact not only with teachers and their peers, but with anyone in the world they can learn from . </li></ul>(this description courtesy of Sean Fitzgerald)
  7. 8. Expansion of the ‘Grammar of the Internet’ <ul><li>Javascript, XML, PHP, Ajax </li></ul><ul><li>Increased interactivity </li></ul><ul><li>and usability of Internet </li></ul><ul><li>pages </li></ul>Image Plate from Owen Jones' 1853 classic, &quot;The Grammar of Ornament&quot;. Photo by EricGjerde
  8. 9. Rewriting or Killing our Cultures?
  9. 10. My Story <ul><li>ESL classroom teacher 1987 – 1997 </li></ul><ul><li>1997 – went online </li></ul><ul><li>Blended ESL teaching 1997 – 2000 </li></ul><ul><li>Volunteer teaching for EFI (English for the Internet) founded by David Winet </li></ul><ul><li>ESL online 1997 – 2004 </li></ul><ul><li>Founding member of the Webheads online English teaching and learning community </li></ul><ul><li>Current : facilitator on the Graduate Certificate in eLearning (TAFE SA); eLearning Networks of the Australian Flexible Learning Framework; independent elearning consultant </li></ul>
  10. 11. How do I work? <ul><li>I know from my own life that something has changed. I am now a much more social learner. I like to draw on the knowledge of others who I can contact and with whom I can discuss issues... I have definitely changed the way I learn, and have found a more enjoyable way of learning. Technology, and the connections it affords, has made that possible. </li></ul><ul><li>I doubt that I could study a formal ‘course’ anymore…. </li></ul>
  11. 12. My ‘TAG CLOUD’ folksonomy from http://del.icio.us/mikecogh
  12. 14. “ technology” “ future” TAGS
  13. 16. A GLOBAL AUDIENCE: <ul><li>YouTube - http:// www.youtube.com/watch?v =QjA5faZF1A8 </li></ul><ul><li>Performance by a 13 yr old Korean boy </li></ul><ul><li>Jan 31st: 34,770,497 million views; 142796 comments </li></ul><ul><li>That’s more than the populations of </li></ul><ul><ul><li>Israel 5.7m Denmark 5.3m Finland 5.1m New Zealand 3.6m Ireland 3.6m </li></ul></ul><ul><ul><li>Holland 16.4m </li></ul></ul><ul><ul><li>Australia 20.4m etc </li></ul></ul>
  14. 17. WHAT’S ALL THE FUSS ABOUT? <ul><li>Is it real? </li></ul><ul><li>Who are these 34.7 million people? </li></ul><ul><li>Copyright implications? – I can reuse the content for my own purposes </li></ul><ul><li>Who is exercising editorial control? </li></ul><ul><li>Disintermediation – the decline of the gatekeepers of content </li></ul><ul><li>Should students have access to sites like this? (see ‘ YouTube – a Class Act’) </li></ul><ul><li>How do students like this feel at school? </li></ul><ul><li>Should we be encouraging our students </li></ul><ul><ul><li>to create content </li></ul></ul><ul><ul><li>To publish to these kinds of sites </li></ul></ul><ul><li>Empowerment and realisation of identity through personal publishing to social networking sites </li></ul>MIT; Jason and TV shows…..
  15. 18. DIGITAL STORY PLAYED AT THIS POINT AVAILABLE AT http:// www.youtube.com/watch?v =Pue4FtOb3HM
  16. 19. PERSONAL PUBLISHING/ PARTICIPATORY MEDIA TOOLS <ul><li>Blogs </li></ul><ul><li>Digital story telling </li></ul><ul><li>Podcasts </li></ul><ul><li>Flickr (photo sharing) </li></ul><ul><li>Wikis (Wikispaces.com) – collaborative workspaces </li></ul><ul><li>MySpace, Facebook, Bebo, Orkut (most popular in India) </li></ul><ul><li>Video repositories: YouTube, Google Video, BlipTV </li></ul>
  17. 20. http:// www.youtube.com/watch?v =e5jtiJPlv4Y
  18. 22. YouTube in Chennai Media:
  19. 23. Indian YouTube Equivalents <ul><li>http:// meravideo.com / </li></ul><ul><li>http:// apnatube.com / </li></ul><ul><li>http://layfile.com/ </li></ul><ul><li>http:// www.aapkavideo.com </li></ul>
  20. 24. Facebook in India <ul><li>… .these people are not your average Indian young people; they are from upper socio-economic tier of Mumbai.  But one thing is clear, there is a revolution brewing in the Internet space.  </li></ul><ul><li>Environments like Facebook and MySpace offer easy publishing tools, powerful communication mechanisms using multimedia experience… </li></ul>http:// ngs.ics.uci.edu/blog/?p =779
  21. 26. Indian Initiative: babajob.com/babalife.com NY Times, Oct 30 th , 2007
  22. 27. Indian Technology in a Flat World http:// ngs.ics.uci.edu/blog/?p =849
  23. 28. It’s a Wild World http:// youtube.com/watch?v =T-t8tUED9MI “ Just remember there’s a lot of bad and beware.”
  24. 30. <ul><li>Are we sociologically ready? </li></ul><ul><li>What are our ethical responsibilities </li></ul><ul><li>as educators : </li></ul><ul><ul><li>to our students? </li></ul></ul><ul><ul><li>to ourselves? (teacher sacked for </li></ul></ul><ul><ul><li> posting photo on MySpace ) </li></ul></ul>
  25. 31. Who are the Webheads? <ul><li>“an experiment in world friendship through online language learning” </li></ul>300 + members
  26. 32. Where are the Webheads? in approximately 50 countries To join the Webhead community send an email to [email_address] Or join in a 6 week online seminar: Becoming a Webhead in Jan/Feb - Becoming a Webhead 2008
  27. 33. See http://grammar.quickanddirtytips.com/unaccusative-verbs.aspx/ for commentary
  28. 34. http:// grammar.quickanddirtytips.com/default.aspx
  29. 35. IN A CONNECTED WORLD: <ul><li>Daily contact with the planet </li></ul><ul><li>In the supermarket…..Australian made products are made offshore </li></ul><ul><li>My neighbours may not be my closest companions </li></ul><ul><li>Overseas call centres </li></ul>
  30. 36. LOCAL GLOBAL LOCAL = (GLOCAL?)
  31. 37. Implications for the Classroom <ul><li>The Local, Unconnected Pre-Global World </li></ul><ul><li>all dialogue was between teacher and students with some communication between students (but who was really listening?) </li></ul><ul><li>Internet </li></ul><ul><li>enter Internet tools: writing/speaking for an audience other than just your teacher ie authentic contexts for language learning </li></ul><ul><li>The Global, Connected World </li></ul><ul><li>Personal publishing tools/participatory media (without boundaries) </li></ul><ul><li>Teachers and students can now reach a global audience </li></ul><ul><li>Moot point : does everyone find this idea appealing? </li></ul>
  32. 38. Why might teachers create an online presence? <ul><li>You will get wider recognition </li></ul><ul><li>Wider network of professional and personal contacts </li></ul><ul><li>Greater variety of options for learning activities </li></ul><ul><li>Place to store and record resources </li></ul>
  33. 40. Why might students create an online presence? <ul><li>For students: </li></ul><ul><li>Developing (soft) skills for the knowledge era* (facility with technology, collaboration, conflict negotiation, problem solving, communication, adjusting to rapid change: ‘employability skills’) </li></ul><ul><li>Access to personal publishing tools for self-expression and realisation of identity </li></ul><ul><li>Excitement at publishing for a wider audience: </li></ul><ul><ul><ul><li>“ Thank you so much for being such supportive, all of you! I hope to continue my learning process and get ready to speak and write in English. I was really surprised to see all the people who wrote about our wiki. It's so cool because it was from all different places of the world... I think that's so great! :)” (Maria, Venezuela) </li></ul></ul></ul>*Soft Skills and the Net (Terry Anderson) at http://terrya.edublogs.org/2007/09/30/distance-educators-and-dogma/
  34. 41. <ul><li>“ I blog therefore I am.” </li></ul><ul><li>Weblog search engine Technorati: </li></ul><ul><li>8,000 -17,000 new blogs created every single day. </li></ul><ul><li>a new weblog is created somewhere in the world every 5.8 seconds . </li></ul><ul><li>On average, approx 3 blogs are updated every second. </li></ul><ul><li>http://www.theregister.co.uk/2004/07/13/8000_bloggers_per_day/ (13/4/06) </li></ul>http://flickr.com/photos/dbarefoot/5279903/
  35. 42. From a student of Konrad Glogowski: <ul><li>“ Hello Mr. Glogowski </li></ul><ul><li>It’s Phil, just in case you haven’t guessed already. I’d just like to thank you for a great year of blogging, and to wish you luck in the years ahead. You really managed to make a few of us into writers. I think writing/blogging will be something I’ll carry with me my whole life.” </li></ul><ul><li>(http://www.teachandlearn.ca/blog/) </li></ul>
  36. 43. MEDIA RICH BLOGS <ul><li>http://english-ad.blogspot.com / </li></ul><ul><li>by students of Aiden Yeh </li></ul>Aiden is an EFL Lecturer, Wenzao Ursuline College of Languages Kaohsiung, Taiwan MOVIE MULTILITERACY DIGITAL LITERACY ELITERACY
  37. 44. CONNECTIVISM: A Learning Theory for the Digital Age (George Siemens, University of Manitoba, Canada) <ul><li>Principles of Connectivism: </li></ul><ul><li>Nurturing and maintaining connections is needed to facilitate continual learning . </li></ul><ul><li>Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. </li></ul><ul><li>Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. </li></ul>
  38. 45. THE CULTURAL CONTEXT <ul><li>Does teacher know best? </li></ul>Image courtesy of http://www.sussex.ac.uk/USIS/test/education/1-2-14.html
  39. 46. THE CROWD: Collective wisdom? Stupidity of the masses? Is our culture being re-written? Is the Internet killing our Culture? (Andrew Keen: the cult of the amateur)
  40. 47. THE MOBILE/CELL PHONE
  41. 49. Mobile/Cell Phone <ul><li>Phone to web communications </li></ul><ul><ul><li>Post photos to Flickr (flickr.com) </li></ul></ul><ul><ul><li>Post photos/videos to blog (moblog.co.uk) </li></ul></ul><ul><ul><li>Post audio to blog (hipcast.com) </li></ul></ul><ul><li>Web to Phone via SMS (ipipi.com) </li></ul><ul><ul><li>Lesson feedback </li></ul></ul><ul><ul><li>Spot quizzes </li></ul></ul><ul><ul><li>Anonymous contributions to controversial topics </li></ul></ul><ul><li>SMS – may need to be taught; it is now a legitimate form of communication </li></ul>
  42. 50. http://flickr.com/photos/32912387@N00/171506548/
  43. 51. SLOW LEARNING &quot;It is going to become very fashionable at some point to be disconnected,&quot; Silicon Valley futurist Paul Saffo predicts. &quot;There are going to be people who wear their disconnectivity like a badge.“ ( http://www.usatoday.com/printedition/news/20070111/1a_tech-noxx.art.htm )
  44. 52. SLOW LEARNING: A Dangerous but Powerful Idea - Counter Acceleration and Speed with Slowness and Wholeness <ul><li>Geetha Narayanan is Principal Investigator with Project Vision at the Centre for Education Research Training and Development (CERTAD) within the Srishti School of Art Design and Technology in Bangalore, India. </li></ul>
  45. 53. Geetha Narayanan - Slowness as a pedagogy <ul><li>consciously embrace the core value of slowness – both as way of being and as a way of learning </li></ul><ul><li>culture of immediacy values fast knowledge which in turn runs counter to the development of both the self and the mind. </li></ul><ul><li>The thoughtless and widespread use of technology as the universal solution to the rising need for fast knowledge is wrong and must be questioned. Often in developing countries, such as India, the term ‘digital divide’ is used to support the argument that the use of new technologies, alone, will create conditions of learning … That is not true </li></ul><ul><li>the new digital technologies are tools that allow for learners to develop their imaginations, to be able to play and to have fun, to be able to tell stories in different and exciting ways. But in order to generate value they need to be integrated into new forms and structures in an invisible and contextual manner - one where new media arts can sustain social change . </li></ul><ul><li>Slowness promotes “wellness of being” </li></ul>
  46. 54. HORIZONTAL V VERTICAL LEARNING
  47. 55. Horizontal Learning (multitasking) Instant Messaging Assignment SMS iPod Surfing Watching video/TV
  48. 56. Vertical Learning (single focus) Assignment: What were the principal factors that led to the Indonesian coup in 1965 and the eventual downfall of President Sukarno? (5000 words)
  49. 57. Horizontal v Vertical Learning <ul><li>The discerning eteacher: </li></ul><ul><li>Acknowledges the nature and influence of horizontal learning (multitasking) </li></ul><ul><li>Knows when to encourage vertical learning (single focus activity) </li></ul>
  50. 58. Using RSS to aggregate content <ul><li>Netvibes, Protopage, Pageflakes </li></ul>
  51. 59. The excellent eteacher: <ul><li>has an online presence/website (eg course homepage on LMS, or own website, blog, etc) </li></ul><ul><li>Knows how to use technology for delivery and assessment and therefore has a blog, a wiki, or podcast site </li></ul><ul><li>Includes media in delivery and production of teaching materials and student assessment </li></ul><ul><li>Models and teaches digital literacy </li></ul><ul><ul><li>Creates and provides digital resources </li></ul></ul><ul><ul><li>Teaches search, validation, and verification skills </li></ul></ul><ul><ul><li>Employs and models RSS as a means of aggregating and distributing content </li></ul></ul>
  52. 60. The excellent eteacher: <ul><li>Teaches about, and employs collaborative approaches </li></ul><ul><li>Switches between sage and guide as appropriate </li></ul><ul><li>Knows when to call in the wisdom of the experts to balance the wisdom of the crowd </li></ul><ul><li>Acknowledges the value of informal learning </li></ul><ul><li>Accepts that engaging learners is necessary (and that probably means using technology) </li></ul>
  53. 61. The excellent eteacher: <ul><li>Acknowledges that students may assess the value of a resource via their networks rather than accept the word of the expert (teacher/lecturer) </li></ul><ul><li>Uses social bookmarking for collective mining and sharing of resources </li></ul><ul><li>Is a good (and frequent) online communicator </li></ul><ul><li>Knows how to effectively combine synchronous and asynchronous modes of delivery </li></ul><ul><li>Is able to teach in a virtual classroom/web conferencing environment (eg Centra, Elluminate, etc) </li></ul><ul><li>Must be e-connected and draw on the resources of their networks to remain current (and demonstrate to students) </li></ul>
  54. 62. <ul><li>AN EXAMPLE OF eTEACHING IN PRACTICE </li></ul>
  55. 64. IN CONCLUSION: <ul><li>Living as a connected educator (Nancy White: ‘eliving’): </li></ul><ul><li>reduces the time you have available to attend to relationships locally </li></ul><ul><li>broadens your sphere of influence </li></ul><ul><li>widens your catchment area for information, knowledge, and collegiality. </li></ul><ul><li>involves reconceptualising the way you learn and the way you teach. </li></ul>
  56. 65. IN CONCLUSION: <ul><li>Being a connected educator involves : </li></ul><ul><li>engaging with the world of participatory media </li></ul><ul><li>guiding students in this new disintermediated world </li></ul><ul><li>modelling the use of technology for lifelong learning </li></ul><ul><li>allowing time for ‘slow learning’ and reflection </li></ul><ul><li>It’s all about connections …… </li></ul>
  57. 66. Education by and large has not changed. Syllabus/curriculum is still rooted in a past paradigm of fixed knowledge. The world beyond classrooms has changed a great deal, and will continue to do so at an ever-increasing rate…… Photo courtesy of Sawrah, http://flickr.com/photos/sawrah/314474272/
  58. 67. Further Resources <ul><li>New Technologies Means New Learning </li></ul><ul><li>Designing eLearning </li></ul><ul><li>Thinking about the ‘M’ in M-learning (Dr Norbert Pachler) (paper to be part of forthcoming proceedings of mLearn conference, Oct 2007) </li></ul><ul><li>The 8 Competencies of Online Interaction (Nancy White) </li></ul><ul><li>Multiliteracies for Collaborative Learning Environments - http:// www.opensource.idv.tw/moodle/course/view.php?id =23 (log in as guest) </li></ul><ul><li>Becoming a Webhead 2008 </li></ul>
  59. 68. Further Resources <ul><li>Two recently released books on teaching English with Technology: </li></ul><ul><li>Teaching English with Technology (Gavin Dudeney, Nicky Hockley); available via http:// amazon.co.uk / for about US$31 </li></ul><ul><li>Teaching English with Information Technology (David Smith, Eric Baber); available via http:// amazon.co.uk / for about US$15 </li></ul>
  60. 69. Some Recommended Grammar Sites for ESL/EFL Students <ul><li>http:// owl.english.purdue.edu /handouts/grammar </li></ul><ul><li>http:// eleaston.com/grammar.html </li></ul><ul><li>http:// www.edict.com.hk/vlc / </li></ul><ul><li>http://a4esl.org/ </li></ul><ul><li>http://english-zone.com/index.php?ID=1 </li></ul><ul><li>http://www.englishpage.com/index.html </li></ul><ul><li>http://www.bbc.co.uk/worldservice/learningenglish/grammar/index.shtml </li></ul><ul><li>Compiled list at: </li></ul><ul><li>http:// www.blinklist.com/susanacanelo/grammar / </li></ul>
  61. 70. THANK YOU This presentation on the web at http:// www.slideshare.net/michaelc/connected_educator Email: [email_address]
  62. 71. http://flickr.com/photos/7447470@N06/1345266896/
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