Language Teaching and learning in the Web 2.0 Environment

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    If we use the Cyberspace as a nation, our students that have grown up during the digital era are the "digital natives" and many of the   instructors are the digital immigrants.   According to Marc Prensky, author of "Digital Natives, Digital Immigrants" article, the digital natives are the people that have grown up with the digital technology, such as the computers, the Internet, video games, cell phones, digital music players, and digital cameras/camcorders.   They are also known as   the N-gen (net generation) or D-gen (digital generation).   For the digital natives, virtual communications on the Web are as important as the real and regular face-to-face interactions.   Web 2.0 virtual communications are almost as easy and natural as talking on the phone or interacting with each other in person. (3/21)   

    Digital immigrant instructors, on the contrary, speak an outdated language, also known as the pre-digital age language.   Those would have to learn the digital skills slowly, step-by-step, one thing at a time, seriously, and at times painfully.    Although it may be hard, it is essential for   digital immigrant instructors to learn to speak the language of the new generation so that we can teach   the digital native students   more effectively. (3/21)

    With the Web 2.0 features and tools in mind, we have implemented our curriculum regarding how we teach and how we assign student projects because now students � works are the starting point for communication. These communications are not only between the students and the instructors but also among the students themselves, and sometimes between the students and the people in the local or global community.    We try to create assignments that allow students to use different websites as tools for communicating and for expressing themselves in Japanese, where they are not just using Japanese to complete the assignments, but actually using Japanese to interact with others.    There are also several things that we take into consideration: price and user-friendliness.   As for price, we are all for FREE web-based tools and as for user-friendliness, these tools have to be simple to use, such as involving only typing and publishing.   The changes empower the students to join the local and global communities with their linguistic creativity and innovation.

    I'm going to talk about Blog. According to wikipedia, a blog (short for weblog) is a type of website, usually maintained by an individual with regular entries.   Many blogs provide commentary or news on a particular subject; others function as more personal online diaries.   Entries are commonly displayed in reverse-chronological order. "Blog" can also be used as a verb, meaning to maintain or add content to a website.

    In my 3rd year class, we are working on a project with bloggers. Since there are only three hours a week for meeting classes, it is hard to include "regular reading and writing in Japanese." Students can reach real audience for writing blogs and have meaningful communication.  

    Besides that, you can also comment on others’ comments with urls. The ability for readers to leave comments in an interactive format is an important part of many blogs.

    Also, there are few technical difficulties.   To get started, it is very simple especially if you already have Google account like our students. You will need your email address, create password, and write display name, The name used to sign your blog posts. Once you have your account, it's very simple! Just like Google site, it's very similar to Microsoft Word.  

    As students’ writing project, I decided to let students do free writing blog twice a week. The handout provided instructions on how to register for a Blogger account. Once they have created that, learners were asked to send their blog url to instructor.  Students can choose their own topic to share their events, thoughts, and feelings with their classmates.  It is important that learners have an audience for the linguistics output they produce so that they attempt to use the language to construct meanings for communication rather than for practice.  So, to make more interactive environment, students are required to read other members blog and leave a few comment, and the student who received comments replies to the comment. By doing this, students will be able to build closer relationship with other students, and will be more aware of the sense of community.  (students comments exchange)

    So, this is the Home for my students’ blog: “model page!”. For every other day, I wrote blog as well with steps. For the very 1 st posting, the picture was optional; however, I showed this model page, explaining how to post pictures to students in the 2 nd postings. Let's take a look at one of the student’s blogsite.

    Notice that I listed and made links for all of my students blog page so that they can interact with each other easily. The same list is available in JPN 305 page from our Website just so students know where they can find their friends, read their blogs, and give comments.

    Let's take a look at one of the student’s blogsite.   Student example (Thompson) Her blogsite has a few pictures and a link to the place she would like to visit in Japan. (creative commons) In her blog, she talked about her wanting to go to Disneyland during Halloween.

    Also, she mentions that we have a Nevada Day this weekend, and so you can go to Disneyland, too! “shall we go?”.  Looking at her friends comments, one of her classmates suggested to go to Disneyland with whole class! (Screen shot for “let’s go to Disneyland part”

    Another activity that you might be able to do in class is that students only write comments on one of the students blog. We haven’t tried this activity in class yet, but in model page, I asked students what is the best winter food for them. As a comment, they can reply my questions. If you want, you can include the link of the best winter food as well.

    As some of you already know, there are another bloging available. But it’s micro-blogging so called twitter. Twitter is a form of multi-media blogging that allows useer to send brief text updates or micromedia such as photos or audio clips and publish them, either to be viewed by anyone or by a restricted group which can be chosen by the user.  

    Twitter allows only 140 characters or fewer, and you can search anyone you want to find from “ friend search tool ” . If you have gmail, yahoo, or AOL, twitter can find out if your friends ’ email matches to their twitter email account. Not only your friends, you can also follow Portal site and even the celebrities!

    You can simply ask students to follow tools that you can find from the search tools, like this day by day Chinese character practice or

    We have not tried this assignment yet, but you can ask students to follow one of the Japanese celebrities like Ichiro and read his/her tweets as an assignment, and the next day in class, you can ask them what he said.

    In the past, I have had students wrote a research paper about Japanese social issue and as a sammary presentation, they used voicethread. This way, not only students can sammrize their research topic, but other students can easily leave comments with text or audio. This students talked about the Japanese bully with 12 slides,

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    Language Teaching and learning in the Web 2.0 Environment - Presentation Transcript

    1. Language Teaching and Learning in the Web 2.0 Environment Yoshie Kadowaki, University of Nevada, Reno Yuka Matsuhashi, University of Nevada, Reno
    2. Language teaching pre-Web 1.0 ……..
    3. -Images Language teaching during Web 1.0 ……. -Read the Web -Digital authentic materials -Language instructional homepages Wolfweb.unr.edu/homepage/mimi
    4. Web 2.0 came to us gradually….
    5. Language teaching during Web 2.0 ……. -Personal -Interactive -Collaborative -Social -Flexible -Introduction to e-learning 2.0, S. O’Hear -e-learning 2.0: All you need to know, R. MacManus -Web 2.0 a learning and teaching viewpoint, S. Wilson -Global -Innovative -Learning while creating
    6. Language teaching during Web 2.0 (Cont.) Cyberspace as a nation…. Students: digital natives Instructors: digital immigrants N-gen (net generation) D-gen (digital generation)
    7. Language teaching during Web 2.0 (Cont.) Digital Immigrant Instructors -Speak an outdated (aka pre-digital age) language -Digital skills learned slowly, step-by-step, one thing at a time, seriously, and at times painfully. Digital Natives, Digital Immigrants, M. Prensky
    8. Teaching Japanese Web 2.0 Style…… FREE Browser based: just type and publish Students Instructors -Cost -User friendliness
    9. Web 2.0 for our class!! - Free - Easy to use
    10. Web 2.0 Tool #1 Googlesite.com Google Page Creator (aka Google Sites) Multimedia ePortfolio for assessment Language Proficiency & Digital Literacy http://sites.google.com/site/unrjapanesehomepage/
    11. http://sites.google.com
    12. Typing, inserting images, links Share authorship
    13. Share authorship
    14.  
    15.  
    16. cbox: Blog comments Link: http://sites.google.com/site/pasukuaru/
    17. Web 2.0 Tool #2
    18. Web 2.0 Tool #3 http://sites.google.com/site/ericyenrocks/Home/japanese-party-telephone-conversation http://sites.google.com/site/senbazuruprincess/Home/telephone-conversation
    19. Web 2.0 Tool #4 http://sites.google.com/site/pasukuaru/visiting
    20. https://sites.google.com/site/butlera4unr/chanoyu Web 2.0 Tool #5
    21. Windows Movie Maker
    22. Uploading on Youtube
    23. Web 2.0 Tool Google Page Creator (aka Google Sites) Multimedia ePortfolio for assessment Language Proficiency & Digital Literacy
    24. What are 3rd year Japanese Students working on…
    25. Web 2.0 Tool #5: blog Blog (aka we blog ) -Maintained by an individual -Regular entries -Commentary: events, news, online diaries -In reverse chronological order wikipedia
    26. Web 2.0 Tool #5: blog
    27. -Title -Video -Comments -To comment on others’ comments w/ urls blogger.com
    28. Web 2.0 Tool #5: Blogger blogger.com
    29. For our 3rd year class.. Students had ー to post at least 15 sentences ー every other week ー any topic they like ー to comment other students’ blog handouts for instruction blogger.com
    30. blogger.com
    31. UNR Homepage - Blog Home
    32. Students’ work blogger.com
    33. blogger.com
    34. blogger.com
    35. Web 2.0 Tool #6: Twitter Social networking and micro-blogging Twitter.com
    36.  
    37. Twitter (http://www.twitter.com) Social networking and micro-blogging Simple - Short turns - unique twitter.com
    38. Activity: - Let’s pick a celebrity and follow one! * We haven’t confirmed if Ichiro is using Twitter or not
    39. Web 2.0 Tool #7:VoiceThread.com A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos. (aka online media album) voicethread.com http://voicethread.com/#u566199.b409.i848804
    40. Project 1: Slide show with narration voicethread.com
    41. Project 2:Students Presentation voicethread.com
    42. Web 2.0 Tool #8: Mixi (Social Networking Service)
    43. Web 2.0 Tool #9: del.icio.us How To: Delicious Bookmarking and Social Media Sites by Bruce Keener on February 4, 2008 -Bookmarking tool -All information stored in one place and organized by tags
    44.  
    45. Web 2.0 Tool #9: del.icio.us http://delicious.com/mimisensei
    46. Web 2.0 Tool #9: wiki server software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and crosslinks between internal pages on the fly. group communication mechanisms of it is that it allows the organization of Contributions Editions open editing
    47. Web 2.0 Tool #10: wiki -Hyperlinks -Insert images
 -Attach files
 -Embed a video
 -Trace the editing record
 -Allowed users only wiki.org
    48. Web 2.0 Tool #10: Pbwiki now PBworks Word processing tools
    49. Web 2.0 Tool #10: wiki (cont.) http://unrnihongo305ohanashi.pbwiki.com/ Using wiki for collaborative writing projects
    50. Web 2.0 Tool #10: wiki (cont.) Using wiki for translation projects http://jpnsongs.pbwiki.com/
    51. Web 2.0 Tool #10: wiki (cont.) Using wiki for colleague collaboration https://jpnprojects.pbwiki.com/FrontPage
    52. Web 2.0 Tool #11: Dropbox getdropbox.com
    53. What is Dropbox? http://www.getdropbox.com/tour
    54. getdropbox.com
    55. Sharing files getdropbox.com
    56. Sharing files getdropbox.com Windows Linux Mac Mobile device
    57. What to expect in Web 3.0 ……. According to Tim Berners-Lee: Semantic Web Machines can read Web pages much as we humans read them.
    58. What to expect in Web 3.0 (cont.) Marriage of artificial intelligence and the Web Intelligent agents -Natural language/topical matching work in a transparent manner behind the scene, without requiring human intervention. http://www.androidtech.com/knowledge-blog/2006/11/ web-30-you-aint-seen-nothing-yet.html Incredible and flexible pattern recognition capability of the human brain
    59. What to expect in Web 3.0 (cont.) Marketers: Lang Teachers Web 3.0 ＋日本語
    60. THANK YOU FOR LISTENING…. Yoshie Kadowaki University of Nevada, Reno Yuka Matsuhashi University of Nevada, Reno Mimi Yu University of Texas, San Antonio
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