894 Project Slide Presentation08 Dec
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894 Project Slide Presentation08 Dec



Project STAR Vocabulary

Project STAR Vocabulary



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894 Project Slide Presentation08 Dec 894 Project Slide Presentation08 Dec Presentation Transcript

  • An 894 Creative Work Project Tradition Meets Innovation: Using Web 2.0 Technologies and Mind-Mapping Tools for a Face-To-Face College English Vocabulary Class SFSU ITEC 894 – Dr. Kim Foreman By Sylvia Y. Schoemaker Rippel December 2008
  • Background
      • Problem: The typical F2F college English classroom has limited time and place for student-centered instruction
      • Explored Solution: New “any time/ any place” connectivity with Web 2.0 read/write technologies
  • Purpose
      • For 21 st Century Learners
        • Find more effective methods and materials of college English vocabulary instruction to meet the diverse needs of the individual learners
      • Prototype Development
        • Design and develop a prototype using Web 2.0 technologies for more student-centered vocabulary instruction
  • Analysis – Process and Goal
      • Classroom time is limited; learning needs and vocabulary requirements are extensive.
      • How to best deal with classroom limitations and vocabulary expansion for diverse learner needs
  • ANALYSIS – Subject and Students
      • Vocabulary courses
        • Only recently emerged as a separate skill-based course. Computer tools help in new collocations, frequency analysis.
      • Diverse student needs
        • Students have varied needs in this area, varying greatly according to background (both native and international students) and learning needs (basic to extensive, general to area-specific) among other variables.
  • New technology tools used to extend the traditional English vocabulary studies classroom:
    • Email – Individual info tracking and contact lists
    • Blogs – Course blogs, student blogs
    • Wikis – Course wikis
    • Mind-mapping – Graphic encoding of learning content
  • Design Goals
      • Develop a prototype for various units of instruction that can be extended through concurrent Web 2.0 resources, especially blogs, wikis, and mind-mapping graphic encoding tools such as the open source program, Freemind.
      • Use the Web 2.0 technologies to enhance learning through the four C’s of connectivity, communication, collaboration and community.
  • Vocabulary Studies Method
      • Vocabulary objectives were addressed by developing a systematic approach expressed in the acronym “STAR”:
        • S: Structures
        • T: Themes
        • A: Actions
        • R: Review
        • Introduced with an online at http://starvocabwiki.wetpaint.com
  • STAR Wiki – Screenshot: Start Page
  • STAR Instructional Methods
      • Structural Analysis of Words (STAR: Structure)
      • Conceptual framework for vocabulary study – contexts and processes (STAR: Theme)
      • Computer and Internet resources ; blogs, wikis, Freemind maps (STAR: Action)
      • Automated vocabulary study programs ; Freemind flash methods, blog-sharing, wiki-sharing (STAR: Review)
  • Screenshot: STAR – Structure Introduction
  • Screenshot STAR – Structure Word Analysis Example
  • Screenshot: Theme Intro Map
  • Screenshot: World of Words Text Topics Map
  • Thematic areas include 1 People 2 Places 3 Actions 4 Nature 5 Time 6 Quantities 7 Qualities 8 Objects 9 Ideas 10 Values
  • Screenshot: World of Words Course Text Strategies
  • Activities and Review
      • Blogging/Journaling:
        • Students keep a blog/journal of words for personal study and review.
      • Personal vocabulary targets:
        • Words taken from class conversations, classroom materials, readings, texts, current events, popular media (newspapers, magazines, T.V., radio, film), and online sources.
      • Projects, and exercises
        • students select several semantic categories to develop new vocabulary with content organized thematically.
  • Screenshot: STAR -Review
  • Assessment
      • Academic evaluations:
        • Evaluation of instruction and assessment of the learning process within the university context (and education generally) is a core concern and has given rise to built-in measures of effectiveness.
      • Placement practices:
        • Students are screened at various stages in the admission and placement process. Instructors and courses are evaluated by students in each class each semester.
      • Special personal reviews:
        • A local academic expert reviewed the project and was helpful in guiding its development in the areas .
      • Standard classroom assessments provided initial feedback.
      • Midterm reviews and exams
        • General observation: students who earned higher marks on traditional assessments also demonstrated by holistic observations higher levels of creative applications of Web 2.0 resources /
  • Potential Assessment Rubric Example from http://aseparatepeace.wikispaces.com/file/view/Wiki+Journaling+Rubric.cwk+(WP).pdf
  • Wiki Rubric from NCTE (National Council of Teachers of English
  • Summary
      • Vocabulary is a component of college studies generally and English studies specifically
      • Through the Web 2.0 environment and the STAR vocabulary context, students themselves are encouraged to contribute real-world, personally-meaningful, course-related content.
      • Students in the prototype study were able to go beyond simply responding to text and other instructional guides; they themselves extended the learning resources well beyond the classroom setting through Web 2.0 connectivity and productive elaborations.
  • Conclusions
      • The traditional English college classroom is changing, as is education generally.
      • The expansion of the learning landscape has presented new options and obligations for both instructor and learners.
      • The changes initiated by the digital revolution have made possible innovative strategies that benefit individual students as well as whole communities of learners.
  • Classroom Connectivity -- Toward a New Tradition in Learning
      • By all indications, students in the vocabulary class have adapted well
      • They have achieved a higher level personal involvement
      • They have extended learning for themselves, their peers, and the educational community at large
      • The new technologies for connectivity promise a new tradition in learning.