894 Project Slide Presentation08 Dec
Upcoming SlideShare
Loading in...5
×
 

894 Project Slide Presentation08 Dec

on

  • 1,093 views

Project STAR Vocabulary

Project STAR Vocabulary

Statistics

Views

Total Views
1,093
Views on SlideShare
1,093
Embed Views
0

Actions

Likes
1
Downloads
1
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

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
  • S. T. A. R. : STAR METHOD MIND-MAP STRUCTURE THEME ACTION REVIEW
  • 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
  • Screenshot: STAR - Action WHEN WHAT HOW: THINK WRITE TALK FIND WHO WHERE WHY
  • 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.