CREATING RIPPLES
Barbara Dieu
Braz-Tesol Goiânia Chapter
Brasília, May 30th 2008

EduTech SIG GOALS
 raise awareness
 expose to good practice and latest
developments
 facilitate communication and exchange
 network, provide opportunities for CPD
 support chapters and other SIGs

Metaphor Creating Ripples

Networking on the Net
http://braztesol.pbwiki.com/

Webcasting
http://worldbridges.net/
http://www.webcastacademy.net/
http://www.evolvecommunity.org/

Merlot
http://merlot.wikispaces.com/keynote

FLNW
http://flnw.wikispaces.com/

Australia
http://el07.wikispaces.com/ http://www.flickr.com/photos/bee/sets/72157603558952812/

Classroom

Ripples announce change

Historical Epochs

1st WAVE
Agricultural
(the village)
sedentary holistic
informal
homogeneous
autonomous

EDUCATION

2nd WAVE
Industrial
centralization (the factory) institutionalization
conformity
bureaucracy hierarchy
standardization specialization
mechanization

Traffic

EDUCATION

SCHOOLING = INSTRUCTION
Clockwork model

3rd WAVE
Information
(the computer)
decentralization pluralism
customization heterogeneity
associations
connections
de-institutionalization

CHANGES IN PARADIGM

THE HUMAN NETWORK
QuickTime and a
decompressor
are needed to see this picture.

LEARNING = KNOWLEDGE
Adaptive/flexible
All persons are learners
Each learner learns
different things
in different ways
from other learners
in different places
at different times

ON LEARNING AND CHANGE
Learning is essentially about change.
Learning involves changes in
attitudes, beliefs, capabilities
knowledge structures, skills

CHANGE IN ORGANIZATIONS
From pyramid to network

CHALLENGING CONCEPTION
By Robyn Jay, AU

Metaphor Creating Ripples 3

CPD
Formal Informal
In-service education Individual development
Study groups Peer collaboration
Curriculum writing Peer coaching or
Continuing education mentoring

FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time

ONLINE DEVELOPMENT
Cost and convenience Immediate application
$ $ $

HOW TO ENGAGE IN CPD
ONLINE?
• individually (self-directed learning)
• interact in CoPs with peers and tutors
• participate in short online courses
• enroll in longer more formal courses

NETWORKING IN
COMMUNITIES OF
PRACTICE
helps us reach for what
we need, according to
our contexts and
knowledge levels.
provides us with
builds an online opportunities for
professional and experiential
social presence learning with
different tools
and platforms
helps us gain confidence and practice
and then apply experience
to our teaching and learning.

EVO SESSIONS
• held every year in January and February, just
before the TESOL Annual Convention
• last for six weeks
• offer several seminars on relevant topics
• sessions are free and open to all interested
parties
• both TESOL members and non-members can
participate

CREATING RIPPLES

ANY QUESTIONS?
Barbara (Bee) Dieu
beeonline@gmail.com
http://beespace.net

REFERENCES
• Brynjolfsson, Erik and Haim Mendelson. quot;Information Systems and the
Organization of Modern Enterprise.quot; Journal of Organizational Computing
December, 1993 <http://ccs.mit.edu/papers/CCSWP200/> retrieved 22 June
2006
• Cross, Jay. quot;Informal Learning Research Findings.quot; Internet Time Group LLT.
Breeze Central , Berkeley, California. January 2006. <http://internettime.
breezecentral.com/informl> retrieved 22 June 2006
• Finnis, John A. quot;Learning Technology: The Myths and Facts.quot; International
Journal of Learning Technology and Distance Learning Volume 1 number 5May
2004 --53-62. <http://www.itdl.org/Journal/May_04/May_04.pdf >retrieved 22
June 2006
• Grant, Cathy Miles. quot;Professional Development in a Technological Age: New
Definitions, Old Challenges, New Resources.quot; Technology Infusion and School
Change 05/01/1996 --1-7. <http://hub.mspnet.org/index.cfm/9137/show/page-7 >
retrieved 22 June 2006

REFERENCES
• Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of new
literacies emerging from the Internet and other information and communication technologies.
In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp.
1570-1613). Newark, DE: International Reading Association. Available:
http://www.readingonline.org/newliteracies/lit_index.asp?HREF=leu/
• Mejias, U. “ Teaching social software with social software”. Innovate 2 (5).
<http://www.innovateonline.info/index.php?view=article&id=260> retrieved June 22, 2006.
• Siemens, Georges. quot;Extending the classroom.quot; Learning Ecology, Communities, and
Networks 17 October 2003 <http://www.elearnspace.org/Articles/learning_communities.htm>
retrieved 22 June 2006
• Siemens, Georges. quot;Learning in Synch with Life:New Models, New Processes.quot; White Paper
April 28 2006 <http://www.elearnspace.org/Articles/google_whitepaper.pdf>. Retrieved 26
June 2006