Tesol2010
With the advent of ICTs, we are increasingly exposed to information in the target language and start operating in different contexts and situations in our personal and professional life, which are no longer limited to our geographical location, classes, occasional workshops or professional development programs. We can acquire and learn much of the language online. The use of social media tools and platforms on the open Web can accelerate the learning process by giving us access to information, communities of practice and networks and enabling us to create and participate at our own time, in our own space and with whom we choose to communicate and collaborate. In this presentation, we will explore the concept of personal learning spaces, the tools we can use to help our learners build them, communities of practice and networks and their role in language learning and practice. We will discuss how this digital immersion challenges us, EFL teachers, to review, expand and modify our ways of teaching and learning.
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Tesol2010
- 1. MEETING THE E-CHALLENGE Barbara Dieu São Paulo, March 25th, 2010
- 2. WHO I AM Bee http://beespace.net Barbara Dieu Bee Kerouac http://barbaradieu.com SL
- 3. AIMS OF THIS SESSION a) Show change in learning/teaching environment and consequent change in affordances and context b) Explain PLE (Personal Learning Environment) c) E-challenges
- 4. AFFORDANCES All "action possibilities" latent in the environment, objectively measurable and independent of the individual's ability to recognize them, but always in relation to the actor and therefore dependent on their capabilities. J.J. Gibson
- 7. From broadcast media to networked media
- 9. NETWORKED PROFILE By Alec Couros
- 10. The Web as communication and collaboration Collaborative Projects Access to other Heterogeneous realities environment Communities of Interest Exchange of information Communities of Practice Global and local reflection O Fluid networks (beginners, peers, experts)
- 11. Meeting e-challenge Mismatch between learners and teacher's/institutional agendas
- 13. LEARNING AND KNOWING To learn means to recombine To know means to connect George Siemens
- 15. PERSONAL MANAGEMENT CYCLE 1. Attention management 2. Connection to valuable sources 3. Gathering and aggregation of data stream 4. Filtering 5. Categorization 6. Recording for long term memory 7. Synthesis 8. Sharing/Communication 9. Reassess Pierre Lévy
- 16. PRINCIPLES TO REMEMBER Coverage model: Learning is not just about covering content; it's about negotiating mearning in different contexts and levels of discourse. Learning, then, is transformative rather than acquisitive. Scarcity: Learning is not constrained by a scarcity model anymore. Knowledge construction: Reasoning is not linear, deductive or abstract but begins from the concrete and assembles a “mosaic”. Interactivity: This is a connected, interactive generation; collaboration and interaction are important learning principles. Formal & informal: Learning can occur anywhere, anytime shaped by student needs and objectives in particular circumstances It's not technology alone: Technology must support good pedagogy
- 18. REFERENCES George Siemens, Learning and Knowledge. Presentation retrieved from: http://www.elearnspace.org/blog/2006/06/18/microlearning-presentation/ James J. Gibson (1977), The Theory of Affordances. In Perceiving, Acting, and Knowing, Eds. Robert Shaw and John Bransford Pierre Lévy - Collaborative Learning in the Digital Social Medium presentation retrieved from: http://oglobo.globo.com/blogs/arquivos_upload/2010/03/51_1249-Levy- 2010-collaborativelearning.pdf Stephen Downes (2010), Descentralized Learning presentation retrieved from: http://www.downes.ca/cgi-bin/page.cgi?presentation=242 Wilga Rivers , Principles of Interactive Language Teaching, retrieved from http://edevaluator.org/rivers/10Principles_0.html