*
*
“the participatory web”      (Brad Decrem)  User as producer
blogger
*Tags & tagging  “social tagging”• key words• user-generated labels to organize content• part of the “collaborative web”M...
*
*(create your word clouds with www.wordle.net )
*               iGoogle desktop                GoogleMaps & Facebook               GoogleMaps & last.fmGoogleMaps &Panoramio
*Reading news feeds inpersonalized iGoogle
*
Digital natives vs. digital immigrants (Prensky, 2001)“Digital Natives are used to receiving information really fast. They...
*      Internet use by    children, teens and    parents in 2008 (EU)    EU KIDS online (2009)
*Favorite spare time activities (children and teens) in 2010 (Germany)       Meeting w/ friends       Using the internet  ...
*     ICT skills (children and teens) in 2010 (Germany)Can do on their own…                       Go online               ...
* Content / use of the internet (children and teens) in 2010 (Germany)               communication     games       informa...
*       Active use of Web 2.0 (children and teens) in 2010 (Germany)                                 (daily / several time...
*
*
*(1) Searching & sharing   (e.g. information, knowledge, files; shared knowledge &   community building)(2) Researching & ...
RSS feeds* weblogs = blogs = websites                                        inclusion of any kind of  of Web 2 = journa...
(adapted from Langer deRamirez, 2010, 18)
From: http://donathabi2011.wordpress.com/reading-blogs
*                        • “web page” where many people can add,                          delete, edit information        ...
Wiki on the South African novel “Red Dust” (Engl., 12th grade)                                        comments by peers;  ...
*                     • Audio recording similar to radio show (1 episode or full                       show)              ...
http://learnenglish.britishcouncil.org/en/elementary-podcasts/series-02-episode-10
Podcasting &                  blogging                  combinedhttp://www.podcasting.ahuisjes.de
BITKOM Studie Jugend 2.0 (2011). Berlin: Bundesverband Informationswirtschaft, Telekommunikation und neueMedien e. V.Cram,...
Websites and tools referred toAnimaps – create own animated maps: www.animaps.com/#!homeBackbone – language learning packa...
*(1) http://lisamdrake.files.wordpress.com/2011/04/social-media1.jpg(2) http://www.fuzzimo.com/free-hi-res-blank-polaroid-...
Thank you!Claudia Warth-SontheimerUniversity of Tübingen & University of Michigan, Ann ArborEmail: c.warth-sontheimer@gmx....
Social media, Web 2.0 & language teaching (Foresite, Sèvres, July 2011)
Social media, Web 2.0 & language teaching (Foresite, Sèvres, July 2011)
Social media, Web 2.0 & language teaching (Foresite, Sèvres, July 2011)
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Social media, Web 2.0 & language teaching (Foresite, Sèvres, July 2011)

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Plenary lecture given at the Foresite Conference & Training event in Sèvres, France (July 2011) on the topics of Web 2.0 and social media and ideas for use in the language classroom

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  • Media development  online media (before looking at what makes them „social“)
  • Social media and web 2.0 – some aspects and definitions & buzzwords
  • What is Web 2.0 and what characterizes it? The users of the web now also, more and more, shape its look and contents. On the social web, one can, for example, comment on or review products, share files (e.g. through YouTube or Flickr), communicate through blogs or social networks such as Facebook or collaborate on a larger document like a wiki (at Wikispaces) or by collecting bookmarks on a common topic (e.g. at Delicious). What makes media „social“?
  • Blogging can fulfill “self-determination theory” (cf. Langer de Ramirez, 2010, 16) Sense of competence  writing and publishing (posting) Relatedness to others  audience of readers (and maybe commenters) Autonomy  own time and setting; creating something that is personal yet connected
  • Social media, Web 2.0 & language teaching (Foresite, Sèvres, July 2011)

    1. 1. *
    2. 2. *
    3. 3. “the participatory web” (Brad Decrem) User as producer
    4. 4. blogger
    5. 5. *Tags & tagging  “social tagging”• key words• user-generated labels to organize content• part of the “collaborative web”Mashup / API (“Application Programming Interface”) “reusing” and embedding different items from the web• combination of different web services to create something new e.g. through GoogleMaps, iGoogle• part of the “personal ized web”RSS / web feeds / channels (“Really Simple Syndication”)• publication and collection in a standardized format from a website (e.g. blog)• online “subscription” & automatic updates for new content• aggregation from many feeds into one website (e.g. GoogleReader)• part of the “publishing web” & the “personalized web”
    6. 6. *
    7. 7. *(create your word clouds with www.wordle.net )
    8. 8. * iGoogle desktop GoogleMaps & Facebook GoogleMaps & last.fmGoogleMaps &Panoramio
    9. 9. *Reading news feeds inpersonalized iGoogle
    10. 10. *
    11. 11. Digital natives vs. digital immigrants (Prensky, 2001)“Digital Natives are used to receiving information really fast. Theylike to parallel process and multi-task. They prefer their graphicsbefore their text rather than the opposite. They prefer randomaccess (like hypertext). They function best when networked. Theythrive on instant gratification and frequent rewards. They prefergames to ›serious‹ work.” (Prensky in Schulmeister, 2008, p. 20) “It’s very serious, because the single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the predigital´age), are struggling to teach a population that speaks an entirely new language.” (Prensky in Schulmeister, 2008, p. 20)
    12. 12. * Internet use by children, teens and parents in 2008 (EU) EU KIDS online (2009)
    13. 13. *Favorite spare time activities (children and teens) in 2010 (Germany) Meeting w/ friends Using the internet BITKOM (2011)
    14. 14. * ICT skills (children and teens) in 2010 (Germany)Can do on their own… Go online Send emails Create text documents Use learning software Edit photos Create and edit tables Burn CDs / DVDs Create and edit presentations Cut movies Create web sites Compose music Programming
    15. 15. * Content / use of the internet (children and teens) in 2010 (Germany) communication games information entertainment (e.g. music, videos, images) all girls boysBy the 3 different school types in Germany
    16. 16. * Active use of Web 2.0 (children and teens) in 2010 (Germany) (daily / several times a week)Contribute to newsgroups / forums Upload photos / videos Create music / sound files Write blogs Use Twitter Write something in Wikipedia (or similar) all girls Create podcasts boys
    17. 17. *
    18. 18. *
    19. 19. *(1) Searching & sharing (e.g. information, knowledge, files; shared knowledge & community building)(2) Researching & learning (e.g webquests, interactive sites)(3) Knowledge building (e.g. shared editing of knowledge and files; collaboration; Wikipedia)(4) Communication & interaction (e.g. Skype, forums, chat) Cf. http://jcal.info/web2/participation.html
    20. 20. RSS feeds* weblogs = blogs = websites  inclusion of any kind of of Web 2 = journaling file next to text can be hosted by a blog  wide range of topics host service or on own  can incl. co-authors website / server  comments, feedback This is a blog post / thread Shy or Writing Docu- quiet gets an ments Opens up students audience progressShows tag that comments were used to by othercategorize the readers blog This is a blog post / thread archive / history
    21. 21. (adapted from Langer deRamirez, 2010, 18)
    22. 22. From: http://donathabi2011.wordpress.com/reading-blogs
    23. 23. * • “web page” where many people can add, delete, edit information Welcome History • all members are Wikis in class authors and editors (vs. blog) • collaboration writing, editing, reviewing) (for teachers and students) • (history / tracking + restore functions • usually hosted by external host (many free) • posting can be public – protected - private Using wikis in the classroom – some ideas: • Webquests • Collaborative projects & co-authoring / peer review • Interactive “chain” games(adapted from Langer • Planning an event & sign-up sheets (forms) for eventsde Ramirez, 2010, 35) • Place to post student work (scanned art, images)
    24. 24. Wiki on the South African novel “Red Dust” (Engl., 12th grade) comments by peers; collaboratively written text suggestions for editing (form)
    25. 25. * • Audio recording similar to radio show (1 episode or full show) • Recorded in sharable format (mp3) • RSS enabled (i.e. audience can subscribe to them) • Can be listened to online, on mp3 player (any will do), or via download on a computer • Many podcasts for language learners and on many topics available • Students can create podcasts themselves (few tools needed and a good software – e.g. Audacity (free online)Using podcasts in the classroom – some ideas• Weather or science reports• Poetry recitations• Pronunciation practice• Classroom news• Radio soap operas• Interviews with parents, teachers, community members• Directions to a place• City guide (e.g. for a virtual tour) (adapted from Langer de Ramirez, 2010, 53)
    26. 26. http://learnenglish.britishcouncil.org/en/elementary-podcasts/series-02-episode-10
    27. 27. Podcasting & blogging combinedhttp://www.podcasting.ahuisjes.de
    28. 28. BITKOM Studie Jugend 2.0 (2011). Berlin: Bundesverband Informationswirtschaft, Telekommunikation und neueMedien e. V.Cram, A., Kuswara, A. & Richards, D. (2008). Web 2.0 supported collaborative learning activities: Towards anaffordance perspective In L. Cameron & J. Dalziel (Eds), Proceedings of the 3rd International LAMS & LearningDesign Conference 2008: Perspectives on Learning Design. (p.p. 70-80). 5th December 2008, Sydney: LAMSFoundation.JIM-Studie (2010). Stuttgart: Medienpädagogischer Forschungsverbund Südwest.Langer de Ramirez, L. (2010). Empower English Language Learners With Tools From the Web. Thousand Oaks:Corwin.Livingstone, S. and Haddon, L (2009). EU Kids Online: Final report. LSE, London: EU Kids Online.Prensky, M. (2001): Digital Natives, Digital Immigrants. On the Horizon MCB University Press, Vol. 9 No. 5.Salmon, G. (2002). e-tivities: the key to active online learning. London: Routledge.Schulmeister, R. (2009). Gibt es eine Net-Generation? Hamburg: Universität Hamburg, Zentrum für Hochschul-und Weiterbildung.http://web20andlanguagelearning.wikidot.com/http://www.web2teachingtools.com/http://jcal.info/web2/http://www.internet4classrooms.com/web2.htmWeb 2.0 & Language Learning videohttp://donathabi2011.wordpress.com/reading-blogs
    29. 29. Websites and tools referred toAnimaps – create own animated maps: www.animaps.com/#!homeBackbone – language learning packages & pedagogic corpora: http://u-002-segsv001.uni-tuebingen.de/backbone/moodle/Blogger: www.blogger.com2Lingual – search Google in 2 languages: www.2lingual.comEdublogs: www.edublogs.comFlickr photos: www.flickr.comGlobal Billboard (Top tracks by country): www.globalbillboard.orgGoogle Maps mashups: http://googlemapsmania.blogspot.comicEurope – Intercultural web collaboration: www.iceurope-project.euPanoramio photos: www.panoramio.comSprachlernmedien – language learning resources: www.sprachlernmedien.deWordle – create your own word clouds: www.worlde.netWordpress: www.wordpress.com
    30. 30. *(1) http://lisamdrake.files.wordpress.com/2011/04/social-media1.jpg(2) http://www.fuzzimo.com/free-hi-res-blank-polaroid-frames(5) http://doru94.deviantart.com(6) http://noteandpoint.com/documents/pdf/brio-social-media.pdf(8) http://kosmar.de/archives/2005/11/11/the-huge-cloud-lens-bubble-map-web20(20) http://www.socialtrakr.com/tag/social-networks/(22) http://2.bp.blogspot.com/_dr1FuSV8E9w/TB5OqlkzoGI/AAAAAAAAAsU/AFmabUAYdZQ/s1600/a015.png http://icons.iconarchive.com/icons/mcdo-design/cats-2/128/Blue-Blog-icon.png(25)http://jtomczak1.files.wordpress.com/2011/05/online_collaborative_writing_how_blogs_and_wikis_are_changing_the_academic_publishing_process_by_tecnologiapyme_size485.jpg(32) http://www.eschoolnews.com/2011/02/28/aups-shape-web-20-use-guidelines/web2-0/
    31. 31. Thank you!Claudia Warth-SontheimerUniversity of Tübingen & University of Michigan, Ann ArborEmail: c.warth-sontheimer@gmx.deBlog: http://spracheundkultur.com/ikkzwei.null/

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