*
*Which Web 2.0 tools are you using?What makes them “2.0”?
“the participatory web”(Brad Decrem)User asproducer
blogger
*Which aspects of learning do appeal to?Which strengths do they have for enabling learning?
*
Adapted from jcal.info/web2/participation.html*(1) Searching & sharing(e.g. information, knowledge, files; shared knowledg...
Cf.ndcshepparton.wikispaces.com/Blooms+Digital+Taxonomy*• Creating -Designing, constructing, planning, producing,inventing...
Cf. ndcshepparton.wikispaces.com/Blooms+Digital+Taxonomy
*
* weblogs = blogs = websitesof Web 2 = journaling can be hosted by a bloghost service or on ownwebsite / server inclusi...
From: http://donathabi2011.wordpress.com/reading-blogshttp://imoeshenrystar.wordpress.com
(adapted from Langer deRamirez, 2010, 18)
*• “web page” where many people canadd, delete, edit information• all members areauthors and editors(vs. blog)• collaborat...
*• Audio recording similar to radio show (1 episode or fullshow)• Recorded in sharable format (mp3)• RSS enabled (i.e. aud...
Podcasting &bloggingcombinedhttp://www.podcasting.ahuisjes.de
Example: www.voxopop.com/group/10009435-6578-488e-8cca-4ea19dd84034*Some ideas• cf. podcasts, and:• digital storytelling• ...
*www.narraSome ideas:• cf. podcasts, and:• digital storytelling• voice-based photoannotation• photo description• tourist /...
http://www.wor**Some ideas:• vocab of new topic• word fields• collocations, phrasal verbs, etc.• predicting andpreviewing,...
Over to you*
In the next 20 minutes… Access the Google Doc (Workshop Meeting Space):http://bit.ly/ZKJSk7 Get ready to explore 1 or 2 ...
http://web20andlanguagelearning.wikidot.com/http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologieshttp://...
Animaps – create own animated maps: www.animaps.com/#!homeBlogger: www.blogger.comEdublogs: www.edublogs.comFotobabble: ww...
*(1) http://lisamdrake.files.wordpress.com/2011/04/social-media1.jpg(2) http://www.fuzzimo.com/free-hi-res-blank-polaroid-...
Web 2.0 & Social Media in Language Teaching
Web 2.0 & Social Media in Language Teaching
Web 2.0 & Social Media in Language Teaching
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Web 2.0 & Social Media in Language Teaching

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  • Hey Claudia,

    Thanks for mentioning us in your presentation! We're so excited for teachers using Narrable to enable their students to become storytellers!

    Cheers,

    Dustin Curzon
    Founder and Chief Storyteller
    Narrable.com
       Reply 
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  • Socio-constructivist frameworks of learningCollaborative, participatory kinds of learningProject-based learning
  • Bloom's Revised TaxonomyIn the 1990's, a former student of Bloom, Lorin Anderson and David Krathwohl, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001. Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged below in increasing order, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).Bloom's Revised Taxonomy Sub CategoriesEach of the categories or taxonomic elements has a number of key verbs associated with itLower Order Thinking Skills (LOTS)Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, findingUnderstanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifyingApplying - Implementing, carrying out, using, executingAnalysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integratingEvaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, MonitoringCreating - designing, constructing, planning, producing, inventing, devising, makingHigher Order Thinking Skills (HOTS)
  • Bloom's Revised TaxonomyIn the 1990's, a former student of Bloom, Lorin Anderson and David Krathwohl, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001. Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged below in increasing order, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).Bloom's Revised Taxonomy Sub CategoriesEach of the categories or taxonomic elements has a number of key verbs associated with itLower Order Thinking Skills (LOTS)Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, findingUnderstanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifyingApplying - Implementing, carrying out, using, executingAnalysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integratingEvaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, MonitoringCreating - designing, constructing, planning, producing, inventing, devising, makingHigher Order Thinking Skills (HOTS)
  • From: http://donathabi2011.wordpress.com/reading-blogshttp://imoeshenrystar.wordpress.com
  • http://www.podcasting.ahuisjes.de
  • www.voxopop.comwww.voxopop.com/group/10009435-6578-488e-8cca-4ea19dd84034
  • https://narrable.com/#homeSimilar: http://www.fotobabble.com/
  • Wordle.net
  • Web 2.0 & Social Media in Language Teaching

    1. 1. *
    2. 2. *Which Web 2.0 tools are you using?What makes them “2.0”?
    3. 3. “the participatory web”(Brad Decrem)User asproducer
    4. 4. blogger
    5. 5. *Which aspects of learning do appeal to?Which strengths do they have for enabling learning?
    6. 6. *
    7. 7. Adapted from jcal.info/web2/participation.html*(1) Searching & sharing(e.g. information, knowledge, files; shared knowledge &community building)(2) Researching & learning(e.g web quests, interactive sites)(3) Knowledge building(e.g. shared editing of knowledge and files; collaboration;Wikipedia)(4) Communication & interaction(e.g. Skype, forums, chat)(5) Creative learning & active production(e.g. creating learning contents through blogtexts, videos, audio and multimodal)
    8. 8. Cf.ndcshepparton.wikispaces.com/Blooms+Digital+Taxonomy*• Creating -Designing, constructing, planning, producing,inventing, devising, making• Evaluating -Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring• Analyzing -Comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating• Applying - Implementing, carryingout, using, executing• Understanding -Interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
    9. 9. Cf. ndcshepparton.wikispaces.com/Blooms+Digital+Taxonomy
    10. 10. *
    11. 11. * weblogs = blogs = websitesof Web 2 = journaling can be hosted by a bloghost service or on ownwebsite / server inclusion of any kind offile next to text wide range of topics can incl. co-authors comments, feedbackThis is a blog post / threadOpens upcommentsby otherreadersShows tag thatwere used tocategorize theblog This is a blog post / threadarchive /historyRSS feedsShy orquietstudentsWritinggets anaudienceDocu-mentsprogress
    12. 12. From: http://donathabi2011.wordpress.com/reading-blogshttp://imoeshenrystar.wordpress.com
    13. 13. (adapted from Langer deRamirez, 2010, 18)
    14. 14. *• “web page” where many people canadd, delete, edit information• all members areauthors and editors(vs. blog)• collaboration writing, editing, reviewing)(for teachers and students)• (history / tracking + restore functionsWelcomeHistoryWikis in class• usually hosted by external host (many free)  GoogleDocs!• posting can be public – protected - privateUsing wikis in the classroom – some ideas:• Web quests• Collaborative projects & co-authoring / peer review• Interactive “chain” writing games• Planning an event & sign-up sheets (forms) for events• Place to display student work (scanned art, images)(adapted from Langerde Ramirez, 2010, 35)
    15. 15. *• Audio recording similar to radio show (1 episode or fullshow)• 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 downloadon a computer• Many podcasts for language learners and on many topics available• Students can create podcasts themselves (few toolsneeded – 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 Langerde Ramirez, 2010, 53)
    16. 16. Podcasting &bloggingcombinedhttp://www.podcasting.ahuisjes.de
    17. 17. Example: www.voxopop.com/group/10009435-6578-488e-8cca-4ea19dd84034*Some ideas• cf. podcasts, and:• digital storytelling• language practice• voice-baseddiscussion forumwww.voxopophttp://bit.ly/voxopop_
    18. 18. *www.narraSome ideas:• cf. podcasts, and:• digital storytelling• voice-based photoannotation• photo description• tourist / city guide
    19. 19. http://www.wor**Some ideas:• vocab of new topic• word fields• collocations, phrasal verbs, etc.• predicting andpreviewing, advanced organizer (e.g.for a reading activity)• prompts for storytelling• summary of an article / chapter• support for languageproduction, e.g. scrambled sentences
    20. 20. Over to you*
    21. 21. In the next 20 minutes… Access the Google Doc (Workshop Meeting Space):http://bit.ly/ZKJSk7 Get ready to explore 1 or 2 tools … then let’s get together to discussour findings & observations
    22. 22. http://web20andlanguagelearning.wikidot.com/http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologieshttp://www.web2teachingtools.comhttp://jcal.info/web2http://www.internet4classrooms.com/web2.htmWeb 2.0 & Language Learning videohttp://donathabi2011.wordpress.com/reading-blogsCram, 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.Langer de Ramirez, L. (2010). Empower English Language Learners With Tools From the Web. Thousand Oaks:Corwin.Motteram, G. & Sharma, P. (2009). Blending Learning in a Web 2.0 World. International Journal of EmergingTechnologies & Society. 7(2), pp. 83 – 96Prensky, Marc (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.Wang S. & Vásquez, C. (2012). Web 2.0 and Second Language Learning: What Does the Research Tell Us? CALICOJournal, 29(3), pp. 412-430. http://camillavasquez.com/pdf/WangVasquez_Web2_CALICO.pdf
    23. 23. Animaps – create own animated maps: www.animaps.com/#!homeBlogger: www.blogger.comEdublogs: www.edublogs.comFotobabble: www.fotobabble.comFlickr photos: www.flickr.comLiveMocha: http://livemocha.comNarrable: www.narrable.comVoxopop: www.voxopop.comWordle – create word clouds: www.worlde.netWordpress: www.wordpress.comTools referred to:
    24. 24. *(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.pnghttp://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/

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