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Talk at 2010 Innovations in Teaching and Learning at GMU.

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  1. 1. Esperanza Román Mendoza [email_address] I Have a Voice. Do I Want to Use It Online? Encouraging Students to Participate in the Cyber Dialogue Innovations in Teaching and Learning 2010 George Mason University Fairfax, Virginia October 4, 2010
  2. 2. Digital Inequalities Social Media Context Results Strategies
  3. 3. What is the effect of each of the following in our ability to engage students in more effective learning using ICT? <ul><ul><li>The limited opportunities we provide students to really control their learning. </li></ul></ul><ul><ul><li>The legacy of unidirectional technology-based teaching practices. </li></ul></ul><ul><ul><li>The excessive importance placed on textbooks. </li></ul></ul><ul><ul><li>The focus on students doing assignments just for the teachers. </li></ul></ul><ul><ul><li>Our own engagement as teachers and professionals with the web (i.e., what do we use the web for? Are we missing something?). </li></ul></ul><ul><ul><li>The myths about our students´ skills with digital media. </li></ul></ul>
  4. 4. Our own practices Unidirectional Presentations Exams Syllabi
  5. 5. Example of Online Personal Learning Environment
  6. 6. WallWisher.
  7. 7. Social Media
  8. 8. Social Media <ul><li>Services and applications, usually free-of-charge or inexpensive, that allow anybody with Internet connection to access, publish, and reuse all types of information. They also provide channels for collaboration. </li></ul><ul><li>The number and type of applications changes constantly. </li></ul><ul><li>Social media provide incredible amounts of irrelevant information along with very valuable information. </li></ul><ul><li>Social media require agility and flexibility from its users, and a new state of mind. </li></ul><ul><li>Social media pose risks and challenges. </li></ul>
  9. 9. Comment by Km on Newstechzilla
  10. 10. Check for the most recent version
  11. 14. Need more reasons?
  12. 15. SOCIAL MEDIA IN THE CLASSROOM? M. Wesch. Those of us striving to integrate participatory media literacy practices into our classes often face resistance. Other faculty might argue that we are turning away from the foundations of print literacy, or worse, pandering to our tech-obsessed students. Meanwhile, students might resist too, wondering why they have to learn to use a wiki in an anthropology class. The surprising-to-most-people-fact is that students would prefer less technology in the classroom (especially *participatory* technologies that force them to do something other than sit back and memorize material for a regurgitation exercise).  We use social media in the classroom not because our students use it, but because we are afraid that social media might be using them - that they are using social media blindly, without recognition of the new challenges and opportunities they might create. ELEARNING NEWS October 4, 2010 WHAT MATTERS TO TEACHERS AND STUDENTS
  13. 16. Also for language learning?
  14. 17. Social Media in Language Learning Social media offer a variety of environments that are ideal for learning beyond the classroom walls. The opportunities that social media open for communication in authentic situations are particularly important for second-language learners, who need to become competent communicators in a language other than their native ones. In addition, because of the increasing familiarity of most students with digital media, it is reasonable to assume that the integration of social media in the foreign language curriculum can only bring positive results in terms of language interaction with native speakers and, as a result, the acquisition of multicultural competency.
  15. 18. And what about my students?
  16. 19. Digital inequalities <ul><li>The use of terms such as “digital natives” and “digital immigrants” (coined by Prensky but then reviewed by him) has caused more harm than good in integrating IT in the classroom. </li></ul><ul><ul><li>It may be that there is as much variation within the digital native generation as between the generations. (Bennet, Matton, & Kervin, 2008, p. 777) </li></ul></ul><ul><ul><li>The inequalities in use and breadth of use within younger generations could be exacerbated as teachers assume a level of knowledge in school lessons that may not be accurate for all students. (Facer & Furlong, 2001 cited by Hesper & Enyon, 2010, p. 515) </li></ul></ul><ul><ul><li>Today age is less important than attitude, behavior, and habit in terms of mental functioning and learning. (Herther, 2009, p. 19) </li></ul></ul>
  17. 20. <ul><li>Increasing use of blogging tools </li></ul><ul><li>Increasing use of Twitter </li></ul><ul><li>Universal use of mail, web browsing (dif. in frequency of access) </li></ul>Some of my students’ uses of technology But in a foreign/second language? 39% 34.78% 28.5% Video Sharing 12.5% 17.3% n/a Twitter 18.75% 8.7% 14.3% Blogging (writing) 35% 56.5% 57.1% Blogging (reading) 55% 56.5% 50% Instant Messaging 71% 69.6% 85% Facebook, MySpace 100% 100% 100% Web browsing 100% 100% 100% Email 2010-2011 2009-2010 2008-2009
  18. 21. Now… two examples
  19. 22. <ul><li>3-credit course at the advanced interm. level </li></ul><ul><li>Materials and discussions on wiki (Wikispaces) </li></ul><ul><li>No textbook </li></ul><ul><li>Weekly news watching on the web </li></ul><ul><li>In-class oral individual and group presentations </li></ul><ul><li>Online newspaper project </li></ul><ul><li>Calendar project </li></ul><ul><li>Final oral interview </li></ul><ul><li>6-credit course at the intermediate level </li></ul><ul><li>Materials on Blackboard and Glogster </li></ul><ul><li>Textbook </li></ul><ul><li>Reflective journals </li></ul><ul><li>Mini oral presentations </li></ul><ul><li>Group brainstorming about learning strategies and needs </li></ul><ul><li>Teacher journal </li></ul><ul><li>Compositions </li></ul><ul><li>Exams </li></ul>SPAN 336: Spain in the Social Media SPAN 309: Spanish in Context SPRING 2010 Fall 2010
  20. 23. <ul><li>Adapting to students’ digital literacy skills as they are reflected questionnaires, discussions, class activities. </li></ul><ul><li>Providing room in my syllabi and assignments to accomodate student expectations, technology challenges, etc. </li></ul><ul><li>Using free or inexpensive web-based tools. </li></ul><ul><li>Monitor use of IT when: </li></ul><ul><ul><li>all students use same tool </li></ul></ul><ul><ul><li>students choose the tools that are more appealing to them. </li></ul></ul><ul><li>Providing examples with my own IT use. </li></ul><ul><li>Allowing time in class for discussions about privacy, copyright and digital identity issues. </li></ul>Strategies
  21. 24. SPAN 336: Spain as Portrayed in Social Media
  22. 25. Wiki as a community contact space
  23. 26. Homework by date
  24. 27. Teaching transparency: Lesson plans
  25. 28. We have something to say…
  26. 29. <ul><li>Look for or take 2 pictures per week that relate to class contents and add a short comment. </li></ul><ul><li>Pictures should be royalty-free and accompanied by credits. </li></ul><ul><li>Final oral interview was based on three pictures selected by the teacher and one chosen by student. </li></ul><ul><li>Rubrics to assess group and individual projects throughout the course were designed collectively. </li></ul>Semester project: Photo calendar
  27. 30. Shuttercal
  28. 31. Shuttercal
  29. 32. Shuttercal
  30. 33. Student pictures
  31. 34. Picture with comments
  32. 35. Picture with comments
  33. 36. Pictures by all (selection)
  34. 37. Rubric – Final group project (in-class debate)
  35. 38. Rubric – Final group project (in-class debate)
  36. 39. Rubric – Final oral project (photo calendar)
  37. 40. Student goals – Span 336 <ul><li>Use Spanish to express in a creative and personalized manner what they learned </li></ul><ul><li>Receive individualized feedback from teacher, peers and Internet users. </li></ul><ul><li>Exert more control over their learning by chosing what course contents had been of more relevance to them. </li></ul><ul><li>Observe their peers’ work and realize that the same content can cause different reactions to different people. </li></ul><ul><li>Have a personalized tool for content review. </li></ul><ul><li>Increase critical and selective skills when choosing what pictures depicted better a given idea. </li></ul><ul><li>Learn to self-assess their work by using rubrics. </li></ul>
  38. 41. Student goals – Span 336 <ul><li>Develop strategies to cope with impolite or unwanted comments on the Internet. </li></ul><ul><li>Reflect about what type of images can be used on the Internet and issues related to privacy and copyrights. </li></ul><ul><li>Differenciate between copyright protected materials and the various Creative Commons licenses. </li></ul><ul><li>Get to know lesser-known aspects of social media, such as the discussions behind Wikipedia articles, or strategies to learn about the reliability of youtube channels authors or Twitter users. </li></ul><ul><li>Reflect on issues related to digital privacy and digital identity. </li></ul>
  39. 42. Teacher goals – Span 336 <ul><li>Observe and comment on student skills development and knowledge acquisition. </li></ul><ul><li>Personalize final oral interview on the basis of the individual graphic dossier provided by each student. </li></ul><ul><li>Find out what digital skills students have and which ones they need to develop. </li></ul><ul><li>Reflect about ethical and legal issues regarding online publication of information and opinions. </li></ul><ul><li>Discover the variety of ideas that course topics generate and use those ideas to organize class debates and individual/group activitites. </li></ul>
  40. 43. SPAN 336 - Limitations <ul><li>Students did not update their calendars regularly </li></ul><ul><li>Tool function for commenting did not work properly. </li></ul><ul><li>Students did not pay attention in many cases to the discussed issues on copyright. </li></ul><ul><li>Some students did not find pictures that had a connection to what had been covered in class. </li></ul><ul><li>Comments were written in a hurry in many cases. </li></ul>
  41. 44. SPAN 309: Intensive Spanish in Context
  42. 45. Class Glog – Home Page
  43. 46. Class Glog – Sept. 9
  44. 47. Class Glog – Sept. 28
  45. 48. SPAN 309 - YouTube Channel
  46. 49. Student reflective journal
  47. 50. Student reflective journal
  48. 51. Student reflective journal
  49. 52. My own reflective journal
  50. 54. SPAN 336 Materials <ul><li>En español . SPAN 336 Newspaper. Spring 2010. </li></ul><ul><li>Syllabus SPAN 336: Topics for Proficiency: Spain as Portrayed in Social Media. Spring 2010. </li></ul><ul><li>Rubric – Individual Project. </li></ul><ul><li>Rubric – Group Project. </li></ul><ul><li>YouTube video. </li></ul><ul><li> </li></ul>
  51. 55. SPAN 309 Materials <ul><li>Syllabus SPAN 309: Intensive Spanish in Context . Fall 2010 </li></ul><ul><li>Reflective Journal – Student Tools </li></ul><ul><li>Glogster. Spanish 309 </li></ul>
  52. 56. Social Media - Links <ul><li>Blogger. </li></ul><ul><li>Calameo. </li></ul><ul><li>Facebook. http:// / </li></ul><ul><li>Flickr. </li></ul><ul><li>Blogster. </li></ul><ul><li>Glogster. </li></ul><ul><li>Posterous. </li></ul><ul><li>Shuttercal. </li></ul><ul><li>Twitter. http:// / </li></ul><ul><li>WallWisher. </li></ul><ul><li>Wikispaces. http:// </li></ul><ul><li>YouTube. http:// </li></ul>
  53. 57. Photos and Templates – Credits and Sources <ul><li>Newspaper PowerPoint template </li></ul><ul><li>http:// </li></ul><ul><li>Syllabus Photo by Jessica Mullen </li></ul><ul><li> mullen </li></ul><ul><li>Whiteboard Photo by Juicyrai </li></ul><ul><li> </li></ul><ul><li>PowerPoint/Laptop Photo by Samimie </li></ul><ul><li> </li></ul><ul><li>Exam Photo by Jackhynes </li></ul><ul><li> </li></ul><ul><li>PLE Graph </li></ul><ul><li> </li></ul><ul><li>M. Wesch Photo </li></ul><ul><li> </li></ul><ul><li>Social media Cartoon by JESS3 </li></ul><ul><li> </li></ul><ul><li>Geosocial Universe by JESS3 </li></ul><ul><li> </li></ul><ul><li>Conversation Prism by Brian Solis and JESS3 </li></ul><ul><li> (new) </li></ul><ul><li>and (old v.) </li></ul>
  54. 58. References <ul><li>Acosta, S. (n.d.). PowerPoint in the Classroom: One Student’s Opinion. Darmouth College. </li></ul><ul><li>Bennett, S, Maton, K., & Kervin, L. (2008). The ‘ digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39 (5), 775-786. </li></ul><ul><li>Croxall, B. (June 7, 2010). Reflections on Teaching with Social Media. The Chronicle of Higher Education . </li></ul><ul><li>Facer, K. & Furlong, R. (2001). Beyond the myth of the ‘Cyberkid’: young people at the margins of the information revolution. Journal of Youth Studies, 4 (4), 451–469. </li></ul><ul><li>Hesper, E. J. & Enyon, R. (2010). Digital natives: where is the evidence. British Educational Research Journal, 36 (3), 503-520. </li></ul><ul><li>Herther, N. K. (2009). Digital Natives and Immigrants. Online, 33 (6), 14-21, </li></ul><ul><li>Norman, D. (March 5, 2008). On the PLE. </li></ul><ul><li>Newstechzilla. What is your definition of social media. </li></ul><ul><li>Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5), I-6. </li></ul><ul><li>Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate, 5 (3). Retrieved from H._Sapiens_Digital-__From_Digital_lmmigrants and Digital_Natives_to_Digital_Wisdom.pdf </li></ul><ul><li>Wesch, M. (Jan 3, 2009). Participatory Media Literacy: Why it matters. </li></ul>
  55. 59. Thanks to… <ul><ul><li>My students, who gave me permission to use their reflective blogs. </li></ul></ul><ul><ul><li>Twitter users who contributed to my WallWisher, , No More : </li></ul></ul><ul><ul><li>@vimpela, @ivenus, Javier, and Rosame </li></ul></ul>