Gary Motteram Social / Professional Identity

1. Gary Motteram Social / Professional Identity Pennington (2002)

8. Genetic method (Vygotsky) Microgenetic -- particular event Ontogenetic -- series of events Phylogenetic -- adding to our sum total of knowledge about CALL and its developments See Lantolf and Thorne (2006) for a useful introduction

9. Fashioning an instrument/ creating a lens (AT)/ Bricolage

10. There still exists among ourselves an activity which… i s what is commonly called 'bricolage' in French. In its old sense the verb 'bricoler' is applied to ball games and billiards, to hunting, shooting and riding. It was however always used with reference to some extraneous movement: a ball rebounding, a dog straying or a horse swerving from its direct course to avoid an obstacle. And in our own time the 'bricoleur' is still someone who works with his hands and uses devious means compared to those of a craftsman. The characteristic feature of mythical thought is that it expresses itself by means of a heterogeneous repertoire which, even if extensive, is nevertheless limited. It has to use this repertoire, however, whatever the task is in hand because it has nothing else at its disposal. (Claude L ev i -Strauss, 1966 [1962] The Savage Mind, Chicago, IL: The University of Chicago Press. p 19 [http://varenne.tc.columbia.edu/bib/info/levstcld066savamind.html])

11. … someone able to perform a whole range of specialist functions or even to employ unconventional methods. It is the notion of a person who makes something new out of a range of materials that had previously made up something different. The bricoleur is a makeshift artisan, armed with a collection of bits and pieces that were once standard parts of a certain whole but which the bricoleur, as bricoleur, now reconceives as part of a new whole. L ev i -Strauss provides an example. The bricoleur has a cube-shaped piece of oak. It may once have been a wardrobe. Or was it part of a grandfather clock? Whatever its earlier role, the bricoleur now has to make it serve quite a different purpose. (Crotty, 1998, p 50)

12. Ethnography COP Teacher education in 2nd Life Case studies Situated practice/ 3rd generation AT/ teacher beliefs Teachers in their own classrooms Narrative Reconstructive processes/ situated practice MA students at Manchester Methodology Theory /ies Context

13. Project 1: Narrative research Reconstructive processes 20 students from various countries: 10 onsite and 10 offsite “ The teachers were invited to tell their stories about how they came to us for their professional development, their expectations, the ways in which the course impacted on their thinking and what they have done since they graduated.” (Slaouti and Motteram, 2006, p81) Teachers showed how they had come to understand that it wasn’t simply a matter of gaining knowledge (of various types following Shulman, 1986) and skills, but of exploring these in relationship to the contexts in which they found themselves Our course creation also relies on our own similar reflective processes and own ecology.

15. Cultural history of CALL

16. Third generation Activity Theory Engestr öm (2001) Plug and play

17. Web pages (Web 1.0) Hot Potatoes exercises (Web 1.5) YouTube videos (Web 2.0) Embedded listening Dictionary link UK teacher/ Japanese undergraduate learners Teacher/ Learners/ Other teachers Institution Parents Other learners Higher education Government policies Teacher provides extra materials Learners use and evaluate it Supportive institution Motivated teacher with particular beliefs about the role of technology in language learning Technical infrastructure exists Net savvy learners Materials connected to the syllabus Develop knowledge of the UK/ skills development

18. Teacher decision-making

19. Jinhe

21. Developing a Community of Practice for teachers The domain . A community of practice (COP) is not merely a club of friends or a network of connections between people. It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people. The community . In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. The practice . A community of practice is not merely a community of interest--people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction. http://www.ewenger.com/theory/

22. What does a COP looks like? http://www.ewenger.com/theory/ "Who knows what, and what are we missing? What other groups should we connect with?" Mapping knowledge and identifying gaps "Can we have a tour of z island to see how they are doing this?" Visits “ Let’s use a wiki to keep a track of our work packages." Documentation projects "What do you think of the new Open Source holodeck? Is it going to be useful for your needs?" Discussing developments "Can we work together to make sure that we do a good job on the teacher training course?" Coordination and synergy "I have a proposal for a reward model that we implemented with the students in our school." Reusing assets "Has anyone got experience of teacher training inside 2 nd Life?" Seeking experience “ How can I find out more about Sloodle?" Requests for information "Can we work on the design of the island and brainstorm some ideas; I need your input." Problem solving

25. Partners Associate partners and other colleagues Already engaged professional and academic community Broader professional and academic community Centripetal movement

32. Thanks for listening Any questions? [email_address]