Microblogging
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This document discusses using Twitter for an advanced English grammar course. Students were asked to write 70 sentences over 7 weeks using target grammar structures and contexts from class or their own experiences. The results showed that Twitter allowed students to move from writing sentences to natural utterances using repetition, word games, and alternative realities. It contributed to collaborative learning and community building within the classroom.
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This document summarizes a case study that examined how online voice exchanges using Skype could be integrated into language learning. Students from Tsuda College in Japan and San Diego State University were paired using Skype for tandem language exchanges. Exchanges were structured around specific tasks and supported by Moodle, allowing students to schedule calls, share resources, and receive assignments. The study found that the tandem exchanges were most effective when principles of learner autonomy, reciprocity, and task-based learning were applied. It concluded such exchanges could provide meaningful integration of technology into language learning when supported by clear pedagogical frameworks.
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This document summarizes a case study that examined how online voice exchanges using Skype could be integrated into language learning. Students from Tsuda College in Japan and San Diego State University were paired using Skype for tandem language exchanges. Exchanges were structured around tasks and supported by Moodle, allowing scheduling and resource sharing. Results showed that the tandem exchanges were most effective when guided by pedagogical principles like reciprocity and autonomy. The study provides insights into how technologies can facilitate native speaker exchanges and language learning when integrated into a coherent educational framework.
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2) The results showed that while students in the experimental group used new grammar and vocabulary more, the presence of the instructor model did not significantly influence their use. Students generally had positive views of using Twitter for practice.
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Presentation/Workshop given to the American Association of Teachers of Spanish and Portguese (NJ Chapter) - April 2/11
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This document discusses using micro-blogging platforms like Edmodo in the classroom. It notes that students today communicate differently than past generations, using tools like texting, social media, and blogs. Edmodo allows teachers to communicate with students in these familiar ways to enhance discussion, sharing, assessment, and organization. The teacher can post text, links, files and create assignments. Students can submit work and receive grades. This helps develop students' digital skills while keeping communication open outside of class time and geography.
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Blogging and microblogging can be useful tools for language teaching and learning. Blogs allow teachers to assign homework for students to write about topics, and comments enable discussion. This helps improve students' writing skills through practice and feedback. Microblogs also facilitate communication between students on common issues and interests using hashtags. Both tools motivate students and support collaboration, while giving teachers means to assess writing cohesion, vocabulary, and provide feedback to guide further learning.
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1. Choose learning aims and appropriate online materials to meet those aims. Evaluate materials based on criteria like source and content.
2. Develop structured tasks to guide students' use of the materials, such as having students do a word association activity, listen to a video while answering questions, and discuss and reflect on the content in a follow-up blog.
3. Select appropriate tools to implement the tasks, like using an online form for word association, embedding a video in a course blog for listening, and having students comment on the blog and later discuss in class. The tasks should recycle language and skills.
Meaningful learning through internet-based Project work - Workshop
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
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This document summarizes a case study that examined how online voice exchanges using Skype could be integrated into language learning. Students from Tsuda College in Japan and San Diego State University were paired using Skype for tandem language exchanges. Exchanges were structured around specific tasks and supported by Moodle, allowing students to schedule calls, share resources, and receive assignments. The study found that the tandem exchanges were most effective when principles of learner autonomy, reciprocity, and task-based learning were applied. It concluded such exchanges could provide meaningful integration of technology into language learning when supported by clear pedagogical frameworks.
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This document summarizes a case study that examined how online voice exchanges using Skype could be integrated into language learning. Students from Tsuda College in Japan and San Diego State University were paired using Skype for tandem language exchanges. Exchanges were structured around specific tasks and supported by Moodle, allowing students to schedule calls, share resources, and receive assignments. The study found that the tandem exchanges were most effective when principles of learner autonomy, reciprocity, and task-based learning were applied. It concluded such exchanges could provide meaningful integration of technology into language learning when supported by clear pedagogical frameworks.
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This document summarizes a case study that examined how online voice exchanges using Skype could be integrated into language learning. Students from Tsuda College in Japan and San Diego State University were paired using Skype for tandem language exchanges. Exchanges were structured around tasks and supported by Moodle, allowing scheduling and resource sharing. Results showed that the tandem exchanges were most effective when guided by pedagogical principles like reciprocity and autonomy. The study provides insights into how technologies can facilitate native speaker exchanges and language learning when integrated into a coherent educational framework.
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The document describes a reading comprehension activity for students to work in groups of 6 and answer questions about a story about a boy named Abdul in Bangladesh. The questions ask about what Abdul's father blames on other countries, why a school boat is exciting for Maki, the benefits of a solar lamp for Abdul's family, a synonym for "suffer," what "solar-powered" means, and a type of fuel mentioned in the story. The group with the most correct answers will win an extra tenth on their next test.
Presentation 1 metho textbook
This document contains a lesson plan about climates and situations around the world. Students will read newspaper articles, poems, compositions and create a weather report. They will learn vocabulary words and complete activities in groups, including answering questions, creating newspaper articles using simple verb tenses, reciting poems with videos, and presenting weather forecasts. Word pools provide vocabulary definitions to support the various activities.
Instant desicions
The document describes an activity where students are divided into pairs and each pair is given two piles of cards. One student from each pair takes one card from each pile, reads them, and if they make a matching pair keeps them. Otherwise they are put back. The goal is to collect the most cards. Students are encouraged to write down any humorous ideas for responses they think of to prompts on the cards like "I'm bored" or "Our fridge is empty".
Choose the correct alternative to the question
The document repeats the phrase "That is incorrect" ten times without providing any other context or information. It consists of only this repeated phrase with no other details, explanation, or content. The document does not convey any meaningful information due to the lack of context around the repeated phrase.
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Microblogging
- 1. Microblogging Felipe Abarca- Camila Barrera
- 2. What is microblogging? It is the activity or practicing of making short, frequent posts to a microblog. It allows anyone with something to say to find an audience.
- 3. Audience Purpose Problem presented Every person who is involved in social networks. To explore the use of language play while microblogging an academically sanctioned task. To use in an advanced grammar course considering it as a way of interaction.
- 4. Abstract This is a qualitative case study about exploring the use of language play through the use of twitter for an intensive English as a second language advanced grammar course. The students used Twitter as an instant messaging chat room, moving from the sentence to the utterance, embedding target grammar constructions in various forms of ludic language play. Computer-mediated Communication Language Play Collaborative learning Computer-assisted language learning
- 5. Methodology Setting: Students have to use twitter during the class in a high advanced grammar course. Outcomes: To express surprise, contrast, cause/effect and hypothetical conditions. And to use verb + preposition combinations with accurate collocation and meaning. Task: ● Write 70 sentences during 7 week session. ● Use the grammar structures presented in class. ● Use contexts created in class or their own life experiences. Twitter would be a useful forum for comprehensible input, comprehensible output and meaningful interaction.
- 6. Results The results have been separated into three vignettes 1.-From sentence to utterance. Repetition -Verbal dueling -Rhythm
- 7. Results 2.-Word games; Free styling, Sounding Off and solidarity. 3.-Carnival, Alternative Realities and Double-voiced Discourse.
- 9. Discussion Using twitter as a bounded community in educational language learning settings contributes to the building of classroom community.
- 10. Conclusion Twitter can be leveraged for collaborative learning and community building, using discursive techniques.
- 11. Microblogging Felipe Abarca- Camila Barrera