1) The study examined how Chinese students used mobile instant messaging and blogging to facilitate context-based, communicative, and collaborative learning across borders.
2) Surveys and interviews found that students used mobile IM for spontaneous sharing of learning materials, informal discussions, and interactions both locally and globally.
3) A study of 12 Chinese students blogging abroad found that it helped them share experiences, get feedback, and continue learning in new contexts through discussion and realizing cultural differences.
4) The mobile blogging formed an online community that bridged students in different locations and supported language learning, addressing psychological stresses, and easing adaptation to new environments.
Meeting a Worldwide Need for Community and Faculty Support for Online EducationSteve McCarty
The part by President Steve McCarty of a World Association for Online Education group presentation at the The Association of Internet Researchers (AoIR) 5th Annual Conference, University of Sussex, UK (22 September 2004)
Meeting a Worldwide Need for Community and Faculty Support for Online EducationSteve McCarty
The part by President Steve McCarty of a World Association for Online Education group presentation at the The Association of Internet Researchers (AoIR) 5th Annual Conference, University of Sussex, UK (22 September 2004)
Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Understanding the role of Social Media in Contemporary Society by Chris Hine - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Understanding the role of Social Media in Contemporary Society by Chris Hine - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
Developing a community based learning approach partnership education action ...Peter Day
This presentation introduces a community-based learning approach developed by Community Media 4 Kenya @ University of Brighton - Partnership Education: Action Research & Learning Scenarios (PEARLS).
Intercultural Understanding in the New Mobile Learning EnvironmentCITE
CHUN, Daniel J Y (CSALT - Faculty of Social Science, Lancaster University)
http://citers2013.cite.hku.hk/en/paper_611.htm
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Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
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Social Web 2.0 Class Week 9: Social Coordination, Mobile Social, Collective A...Shelly D. Farnham, Ph.D.
Week 9 slides from the class "Social Web 2.0" I taught at the University of Washington's Masters in Communication program in 2007. Most of the content is still very relevant today. Topics: Social coordination, mobile social, and collective action.
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
ETUG Spring 2014 - Social Media in the Classroom: Talk about Learning!BCcampus
As social media continues to become part of our lives, today’s connected learner has more information at their fingertips than ever before. In this session, discover opportunities to improve student success through the implementation of creative, collaborative tasks through social media. Go beyond 140 characters of engagement, and encourage students to construct their own learning by using popular Web 2.0 tools to bridge the gap between pedagogy and technology. Goals – At the end of the session, participants will be able to:
Establish criteria for implementing social and digital media in their classes,
identify when students may need to unplug, and
implement social media tools such as Twitter and Padlet into a lesson plan
Invited presentation to UCF's 2012 Summer Faculty Development Conference on the topic of using immersive learning environments to prepare and engage more students into study abroad.
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning.
Rolling Role Roundtable - Research and Reflections from The Water Reckoning P...Sue Davis
The Water Reckoning project was initiated to involve young people, teachers and academics in a creative project which drew on Dorothy Heathcote’s philosophy and strategies. Together the groups have co-constructed a story that responds to a common pre-text. Educational and research sites have been involved from Australia, Greece, Singapore, the USA and the UK. This project has focused on exploring ideas that relate to the UN Year of Water Cooperation in keeping with Heathcote’s concern for using drama to raise awareness about human understanding and experience. For her drama had to be about things ‘that mattered’. Our drama has explored how humans cooperate to share and manage water and deal with situations such as drought or extreme weather events. Research has explored the nature of learnings and understandings that have emerged for participants from the process, including cross-cultural awareness and attitudes towards sustainability issues.
Healthcare delivery is moving into communities away from hospitals. Our mission at the School of Nursing is to use flexible learning strategies to optimize this shift from acute care management to community/population health promotion and well-being. In this presentation, we will discuss our strategies for engaging students and our community practice partners in flexible learning experiences throughout the undergraduate curriculum. One activity is linked to the Institute for Healthcare Improvement (IHI) open school. Eleven of our students and three faculty members participated in a North American I-CAN project (Change Agent Network) to improve population health outcomes in our communities. We partnered with the Union Gospel Mission to identify, implement and evaluate healthcare improvement interventions for this special population. The I-CAN project included online learning modules, synchronous coaching calls and in-person project work at the Union Gospel Mission. In another flexible learning activity, student-faculty-community practice partners co-developed online learning resources to be used in the undergraduate curriculum and as educational resources in community settings (e.g., updates on the HPV vaccine). After providing an overview of our flexible learning innovations, we will discuss successes and challenges associated with designing, implementing and evaluating these collaborative projects. One powerful outcome that we are eager to share– we are shifting students’ focus from hospital settings to those places where we live.
Our Learning Objectives This session will:
1. Describe the planning, implementation and evaluation processes associated with community-based experiential student learning.
2. Discuss how to link community-based experiential learning to other course learning objectives and other curricular components (e.g., in-class discussions, skills lab simulations).
3. Examine the successes and challenges associated with flexible learning and student-faculty-community partnerships.
Facilitators:
Maura MacPhee, Associate Director of the Undergraduate Program, Lead on Flexible Learning Initiative in the School of Nursing
Khristine Carino, Project manager for Flexible Learning Initiative at the School of Nursing
Ranjit Dhari, Community/Population Health Nursing Faculty
Joanne Ricci, Community/Population Health Nursing Faculty
http://events.ctlt.ubc.ca/events/student-faculty-community-flexible-learning-partnerships/
1. Yinjuan Shao Hui Deng Charles Crook Tom Rodden Learning Cross the Border towards a Global Mobile Community: Context-based, Communicative and Collaborative
14. Initial framework of a global learning community Location A in real world Location B in real world Global mobile network infrastructures (Virtual community) Learner 1 Learner 3 Learner 2 Learner 5 Group theme Learner 4 Face-to-face Moderator
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