Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
Student Perspectives on Intercultural Learning from an Online Teacher Educati...Shannon Sauro
This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.).
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
A presentation from Ellen Lessner of Abingdon & Witney College on the recent JISC publications discussing learners' experiences of e-Learning, supporting a session to be delivered at the RSC SE e-Learning Fair at Southampton Solent University on October 26th 2007
Student Perspectives on Intercultural Learning from an Online Teacher Educati...Shannon Sauro
This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.).
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
A presentation from Ellen Lessner of Abingdon & Witney College on the recent JISC publications discussing learners' experiences of e-Learning, supporting a session to be delivered at the RSC SE e-Learning Fair at Southampton Solent University on October 26th 2007
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
The presentation shares the first results of the Open Educators Factory project, focussing on the relation between openness and networking and on the importance of keeping in mind different entrance points towards openness
ODLAA launch webinar 15 /16 June 2020
Distance Education 41(2) SI
https://doi.org/10.1080/01587919.2020.1775341
Full Issue:
https://www.tandfonline.com/toc/cdie20/current
Critical Questions for Open Educational Practices
Renee Hobbs presented the keynote address for the Classroom Technology Celebration, New Hampshire Department of Education, Meredith, New Hampshire, May 29, 2008.
Similar to Negotiating Social And Digital Literacies Through Engagements With Open Educational Resources (OER) (20)
"DEI Project in Latin America: Plan and preliminary findings" by Carina Bossu and Viviane Vladimirschi was presented at the 2 March 2021 GO-GN webinar.
Blog posts:
Proyecto DEI en Latinoamérica: Plan y resultados preliminares: http://go-gn.net/webinars/proyecto-dei-en-latinoamerica-plan-y-resultados-preliminares/
Projeto DEI na América Latina–Plano e dados preliminares: http://go-gn.net/webinars/projeto-dei-na-america-latina-plano-e-dados-preliminares/
DEI Project in Latin America: Plan and preliminary findings: http://go-gn.net/webinars/dei-project-in-latin-america-plan-and-preliminary-findings/
OEP to Expand High School Learning Environments, Spaces and Experiences was presented by Verena Roberts (EdD) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
My #OpenDissertation Journey: First Steps was presented by Gabi Witthaus (Lancaster) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
PhD Research Update was presented by Deb Baff (Lancaster) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
An Ecological Lens on the Stressors of Planning for OER Engagement was presented by Danielle Dubien (Canterbury, NZ) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Negotiating Social And Digital Literacies Through Engagements With Open Educational Resources (OER)
1. Negotiating Social And Digital Literacies
Through EngagementsWith
Open Educational Resources (OER)
Gino Fransman
Nelson Mandela Metropolitan University
(NMMU)
South Africa
Negotiating SocialAnd Digital Literacies Through Engagements With Open Educational Resources (OER)
byGino Fransman is licensed under a CreativeCommons Attribution-ShareAlike 4.0 International License.
2. 1. Introduction
2. The PhD
2.1 Illustrating (part) of the problem
2.2 Research Question/ Gap/ Aims
2.3 Method
3. Sharing and Advocating Open at NMMU 2014/5
Student and Staff Experiences
What/ Who/ When/ Where/ How/ Why
Presentation Format
3. #RhodesMustFall
#RhodesSoWhite http://goo.gl/8tQphx
‘The Rhodes to Introspection’
- PIERRE DE VOS http://goo.gl/6hk3v
“...ask hard questions about the inherent mediocrity that results from uncritically
trying to imitate the modes of thought developed elsewhere in response to different
problems.
But to do so we first have to admit that it is not possible to draw a sharp line
between the Apartheid past and the post-Apartheid present.”
InSA, tensions run high, a current example
4. The burning question at the heart
of this research project:
Can engagements with
OER contribute to
negotiating social and
digital literacies?
6. Survey looking at SA HE institutional culture asked–
• What is institutional culture: ‘a dominant, unspoken culture into which one
needs to be assimilated— a white, male, middle-class, Eurocentric culture…’
• Alternate voice to lack of transformation issues: (but) What about my rights?
• …silence around the notion of citizenship and what this means: Does the
Black academic have to work harder in order to be recognized? Does the
Black academic have to assimilate into the White culture?
…abilities in English seen an important cultural attribute…
Reality: most significant challenge facing learners in SA
‘Transforming the Culture of Higher Education in South Africa’
(BeverleyThaver, 2009):
7. These are just some ‘issues’ to contend with
in South Africa today
This project looks at using a language
development tool as primary vehicle for
negotiating change
9. Synergising OER and NMMUsVision2020.
OER fits in HOW?
NMMU Values
Consider Vision2020s suggested Graduate Profile
How could we apply an OER in context in order to explore, enable or
practically approach the graduate profile as proposed in NMMUs
Vision2020?
10. • Well rounded, capable of success
anywhere in the world
• Committed to:
• Social Justice
• Equality
• Civic Consciousness
• Adaptable
• Technology savvy
• Supportive of Green
Initiatives
Vision 2020’s proposed graduate profile at NMMU
11. How can we use engagements
with OER to contribute to
negotiating social and digital
literacies at NMMU?
Then: how could we explore and
build similar engagements in T&L
opportunities at NMMU?
12. Mouton, N., Louw, G. P., and Strydom, G. L. Present-Day Dilemmas And Challenges Of The South African Tertiary System.
International Business & Economics Research Journal – March 2013, Volume 12, Number 3. The Clute Institute.
Consider a strategy where:
With active learning as the primary
mode of instruction,
not as a supplement to the lecture,
such learning will lead to permanent
high-level cognitive development
(Naidoo, 2011)
13. Using and remixing/ repurposing (an) OER to contribute to
negotiating
Social and Digital Literacies
• Student Perspectives
• Educator &T&L Support Perspectives
Work role/ Research
Teaching Perspectives (educators)
PhD study
PhD Focus
15. Advocating for Open with
GO_GN and NMMU
Open EducationWeek 2015
#AllAboutOpen
Radio Support on Mondays -
Introducing OERs forYou
@Madibaz_Radio
Bringing Open to students at NMMU
17. OER: NOT presented as
panacea for educational
ills, not at NMMU, not in
SA, nor elsewhere
Rather: … making an OER
available and applicable to
a range of students and
T&L Development
Opportunities.
Open Educational Resources (OER)
18. USING: a writing-based form
of OER, to explore
contributions to negotiating
social and digital (and perhaps
identifying other) literacies?
SHARING: specific writing
OER tools with students and
educators, collaborate/
facilitate, and cross-evaluate
the experiences
REMIXING/ REPURPOSING:
evolving tool into NEW OER
REDISTRIBUTING: SHARING
OPENLY
Perceived ‘gap’ in the NMMU/ SA context:
19. “We ought to be much less interested
in creating a ‘new science’ than in creating a
new society,” (Gee, 2008:89)
...a comment on literacy...
Gee, J. P. J. (2008) Social Linguistics and Literacies. Ideology in Discourse.
Third Edition, Routledge, London and NY.
20. ...language of deficits – cultural backgrounds, embarrassing gaps in
knowledge, measured failure to achieve (and teachers to impart)
some aspect of their functional, essayistic or cultural literacy
...literate actions emerge out of a constructive cognitive process
that transforms knowledge in purposeful ways...
... literate act may be a process of negotiation, in which individual
readers and writers must juggle conflicting demands and chart a
path amongst alternate goals, constraints and possibilities
...literacy & negotiation...
Flower, L. (1994)
21. …means for creative and social expression, a host of new
technical skills
... inseparable from social communication
Media Literacy
Youth, Identity, and Digital Media
https://mitpress.mit.edu/sites/default/files/titles/free_download/9780262524834_Youth_Identity_and_Digital_Media.pdf
Citation: Ito, Mizuko et al. “Foreword." Youth, Identity, and Digital Media. Edited by David Buckingham. The John D. and Catherine T. MacArthur Foundation Series
on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. vii–ix. doi: 10.1162/dmal.9780262524834.vii Copyright: c 2008 Massachusetts Institute of
Technology. Published under Creative Commons Attribution-Noncommercial-No Derivative Works Unported 3.0 license.
22. to use aWriting OER (via OERCommons/ Library of Congress) to facilitate
student writing
to engage students in larger social debates/ discourses
facilitate written engagements with social themes, establish an academic
writing process to structure input
evaluate the student and educator experiences of using or applying the tool,
to collaborate with both students and academic and support staff in the
creation of a writing support tool for Open release, in order to create a revised
and expandedWritingOER tool at NMMU
What/Why/ How/ When
24. Advocating for Open at NMMU
Selected a Primary tool to approach writing challenges and exploreOER
potential at NMMU
A writing OER: an open tool viaOERcommons/ LoC
25. no devices
copies of excerpt/ text to engage with in hardcopy
hand written, supported writing artefacts
for immediate review, for groupwork, for developing in
association with academic support units
26. …the steps are essential and handy in
writing a good piece…
…when answering the questions, I realised
that I was not specific, my statements were
vague…
…It got me to reflect on a question and
critically think about what I am writing…
student reflections
…using the OER
27. …learnt not to be so ignorant of the things
happening around me…
…very insightful, I’d like to see more…
…I’m going to share what I learnt here
today, it might help quite a few people that
I know…
student reflections:
engaging social issues via OER
#RhodesMustFall
#RhodesSoWhite
28. About yesterday’s presentation, a welcome eye-opener to all of us; it also
puts the Writing Centre in a more “modern” light. OER: thumbs up!*
Motivational, interesting, you caught and kept our attention, eye-opener and
a nice exercise in class; the Rhodes topic interesting and stimulating
I definitely see potential for using the OER WritingTool in my T&L.To make it
more meaningful and practical, I would like us to spend more time on the
actual OER searching part in class, this could then be enforced and followed
up by means of an assignment
Lecturer reflections
*Response after Intro to Open & OER, instigating further interactions, several emails, and ongoing and future engagements
29. To summarise:
What?
1. Document Analysis:
Establishing InstructionalTerms currently and previously used in four
distinct curricular offerings, analysing five varying NMMU modules,
academic expectations, and direct T&L support as provided
DEFINE, DESCRIBE, DISCUSS (Possible Instructional Terms to be
selected, based on document analysis of lecturer materials,
assignments and assessments)
2. Engaging with the WritingTool
3. Evaluating Experiences of Using the WritingTool
30. Who and When?
Students and Lecturers in the following modules or programmes at NMMU:
• Chemical ProcessTechnologies (SCIENCE) – 9 April 2015
• Introduction to Law 1x1/ 1x2 (LAW) – May 2015
• Nursing Education (HEALTH SCIENCES) -Ongoing since 2015 (Jan – Nov)
• 2 x Education Honours Programmes (EDUCATION FACULTY) May – Nov 2015
Where? During Introduction and Follow-Up workshops on
Academic Literacies and Graduate Attribute Development
Introduction to OER, &
Writing Using an OER
Who, When and Where?
31. HOW:
- awareness-raising intervention in-class,
introduction to OER for discipline and career
- facilitating the use of an OER for writing within
the discipline (online and face to face)
- evaluating student and educator perspectives on
their use of a Writing OER
- focus group interviews and analysis of feedback,
in order to develop an OER Writing tool modelled
on the LOC/ OERCommons tool
Exploring LiteraciesThrough Practice
32. Why?
To contribute to negotiating social & digital
literacies
To develop a writing tool for use in SA HE
To engage national challenges in language
competence
To approach new ways to negotiate a rapidly
escalating social crisis in our new democracy
This PhD