Romanaaal2010

Language Learning 2.0: Social Networking and Online Collaboration in Second Language Research and Practice: Managing, Creating and Sharing Knowledge Esperanza Román-Mendoza George Mason University eromanme @ gmu.edu http:// eroman.wordpress.com http://www.slideshare.net/elearningxxi/romanaaal2010 American Association for Applied Linguistics 2010 Annual Conference Atlanta, Georgia March 7, 2010

Contents ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

More than ever, we are integrating IT tools in our students’ learning processes, while still trying to figure out how those tools can be useful in general and in our professional lives

Let’s Focus on a Few Skills ,[object Object],[object Object],[object Object],[object Object],[object Object]

RSS / Content Syndication ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

RSS Sources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Aggregators / SPSPs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Aggregators Social personalized start pages

http://www.pageflakes.com/eroman/27725257

Information Management ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Without aggregator Teacher checks blogs Comments directly on blogs

Teacher’s aggregator Teacher doesn’t visit blogs (wikis, etc.) Notes may be private or public

Course Social Personalized Start Page : All students can see teacher’s comments Students can post comments Students can be editors and add flakes

Accessing/commenting student blogs from course Pageflakes http://www.pageflakes.com/eroman/26088536

Students’ Social Personalized Start Pages : Students work independently Students present projects to class/teacher

Learning Challenge I: Working with content while still struggling with the language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning Challenge I: Working with content while still struggling with the language ,[object Object],[object Object],[object Object]

Learning Challenge II: Addressing ALL students’ needs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning Challenge II: Addressing ALL students’ needs ,[object Object],[object Object]

Learning Challenge III: Writing in a Foreign Language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning Challenge III: Writing in a Foreign Language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning Challenge IV: Creating new learning materials ,[object Object],[object Object],[object Object],[object Object],[object Object]

Learning Challenge IV: Creating new learning materials ,[object Object],[object Object],[object Object]

Learning Challenge V: Addressing affective needs ,[object Object],[object Object],[object Object],[object Object],[object Object]

Learning Challenge V: Addressing affective needs ,[object Object],[object Object],[object Object]

Final Remarks ,[object Object],[object Object],[object Object],[object Object]

Final Remarks ,[object Object],[object Object],[object Object]

References, Sources and Bibliography ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

References, Sources and Bibliography ,[object Object],[object Object],[object Object]

Cited Tools and Services ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Romanaaal2010

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