The Reform Symposium Conference is but one of a myriad of events taking place almost constantly now where teachers have opportunities for meeting in online spaces and sharing information and expertise with one another. The MOOC concept, whether xMOOC or cMOOC, provides steady often overlapping opportunities for deeper, more prolonged engagement not only with niche topics, but more importantly with others interested in those niches. Google Hangouts on Air now make it possible for anyone to simulcast an event, and many do, extending invitations to colleagues in a mushroom field of communities. It seems there is something of this nature going on every minute, and social media is working virally to spread the word among educators.
Stepping back to a wider perspective on this phenomenon, what is going on every minute is networked, connectivist learning. Open education, driven by learners connecting with other learners, is taking place around the clock, around the globe, in countless free spaces, bound only by the amount of time participants can make to engage and absorb the knowledge inherent in their networks. The possibilities this unleashes are only starting to be realized by the brick and mortar establishment. Not that we should quit our daytime jobs any time soon, but we should certainly rethink them.
This presentation will draw on present circumstances to inform how we might rethink our role as educators, or perhaps more importantly, encourage others to follow our example. The presenter has been involved in coordinating two virtual communities that have been interacting and learning from one another daily for the past decade. This presentation will show through representative examples how participants in these networks acquire the tools for re-thinking how they engage their students. Networked learning is ineffable in that it must be experienced to be understood, and those without that experience have difficulty grasping a full range of its affordances. As the behavior of participants in online networked learning changes, so their teaching styles change, and the better they are able to model for their students characteristics of what they find most effectively leads to their learning what they want to know in an increasingly interconnected world.
Chaos in learning: Engaging learners in resolving chaos through networkingVance Stevens
MultiMOOC is about chaos in learning and how to engage learners in resolving that chaos through networking with one another. This presentation introduces a connectivist take on chaos in learning, with its suggestion that sense-making can be enhanced through a network of learners. Taking the Cynefin distinction of simple, complicated, complex, and chaotic problems, MOOCs seem directed at the latter two. We look at some examples of how learning occurs in MOOCs and wind up with some implications for the future.
Learning2gether classroots weekly online professional developmentVance Stevens
This slide show is updated from 2013, on
Learning2gether classroots weekly online professional development -
This session was one of several held this week at Al Ain Men's College (AAMC) as part of an in-house professional development week in April 2013. It was updated on Aug 25, 2013 for the annual MoodleMoot Virtual Conference MMVC13
Description of event:
Learning2gether is a wiki which, since September 2010, has served to organize teachers in meeting online at regular times weekly to conduct free “class-roots” professional development seminars and discuss topics of mutual interest to teachers of ESOL in particular and educators in general. Presenters and participants range from expert to those merely interested in the topics. Participants come from all over the world, but from its inception there has been an effort to involve teaching practitioners in Arab countries through coordination with the TESOL Arabia TAEDTECH-SIG. Sessions are recorded, and a growing archive of recorded resources is accumulating at the associated podcast site. This session will introduce teachers to the endeavor and invite them to become involved.
Nurturing your PLN for everyone’s ongoing professional developmentVance Stevens
This presentation examines social networking in groups, communities, and networks. Teachers must be trained not only IN use of social media, but THROUGH use. This presentation suggests how teachers interact with communities of practice and distributed learning networks where participants are modeling optimal ways of using social media in teaching.
Chaos in learning: Engaging learners in resolving chaos through networkingVance Stevens
MultiMOOC is about chaos in learning and how to engage learners in resolving that chaos through networking with one another. This presentation introduces a connectivist take on chaos in learning, with its suggestion that sense-making can be enhanced through a network of learners. Taking the Cynefin distinction of simple, complicated, complex, and chaotic problems, MOOCs seem directed at the latter two. We look at some examples of how learning occurs in MOOCs and wind up with some implications for the future.
Learning2gether classroots weekly online professional developmentVance Stevens
This slide show is updated from 2013, on
Learning2gether classroots weekly online professional development -
This session was one of several held this week at Al Ain Men's College (AAMC) as part of an in-house professional development week in April 2013. It was updated on Aug 25, 2013 for the annual MoodleMoot Virtual Conference MMVC13
Description of event:
Learning2gether is a wiki which, since September 2010, has served to organize teachers in meeting online at regular times weekly to conduct free “class-roots” professional development seminars and discuss topics of mutual interest to teachers of ESOL in particular and educators in general. Presenters and participants range from expert to those merely interested in the topics. Participants come from all over the world, but from its inception there has been an effort to involve teaching practitioners in Arab countries through coordination with the TESOL Arabia TAEDTECH-SIG. Sessions are recorded, and a growing archive of recorded resources is accumulating at the associated podcast site. This session will introduce teachers to the endeavor and invite them to become involved.
Nurturing your PLN for everyone’s ongoing professional developmentVance Stevens
This presentation examines social networking in groups, communities, and networks. Teachers must be trained not only IN use of social media, but THROUGH use. This presentation suggests how teachers interact with communities of practice and distributed learning networks where participants are modeling optimal ways of using social media in teaching.
Paper presented at the international TESOL Convention, Philadelphia, March 31, 2012 by Vance Stevens
Artifacts in this presentation:
This posting TinyURL: tesol2012vance
Slides: http://slideshare.net/vances
Event planner: http://learning2gether.pbworks.com
Archive and podcast: http://learning2gether.posterous.com
Learning2gether is a weekly online teacher professional development event that has gone on in one form or another for almost 15 years and which draws for viability on a base of over 1000 members of a vibrant community of practice (CoP) known as Webheads in Action
WEB2.0: Preparing students for their world not ours.Anne-Mart Olsen
This presentation is based on a paper presented at the 5th Annual IIE Celebration of Teaching and Learning Academic Conference (Cape Town):
Exploring New Learning Spaces
Paper presented at the international TESOL Convention, Philadelphia, March 31, 2012 by Vance Stevens
Artifacts in this presentation:
This posting TinyURL: tesol2012vance
Slides: http://slideshare.net/vances
Event planner: http://learning2gether.pbworks.com
Archive and podcast: http://learning2gether.posterous.com
Learning2gether is a weekly online teacher professional development event that has gone on in one form or another for almost 15 years and which draws for viability on a base of over 1000 members of a vibrant community of practice (CoP) known as Webheads in Action
WEB2.0: Preparing students for their world not ours.Anne-Mart Olsen
This presentation is based on a paper presented at the 5th Annual IIE Celebration of Teaching and Learning Academic Conference (Cape Town):
Exploring New Learning Spaces
Feb 11 2014 MultiMOOC and ICT4ELT EVO sessions joint event - Once a Webhead a...Vance Stevens
Becoming a Webhead is not offered as an EVO session for the first time in ten years, but its moderators have created an alternative EVO session to follow on the collaborative spirit of BaW - ICT4ELT at http://ict4elt2014.pbworks.com. Now that BaW is no longer being offered, its moderators think it important to introduce ICT4ELT participants to the Webheads <http: />, so they have invited Vance Stevens to join them in a live session in Week 5. This would be also an opportunity for ICT4ELT to get to know Learning2gether, at which, says Jose Antonio Da Silva, "there is always someone presenting something very interesting every weekend."
These slides don't really communicate much of the talk and may look suspiciously familiar to the 8 Competencies. The slides don't stand alone. This talk was videotaped and as soon as I have a URL I can add it. Please comment on the blog at http://australianoctober.blogspot.com as I don't come back here often enough!
Best practices for online learning--Tulsa Tech Center PD Day Feb 18, 2014cjbonk
Abstract: There are dozens of new technologies emerging each year and endless ways in which they can be used for teaching and learning. So many technologies and pedagogical uses, in fact, that most instructors of higher education are overwhelmed. One solution for this problem is to locate and share best practices. As part of this "best practices" movement, Curt Bonk offers two simple yet powerful frameworks that can be used to understand hundreds of Web-based pedagogical ideas that can motivate students to high success in online learning environments. Bonk will provide these best practices in online teaching based on two decades of his research. Such ideas can creatively engage students into deeper and better learning. He will reveal dozens of practical examples using his widely acclaimed R2D2 (Read, Reflect, Display, and Do) framework for instructional design with technology. Not done, he will showcase his TEC-VARIETY model for student motivation with Web technology. Each letter of the TEC-VARIETY model stands for a well known motivational principle (e.g., tone, encouragement, curiosity, variety, autonomy, relevance, interactivity, engagement, tension, and yielding products.). While detailing best practices he has seen around the globe, Bonk will also discuss how his two methods can be expanded or altered to fit one’s particular preferences and needs. No matter what galaxy or planet you are on, these ideas and techniques can be linked student motivation, collaboration, interaction, and general engagement in the learning process. Those attending this session will walk away with many practical strategies that can be incorporated directly into face-to-face, blended, and virtual classes, events, or programs.
How MOOC learning reaches students through TPDVance Stevens
This presentation describes a course in teacher professional development that has been evolving gradually into a MOOC model. MOOCs enable participants to articulate and explore individual learning strategies. This differentiates master learners from those they are employed to teach. When learners must adapt to jobs that haven’t been invented yet, teachers must help learners become master learners; otherwise their ‘training’ only applies to known jobs.
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
Similar to From teacher networked learning to transformation in your classroom (20)
How to use the LearningTimes Bb Collaborate Webheads Virtual OfficeVance Stevens
This slide show explains how colleagues associated with Webheads in Action, Learning2gether, TESOL CALL-IS, and Electronic Village Online can use the LearningTimes Bb Collaborate Webheads Virtual Office
Abundance in teacher professional development: More than meets the eyeVance Stevens
Learning2gether episode 340 presented Sun Aug 7 noon UTC Vance Stevens at MMVC16 - Moodle Moot Virtual Conference
This Learning2gether Episode #340 is one of many online PD opportunities that are taking place literally as we speak, and if this is a representative moment, this extrapolates to an abundance of PD opportunities online at any given moment. Abundance implies e.g. free, easily accessible, available as per user interest in the manner of a berry bush. But institutional PD is often approached from a mindset of scarcity, meaning it is time-bound, tied to brick and mortar, and often driven top-down. This presentation will help viewers visualize the abundance in a way that this perspective can be shared with whomever is driving your PD through a scarcity paradigm.
Gamifying Teacher Professional Development through Minecraft MOOC at TESOL Ar...Vance Stevens
This is a recent update on the evolution of the community of practice that has developed after two years of EVO Minecraft MOOC. This documents to some extent how a community has truly formed and is gearing up for EVOMC17.
Learning2gether with EVO Minecraft MOOC and Gamification of Teacher Professio...Vance Stevens
This presentation is about a correspondence between two EVO (Electronic Village Online) sessions: 1) the EVO Minecraft MOOC (EVOMC16) and 2) Techno-CLIL (content and language integrated) approach to language development. There is much evidence that Minecraft can enhance language development; for example, the cases discussed in in an article by co-moderators of the EVOMC16 session (Smolčec & Smolčec, 2014). This presentation will suggest to educators interested in adopting the CLIL approach how they might consider Minecraft as a representation of content, and see how language development might derive from interaction in a gamified environment based on that content.
Learning2gether meets Moodle MOOC 7, EVO, and gamification in TPDVance Stevens
Vance Stevens has been presenting lately on gamification in teacher professional development in the context of EVO Minecraft MOOC. Today's talk expands the context to the 16th iteration of Electronic Village Online, currently in preparation, and its varying approaches to TPD. EVOMC16 takes an approach which appeals to its moderators, which is to learn about gamification through experiential play. Vance will talk about how this works in EVO Minecraft MOOC, and how anyone is welcome to join us in January, 2016.
Connecting Learning2gether with events like the Fall Blog FestivalVance Stevens
These slides discuss how Learning2gether, http://learning2gether.net/about
- Builds on decades-long experience with learners and colleagues in virtual spaces
- Helps coalesce a plethora of connectivist learning opportunities
- Reshapes our notions of engaging with students by modeling success in online and blended contexts
- Encourages all educators who enjoy connecting with peers to contribute their voices
- Works, and how you can contribute and participate
MMVC2015 - Teaching writing using voice tools on mobile devices and iPadsVance Stevens
This presentation updates earlier ones on how to use the voice affordances of iPads and other mobile devices to make writing as well as teaching writing and giving feedback increasingly easier and more effective when students are using such devices.than when voice tools are not appropriately enlisted. The presenter learns more every day about how to use these tools in teaching, and here he conveys what he has learned in hopes it will help other teachers of writing whose students are challenged when trying to write effectively on mobile devices.
Minecraft as a model for gamification in teacher trainingVance Stevens
Minecraft as a model for gamification in teacher training
By Vance Stevens
Khalifa Bin Zayed Air College, Al Ain UAE
Higher Colleges of Technlogy / CERT
Presented at XVIIth CALL Research Conference
Tarragona, Spain, July 6, 2015
Thursday March 26 from 15:00-16:30 EST, Nery Alvarado, Daniela Coelho, Ellen Dougherty and Vance Stevens held a workshop on "iPad-agogy: a Bloomin’ Better Way to Teach" Links for my part of this presentation can be found in this slide presentation and might be updated here http://tinyurl.com/vance2015writing - while our wiki provides the information, applications, lesson plans, project-based learning exemplars, and web links covered in the workshop: http://tesol2015ipadogogyabloominbetterwaytoteach.pbworks.com/
The event was listed in the CALL-IS Electronic Village program: http://call-is.org/ev/schedule.php
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.
Learning2gether at the Spring Blog Festival 2015 - Blogging and Logging Conve...Vance Stevens
Learning2gether is an initiative of Vance Stevens evolving from synchronous meetings with Webheads in Action taking place weekly since 1998 and more directly from three WiAOC (WiA Online Convergences) in 2005, 2007, and 2009. L2g started in 2010 and has hosted conversations most weeks since, usually on Sundays (but for this occasion, on a Saturday). L2g encourages all educators who enjoy connecting with peers to volunteer to contribute their voices to perpetuating weekly conversations at our L2g venues. This presentation explains how L2g works and how you can contribute and participate.
Developing online listening exercises for natural EnglishVance Stevens
In our context, we can render the unclear audio to text by listening to it, parsing it mentally, saying it back into the SR engine, and then creating text manipulation exercises from it that force students to attend to certain details in the text / speech. We have created Hot Potatoes exercises where the audio is embedded in the exercise and the students can play the audio, complete the exercise, and get a score. This explains how and why we do it.
Making listening exercises with Hot Potatoes, BbLearn and GradebookVance Stevens
Making trackable listening exercises with Hot Potatoes, BbLearn and Gradebook
This KBZAC PD session was trialed Nov 26, 2014. It demonstrates how to use Dictanote to make quick transcripts of ATC broadcasts, embed the mp3 into a Hot Potatoes quiz, port it to Blackboard and integrate it with the Gradebook.
(it is planned to update these slides as more is learned about how to actually make this work - perhaps viewers could leave suggestions or comments in the discussion space here)
Vance Stevens live-streams workshop on Hangout on Air at GloCALL AhmedabadVance Stevens
The following information on the workshop is here: http://glocall.org/course/view.php?id=81&topic=0#section-8
Connecting Live Online with our Personal Learning Networks
by Vance Stevens
This 2-hour workshop will introduce the concept and importance of Personal Learning Networks and suggest ways that educators can engage in almost unlimited opportunities for professional development online. One such possibility is participation in weekly Learning2gether events (L2g) coordinated by the presenter. This workshop introduces two tools used frequently in L2g and shows participants how they can use them in their professional development. The first of these is Blackboard Collaborate (available on grant to L2g participants) and the second is Google+ Hangouts. The workshop will walk participants through the process of setting up and conducting events using each tool. Topics include using social media to advertise your events, how to moderate sessions using each tool, and how to archive them. Participants will learn how to stream Hangouts so that they can be attended by many more than the ten allowed in the Hangout itself at any one time.
Flipping the flip: Organizing students around a wiki and training colleagues ...Vance Stevens
This session demonstrates a wiki developed for my classes over time that colleagues in my teaching context started collaborating with, and how I created a wiki to help my colleagues create their own, in such a way that it modeled how learning can be facilitiated through a wiki, at http://kbzpd.pbworks.com
Vance Stevens reports to RSCON5 Online from the Antwerp CALL 2014 conference ...Vance Stevens
On July 7-9 2014 Vance Stevens attended a conference entitled ANTWERP CALL 2014: Research Challenges in CALL. This presentation conveys impressions of the conference and encapsulate the dominant threads and research agendas to emerge, primarily through the conference Twitter stream, which serves as a model for delegate reflection on conferences
Training Teachers in Web2.0 Tools for Teaching and Learning EFLVance Stevens
Abstract (100 words): Data gathered on courses to exploit the individual laptop environment for students in the UAE navy college showed high satisfaction with this approach. Training for teachers in the tools and rationale used was organized in a blended environment with 20 steps to be completed emulating the way classes had been conducted at the navy college. As they completed each step, trainees tracked their progress in a shared GoogleDoc while a wiki gave links to what the teachers accomplished as they tackled their 20 tasks. The presentation concludes with teacher reaction to the blended environment used for their training.
Summary:
The author designed courses to exploit the individual laptop environment for students in the UAE navy college using Web 2.0 tools such as GoogleDocs, Prezi, Blogger, SurveyMonkey, and Jing. When data gathered from students found high satisfaction with this approach, the presenter was transferred to the aviation college to train teachers there in the tools and rationale used with the navy cadets.
Training was organized in a blended environment with a blog portal outlining 20 steps emulating the way classes had been conducted at the navy college, where students were set tasks in the class wiki portal, shown in class how to master the language and software needed, and then guided in completing the tasks and projects.
As they completed each step, teachers tracked their progress in an online spreadsheet, and wrote the URLs of online artifacts created in a shared GoogleDocs spreadsheet. Tabs in the blog pointed the trainees to a model wiki portal providing links to student artifacts online. Similarly in the sidebar of the training wiki there emerged links to what the teachers accomplished as they tackled their 20 tasks. This paper concludes with how the teachers responded to the blended environment used for their training.
Draft write-up:
https://docs.google.com/document/d/1VZkB_MQltwzGFyv7KSM5lloxqZ7uFc69NaX71ci_p0o/edit?usp=sharing
Learning2gether to develop Personal Learning Networks to model collaborative ...Vance Stevens
Learning2Gether is an informal, loosely knit professional group serving since 2010 as a venue for teachers to meet weekly online and model for one another collaborative community-building techniques for teacher professional development which participants can in turn apply to constructivist and connectivist learning activities with students. This workshop will introduce the concept and some of the free Web 2.0 tools involved, including survey results and blog post data suggesting high levels of student enthusiasm for Web 2.0 tools such as Prezi, Jing, Blogger, Google Docs, Slideshare.net, and SurveyMonkey. The problem of course is for teachers to become comfortable enough with such tools to use them effectively with students, and this where Learning2gether with peers helps teachers model for one another how Web 2.0 tools contribute to the learning of all concerned. This workshop will show participants how L2G functions as a wiki, and walk them through the movement’s call for participation and its recorded archives. The presenter will attempt to connect participants live with other teachers in the L2G PLN through one or more of our free synchronous presentation tools (e.g. Google+ Hangout). Participants will be encouraged to join future L2G activities or perhaps start such groups of their own.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
From teacher networked learning to transformation in your classroom
1. From teacher networked learning to
transformation in your classroom
Vance Stevens
Reform Symposium 4
http://reformsymposium.com
Oct 13, 2013
2. If you follow this presentation at
http://slideshare.net/vances
All the hyperlinks will work
3. Once upon a time (a digital story)
Sean Wilden yesterday at http://ltsig.org.uk/events/13-future-events/318121013-special-event-using-technology-in-teaching-principles-in-practice.html
Vance Stevens RSCON4 Oct 13, 2013
3
4. Isolation can be dangerous!
http://www.youtube.com/watch?v=y0Urj27gqIQ
Vance Stevens RSCON4 Oct 13, 2013
4
5. Welcome to the Read-Write Century
http://www.communitywiki.org/cw/ReadOnly
http://wizards-of-os.org/index.php?id=2322
Vance Stevens RSCON4 Oct 13, 2013
5
6. We can see an end
to isolation for educators
http://georgecouros.ca/blog/archives/4156
Vance Stevens RSCON4 Oct 13, 2013
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7. Now more than ever
http://www.futureofeducation.com/page/plenarysugatamitra
but teachers must be beamed as master learners
Vance Stevens RSCON4 Oct 13, 2013
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8. Richardson’s 6 ways to relearn
• Share everything (or at least something)
• Discover, don’t deliver, the curriculum
• Talk to strangers (filter and interact with
others in your personal learning
network)
• Be a master learner
• Do real work, for real audiences
• Transfer the power (over who drives
curriculum)
How to do these things is ineffable
(must be experienced)
From Slide 5 here:
http://www.slideshare.net/vances/learning2gether-to-develop-personal-learning-networks-to-modelcollaborative-learning-for-teachers-to-use-with-students
Vance Stevens RSCON4 Oct 13, 2013
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9. What about isolation for students?
c.1995-6 Dave Winet offered classes for students to learn English
http://study.com
Vance Stevens RSCON4 Oct 13, 2013
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10. Why do people want to study online?
• Teachers instinctively prepared syllabuses
http://www.internettime.com/Learning/The%20Other%2080%25.htm
Vance Stevens RSCON4 Oct 13, 2013
10
11. Not to ‘work’ but to socialize
• Students
rejected
the ‘work’
but in
1997-1998
were
attracted
like moths
to flame to
http://prosites-vstevens.homestead.com/files/efi/webheads.htm
Vance Stevens RSCON4 Oct 13, 2013
11
16. Sue visited Houston in 2002
http://prosites-vstevens.homestead.com/files/efi/sue_houston.htm
Vance Stevens RSCON4 Oct 13, 2013
16
17. How do we figure out how to structure
learning to meet social expectations?
• In Writing for Webheads
we learned from the students who interacted with us
– how to construct communities that would promote language
learning
– through greater opportunities to socialize in spaces where the
target language was used throughout
• In Webheads in Action
we teach one another experientially, so that we
– learn by trying out online community building techniques
– in spaces where technology is being used online to promote
greater awareness of how it might facilitate language learning
Vance Stevens RSCON4 Oct 13, 2013
17
20. WiAOC 2005, 2007, 2009
From Stephen Downes, Learning the Web 2.0 Way, 2007
http://www.slideshare.net/Downes/personal-learning-the-web-20-way
From Slide 3 at http://www.slideshare.net/vances/modeling-social-media-in-groups-communities-andnetworks-socialnetworking-2009-online-conference
Vance Stevens RSCON4 Oct 13, 2013
20
22. Where did I get this?
I was only able to relocate this image for RSCON4 because I shared it on Facebook
Vance Stevens RSCON4 Oct 13, 2013
22
23. What would it look like?
If you wanted to model effective connected learning to
socially-oriented peers online? Maybe like this?
Vance Stevens RSCON4 Oct 13, 2013
23
24. Staff Room in the Cloud
Vance Stevens RSCON4 Oct 13, 2013
24
25. Staff Room in the Cloud
Vance Stevens RSCON4 Oct 13, 2013
25
26. Connectivism
Siemens, G. (2004-5). Connectivism:
A Learning theory for the digital age.
Elearnspace. Retrieved August 17,
2011 from
http://www.elearnspace.org/Articles/connectivism.htm
Siemens’s conclusions
can be startling
In this YouTube video, Siemens says at min 1:13
http://www.youtube.com/watch?v=rqL_lsogeNU&feature=youtu.be
"Have you ever thought about how completely irrelevant
structured learning is?"
From slide 8 here:
http://www.slideshare.net/vances/how-mooc-learning-reaches-students-through-tpd
Vance Stevens RSCON4 Oct 13, 2013
26
27. It’s ineffable
• To understand how connected learning works, we
must experience online learning2gether
• Connected learning works well when teachers are
self selected, already in the choir, as are RSCON
participants
• The problem is when we go beyond to others
who have not experienced connected learning as
we have
• Fortunately, there are now burgeoning
opportunities for teachers to avoid isolation
Vance Stevens RSCON4 Oct 13, 2013
27
28. What’s happening just this weekend?
Jeff Lebow is streaming hangouts from KOTESOL
http://koreabridge.net/kotesolicstudio3.html
Vance Stevens RSCON4 Oct 13, 2013
28
35. Oh, and I almost forgot …
http://www.futureofeducation.com/page/2013-reform-symposium
Vance Stevens RSCON4 Oct 13, 2013
35
36. Here a MOOC there a MOOC
From Karen Head: http://chronicle.com/blogs/wiredcampus/here-a-mooc-there-a-mooc-but-will-it-work-for-freshman-composition/41883
• http://goodbyegutenberg.pbworks.com/w/page/62555597/moremoocs
• Http://www.connectivistmoocs.org/
Stephen Downes’s definitive archive of knowledge on MOOCs
(currently over 500 annotated references):
http://www.downes.ca/mooc_posts.htm.
Vance Stevens RSCON4 Oct 13, 2013
36
37. You can see what’s on, attend
or share with us at Learning2gether
http://learning2gether.net/about/
http://learning2gether.pbworks.com/w/page/32206114/volunteersneeded
Vance Stevens RSCON4 Oct 13, 2013
37
38. Saving the most important to the end
The Students!
• Our mindsets must change so that students
can be inculcated in the same way we are
learning to learn
• Students are already learning to connect (in
their way!) e.g.
– LA unified school district problem
– Tom Woods in Australia
Vance Stevens RSCON4 Oct 13, 2013
38
40. We have to meet them
where they want to be
http://www.theblaze.com/stories/2013/09/26/did-the-losangeles-school-system-really-not-see-this-coming-when-theyhanded-out-free-ipads-to-high-schoolers/
http://games.yahoo.com/blogs/plugged-in/los-angelesstudents-ipads-classroom-play-video-games-173850244.html
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41. Alan November on Global Voice
“Can you imagine giving every kid a laptop and not changing the audience?
But changing the device? How do you reconcile that?”
http://edtechcrew.net/
http://www.youtube.com/watch?v=I0EG_iwLrVw
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42. David Warlick on networking being
the boundary of the digital divide
Dave Warlick's K-12 Online Conference keynote: http://k12onlineconference.org/?p=144
We want our children to be
the students we want to teach
rather than teaching
the children who they are
and this is an insult
to our children
http://www.youtube.com/watch?v=BTrMBmDK7Os
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43. Students learn best when they are
where they want to be
Chuck Sandy talked about
Design for Change
http://www.dfcworld.com/
https://sas.elluminate.com/site/external/recording
/playback/link/table/dropin?sid=2008350&suid=D.
EED9A632C04487C03B9BF5F1E94B0A
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44. What’s with the MOOCs?
How MOOC Learning Reaches
Students through TPD
Vance Stevens
Higher Colleges of Technology, UAE
AAMC / PACE / KBZAC
Title slide from: http://www.slideshare.net/vances/how-mooc-learning-reaches-students-through-tpd
Stevens, V. (2013). What's with the MOOCs? TESL-EJ, Volume 16, Number 4, pp. 1-14: http://tesl-ej.org/pdf/ej64/int.pdf
Also available at: http://www.tesl-ej.org/wordpress/issues/volume16/ej64/ej64int/
45. Updated April 7, 2013
Thinking SMALL: Training Teachers
in Web2.0 Tools for
Teaching and Learning EFL
Vance Stevens, UAE: HCT / PACE
TESOL in Dallas, Texas, March
22, 2013
CALL-IS & Elementary
Education InterSection Session
New Tools/Techniques in CALL
eLearning in Action
Conference
April 2, 2013
HCT Sharjah Women’s College
Title slide from: http://www.slideshare.net/vances/training-teachers-in-web2
47. Some articles about Webheads
•
Yilmaz, B, and Stevens, V. (2012). Webheads in Action: A community of practice scaffolding multiliteracies skills in teacher professional development.
Writing & Pedagogy 4,1:135–146.
•
Stevens, Vance. (2010). Webheads and Distributed Communities of Practice. Global Neighbors: Newsletter of TESOL's English as a Foreign Language
Interest Section, EFLIS News March 2010 Volume 9 Number 1:http://www.tesol.org//s_tesol/sec_issue.asp?nid=2994&iid=13069&sid=1
•
Stevens, Vance. (2007). Webheads as agents of change in overlapping clouds of distributed learning networks. APACALL Newsletter 11, pp. 3-8.
Retrieved December 18, 2007 from: http://www.apacall.org/news/Newsletter11.pdf.
•
Stevens, V. (2004). Webheads communities: Writing tasks interleaved with synchronous online communication and web page development. In
Leaver, B. and Willis, J. (Eds.). Task-based instruction in foreign language education: Practices and programes. Georgetown University Press. pp. 204217.
–
–
–
There is a full text of a late draft of my article here, though references are not included:
http://vancestevens.com/papers/webheads/taskbase_ch10june192003.htm
An earlier version has the references, and also images that were intended to illustrate the article:
http://vancestevens.com/papers/webheads/taskbase_full.htm
Here is a Commentary: from the Linguis list, May 2005. AUTHORS: Leaver, Betty Lou; Willis, Jane R. TITLE: Task-Based Instruction in Foreign Language
Education SUBTITLE: Practices and Programs PUBLISHER: Georgetown University Press YEAR: 2004 "CHAPTER TEN: Webhead communities: Writing tasks
interleaved with synchronous online communication and web page development (Vance Stevens) Another instance of virtual classroom implementing
writing tasks is described in this chapter. The author reports activities of groups of learners and teachers involved in online writing practices. The writing
tasks were aimed at purposeful interaction and technology was a vehicle of implementing pedagogical principles not the driving force. The author's initiative
for conducting an online writing and grammar course is reported to have been the starting point of this community of online writers called Webheads. The
group interactions involved various topics including projects on which teachers interacted and themes and tasks of interest to learners. Cost, ease of use,
multicasting capability, and cross platform adaptability were the criteria in selecting the tools for computer mediated communication. Email groups, web
pages, and synchronous chat were the major modalities of interaction and implementation of tasks. After a brief discussion on evaluation and in the
conclusion section the author mentions lowering affective obstacles and promoting a sense of community as the main message from the project and
recommends that the model be applied in other situations. In an appendix some technology related issues are dealt with.
•
Stevens, V. and Altun, A. (2002). The Webheads community of language learners online. In Syed, Z. (Ed.). The process of language learning: An EFL
perspective. Abu Dhabi: The Military Language Institute. pp. 285-318. 2001mli_stevens-altun2mb.pdf. There is a pre-publication version of this paper
at http://sites.hsprofessional.com/vstevens/files/efi/papers/t2t2001/proceeds.htm
•
Stevens, Vance. 1999. Writing for Webheads: An online writing course utilizing synchronous chat and student web pages. A paper submitted for the
4th Annual Teaching in the Community Colleges Online Conference: Best Practices In Delivering, Supporting & Managing Online Learning, April 7-9,
1999 - http://sites.hsprofessional.com/vstevens/files/efi/hawaii99.htm
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