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MOOCs (Massive Open Online Courses) have developed over the last decade with recent pilots at Stanford and MIT. However, MOOCs are controversial for political, financial, educational, and community reasons. Examples of MOOC platforms include edX, Coursera, and Udacity. The document then discusses using social networking tools for language learning, suggesting exploring sites like Mixxer, LiveMocha, and Busuu where learners can connect with conversation partners and practice languages in an online community. Partners are instructed to try two sites and write an in-depth review of one to share.
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UKOLN Blogs and Social Networks workshop - all presentations
for ease of use on the day, this is a single presentation containing all the slides for UKOLN's blogs and social networking workshop on the 26th November 2007 in irmingham.
Design challenges for future learning
What are realistic design goals for future online learning transactions and online environments in a Web 2.0 world. A talk given at the University of Leicester, UK, Learning Futures Seminar, 19 November 2008.
Social Web/Knowledge Building Presentation
This document summarizes a case study on using social web technologies in an online course. The 3-week course was developed using Ning, Blogger, Wetpaint, and other social media tools. 41 participants from various levels and generations engaged in knowledge sharing through discussion forums, wikis, and comments. The study found that social media promotes collaborative knowledge building but design needs to be simple. Not all learners found social media appealing, and adoption may take time across generations. The study discusses implications for instructional design practices.
Social Media 101 - Introduction [Part One]
Social Media 101 presentation part of AUB's Online Collaborative Social Media 101 workshop presented by Weam Alawar, content by Mohammad Hijazi.
The Wide World Of Wikis
The document discusses wikis and their uses for education. It begins with common questions about wikis, explaining that they are websites that allow anyone to easily create and edit pages without technical skills. It then outlines several benefits of wikis for classrooms, including facilitating collaboration on group projects, serving as platforms for discussion boards and study guides, and allowing students to create online stories and glossaries together. The document also provides step-by-step instructions for setting up wikis using the Pbwiki platform and introduces other related web 2.0 tools like blogs, podcasts, and social bookmarking.
Social Learning Networks and Social Bookmarking
Presentation at DMU 2008 e-learning symposium to raise awareness of the potential benefits of social bookmarking and Social Networking
Social Learning Networks and Social Bookmarking
This document summarizes a workshop on social (learning) networks and social bookmarking held on May 16th 2008. The workshop covered:
- Definitions of social bookmarking, social networking, and networked learning in the context of Web 2.0 technologies.
- Demonstrations of social bookmarking tools like Delicious and social networking platforms like Ning, and discussions of how these tools can facilitate networked learning.
- A case study of the Web2learning social network, which was created for professional development using Web 2.0 tools.
- Considerations for using non-institutional social networks and Web 2.0 technologies, including privacy, security, legal issues, and student/staff safety
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Social learning impact the classroom and the district 07-19-11
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Using blogs and social media for learning and teaching
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Jeffrey Ayer's Champlin Park Presentation: Using Web 2.0 in the Classroom
Jeffrey Ayer's Champlin Park Presentation: Using Web 2.0 in the Classroom
Exploiting The Potential Of Blogs and Social Networks Introduction
Exploiting The Potential Of Blogs and Social Networks Introduction
Turku2010 Collaborative Learning Online Social Software and (Literacy) Education
Turku2010 Collaborative Learning Online Social Software and (Literacy) Education
UKOLN Blogs and Social Networks workshop - all presentations
UKOLN Blogs and Social Networks workshop - all presentations
More from Jonathan Smart
Using corpora in instruction
This document discusses the use of language corpora for grammar and vocabulary instruction. It begins by defining what corpora are, including that originally they were paper-based but now are computer databases. It then outlines several benefits corpora provide for language learners, such as more accurate descriptions of language and exposure to authentic examples. Next, it discusses how corpora can inform syllabus design, textbooks, and can be used directly by learners. Specific textbooks informed by corpora are mentioned. The document concludes by discussing data-driven learning approaches using corpora and considerations for implementing corpora in language instruction.
Culture
This document discusses issues related to incorporating culture into the L2 classroom. It defines the key terms of Culture (literature, art, music) and culture (people's attitudes and beliefs that identify groups) and discusses how cultural descriptions can be essentialist and reductive by oversimplifying culture. The document also addresses representations of culture in textbooks and online, interactions with individuals, online cultures and communities, and developing activities to help learners understand target cultures from a non-essentialist perspective using online materials and computer-mediated communication.
Writing & technology
This document discusses using technology to support writing instruction in three key areas: feedback and assessment, collaborative writing, and teaching paraphrasing to avoid plagiarism. It provides examples of how instructors can use comment features in Word, track changes, screencasting, blogs, wikis, and other online tools to provide feedback and facilitate collaborative writing activities. The document also discusses challenges like ensuring feedback is clear and doesn't overwhelm students, organizing collaborative writing efforts, and using plagiarism detection software appropriately. Overall, it advocates leveraging technology to make feedback and writing more interactive, collaborative, and reflective of real-world writing tasks.
Reading vocabulary and test review
This document outlines an activity for reviewing and discussing key concepts related to reading, vocabulary, and computer-assisted language learning (CALL). It includes:
1. Instructions for group discussions and presentations on connections between readings on CALL and implications for vocabulary and reading pedagogy.
2. An overview of vocabulary teaching strategies and programs, including the use of technology-assisted tools.
3. Steps and strategies for computer-assisted vocabulary learning.
4. A review of topics to be covered on Test 2, including teaching with corpora, asynchronous/synchronous CMC, and reading/vocabulary with CALL.
L2 reading and technology
The document discusses tools and strategies for reading activities. It suggests using online resources like corpora, dictionaries, archives and news aggregators to make a variety of readings available and aid comprehension. Discussion tools like surveys, blogs and comments can encourage interactive reading and sharing. Tutorial software, graphic organizers and word lists can also help learners. RSS feeds and services like Pulse and Flipboard are recommended for creating personalized news streams. Twitter is proposed as a way to follow topics, generate previews and develop reading activities.
Learner centered technologies
This document discusses using technology and Web 2.0 tools to facilitate learner-centered language teaching. It recommends adopting an integrated infrastructure like Google Suite, which allows students to access blogs, wikis, documents and hangouts using one login. These tools allow students to interact, share content and receive feedback from real audiences. The document provides examples of using blogs for writing and speaking practice, wikis for collaborative project-based learning, Google Docs for simultaneous editing, and Google Hangouts for video conferencing. It emphasizes that technology should focus on meaningful language use and interaction, not just on the tools themselves.
CMC wrap-up
This document outlines an activity using QR codes for a scavenger hunt. Students will be split into small groups and given clues with embedded QR codes linking to multimedia content. The activity aims to last 20 minutes. Notes provide reading assignments on academic podcasting and a list of collaborative tools like Google Hangouts and Wikis. A study is summarized where CMC was used for a collaborative tourism project between Spanish and English students, finding ongoing and peer feedback was effective. The document proposes an in-class project after spring break involving developing a teaching activity about a university service encounter.
Asynchronous Computer-mediated Communication
The document discusses asynchronous communication tools for language teaching and provides instructions for an activity. It recommends downloading a QR code reader app before the next class and signing up for the Google Group and Audioboo site. It also outlines an homework assignment to develop a teaching activity about a university service encounter using an asynchronous communication mode.
Cmc 2 27
The document discusses using technology for task-based language teaching, including using synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ACMC) to design technology-based language learning tasks, and the importance of reflection activities after tasks are completed to help learners improve their language skills. Presentations are also scheduled on using corpora and concordancers like AntConc for language teaching.
synchronous_cmc
The document discusses using synchronous computer-mediated communication (CMC) for language learning activities. It describes how CMC can encourage more equal participation than in-person group work and allows learners time to prepare. A variety of tools are presented for synchronous CMC, including chat programs, video conferencing, and learning management system classrooms. Examples of activities that can be done through synchronous CMC include discussions, project collaboration, study groups, and holding virtual classes. The document demonstrates how to use Blackboard Collaborate and suggests trying other tools like Google Hangouts, Skype, TokBox, and IRC in small groups.
Corpora in language teaching
This document provides an overview of how corpora can be used in language teaching. It discusses what corpora are and some of their benefits for language learners, such as providing more accurate descriptions of language than intuition alone. Various corpora tools are described, including local corpora that can be built and analyzed using concordancing programs, as well as several web-based corpora like BYU Corpora and SACODEYL that allow online searches. Specific activities using corpora are proposed, such as examining functions of the modal verb "can" or identifying parts of speech in Shakespearean vocabulary. Considerations for using corpora in teaching are also addressed.
Activities tasks and exercises in CALL
The document discusses different types of tasks and exercises that can be used for CALL (computer-assisted language learning). It provides examples of tutorial software, drill-and-practice activities, educational games and quizzes, simulations, information-gap activities, discussion activities, and project-based tasks. It also discusses different participation structures and interfaces that can be used. Upcoming assignments are described, including developing a lesson plan that incorporates technology to teach a language skill.
Asking questions 2 11 13
The document provides instructions for signing up and using the Grockit Answers and Socrative platforms. It recommends registering for both sites and reading introductory materials. An upcoming quiz is announced as well as the topics of upcoming class presentations. Suggestions are made for how these platforms can facilitate class participation both inside and outside of class time. Potential barriers to use are addressed and example use cases are provided for activities on Grockit Answers and Socrative. Homework involves creating an activity on one of the platforms to try out with learners.
Philosophy of teaching with technology
This document provides guidance and questions for developing a teaching philosophy focused on using technology. It lists technologies covered in class and questions to consider regarding beliefs about how technology can aid second language acquisition. Students are asked to write a paragraph on their initial beliefs and to draft a full teaching philosophy addressing how learners learn a language, how teachers can facilitate learning, and what principles guide their teaching. The document emphasizes developing a philosophy based on beliefs informed by experience and sources, rather than just experience alone.
building websites at NAU
This document provides instructions for building a basic website. It discusses why someone may want a website and some basic website terminology. It then outlines what content to include on website pages like a CV, course resources, and personal information. The document reviews options for creating a website either by uploading files to a hosting service, using a website builder service, or creating pages locally. It provides step-by-step instructions for creating a simple two-page website locally using Word and links. Finally, it briefly discusses using Google Sites as an alternative website creation option.
Designing Web Activities Part 2
This document provides an overview of various digital tools and resources for language teaching, including requirements for reflection blog entries, homework assignments, and recommendations to explore sample digital stories, WebQuests, and Hot Potatoes activities. It also lists examples of eBooks, storytelling websites, video creation tools, and a recommended research article on implications of widespread technology use for learners. At the end, it prompts discussion of tools by language skill and reflection on developing a personal philosophy for technology in language teaching.
Designing Web Activities
This document discusses three types of web-based activities for language learning: WebQuests, Hot Potatoes exercises, and digital storytelling. WebQuests involve completing tasks using pre-selected online resources, while Hot Potatoes creates language exercises. Digital storytelling allows students to create multimedia stories using images, audio, and video. Sample tools are provided for creating digital stories, along with guidelines for developing stories and integrating the activities into teaching.
Evaluating CALL
This document discusses different types of CALL (computer-assisted language learning) tools including dedicated language learning software, websites, and Web 2.0 applications, and examines how students and teachers use these resources. It also defines evaluation in CALL as investigating resources to determine appropriateness, effective implementation, and success. Finally, it outlines common approaches to CALL evaluation such as checklists, methodological frameworks, SLA-based criteria, and action research.
More from Jonathan Smart (18)
Social networking for ll
- 2. MOOC: Massive Open Online Course Have been in development over the last decade. Recent pilot MOOCs at Stanford and MIT. Very controversial (for many reasons): • Politically/financially • Reducing teacher/student relationship (no feedback, grading by peers/machine) • Too learner-centered? (self-motivation, learner-created content chaotic) • Grouping/territory/community issues
- 3. MOOC services Example: Introduction to Mathematical Thinking Platforms/providers: eDX Coursera Udacity Udemy
- 4. Keith Devlin at Stanford on MOOCs
- 5. Social Networking for LL •Not use Facebook for language learning (although that isn’t necessarily bad either) •Rather, use Web 2.0 tools to get in touch with other people. •Sort of a massive conversation partners exchange. •Let’s investigate some examples…
- 6. Review social sites •10 minutes: With a partner, try out two of these sites. •20 minutes: Then “claim” one of the sites to write a more in-depth review about (just let me know on the board). •2 minute: Post your review on one or both of your blogs and send the link to the wiki editors for this week (Kristen & Katie) •10 minutes: share your site with the class.
- 7. Mixxer LiveMocha Busuu ITalki Palabea Lang-8 VoxSwap My Happy Planet MyLanguageExchange xLingo Check out two, then review one: