Keynote presentation for University of Strathclyde's 4th Annual Learning and Teaching Event in an International Technological University: Social Media in Learning and Teaching, 19th June, 2018
Keynote presentation for University of Strathclyde's 4th Annual Learning and Teaching Event in an International Technological University: Social Media in Learning and Teaching, 19th June, 2018
How to use Social Media in the ClassroomAdam Voyton
Learn how to incorporate social media tools into learning activities. When used properly, social media tools can boost student engagement, link students to content experts, find online classroom lessons, and help students to establish an online body of work/establish their brand.
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!
Building Online Learning Communities Using Web 2.0 TechnologiesDr. Mariam Abdelmalak
In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
Social media and education: advantages and disadvantagesJuana Berroa
This presentation is about the importance of social media in language learning/teaching process in this current digital era.
Social media is an amazing tool to motivate language learners because it can be adapted to any social context, age and culture since it is possible to customize learning according to learners and teachers' needs.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
How to use Social Media in the ClassroomAdam Voyton
Learn how to incorporate social media tools into learning activities. When used properly, social media tools can boost student engagement, link students to content experts, find online classroom lessons, and help students to establish an online body of work/establish their brand.
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!
Building Online Learning Communities Using Web 2.0 TechnologiesDr. Mariam Abdelmalak
In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
Social media and education: advantages and disadvantagesJuana Berroa
This presentation is about the importance of social media in language learning/teaching process in this current digital era.
Social media is an amazing tool to motivate language learners because it can be adapted to any social context, age and culture since it is possible to customize learning according to learners and teachers' needs.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Reflexions i idees sobre l'ús de les xarxes socials a l'educació.
Algunes experiències interessants fetes amb la col.laboració dels meus alumes.
Thanks!
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
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.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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CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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?
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.
SWCOLT 2012 Facebook as a Language Learning Tool (Behnke)
1. Using Facebook as a Language Learning
Tool: Building Language Learning
Communities among Students.
Claudia Behnke
Northern Arizona University
SWCOLT 2012
2. Why use technology in Language Learning?
Language is cultural and social: Vygotsky’s Sociocultural theory.
Technology offers students the opportunity to produce more than what
is learned, “Zone of proximal development”.
Technology allows students to receive feedback from the professor,
from other students, native-speakers and computer generated
feedback.
Interaction can occur with technology and/or through technology.
3. Virtual on-line Communities
What is an on-line community?
“groups of people, connected via-technology-mediated communication, who actively
engage one another in collaborative, learner-centered activities to intentionally foster
the creation of knowledge, while sharing a number of values and practices” (Ludwig-
Hardman, 2003).
What are the benefits of an on-line community?
Share life, work and school experiences.
Permit group expression.
Higher levels of academic success, retention of information and satisfaction of
University life (Price, 2005).
Bridge the gap between the social and academic worlds.
4. How do students participate in an on-line
learning community?
Create an on-line identity (“All about me”): Creation of profiles, sharing
pictures, asking questions, publishing status updates.
Actively participate and collaborate in an informal manner (with others
students and/or professor).
Give and receive feedback.
Ask and answer questions.
Share multi-media (music, animations, links, etc.).
5. Why use Facebook?
Enhance communication between students and between students and the professor.
Share and participate in ways not possible in the classroom (i.e. sharing multimedia).
Create surveys, applications, play games, joins groups, practice languages, sync and
connect other websites with your Facebook account, etc.
Facebook is attractive and appealing, students are masters in navigating Facebook, and it’s
free!
Promote student collaboration outside of class, receive information from ‘friends’ and
foster relationships with classmates (i.e. through a group page, or the newsfeed).
Promote the responsible and professional use of Facebook and other social networking
sites.
6. Why use Facebook in the Language
classroom?
70% of Facebook users live in other countries all around the world, and
speak more than 70 different languages, which are available on Facebook.
Facebook allows students to be involved and interact with their classmates
in a familiar setting in the target language.
“lurking” or “stalking” = input!
Commenting, “liking” or sharing content.
Facebook permits the access to and sharing of authentic materials and
other cultural relevant items.
7. Action Research
SPA101 – Honors; 17 students; All undergraduate.
Materials:
Tally of observed participation (solicited and unsolicited).
Questionnaire:
Demographic information, previous experience and exposure to Spanish
Personal use of Facebook.
Opinions and level of comfort using Facebook in the class.
Research questions:
What are student opinions and perceptions of using Facebook in Spanish class?
How do students participate in a Spanish class group on Facebook?
8. Facebook Activities
1. Create a private Facebook account and join the secret class group.
2. Share reading and listening activities (notes, blogs, videos, comments).
3. Create and share multimedia.
4. Publish to the group page.
5. Comment other student work.
6. Publish and ‘tag’ photos.
7. Announcements, reminders, events, etc.
9. 1. Create a private Facebook account and
join the secret class group
21. Student opinion and perception: How do
you like using Facebook?
7
6
I like It a lot!
5
4 I somewhat like it
3 Indifferent
2 I somewhat dislike it
1 I dislike it a lot!
0
Using Facebook Sharing your work
22. Student opinion and perception: How do
you like using Facebook?
“It is easy to use and I can use it to keep track of what I have done”
“I particularly dislike sharing my work. I don’t like the lack of privacy”
“It is a great way to network/connect It brings a social aspect to Spanish
learning.
23. Student opinion and perception: Would you
recommend Facebook for another class?
10
8
6
4
2
0
Si No Si/No
24. Student opinion and perception: Would you
recommend Facebook for another class?
“I don’t like using a public forum to display my work – it makes me
uncomfortable knowing that everyone can see it/judge me based on my
work.”
“It creates a bridge between personal and academic that I don’t like. It is
too informal of a setting for academics”
25. Student opinion and perception: Would you
recommend Facebook for another class?
“Since most of us already use Facebook we know what we’re doing and it is
more enjoyable and faster”
“Because Facebook is something that I can use and that I remember to
check frequently”
“I think for certain types of classes, like languages, it is the best way to
maximize our interaction and language practice.”
26. Tally of observed participation
Classification of FB use Solicited Not solicited
“me gusta”/ “like” 0 24
Comment a publication 5 51
Publish on the professor’s wall 0 4
Publish to a classmates' wall 0 4
Publish to the class group 144 9
Publish/comment a note 152 1
Status update 0 2
Multimedia 85 4
Photos 3 (albums) 16
27. Tally of observed participation, cont.
Yes No
Did the student add a profile picture? 16 1
Did the student add personal information to the profile? 4 13
Is he/she “friends” with the rest of the class? 17 0
28. Recommendations & Conclusiones
Recommendations:
Create a ‘secret’ group.
Be an active member.
Only correct errors through a private message.
Encourage professional ‘participation’.
Conclusions:
Facebook is useful tool to increase possibility of student interaction.
Students are comfortable with Facebook and prefer Facebook over Bblearn.
Students do not like like to publish their written work on Facebook!
29. Bibliography
Buckley, C., Hastings, A., & Mottershead, R. (2009), ‘Using Web 2.0 Technologies to Build
Learning Communities’. International Conference held in Barcelona 23rd -28th February 2009).
Barcelona: IADIS
chavez-Solario, Nesly. A Comparison of Student outcomes and attitudes in Tecnology enhanced
vs. traditional second-semester Spanish language courses. Proquest dissertations and theses;
2003; Proquest Dissertations and theses (PQDT)
Naditz, N. “Friend” of Foe: Facebook in a High School Language Class. The language educator,
Nov 2011
Lakshmi, G.V.S., Sailaja, S. Contribution of technology in Language learning. Sino-US English
teaching. Jan, 2010, Volume 7, No.1
Mills, N. Situated learning through social networking communities: The development of joint
Enterprise, mutual engagemente, and a shared repertoire. CALICO 28 (2).p. 245-386. 2011.
30. Bibliography, cont.
Neil Selyn (2009): Facebooking: exploring students’ education-related use of
Facebook. Learning, Media and Technology, 34:2 157 – 174.
chwartz, H. Facebook: The Classroom Commons? The Chronicle of Higher
Education. SEp. 28, 2009
Stevens, M. Learning a Language with Web 2.0: Exploring the use of social
networking features of Foreign language learning websites. CALIC, 27 (2). 2010
Terantino, J. & Graf, K. Using Facebook in the Language Classrrom as part of the
Net Generation Curriculum. In the Classroom. The Language educator, Nov 2011
Thomas, P. Avoiding the ‘Virtual’: Building learning communities in off-campus
language learning. Australian Review of Applied linguistics. No 7, 2003.