Call Tell Wkshp

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Information about Call Tell Wkshp

Published on June 14, 2008

Author: debrah

Source: slideshare.net

Language teaching at a distance: the enabling potentials of technology Dr Debra Hoven CDE [email_address] DETS, Edmonton, June 2008

Terminology CALL (Computer Assisted Language Learning) CELL (Computer Enhanced … ) TELL (Technology Enhanced Language Learning) & its various manifestations Issues as an applied discipline … Applied where & to whom …?

CALL (Computer Assisted Language Learning)

CELL (Computer Enhanced … )

TELL (Technology Enhanced Language Learning)

& its various manifestations

Issues as an applied discipline …

Applied where & to whom …?

Finding the best fit … Celebration model cf compensation model: When, who & how … & to a lesser extent, where, what & why Contexts and constraints Purposes and advantages … and the tools to match i.e. appropriate technologies from freeware, stand alone to Open source to commercial

Celebration model cf compensation model:

When, who & how … & to a lesser extent, where, what & why

Contexts and constraints

Purposes and advantages

… and the tools to match i.e. appropriate technologies from freeware, stand alone to Open source to commercial

So how does this match with language learning theories? Interactionist theories of LL Cognitive constructivist theories Sociocultural  ecological constructivist … and Communicative language teaching Community-based learning/communities of learners Roles of form (structure) & function (fluency) Fundamental purpose(s) of language & how to acquire proficiency in these?

Interactionist theories of LL

Cognitive constructivist theories

Sociocultural  ecological constructivist

… and

Communicative language teaching

Community-based learning/communities of learners

Roles of form (structure) & function (fluency)

Fundamental purpose(s) of language & how to acquire proficiency in these?

… and how does this map in an online environment? 6 models of TELL Instructional CALL Exploratory & discovery CALL Computer Mediated Communication for LL Social networking (connectedness, identity, community) Narrative/reflective (digital storytelling, eportfolios) Collaborative LL (communities, learner-created content)

6 models of TELL

Instructional CALL

Exploratory & discovery CALL

Computer Mediated Communication for LL

Social networking (connectedness, identity, community)

Narrative/reflective (digital storytelling, eportfolios)

Collaborative LL (communities, learner-created content)

Instructional CALL Interactionist theories of language learning  constructivist 4 skills: reading, writing, speaking, listening + grammar & vocabulary  integrative approach

Interactionist theories of language learning  constructivist

4 skills: reading, writing, speaking, listening + grammar & vocabulary

 integrative approach

Instructional CALL 1 …/6 Assistive tools (online templating): Hot Potatoes http://web. uvic .ca/hrd/halfbaked/ http://ressources-cla.univ-fcomte.fr/english/html/hotpot.htm http://www.humnet.ucla.edu/aflang/swahili/exercises/mazungumzo/Mazungumzo1.htm http://a.w-z.webpark.pl/asking_the_way.htm http://ospitiweb.indire.it/ictavagnacco/deutsch/Wiederholung_3/restaurant.htm Scripto http://www.readingmatrix.com/quizmaker/index.php

Assistive tools (online templating):

Hot Potatoes

http://web. uvic .ca/hrd/halfbaked/

http://ressources-cla.univ-fcomte.fr/english/html/hotpot.htm

http://www.humnet.ucla.edu/aflang/swahili/exercises/mazungumzo/Mazungumzo1.htm

http://a.w-z.webpark.pl/asking_the_way.htm

http://ospitiweb.indire.it/ictavagnacco/deutsch/Wiederholung_3/restaurant.htm

Scripto

http://www.readingmatrix.com/quizmaker/index.php

Instructional CALL 2 …/6 Assistive tools (online templating): Crossword construction http://www.crosswordkit.com/download.htm Ready-made resources e.g.: http://oregonstate.edu/dept/eli/internetpossibilities.html Resource portals: http://www.polyglot.pitt.edu/workshops/resources.html www.atomiclearning.co.uk

Assistive tools (online templating):

Crossword construction

http://www.crosswordkit.com/download.htm

Ready-made resources e.g.:

http://oregonstate.edu/dept/eli/internetpossibilities.html

Resource portals:

http://www.polyglot.pitt.edu/workshops/resources.html

www.atomiclearning.co.uk

Instructional CALL 3 …/6 Web design http://www. webmonkey .com// and the simpler version (which I prefer!): http://webmonkey.com/webmonkey/kids/ http://www.arizona.edu/uaweb/tutorials/index.php Quickstart guide to Dreamweaver: http://www. brynmawr . edu/llc/help/russDreamweaver/index . htm

Web design

http://www. webmonkey .com//

and the simpler version (which I prefer!):

http://webmonkey.com/webmonkey/kids/

http://www.arizona.edu/uaweb/tutorials/index.php

Quickstart guide to Dreamweaver:

http://www. brynmawr . edu/llc/help/russDreamweaver/index . htm

Instructional CALL 4 …/6 Nvu (Open source web editor) http://nvudev.com/index.php Mozilla composer tutorial (useful for those who cannot afford or don’t want to buy Dreamweaver or other Macromedia products) The site Wizard: good links to other useful technical sites: http://www. thesitewizard .com/gettingstarted/mozillacomposer1. shtml

Nvu (Open source web editor)

http://nvudev.com/index.php

Mozilla composer tutorial

(useful for those who cannot afford or don’t want to buy Dreamweaver or other Macromedia products)

The site Wizard: good links to other useful technical sites:

http://www. thesitewizard .com/gettingstarted/mozillacomposer1. shtml

Instructional CALL 5…/6 Clipart/photo collections http://tell.fll.purdue.edu/JapanProj//FLClipart/default.html http://web.uvic.ca/hcmc/clipart/ http://www.carla.umn.edu/lctl/VPA/ http://www.teachnet.com/how-to/clipart/

Clipart/photo collections

http://tell.fll.purdue.edu/JapanProj//FLClipart/default.html

http://web.uvic.ca/hcmc/clipart/

http://www.carla.umn.edu/lctl/VPA/

http://www.teachnet.com/how-to/clipart/

Instructional CALL 6…/6 Audio & video Audacity http://audacity.sourceforge.net/ iMovie MovieMaker (PC only) streaming http://www.brynmawr. edu/llc/help/streaming/index .html Podcasts http://www.podomatic.com/ http://odeo.com/ mLearning (?)

Audio & video

Audacity

http://audacity.sourceforge.net/

iMovie

MovieMaker (PC only)

streaming

http://www.brynmawr. edu/llc/help/streaming/index .html

Podcasts

http://www.podomatic.com/

http://odeo.com/

mLearning (?)

Exploratory & discovery CALL 1…/2 Sociocultural (social constructivist) theories of language learning Cooperative language learning Simulations Travel sim e.g. http://www.iei.uiuc.edu/travelsim/ Virtual worlds e.g. Second Life http://secondlife.com/ http://www.vimeo.com/356342 + voice: http://youtube.com/watch?v=7ViOXg2WUoo

Sociocultural (social constructivist) theories of language learning

Cooperative language learning

Simulations

Travel sim e.g.

http://www.iei.uiuc.edu/travelsim/

Virtual worlds e.g. Second Life

http://secondlife.com/

http://www.vimeo.com/356342

+ voice:

http://youtube.com/watch?v=7ViOXg2WUoo

Exploratory & discovery CALL 2…/2 Webquests http://webquest.org/index.php http://bestwebquests.com/ And Web Inquiry Projects: http://edweb.sdsu.edu/wip/WIP_intro.htm

Webquests

http://webquest.org/index.php

http://bestwebquests.com/

And Web Inquiry Projects:

http://edweb.sdsu.edu/wip/WIP_intro.htm

CMC for language learning 1 …/2 Synchronous, near-synchronous Text, audio, video, 2-way, >2-way e.g. Skype http://www.skype.com/ CU-See Me World http://www.CUworld.com ICQ http://www.icq.com MSN Messenger http://get.live.com/messenger/overview Paltalk http://www.paltalk.com Yahoo Messenger GoogleTalk

Synchronous, near-synchronous

Text, audio, video, 2-way, >2-way e.g.

Skype

http://www.skype.com/

CU-See Me World

http://www.CUworld.com

ICQ

http://www.icq.com

MSN Messenger

http://get.live.com/messenger/overview

Paltalk

http://www.paltalk.com

Yahoo Messenger

GoogleTalk

CMC for language learning 2 …/2 (Synchronous cont’d) IM Elluminate + Vrooms http://www.elluminate.com/vroom/index.jsp mLearning Asynchronous Email List-servs Discussion forums Research evidence for effectiveness of online over f2f chat (e.g. Payne & Whitney, 2002)

(Synchronous cont’d)

IM

Elluminate + Vrooms

http://www.elluminate.com/vroom/index.jsp

mLearning

Asynchronous

Email

List-servs

Discussion forums

Research evidence for effectiveness of online over f2f chat (e.g. Payne & Whitney, 2002)

Narrative TELL Reflective & lifelong learning Learner-created content Sociocultural  ecological perspective ePortfolios Digital storytelling

Reflective & lifelong learning

Learner-created content

Sociocultural  ecological perspective

ePortfolios

Digital storytelling

Social networking TELL Social  ecological constructivist Learner/community-created content Blogs Podcasting * Flikr Slideshare MySpace/Facebook Twitter Tagging RSS mLearning

Social  ecological constructivist

Learner/community-created content

Blogs

Podcasting *

Flikr

Slideshare

MySpace/Facebook

Twitter

Tagging

RSS

mLearning

Collaborative TELL Collaborative cf cooperative learning Wikis Googledocs YouTube (Teacher Tube) Collaboratories Folksonomies

Collaborative cf cooperative learning

Wikis

Googledocs

YouTube (Teacher Tube)

Collaboratories

Folksonomies

Longitudinal action research project Transitional structures 2 institutions 5 semesters

Transitional structures

2 institutions

5 semesters

Tools used Webquests using SDSU portal <http://www.webquest.org/> Dreamweaver + online media & resources Hot Potatoes + various other online templating tools + media Social communication/networking: Wiki – MediaWiki hosted on university server (www-viewable) Individual blogs – Blogger (www-viewable) IM Discussion forum Chat e-Portfolios

Webquests using SDSU portal <http://www.webquest.org/>

Dreamweaver + online media & resources

Hot Potatoes + various other online templating tools + media

Social communication/networking:

Wiki – MediaWiki hosted on university server (www-viewable)

Individual blogs – Blogger (www-viewable)

IM

Discussion forum

Chat

e-Portfolios

Expectations vs Use of SN Tools 1 .../2 Expectations Wiki for internal-remote collaboration ownership easily accessible from everywhere (where my students were located) Blogs ownership reflective space flexible (& re-purpose-able) space extensible outside timelines of course Uses Wiki Experimenting with the interface Group organization: sharing & collaboration Hints & tips (Q & A, quick fixes) Interesting articles/sites Posting projects Blogs Reflection self-reflection peer evaluation Communication mutual support & feedback Community formation & maintenance Interaction Among members of single cohort Across continents & oceans Across semesters Across cultural & social dysjunctures

Expectations

Wiki

for internal-remote collaboration

ownership

easily accessible from everywhere (where my students were located)

Blogs

ownership

reflective space

flexible (& re-purpose-able) space

extensible outside timelines of course

Uses

Wiki

Experimenting with the interface

Group organization: sharing & collaboration

Hints & tips (Q & A, quick fixes)

Interesting articles/sites

Posting projects

Blogs

Reflection

self-reflection

peer evaluation

Communication

mutual support & feedback

Community formation & maintenance

Interaction

Among members of single cohort

Across continents & oceans

Across semesters

Across cultural & social dysjunctures

Expectations vs Use of SN Tools 2 .../2 Expectations IM for quick changes of plan to check if online Discussion forum formal course-related theoretical Qs & responses Chat synchronous local & international coordination e-Portfolios formal annotated electronic record of program documents, artefacts, achievements Uses IM Notification of: Lateness chat entry new posts Discussion Forum Formal course evaluation Formal comments on the course & projects … in response to instructor’s postings Chat synchronous remote/ internal communication on: Discussion catch-up Socializing course-related transactions E-Portfolios Created but hardly used Possibly because of formal nature cf digital stories

Expectations

IM

for quick changes of plan

to check if online

Discussion forum

formal course-related theoretical Qs & responses

Chat

synchronous local & international coordination

e-Portfolios

formal annotated electronic record of program documents, artefacts, achievements

Uses

IM

Notification of:

Lateness

chat entry

new posts

Discussion Forum

Formal course evaluation

Formal comments on the course & projects

… in response to instructor’s postings

Chat

synchronous remote/ internal communication on:

Discussion

catch-up

Socializing

course-related transactions

E-Portfolios

Created but hardly used

Possibly because of formal nature cf digital stories

Course outcomes: Processes Self-reflection Self-evaluation Self-efficacy Independent inquiry Self-initiation Self-motivation Peer evaluation Realization of usefulness of formation of community network Products Webquests Online media-supported teaching module Wiki sites Blogs Course-related Personal Travel Post-course/ practitioner

Processes

Self-reflection

Self-evaluation

Self-efficacy

Independent inquiry

Self-initiation

Self-motivation

Peer evaluation

Realization of usefulness of formation of community network

Products

Webquests

Online media-supported teaching module

Wiki sites

Blogs

Course-related

Personal

Travel

Post-course/ practitioner

Social presence: effective interaction & learning community formation No. & frequency of interactions initiated No. & frequency of responses to others Cultural effects on interactions ** Types of communication actions **

No. & frequency of interactions initiated

No. & frequency of responses to others

Cultural effects on interactions **

Types of communication actions **

Classification of postings Supportive Supporting Compliment Empathy Advice Information Thanks Reflective Musing Complaint Photo Transactional Help Request Help giving Query Organizational Announcement

Supportive

Supporting

Compliment

Empathy

Advice

Information

Thanks

Reflective

Musing

Complaint

Photo

Transactional

Help Request

Help giving

Query

Organizational

Announcement

Features emerging from classification High incidence of supportive comments (1/3): Complimenting, supporting, giving advice, thanking, empathizing High incidence of reflective comments: Musing, photographs, complaints Much less transactional: Asking & answering Qs, requesting & receiving help Smallest category: organizational

High incidence of supportive comments (1/3):

Complimenting, supporting, giving advice, thanking, empathizing

High incidence of reflective comments:

Musing, photographs, complaints

Much less transactional:

Asking & answering Qs, requesting & receiving help

Smallest category: organizational

Persistence of post-course blog use All but 1 posted on their blogs post-course >50% maintained & expanded theirs, creating others, & using with own classes >30% maintained blog contact & mentored subsequent cohorts Similar patterns across subsequent semesters have shown Experience of being mentored seems to engender willingness to mentor Experience of becoming reflective, independent & interdependent members of a community promotes willingness to support emerging independence

All but 1 posted on their blogs post-course

>50% maintained & expanded theirs, creating others, & using with own classes

>30% maintained blog contact & mentored subsequent cohorts

Similar patterns across subsequent semesters have shown

Experience of being mentored seems to engender willingness to mentor

Experience of becoming reflective, independent & interdependent members of a community promotes willingness to support emerging independence

Online constraints & considerations Intercultural aspects Geography & access Timezones Appropriate technology

Intercultural aspects

Geography & access

Timezones

Appropriate technology

Tools made available 1 … /2 Synchronous & asynchronous CMC: Moodle: Discussion forums IM near-synchronous chat Wikis Blogs (not used) Email VoIP (Skype) Elluminate Live Elluminate vRooms

Synchronous & asynchronous CMC:

Moodle:

Discussion forums

IM near-synchronous chat

Wikis

Blogs (not used)

Email

VoIP (Skype)

Elluminate Live

Elluminate vRooms

Tools made available 2 … /2 Instructional technologies Discovery/exploratory technologies Community-facilitating technologies (Facebook, Me2U, Flickr, tagging applications, RSS etc)

Instructional technologies

Discovery/exploratory technologies

Community-facilitating technologies (Facebook, Me2U, Flickr, tagging applications, RSS etc)

Choices & constraints 1 …/2 Individual vs community “ traditional” personality of DE students Role of academic dialogue at Masters level Facilitation in DE environment?

Individual vs community

“ traditional” personality of DE students

Role of academic dialogue at Masters level

Facilitation in DE environment?

Choices & constraints 2 …/2 Mismatch between: Requirements Expectations (teacher & learners) Teaching & learning approaches (including intercultural aspects) Assessment criteria Assessment process (in transition) What constitutes PARTICIPATION??

Mismatch between:

Requirements

Expectations (teacher & learners)

Teaching & learning approaches (including intercultural aspects)

Assessment criteria

Assessment process (in transition)

Changing roles Reflective practice Modelling processes & practices Openness Collaboration Negotiation Changing assessment practices: e-Portfolios

Reflective practice

Modelling processes & practices

Openness

Collaboration

Negotiation

Changing assessment practices:

e-Portfolios

Critical differences in DE 1 …/2 a necessity for lifelong learning “ green”-er (x4) Accessibility & openness (x5) centrality of CMC Flexibility importance for lifestyle & commitments freedom to design your own program & courses according to interest Accessibility, breaking down barriers & reaching remote locations autonomy in experience & direction (x4) Of both experience of learner & direction of studies i.e. Self-motivation Self-designed courses & program

a necessity for lifelong learning

“ green”-er (x4)

Accessibility & openness (x5)

centrality of CMC

Flexibility

importance for lifestyle & commitments

freedom to design your own program & courses according to interest

Accessibility, breaking down barriers & reaching remote locations

autonomy in experience & direction (x4)

Of both experience of learner & direction of studies i.e.

Self-motivation

Self-designed courses & program

Critical differences in DE 2 …/2 Keeping up with advancements in technology (x3) multi-modal techniques to cultivate engagement (x2) Move from “compensation model” to “celebration model” (x3) Diverse (many and different; distinct and unalike) Accessing (obtain or retrieve from a storage device like information on a computer) Global (not limited or provincial in scope Opportunities (a possibility due to a favourable combination of circumstances) Non-traditionally (not conforming or in accord with the considered norm) Sustained (supply with necessities and support)

Keeping up with advancements in technology (x3)

multi-modal techniques to cultivate engagement (x2)

Move from “compensation model” to “celebration model” (x3)

Diverse (many and different; distinct and unalike)

Accessing (obtain or retrieve from a storage device like information on a computer)

Global (not limited or provincial in scope

Opportunities (a possibility due to a favourable combination of circumstances)

Non-traditionally (not conforming or in accord with the considered norm)

Sustained (supply with necessities and support)

Questions? Comments? Suggestions? Advice?

Questions?

Comments?

Suggestions?

Advice?

Debra Hoven http://cde.athabascau.ca/faculty/debrah.php http://deincanada.blogspot.com/ http://lifentheuniverse.blogspot.com [email_address]

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