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Kamall 2007 Presentation - Using Web 2.0 Technologies to Deliver Individualized Instructional Resources to Language Learners

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Information about Kamall 2007 Presentation - Using Web 2.0 Technologies to Deliver...

Published on November 9, 2007

Author: danielcraig

Source: slideshare.net

Description

Using Web 2.0 Technologies to Deliver Individualized Instructional Resources to Language Learners. This is a presentation that I will/did give for the Korean Association of Multi-media Assisted Language Learning (KAMALL) 2007 conference. I detail the concepts and technologies around an approach to provide learners with individualized content.
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Dan Craig [email_address] Seoul National University Language Education Institute

Individualized Instruction Web 2.0 Syndication/Aggregation An Approach to Delivering Content

Individualized Instruction

Web 2.0

Syndication/Aggregation

An Approach to Delivering Content

Courses designed for general needs Keeping up with heterogeneous classes Unique Students = Unique needs Struggle to accommodate many difficult learner needs (Tomlinson, et al., 2003) Resources for group needs and individual needs (Henry, 1975) Proactive & Reactive

Courses designed for general needs

Keeping up with heterogeneous classes

Unique Students = Unique needs

Struggle to accommodate many difficult learner needs (Tomlinson, et al., 2003)

Resources for group needs and individual needs (Henry, 1975)

Proactive & Reactive

Individualization of resources and (some) activities is the rationale for the approach that I will talk to you about today

Individualization of resources and (some) activities is the rationale for the approach that I will talk to you about today

Coined in 2001 (O’Reilly, 2005) to describe post-bubble technologies. Web as platform Harness the collective intelligence of users (crowd-sourcing) Applications are run on data. Data is king. Applications are never finished (perpetual beta) Keep the programming simple Applications run on multiple devices Rich user experiences These technical insights are important, but mean little to educators

Coined in 2001 (O’Reilly, 2005) to describe post-bubble technologies.

Web as platform

Harness the collective intelligence of users (crowd-sourcing)

Applications are run on data. Data is king.

Applications are never finished (perpetual beta)

Keep the programming simple

Applications run on multiple devices

Rich user experiences

These technical insights are important, but mean little to educators

Web 2.0 is more of a social movement than a technology. From closed systems to open systems From individual to social From consumer to producer Arguably a change in our perception of the world in which we live and our place in it.

Web 2.0 is more of a social movement than a technology.

From closed systems to open systems

From individual to social

From consumer to producer

Arguably a change in our perception of the world in which we live and our place in it.

Web 2.0 has no ONE, good definition Web 2.0 enables users to: Produce and consume content Comment on content Share content with others Syndicate content for easy distribution

Web 2.0 has no ONE, good definition

Web 2.0 enables users to:

Produce and consume content

Comment on content

Share content with others

Syndicate content for easy distribution

Some popular Web 2.0 technologies: Blogs – Blogger , EduBlogs , WordPress Podcasts - Grammar Girl , Breaking News English , English as a Second Language Podcast Wikis - Wikispaces , Zoho Wiki , Wetpaint Photo sharing sites - Flickr , Picasa , Photobucket Video sharing sites - YouTube , Google Video , TeacherTube Online social networks - Cyworld , MySpace , Facebook , italki (language learning), and Soziety (language learning) Social bookmarking - del.icio.us , StumbleUpon , diigo Aggregators - Google Reader , Bloglines Personalized start pages – Netvibes , PageFlakes , iGoogle

Some popular Web 2.0 technologies:

Blogs – Blogger , EduBlogs , WordPress

Podcasts - Grammar Girl , Breaking News English , English as a Second Language Podcast

Wikis - Wikispaces , Zoho Wiki , Wetpaint

Photo sharing sites - Flickr , Picasa , Photobucket

Video sharing sites - YouTube , Google Video , TeacherTube

Online social networks - Cyworld , MySpace , Facebook , italki (language learning), and Soziety (language learning)

Social bookmarking - del.icio.us , StumbleUpon , diigo

Aggregators - Google Reader , Bloglines

Personalized start pages – Netvibes , PageFlakes , iGoogle

Web 2.0 technologies supply the content for the approach that I will describe today.

Web 2.0 technologies supply the content for the approach that I will describe today.

Syndication XML Syndication or “feeds” (RSS & Atom) Text-based representation of content Script tags for better parsing of content (audio, video, etc.) Aggregation Application collects & organizes feeds Ability to mix (or “mash”) content to fit your needs.

Syndication

XML Syndication or “feeds” (RSS & Atom)

Text-based representation of content

Script tags for better parsing of content (audio, video, etc.)

Aggregation

Application collects & organizes feeds

Ability to mix (or “mash”) content to fit your needs.

Syndication and Aggregation are the means for delivery and organization of content in the approach that I will talk about today.

Syndication and Aggregation are the means for delivery and organization of content in the approach that I will talk about today.

Uses free, online services to organize and distribute targeted content to learners. Encourages flexible, responsive practice Encourages students to take control of their own learning.

Uses free, online services to organize and distribute targeted content to learners.

Encourages flexible, responsive practice

Encourages students to take control of their own learning.

Use a service that provides syndication for individual “tags” or keywords. ( del.icio.us ) Populate del.icio.us with Web-based resources Tag resources for optimal distribution Standardize tags when possible: Class name (e.g., web2esl ) Skills areas (e.g., writing , grammar , speaking , culture , etc.) Types of content being linked to (e.g., audio , podcast , video , quiz , blog , etc.) Student names of pseudonyms

Use a service that provides syndication for individual “tags” or keywords. ( del.icio.us )

Populate del.icio.us with Web-based resources

Tag resources for optimal distribution

Standardize tags when possible:

Class name (e.g., web2esl )

Skills areas (e.g., writing , grammar , speaking , culture , etc.)

Types of content being linked to (e.g., audio , podcast , video , quiz , blog , etc.)

Student names of pseudonyms

Demonstration of posting in del.icio.us Demonstration of a tagged page Demonstration of a feed Demo Video (2 minutes)

Demonstration of posting in del.icio.us

Demonstration of a tagged page

Demonstration of a feed

Demo Video (2 minutes)

Students must use a kind of aggregator (Netvibes) Load aggregator with feeds OPML Manual “ Share” with a program like Netvibes Some suggested feeds to start off with Your class blog feed – http://web2esl.blogspot.com/feeds/posts/default The class del.icio.us feed - http://del.icio.us/rss/web2esl Their personal page feeds – http://del.icio.us/rss/web2esl/samplestudent Skill area pages – http://del.icio.us/rss/web2esl/writing , http://del.icio.us/rss/web2esl/grammar

Students must use a kind of aggregator (Netvibes)

Load aggregator with feeds

OPML

Manual

“ Share” with a program like Netvibes

Some suggested feeds to start off with

Your class blog feed – http://web2esl.blogspot.com/feeds/posts/default

The class del.icio.us feed - http://del.icio.us/rss/web2esl

Their personal page feeds – http://del.icio.us/rss/web2esl/samplestudent

Skill area pages – http://del.icio.us/rss/web2esl/writing , http://del.icio.us/rss/web2esl/grammar

Demonstrate use of Netvibes Demonstrate adding a feed to Netvibes Demo Video (2 minutes)

Demonstrate use of Netvibes

Demonstrate adding a feed to Netvibes

Demo Video (2 minutes)

Use it Use it as main form of communication Start from the first day of class Be consistent Record it Note everything in your feeds: blog, del.icio.us, or elsewhere. Build an online repository of resources Enforce it Make it clear that they will be responsible for this information and that this is not optional/extra. Schedule activities or assignments using the class or individual feed. Post quizzes and other activities that they are required to do (and are graded on).

Use it

Use it as main form of communication

Start from the first day of class

Be consistent

Record it

Note everything in your feeds: blog, del.icio.us, or elsewhere.

Build an online repository of resources

Enforce it

Make it clear that they will be responsible for this information and that this is not optional/extra.

Schedule activities or assignments using the class or individual feed.

Post quizzes and other activities that they are required to do (and are graded on).

Extremely flexible approach. Not bound to any one product or service. Most new products/services come with the ability to syndicate. The sky is the limit.

Extremely flexible approach.

Not bound to any one product or service.

Most new products/services come with the ability to syndicate. The sky is the limit.

Focus on the functionality (technology) offered by the services, NOT the services themselves. Focus on the concept of developing learning networks through connecting with content and people. Focus on the fact that the more you grow and tag your repository, the easier it gets to find, process, and disseminate that information.

Focus on the functionality (technology) offered by the services, NOT the services themselves.

Focus on the concept of developing learning networks through connecting with content and people.

Focus on the fact that the more you grow and tag your repository, the easier it gets to find, process, and disseminate that information.

Thank you very much! Any Questions? Dan Craig [email_address] http://iucall.blogspot.com http://www.danielcraig.com

Thank you very much!

Any Questions?

Dan Craig

[email_address]

http://iucall.blogspot.com

http://www.danielcraig.com

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