This is the powerpoint presentation given at a Workshop called "Using Social Software for Language Learning" at Eurocall 2007 in Coleraine, Northern Ireland. The presentation will soon be integrated with screenshots from the actual presentation.
This document summarizes a study on deploying social software like blogs in distance learning environments. It found that while blogs provided benefits like facilitating reflective practice and community, students struggled with finding purpose for blogging and tensions between private and public sharing. Only 20-30% of students blogged regularly, with 50% not blogging at all, similar to other studies. Students had pragmatic concerns about time and assessment that influenced tool use. Understanding blogs as a genre and negotiating their purpose and context of use is important for adoption in educational settings.
The document discusses the impact of open content and web 2.0 tools on e-learning and learner participation. It explores examples of open information communities like Wikipedia that allow collaborative knowledge creation. It also examines how tools like videos, social networking, and e-books can empower learners and foster participation through activities like creating content and interacting with others online in knowledge-sharing networks on a global scale.
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
This document discusses the differences between Web 1.0 and Web 2.0 environments and their implications for learning and teaching. Web 2.0 is defined as a generation of internet services based on interactivity and user-generated content that flows in multiple directions and is widely shared. It facilitates three facets of learning 2.0: open design, open source, and social communications. This represents a paradigm shift from traditional learning to a model of constructing meaning through collaboration using Web 2.0 tools in a community of inquirers.
This is the English version of 'Alfabetización Digital: Herramientas Web 2.0, redes sociales y comunidades de práctica bajo ambientes virtuales colaborativos' presented at CLED09, with some adaptations
This document discusses Padlet, a free web-based tool that allows users to create virtual walls for collaboration. Padlet walls can be used by teachers and students to post assignments, provide feedback, display examples, and conduct formative assessments. Students can use Padlet for collaboration, creation, discussion boards, portfolios, notes, and more. Padlet is easy to use, supports multiple devices, and walls can be embedded or exported in different formats. Experts say Padlet encourages participation and engagement by allowing all students to contribute and learn from each other.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
This document discusses the use of social media in education. It defines social media as online tools that allow users to interact, share information and ideas. When integrated properly into virtual classrooms, social media can enhance learning experiences and student engagement. The document outlines several social media tools like social networks, blogs, wikis, bookmarking, and multimedia sharing and provides potential educational uses for each. It emphasizes that social media promotes collaboration, makes materials accessible, and supports discussions. Guidelines are provided for appropriate and effective use of social media in education.
This document discusses various social software tools that can be used in education, including their definitions and potential educational applications. It covers RSS/Atom feeds, social bookmarking, blogging, wikis, photo sharing, video sharing, podcasting, and some tools developed at Kaunas University of Technology. Some key ideas discussed are using these tools for collaboration, sharing resources, conducting research, and enhancing classroom learning.
This document discusses the use of social media and Web 2.0 technologies for teaching and learning. It begins by outlining characteristics of Generation X and Y students and how their tools and methods of learning have changed. It then provides an introduction to social media tools like blogs, wikis, social bookmarking, social networking and media sharing sites and their potential uses in education for communication, collaboration, and sharing content. Specific tools are highlighted and screenshots provided. The document stresses that these technologies can engage online learners and transform education by integrating the tools students already use.
The document discusses various digital tools that can be used for teaching, including SlideShare, YouTube, wikis, blogs, and webpages. It provides examples of how each tool can be used, such as uploading presentations on SlideShare, sharing videos on YouTube, enabling collaboration through wikis, using blogs for discussion, and creating grid-based webpages. The document emphasizes that these tools allow for interactive, collaborative learning and help teaching keep pace with new educational technologies and tendencies.
The document discusses how Web 2.0 tools can enhance teaching and learning. It describes how Web 2.0 encourages active, collaborative participation from users through sites like wikis, blogs, social media and by allowing users to easily generate and share content. It argues that these new technologies can help make learning more personal, flexible and social by empowering student-generated content and facilitating collaboration.
This document provides an overview of a staff professional development presentation on Web 2.0. It discusses the history and evolution of the World Wide Web and defines key differences between Web 1.0 and Web 2.0. Examples of Web 2.0 sites and applications are given. Potential advantages and disadvantages of Web 2.0 technologies are outlined. The document also explores the impact of Web 2.0 on education, raising questions about how it might change learning and collaboration.
This document discusses the use of Web 2.0 technologies to support student engagement. It defines Web 2.0 as technologies that allow users to easily add and change content and collaborate online. Some examples of Web 2.0 technologies mentioned are podcasting, Skype, Voki, Wikis, Google Documents, GoAnimate, and PowToon. For each technology, a brief description is provided along with examples of how it has been used to support learning. One specific example discussed is a podcasting project where students in groups created podcasts to share what they learned from class readings.
This document defines wikis and outlines their educational uses. Wikis are interactive websites that allow users to create and edit pages collaboratively. They can be used for course syllabi, projects, discussions and more. The document reviews several wiki hosting platforms like Wetpaint and PBworks and provides examples of educational wikis. It encourages the reader to create an account, choose a template and set up an ESL activity on their new wiki to share with colleagues and students.
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.
Exploring Web 2.0. Tools in Teaching of LiteratureNutan Kotak
This document discusses using Web 2.0 tools like blogs, wikis, and podcasts to teach literature. It argues that these tools make learning more interactive, constructive, and learner-centered by allowing students to engage with literary works in new audio-visual ways. Some specific uses mentioned include having students comment on literature blogs, completing assignments through blogs, editing wiki pages about literary works, creating their own podcasts analyzing poems/plays, and using mind maps to explore creativity. The document concludes that overcoming infrastructure challenges, these modern tools can successfully be introduced to literature classes to refresh teaching methods.
Wikis allow for group collaboration by allowing multiple contributors to edit and share information in a central online location. They provide benefits like organizing responses, sharing ideas, and giving all members access to the same documents. Wikis are well-suited for education by allowing teachers, students, and parents to work together on projects and contribute to students' learning.
The document discusses how educators can leverage various Web 2.0 tools to create self-directed learners. It outlines tools like blogs, wikis, Skype, RSS readers, podcasts, YouTube, and tutorials that students are already using and how they can be applied for educational purposes. The challenge is directing students to use these collaborative tools in meaningful ways for learning beyond the classroom.
The document discusses various web 2.0 tools that can be used for digital literacy and in the classroom, including blogs, wikis, podcasting, screencasting, social networking, photo sharing, video sharing, and document sharing. It provides examples of popular sites to use for each tool, and encourages using these tools to engage students, differentiate instruction, promote critical thinking, and extend learning. Teachers are inspired to try incorporating some of these tools into their classroom or personal use to help develop lifelong learning skills.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
The document introduces an e-learning system that utilizes modern web technologies and user participation to enhance the learning experience. The system emphasizes social learning through collaborative tools like wikis, forums, blogs and a database for sharing content. It aims to move beyond traditional e-learning that focused on delivering instructional materials by encouraging learners to both consume and create knowledge through participation and interaction.
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
The document describes a workshop on designing learning spaces with Web 2.0 tools. The workshop aims to provide an overview of how Web 2.0 tools can be integrated into formal, non-formal and informal learning environments. The agenda includes case studies of Web 2.0 tool integration, a discussion of various Web 2.0 tools and models of their use in education, and a question and answer session.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them. Blogs allow for diary entries, reactions to class topics, and interaction. Wikis enable collaborative editing of pages. Podcasts make audio files accessible for listening and can include recordings of lectures. The document outlines platforms for each tool and considerations for teaching with social software.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them. Blogs allow for diary entries, reactions to class topics, and interaction. Wikis enable collaborative editing of pages. Podcasts make it possible to listen to audio files on any topic. The document explores advantages like practicing language in a real-world setting, and disadvantages like time required. Overall it serves as a guide for incorporating social software into language instruction.
This document provides an overview of social media and web 2.0 tools that can be used for educational purposes. It discusses concepts like blogs, RSS feeds, wikis, social bookmarking and media sharing services. Specific examples are given of how these tools can be used, such as having students collaborate on a wiki project or use podcasts to listen to lecture recordings. Best practices for selecting and implementing these tools in education are also covered.
This document discusses the key concepts of Web 2.0 and how various technologies can be used for educational purposes. Web 2.0 aims to facilitate collaboration and sharing between users through things like wikis, blogs, social networks, RSS feeds, and other tools. These technologies encourage group work, allow for anytime access to information, and support different learning styles like parallel processing. The document outlines many specific Web 2.0 tools and how educators can leverage them, such as using wikis for group projects, blogs for class discussions, and social bookmarking to collaboratively organize research.
Embracing Library 2.0 and Web 2.0 for Quality Library ServiceFe Angela Verzosa
lecture delivered at the Conference on "Emerging Landscape, Mindscape and Netscape of the Philippine Books, Information Science and Technology for Quality Services," sponsored by Davao Colleges and Universities Network and Mindanao Alliance of Educators in Library and Information Science, held on Aug 13-15, 2008 at Philippine Women College, Davao City, Philippines
This document discusses how social media is transforming education in the 21st century. It notes that Generation Y learns differently than previous generations as they are constantly connected digitally. Tools like blogs, wikis, and social networks allow for more collaboration and user-generated content. These new media literacies are shifting education away from traditional models towards ones where students create, communicate, and evaluate information online. The document advocates for the use of these new technologies in classrooms to better engage digital native students.
The document provides definitions for various social media and Web 2.0 tools and their educational uses in the classroom. It defines tools like blogs, wikis, instant messaging, photo galleries, video blogging, voice over internet protocol, and social networking. It explains how these tools can be used for activities like gathering and reporting data, collaborative projects, conducting interviews, and developing classroom presentations or news reports. The document is intended as a reference guide for teachers on using social media tools for educational purposes in K-12 classrooms.
Web Technology for Your Outreach ProgramNaomi Hirsch
This was a presentation at an annual meeting for environmental health community outreach and education programs. The presentation was an overview of how we can incorporate new technology into our programs.
Web 3.0 and english language teaching by dr meenu pandeymeenu pandey
The document discusses the evolution of the World Wide Web and how technology is advancing language teaching. It describes Web 1.0 as the static read-only web, Web 2.0 as the dynamic read-write people-centric web, and defines Web 3.0 as the semantic executing machine-centric web that will allow machines to understand information. It provides examples of tools for Web 3.0 like social networking, blogs, wikis, image sharing, social bookmarking, and mashups that can help develop English language skills through listening, speaking, reading and writing.
The document introduces various Web 2.0 tools that can be used to support online teaching and learning, including social networks, blogs, wikis, podcasts, and content hosting/sharing sites. It provides examples of how these tools can be used for collaboration, communication, content creation and sharing, and building an online learning environment. Specific tools highlighted include YouTube, TeacherTube, Skype, Google Docs, Flickr, and widgets.
Blogs, Wikis, and ePortfolios: Benefits, Challenges, and Practical Applicatio...Amber D. Marcu, Ph.D.
This session offers an overview of three e-learning tools: blogs, wikis, and ePortfolios. Each presenter will discuss one tool, providing pedagogical theory, along with practical benefits and challenges to using the technology. Finally, the panelists will present examples of how these technologies can be put into practices in the classroom.
Blogs, Wikis, and Podcasts. Language Learning Resources discusses social software tools for language teaching including blogs, wikis, and podcasts. It provides definitions of each tool, how to implement them in language courses, advantages and disadvantages, and implications for teaching and learning. Blogs allow students to practice writing and receive feedback. Wikis enable collaborative writing and show the evolution of content. Podcasts make learning portable and allow students to access recordings outside the classroom. These tools offer low-cost ways to engage students and make education more accessible if implemented properly with clear guidelines.
COIL (Collaborative Online International Learning) is a teaching paradigm that brings students from different countries together in online courses to develop intercultural awareness and competence. COIL courses involve faculty partnerships where teachers design shared syllabi and collaborative learning experiences for their students. The goals are for students to learn course content through different cultural perspectives and to build relationships in multicultural virtual teams. COIL courses can be created from any discipline and use technologies like video conferencing to connect students across borders in synchronous and asynchronous activities and discussions.
The document discusses computer-mediated communication (CMC) and its role in language learning. It provides definitions of CMC and explores how CMC can be used to promote language production through tools like chat, email, and video conferencing. The document also examines online intercultural exchange programs that pair language learners from different countries to develop both language skills and intercultural competence through collaborative online tasks.
This document summarizes a presentation on teaching culture through computer-assisted language learning (CALL) at Adama University in Ethiopia. It discusses definitions of culture from the American Council on the Teaching of Foreign Languages and the Common European Framework of Reference. It also covers intercultural competence, Hofstede's cultural dimensions, the relationship between language and culture, and new paradigms that challenge the idea of a single target culture.
1. Choose learning aims and appropriate online materials to meet those aims. Evaluate materials based on criteria like source and content.
2. Develop structured tasks to guide students' use of the materials, such as having students do a word association activity, listen to a video while answering questions, and discuss and reflect on the content in a follow-up blog.
3. Select appropriate tools to implement the tasks, like using an online form for word association, embedding a video in a course blog for listening, and having students comment on the blog and later discuss in class. The tasks should recycle language and skills.
The document discusses models of telecollaboration used in foreign language education. It describes traditional models like eTandem where learners communicate 50% in their native language and 50% in the target language. New models are emerging like multilateral projects using lingua francas beyond English. An ongoing project called INTENT aims to support telecollaboration in European universities through surveys, training resources, and developing networks of partner institutions. Challenges include convincing administrators of the benefits and assessing student learning in these exchanges.
The document summarizes a study on an email exchange project between students from four countries to promote intercultural competence. Twenty students from Spain, Germany, Austria and the US exchanged emails over 15 weeks on topics like culture, education systems, and holidays. Analysis found that students learned first-hand cultural information and depicted themselves differently than stereotypes. Students discovered information through interviewing each other, but did not always deeply explore data. Most developed positive attitudes and curiosity toward other cultures, though some saw no change due to the short duration. The teacher guided students and facilitated knowledge in classroom discussions. Globalization emerged as a theme in comparing different education systems.
Presentation by Sarah Guth and Francesca Helm at the Eurocall CMC SIG Workshop in Leon Spain: Skype and the web: how learners develop new online literacies to promote learning in telecollaboration
Interactive Workshop by Mirjam Hauck and Regine Hample presented at the Eurocall CMC SIG Workshop in Leon Spain. Computer-mediated exchanges in language learning:what can be researched and how can we go about it?
The Multi-Faceted Focus of International Collaborationslamericaana
This was a talk I gave at the COIL Conference at Purchase College SUNY, NY on Nov 14, 2008. It discusses the importance of considering culture and collaboration when designing international collaborations and details what needs to be considered in the process.
Developing a Personal Learning Environment for Language Learning Using Web 2....lamericaana
1) The document describes a course where students developed personal learning environments for language learning using Web 2.0 tools.
2) Students created blogs and used tools like social bookmarking, podcasts, YouTube, and RSS feeds to develop their language skills and reflect on their learning processes.
3) Developing a personal learning environment helped students become autonomous learners and recognize their own progress, but it also presented technological and time management challenges.
Are you interested in dipping your toes in the cloud native observability waters, but as an engineer you are not sure where to get started with tracing problems through your microservices and application landscapes on Kubernetes? Then this is the session for you, where we take you on your first steps in an active open-source project that offers a buffet of languages, challenges, and opportunities for getting started with telemetry data.
The project is called openTelemetry, but before diving into the specifics, we’ll start with de-mystifying key concepts and terms such as observability, telemetry, instrumentation, cardinality, percentile to lay a foundation. After understanding the nuts and bolts of observability and distributed traces, we’ll explore the openTelemetry community; its Special Interest Groups (SIGs), repositories, and how to become not only an end-user, but possibly a contributor.We will wrap up with an overview of the components in this project, such as the Collector, the OpenTelemetry protocol (OTLP), its APIs, and its SDKs.
Attendees will leave with an understanding of key observability concepts, become grounded in distributed tracing terminology, be aware of the components of openTelemetry, and know how to take their first steps to an open-source contribution!
Key Takeaways: Open source, vendor neutral instrumentation is an exciting new reality as the industry standardizes on openTelemetry for observability. OpenTelemetry is on a mission to enable effective observability by making high-quality, portable telemetry ubiquitous. The world of observability and monitoring today has a steep learning curve and in order to achieve ubiquity, the project would benefit from growing our contributor community.
Transcript: Details of description part II: Describing images in practice - T...BookNet Canada
This presentation explores the practical application of image description techniques. Familiar guidelines will be demonstrated in practice, and descriptions will be developed “live”! If you have learned a lot about the theory of image description techniques but want to feel more confident putting them into practice, this is the presentation for you. There will be useful, actionable information for everyone, whether you are working with authors, colleagues, alone, or leveraging AI as a collaborator.
Link to presentation recording and slides: https://bnctechforum.ca/sessions/details-of-description-part-ii-describing-images-in-practice/
Presented by BookNet Canada on June 25, 2024, with support from the Department of Canadian Heritage.
Data Protection in a Connected World: Sovereignty and Cyber Securityanupriti
Delve into the critical intersection of data sovereignty and cyber security in this presentation. Explore unconventional cyber threat vectors and strategies to safeguard data integrity and sovereignty in an increasingly interconnected world. Gain insights into emerging threats and proactive defense measures essential for modern digital ecosystems.
What's Next Web Development Trends to Watch.pdfSeasiaInfotech2
Explore the latest advancements and upcoming innovations in web development with our guide to the trends shaping the future of digital experiences. Read our article today for more information.
Interaction Latency: Square's User-Centric Mobile Performance MetricScyllaDB
Mobile performance metrics often take inspiration from the backend world and measure resource usage (CPU usage, memory usage, etc) and workload durations (how long a piece of code takes to run).
However, mobile apps are used by humans and the app performance directly impacts their experience, so we should primarily track user-centric mobile performance metrics. Following the lead of tech giants, the mobile industry at large is now adopting the tracking of app launch time and smoothness (jank during motion).
At Square, our customers spend most of their time in the app long after it's launched, and they don't scroll much, so app launch time and smoothness aren't critical metrics. What should we track instead?
This talk will introduce you to Interaction Latency, a user-centric mobile performance metric inspired from the Web Vital metric Interaction to Next Paint"" (web.dev/inp). We'll go over why apps need to track this, how to properly implement its tracking (it's tricky!), how to aggregate this metric and what thresholds you should target.
Details of description part II: Describing images in practice - Tech Forum 2024BookNet Canada
This presentation explores the practical application of image description techniques. Familiar guidelines will be demonstrated in practice, and descriptions will be developed “live”! If you have learned a lot about the theory of image description techniques but want to feel more confident putting them into practice, this is the presentation for you. There will be useful, actionable information for everyone, whether you are working with authors, colleagues, alone, or leveraging AI as a collaborator.
Link to presentation recording and transcript: https://bnctechforum.ca/sessions/details-of-description-part-ii-describing-images-in-practice/
Presented by BookNet Canada on June 25, 2024, with support from the Department of Canadian Heritage.
Fluttercon 2024: Showing that you care about security - OpenSSF Scorecards fo...Chris Swan
Have you noticed the OpenSSF Scorecard badges on the official Dart and Flutter repos? It's Google's way of showing that they care about security. Practices such as pinning dependencies, branch protection, required reviews, continuous integration tests etc. are measured to provide a score and accompanying badge.
You can do the same for your projects, and this presentation will show you how, with an emphasis on the unique challenges that come up when working with Dart and Flutter.
The session will provide a walkthrough of the steps involved in securing a first repository, and then what it takes to repeat that process across an organization with multiple repos. It will also look at the ongoing maintenance involved once scorecards have been implemented, and how aspects of that maintenance can be better automated to minimize toil.
The Rise of Supernetwork Data Intensive ComputingLarry Smarr
Invited Remote Lecture to SC21
The International Conference for High Performance Computing, Networking, Storage, and Analysis
St. Louis, Missouri
November 18, 2021
Are you interested in learning about creating an attractive website? Here it is! Take part in the challenge that will broaden your knowledge about creating cool websites! Don't miss this opportunity, only in "Redesign Challenge"!
Blockchain and Cyber Defense Strategies in new genre timesanupriti
Explore robust defense strategies at the intersection of blockchain technology and cybersecurity. This presentation delves into proactive measures and innovative approaches to safeguarding blockchain networks against evolving cyber threats. Discover how secure blockchain implementations can enhance resilience, protect data integrity, and ensure trust in digital transactions. Gain insights into cutting-edge security protocols and best practices essential for mitigating risks in the blockchain ecosystem.
Hire a private investigator to get cell phone recordsHackersList
Learn what private investigators can legally do to obtain cell phone records and track phones, plus ethical considerations and alternatives for addressing privacy concerns.
Video traffic on the Internet is constantly growing; networked multimedia applications consume a predominant share of the available Internet bandwidth. A major technical breakthrough and enabler in multimedia systems research and of industrial networked multimedia services certainly was the HTTP Adaptive Streaming (HAS) technique. This resulted in the standardization of MPEG Dynamic Adaptive Streaming over HTTP (MPEG-DASH) which, together with HTTP Live Streaming (HLS), is widely used for multimedia delivery in today’s networks. Existing challenges in multimedia systems research deal with the trade-off between (i) the ever-increasing content complexity, (ii) various requirements with respect to time (most importantly, latency), and (iii) quality of experience (QoE). Optimizing towards one aspect usually negatively impacts at least one of the other two aspects if not both. This situation sets the stage for our research work in the ATHENA Christian Doppler (CD) Laboratory (Adaptive Streaming over HTTP and Emerging Networked Multimedia Services; https://athena.itec.aau.at/), jointly funded by public sources and industry. In this talk, we will present selected novel approaches and research results of the first year of the ATHENA CD Lab’s operation. We will highlight HAS-related research on (i) multimedia content provisioning (machine learning for video encoding); (ii) multimedia content delivery (support of edge processing and virtualized network functions for video networking); (iii) multimedia content consumption and end-to-end aspects (player-triggered segment retransmissions to improve video playout quality); and (iv) novel QoE investigations (adaptive point cloud streaming). We will also put the work into the context of international multimedia systems research.
Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Em...Erasmo Purificato
Slide of the tutorial entitled "Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Emerging Trends" held at UMAP'24: 32nd ACM Conference on User Modeling, Adaptation and Personalization (July 1, 2024 | Cagliari, Italy)
1. Sarah Guth , English Language Teacher Lisa Griggio , Language Assistant Using Social Software for Language Learning Università degli studi di Padova
2. Agenda 14:00-14:15 Introductions 14:15-15:15 Presentation of social software and tools 15:15-16:15 Group work 16:15-16:45 Coming back together 16:45-17:00 Closing remarks Who you are Where you are from Why you are here
3. Developments in CALL 1990s and the Internet sociocognitive perspective learner centered authentic communication Network Based Language Teaching “ move from learners interaction with computers to interaction with other humans via the computer” (Kern & Warschauer, 2000) e.g. organized telecollaboration using email, forums and videoconferencing systems between language students in different countries
4. The changing nature of knowledge Web 2.0 users produce and share content the ‘wisdom of the crowds’ (Surowiecki, 2005) websites where knowledge and content are created and shared
5. Social Software A generic term used to define different types of software that enable people to collaborate and create and join online communities . The tools can promote different types of communication: many-to-one one-to-many many-to-many share & create content collaboratively create content manage content asynchronous synchronous
6. Social software vs. other CMC tools Enable communication between many people beyond planned classroom activities Provide new ways to share and create content online Enable integration of many different types of media (audio, video, images) Help manage the information overload – building knowledge that fits specific needs They are almost always free and often use remote servers
7. Benefits access and produce real language real audience: increased responsibility new tools: increased autonomy, competence and confidence proactive learning improved information literacy improved reflective and critical thinking skills improved participation literacy potential for informal learning
8. Challenges technical challenges: broadband, computer access, etc. tools don’t necessarily appeal to all students time consuming for students and teachers learning how to effectively collaborate not all tools are stable assessment: process or product? individual or group? teacher needs basic skills in e-tutoring empowering students means teacher giving up control
9. Tools we’re going to look at create share interact find/create read edit del.icio.us 36,478 Google 451,000,000 search save (share) Examples many-to-one many-to-many one-to-many Communication Managing content Collaboratively creating content Creating & sharing content Action
10. Why blogs? Most popular Web 2.0 tool with over 70 million blogs and about 120,000 new blogs being created worldwide each day
11. Blogs and languages English the most even in postings around-the-clock Blogs gaining popularity in many other languages
12. Educational uses of blogs in SLA Example Activity Sts create their own personal blogs Teacher creates a course blog that serves as a virtual meeting place for assigning and completing tasks Sts access blogs of interest to them, read and comment
13. Educational uses of image blogs Example Activity choosing photos from covered by Creative Commons Sts access shared contents to enrich their blogs posting one’s own photos Sts create contents to share and provide peer feedback on discussion groups in Teacher produces contents for sts to interact with
14. Educational uses of audio & video blogs Teacher or sts find interesting videos and discuss them in groups content-based language learning: Teacher and sts produce podcasts Teacher or sts find podcasts; sts listen Podcatchers Example Activity
15. some technical notes… equipment you might need to get started: microphone headphones digital camera for images and video free software: audacity (+ lame encoder) for audio camstudio for screen recording Skype + free recording software Pamela for recording conversations
16. Educational uses of collaborative online editing tools Sts develop a presentation and offer it to peers at a distance using Skype for audio Sts develop a concept map Sts develop a text-based project Document exchange for peer review edutechwiki Sts contribute to an existing wiki Through collective authoring sts create a never-ending shared repository of knowledge in a wiki Example Activity
17. Educational uses of tools for managing/filtering information on the Web playlists in sts keep an eye on each other’s blogs and relevant sites by using feed aggregators diigo sts provide peer feedback on each other’s blogs using social annotation Del.icio.us in bloggingenglish sts use social bookmarking to create a distributed research network Example Activity
18. What do students think? Which of the following tools do you think were the most useful and you will continue to use after graduation?
19. “ The exciting promise of the Web [2.0] is that it offers an environment in which a creative teacher can set up authentic learning tasks in which both processes and goals are stimulating and engaging, and which take individual student differences into account.” Ushi Felix, 2002 Now let’s see how creative you can be!
20. Quick definition: blog A weblog , or blog , is a type of website where entries, often including links to new and useful resources, are displayed in a reverse chronological order . Often thought of as online journals, blogs can actually be quite interactive as entries are open to comments by anyone surfing the Internet. “… writing a weblog appears in the first instance to be a form of publishing, but as time goes by, blogging resembles more and more a conversation.” ( Downes, 2004:24 ) Other types of blog image blogs (i.e.FLICKR) audio blogs ( podcasting i.e.ODEO.COM - PODOMATIC) video blogs ( vlog i.e.OPENVLOG) Often the media can be integrated into a text-based blog!
21. Quick definitions - wiki A wiki (“quick” in Hawaiian) is “a freely expandable collection of interlinked web pages, a hypertext system for storing and modifying information – a database, where each page is easily edited by any user with a forms-capable Web browser client” (Leuf & Cunningham, 2001:14) Anyone can change anything Wiki pages are easy to create and edit Content is ego-less, time-less, never finished (Lamb, 2004: 38) Always online accessible via a web browser A wiki is an effective tool for collaborative authoring and collective learning
22. Quick definitions Rather than having to regularly check websites for updated info, through the use of feeds (RSS, XML, ATOM), updated information is sent to a feed aggregator so you access one source for all updates. Social Annotation is software that allows users to “leave” comments on webpages they visit, so that others visiting the page, and using the same software, can see their comments. Social bookmarking allows users to store, classify, share and search their Internet bookmarks. These websites allow users to classify and search using tags chosen by users.