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Leveraging on Social Media for FL Education
Transcript of Leveraging on Social Media for FL Education
Time: 1430 hours
Presenter: Daniel CHAN CLS Workshop on 11 Dec 2012 Leveraging on Social Media for Foreign Language Education 1a. CHANGING TECHNOLOGIES 1. Why the topic of social media? 2. What is social media? 3. Why is social media useful for learning? 4. What are some examples of social media use for FL learning and teaching? - Digital Age + Evolution of the Internet • "Web 2.0" = term to describe use of technology beyond the static pages of earlier websites. (Tim O'Reilly, 2004). => Trends that will have an impact on education (De Freitas and Conole, 2010): (i) more ubiquitous & networked technologies (b) CHANGING LEARNERS ==> CHANGING ROLE FOR TEACHERS & TEACHING (ii) more location and context aware devices (iii) more representational and simulatory environments (iv) more mobile and adaptive devices (v) more globally distributed and interoperable infrastructure • a.k.a. "read-and-write web" --> interactive, participatory 1b. CHANGING LEARNERS - "Digital natives" vs "Digital immigrants" 1a. CHANGING TECHNOLOGIES - Growth of the Internet (http://news.bbc.co.uk/2/hi/technology/8552410.stm) "Digital natives" are the generation of people that have always known or lived in the digital world. ==> Changing habits - news sources - communication ==> a tech-savvy generation - entertainment - etc. • not as patient with completion of worksheet / lectures - learning 1b. CHANGING LEARNERS - "Digital natives" vs "Digital immigrants" based on a study (2012) "A Biometric Day in the Life" by Time Inc. A quick comparison... http://www.timeinc.com/pressroom/detail.php?id=releases/time_inc_study_digital_natives.php ==> Need to adopt teaching strategies towards this new generation 1c. CHANGING ROLE OF TEACHERS - Based purely on age, most teachers are Digital Immigrants. (not true if based on technological skills and competencies) ==> Shift from "teaching" to "coaching", "facilitating" "Children are not a vessel to be filled, but a fire to be lit". (Quote cited by Derek Wenmoth) http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2010/changing-role-teachers-and-learners = not the kind of experience we were familiar with (as learners and student teachers) - Teachers no longer have "absolute" authoritative source of info. by leveraging on emerging technlogies as tools for teaching and learning (Some background...) 2. WHAT IS SOCIAL MEDIA ? There is an abundance of free online content and tools available for learning and teaching. 1c. CHANGING ROLE OF TEACHERS Today's teachers' challenge: How to guide students...
- in taking ownership of their own learning experience - Need to acknowledge the changes in learners and adopt new strategies that make use of digital tools. - Students easily find alternative sources of info online. - by identifying (and teaching how to identify) relevant learning resources - by creating collaborative learning opportunities - by providing support for ACTIVE learning to take place both INside and OUTside the classroom Solution considered: Adapt to Digital Native Learners... through the use of SOCIAL MEDIA! Among these are "social media". • connected while on the move 1c. CHANGING ROLE OF TEACHERS “The Web has the potential to radically change what we assume about teaching and learning, and it presents us with important questions to ponder: what needs to change about our curriculum when our students have the ability to reach audiences far beyond our classroom walls?” (Will Richardson, in Blogs, Wikis, Podcasts and other Powerful Web tools for the Classroom. Social media refers to web-based media through which Internet users can create and share content, opinions, news, information, ...) and more generally, communicate, interact, interact and network with each other. e.g. Blogging, podcasting, collaborative content, social networking, multimedia sharing, social tagging, social gaming, … 2b. The social media "mess" The social media landscape may seem like a mess... How do teachers make sense of this "mess"? 2a. A Brief History of Social Media Social Media is not really all new. - The Internet has always been about connecting, communicating and collaborating with others. ==> The Internet has always been "social" since the days of e-mailing, ListServ / UseNet (for discussions).... 2c. A Typology of Socia Media Some types of social media: 3. Forums / Message Board / Chat rooms 6. Blogs, Microblogs, Vlogs, Glogs, ... 7. Wikis & collaborative editing tools 10. Social bookmarking / Curating /Recommender systems 2b. "Social media" explained in plain English (Source: http://youtu.be/MpIOClX1jPE) 11. Media Sharing (pictures, videos, podcasts, photos, slides, drawings...) 4. Social networking (Personal / Professional) 5. Instant messaging / chat / Language exchange 9. Story telling 1. Representation, virtual worlds 3. Why is social media relevant for learning ? - cf. Theory of ZPD (Zone of Proximal Development) by Vygotsky (1935 ) 3a. It allow for cooperative / collaborative learning 3b. It helps to build "communities of practice" - cf. Theory by E. Wenger (1998): "Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." 3c. "Collaborative learning" in a "community of practice" Q: How is this similar to a learning experience on social media? (cf. Infographic taken from www.copyblogger.com/history-of-social-media/) - hands-on - observing - asking - discussing - collaborating - communicating - sharing ideas - mutual critiquing - interacting - creating 4. Examples of social media use for FL education 1a. CHANGING TECHNOLOGIES - Growth of the Internet (http://en.wikipedia.org/wiki/File:Internet_users_per_100_inhabitants_ITU.svg) 3. Why is social media relevant for learning ? 3. Why is social media relevant for learning ? - The case of voki.com 4a. Representation / Virtual world - The case of voki.com (http://prezi.com/vavrzadbpvfu/mobile-and-social-media-for-language-learning-and-teaching-bilbao-2011) http://www.voki.com/php/viewmessage/?chsm=edb3baae47bcaacca05044c1f2a4aaec&mId=1567468 - The case of voki.com Advantages:
- Allow quiet and reserved students to be heard - Help to gain confidence in speaking - A similar case with Xtranormal.com - The case of Second Life 2. Language Exchange Websites 8. Learning by translating (duolingo.com) - The case of sharedtalk.com 4b. Language Exchange Websites - The case of www.studentsoftheworld.info "Etudiants du Monde is a French non-profit association, whose aim and ambition is to open the doors of the world's cultures to young people. (...) our association can propose you pen-friends who are the same age as you, in the countries of your choice. Then, you will be able to discover new cultures, exchange ideas, stamps, postcards, improve your knowledge of a foreign language, and why not decide later to travel there ? But above all, you will enjoy having friends in various parts of the world." 4a. Representation / Virtual World 3. Discussion Forums / Message Board / Chats 5. Glogs (Graphics Blogs) 4. Social networking (Personal / Professional) 6. Story-telling 1. Virtual worlds, online gaming 2. Language Exchange Websites - The case of language-exchanges.org (using Skype) 4a. Representation / Virtual world 4a. Representation / Virtual world 4a. Representation / Virtual world 4b. Language Exchange Websites 4b. Language Exchange Websites ...and many more (http://www.omniglot.com/links/langexchange.htm) - can be used to seek answers from the community. 4c. Discussion Boards / Forums - can also be used as reference tools - public meeting place for open discussions of various topics - for sharing knowledge and exchange tips Example (1): wordreference forums Example (2): how-to-learn-any-language.com - One of the most widely used social networking sites 4d. Social networking Example (1) Facebook - user-generated content 3. Why is social media relevant for language learning ? - ubiquitous access (school, home, public places) - global participation - connection with others around the world - extended classroom - achieves 5Cs in ACTFL's model for FL ed's goals (http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdf) • Communication: heart of language study • Culture: master the contexts in which language is used • Connections: to individuals/knowledge inaccessible to the monolingual speaker • Comparisons: to develop insight into nature of language and concept of culture • Communities: participate in multilingual communities in various contexts / culturally appropriate ways 3. Why social media is relevant for language teaching internetworldstats.com/images/languages2009.png http://www.insidefacebook.com/2010/07/28/among-facebooks-top-languages-portuguese-arabic-and-spanish-lead-growth/ - supports 70 languages and has 1 billion users (as of Oct 2012) (http://www.checkfacebook.com/) www.nytimes.com/2009/03/15/magazine/15wwln-lede-t.html - Facebook "groups" (FB Groups) do not require users to "friend" each other 4d. Social networking Facebook Groups for classes - Teachers can assign "participation marks" for posting in the foreign language on the FB group. - Example of guidelines set for using FB: 4d. Social networking "Role play" on Facebook Nicole A. Mills. "Facebook and the use of social networking tools to enhance language learner motivation and engagement" NEALLT conference, Yale University. New Haven, CT. Oct. 2009.
Available at: http://works.bepress.com/nicole_mills/29 4d. Social networking "Role play" on Facebook - Create an email address on www.laposte.net for the character 4d. Social networking "Role play" on Facebook As part of their participation and homework grade, students were asked to interact on Facebook at least 3 times per week: Status updates / Wall postings / Other? Sample Wall 4d. Social networking "Role play" on Facebook Sample personal info page Sample postings 4e. Glogster "Glogster is a social network that allows users to create free interactive posters, or Glogs. A "Glog", short for "graphics blog", is an interactive multimedia image. It looks like a poster, but readers can interact with the content. (...) The user inserts text, images, photos, audio (MP3), videos, special effects and other elements into their glogs to generate a multimedia online creation." (Source: wikipedia/Glogster) 4e. Glogster http://mrreglog.edu.glogster.com/learn-japanese/ Example for Chinese sentence structure: http://mrreglog.edu.glogster.com/Sentence-Pattern-Hobbies-by-fulaoshi/ Example for Russian alphabet song: http://atlantic.edu.glogster.com/alphabet-songs/ Example for Japanese syllables: http://franfernfont.edu.glogster.com/unit-3/ Example for English (theme: "family" & "have got") Ideas: Self-introduction, Recount the past holidays, Famous figures, Research on Places, Thematic vocabulary, etc. 4f. Story-telling Google Maps: useful for story-telling across different locations. https://maps.google.com/maps/ms?msid=217142565432207868199.0004c4fa282458b05e97c&msa=0 toonDoo / stripcreator / bitstrips: useful for story-telling with conversations using comic strips Storybird: creating online storybooks http://storybird.com/books/storybird-a-simple-guide-for-teachers-and-students/ http://storybird.com/books/my-family-73/ http://storybird.com/books/my-family-437/ - is abundant online, and are constandly evolving. 5. Conclusion - helps to keep the new generation of learners engaged - allows for extended learning beyond the classroom Social Media... - supports diverse learners - enables learners to be involved in authentic contextes ==> Teachers have to be engaged in lifelong professional development. - Create a Facebook account for the character - Update Facebook profile (general information, address, education, experience, job, photo, FB status) - Collection of classmates’ and request that students add their neighbors to their list of friends Every other week, they were also asked to post their revised compositions (4 chapters from their memoirs from life in the Immeuble) as “Notes” on Facebook (http://www.xtranormal.com/watch/14013574/daniel-deutsch) (https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2012-07-30.0914.M.7C2222A45BF716AFE9F0375C6D43F6.vcr&sid=2009202) Melina Masterson, Ph.D. Candidate in Italian Literary and Cultural Studies, University of Connecticut) References