conceptualizing participatory literacy:
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Conceptualizing participatory literacy: approaches to building and sustaining blended learning communities. Mirjam Hauck, Sylvia Warnecke, The Open University, UK H. Müge Satar, Sumru Akcan, Boğaziçi University, Turkey. “shift happens”. - PowerPoint PPT PresentationTRANSCRIPT
Conceptualizing participatory literacy:approaches to building and sustaining
blended learning communities
Mirjam Hauck, Sylvia Warnecke, The Open University, UK
H. Müge Satar, Sumru Akcan, Boğaziçi University, Turkey
“shift happens”
We are preparing students for jobs that do not exist yet, that will use technologies that have not been invented yet, in order to solve problems that are not even problems yet.
http://shifthappens.wikispaces.com
what's the challenge?
• need for comprehensive pedagogical approaches (in teacher education) which make best possible use of online tools and applications for (language) learning and teaching purposes
• But:- hierarchical and prescriptive use of technology is still
prevailing- tendency to reproduce power structures known from traditional classroom settings
what’s the impact on us?
… teachers need to appreciate the value of socialconstructivism and related approaches in preparing their students to participate, as employees and citizens, in digitally mediated societies.
In a world of multi-directional communication, it’s crucial to develop digital communicative literacy, which provides a foundation for online interactions, [...] and which facilitates the collaborative processes at the core of participatory literacy.
Pegrum (2009)
what's the task at hand?
A massively increased focus on teacher training […]to equip educators with a state-of-the-art underpinningtheoretical framework so that they are better placed toguide teaching and learning efforts, to convert hunchesand intuition into demonstrable student gains and,genuinely, to innovate (Pegg et al. 2007)
It’s imperative that teacher training covers far morethan technology and pedagogy. Educators need a clear sense of the social, sociopolitical and ecologicalembeddedness of technology. (Pegrum 2009)
social presence
the ability of the individual to demonstrate his/her
availability for and willingness to participate in
interaction
(Kehrwald 2008)
awareness dilemma
the assumption that users are “actively reflecting
on their media ... experiences and can thus
articulate what they learn from their participation”
(Jenkins et al. 2006)
whatsthepont.wordrpess.com
what’s the task at hand?
… ensure that every … young person has access to the
skills and experiences needed to … articulate their
understanding of how media shapes perception, and
has been socialized into the emerging ethical
standards that should shape their practices as media
makers and participants in online communities.
(Jenkins et al. 2006)
participatory culture
Blogs and moblogs (mobile blogs) can help students shape and
share their thoughts while learning from feedback ... They can build
a ‘sim’ (virtual location) in Second Life … Finally, any individual
student’s creations and contributions can be linked together
through a PLE and can even form the basis for an e-portfolio, with
blogs, wiki entries, Flickr photos, YouTube videos and Second Life
constructions shaped into a digital CV. (Pegrum 2009)
http://blog.mypeoplebiz.com/wp-content/uploads/2013/03/CV.png
cultural competencies
and social skills
understanding how media
shapes perceptions
prerequisite for involvement in ‘participatory
cultures’
online collaboration
and networkingnew media
literacy
drawing on many modes
learners who are able
“to choose, not merely with full competence within one
mode […] but with full awareness of the affordances of
many modes and of the media and their sites of
appearance” (Kress 2003)
will get more out of online encounters than those who are
less aware
coming full circle
learners who are in Kress’s (2003) words fully aware of
the affordances of many modes and of the media and
their sites of appearance are those who are likely to be
able to “articulate their understanding of how media
shapes perception” (Jenkins et al. 2006) and can reflect
on “their practices as media makers and participants in
online communities”
awareness dilemma (almost) solved
the assumption that users are “actively reflecting on
their media ... experiences and can thus articulate
what they learn from their participation” (Jenkins et al. 2006)
“more shift needs to happen”
• learner and tutor training as well as task design for
online environments should be fundamentally
reconsidered
• raise trainees’ awareness of available communication
modes and of their respective affordances
(Hampel & Hauck 2006)
→ “multimodal pedagogies” (Stein 2000)
project design
• a combination of pedagogical and technical training (Hubbard & Levy 2006; Hampel 2009)
• online tutoring skills focusing on participatory literacy and social presence (Hauck & Warnecke 2012)
• experiential modelling (Hoven 2006)
• exploratory practice (Allwright & Hanks 2009)
in a nutshell
blended learning teacher education programme task-based online learning format pre-service English language teachers from Turkey four tutors (2 from UK, 2 from Turkey) objectives:
> awareness raising of meaning making, communicating and “teaching” online
> new media literacy skills development
we’ve looked for awareness of ...
• meaning making (modes and impact)• participatory literacy skills
week1, task 1Introduce yourself either in writing or by recording an a/v
contribution.
Listen to or watch the intros of other participants and comment on the different types of intros.
an example Nov 5, 2012- week 1
I like video introductions best, because, you can see and hear the person, it is more
sincere than writing. However, recording a video is demanding and problematic. If
you write something, you can read and correct it; but, you cannot correct the video,
you have to record a new one. You may have trouble in uploading and watching
the video due to its size or slow internet connection, etc as I have in my dormitory right
now. I chose to write my introduction, because it takes less time. I would present them
the ways they can do their introductions and leave the choice to them so that they can
feel secure and feel free about which one to use.
what’s the take away?
• it is not sufficient to equip learners with … online
resources … we have to promote the kind of literacy
required to use the new learning spaces to their best
effect (Hampel & Hauck 2006)
• invest more time into collaborative tasks informed by
multimodal pedagogy
what’s the task at hand?
make learners more systematically aware of the affordances of
many modes to ensure that they have “access to the skills and
experiences needed to […] articulate their understanding of
how media shapes perception, and have been socialized into the
emerging ethical standards that should shape their practices as
media makers and participants in online communities”
(Jenkins et. al 2006)
ready for the shift to happen?
training for social presence
subjective projections of self … into technology mediated environments, subjective assessments of others’ presence and assessments of the subject’s relations with others
through seeing and experiencing how others project themselves into the environment, how others interact with one another and how others react to their personal efforts to cultivate a social presence
(Kehrwald 2010)
cultivating a social presence …
cultivating a social presence …
Nov 5, 2012 - week 1
Hello everyone,
I am Aylin. 3 Web 2.0 tools I use a lot are Facebook, Twitter and Youtube apart from
Email. Here is what I do everday as my ritual: … Finally I go online on Facebook
and Twitter after reading and answering my emails. I use Facebook to follow my
friends; where they are, what they do, what they are up to. It … gives me the
chance to post something and discuss it with my friends. …
I use Youtube and SlidesShare most as learning contexts. ..
I love İstanbul very much. ... There are lots of social activies like seminars,
conferences, concerts, festivals, matchs in this city. It is always lively.
cultivating a social presence … Nov 18, 2012 - week 2
This is really a good idea, but finding a noun or adjective for each of the letter in our
names could be hard as you say. Therefore, we may find an adjective or noun starting
with the first letter of our names. For example, I can introduce myself Adventurous
Aylin and it would be easier both to find a word and to remember that person with
only one word.
cultivating a social presence … Adventurous Aylin in action!
Nov 18, 2012 - week 2 (Aylin)
To increase motivation, moderator could start with shorter discussions related to
students’ interest. ... If discussions start with shorter ones and continue with longer
ones step by step, I believe student motivation won’t decrease. Also, the
discussion topic should be carefully chosen so that all students could
participate. … Therefore, moderators should pay attention to students’ interests
and load of discussion.
cultivating a social presence … Nov 18, 2012 - week 2 (Tutor 1)
Point taken, Aylin! "If discussions seem long and heavily loaded to the students, they
may be confused which questions to answer or which topics to comment on or
frustrated due to lots of expected discussion."
… I do believe in scaffolding activities - including online discussions - and am happy
for any suggestion for improvement.
To a certain degree we are making this module on "social presence" up as we
go along together.
So any suggestions are really very, very welcome. We can and should all learn from
each other.
cultivating a social presence … Nov 25, 2012 (Aylin)
You work on this platform, and I think you are doing a very good job, thank you
for that :)
This platform is excellent in that it is a different way of interacting with students. It
attracts their attention towards use of technology in a controlled and safe way. It will
be a good tool for me in the future. Therefore, I am happy to be a part of it.
You know it takes some time for people to get used to different things and Canvas is
one of these different things in people’s lives. Naturally, I am getting used to visit
Canvas regularly day by day. I would be very happy if there were fewer tasks.
cultivating a social presence … Nov 25, 2012 (Aylin - continued)
This is because it is really hard to catch up with it. I want to read all of the
comments, make new comments on what my friends think; because … . I also know
you have time limitations, because you have a schedule. So, I am not sure
whether what I suggest is applicable or not.
I am not sure whether what I recommend is improvement or adaptation. I think it is
more like an adaptation. I don’t think the instructions should be re-arranged, they are
very clear and understandable, no problem with them. The thing is there are 3 tasks
every week. Even two tasks would be very helpful so that we can spend less
time in our busy school lives. If it is possible?
taskWeek 3 Activity 1: Patterns of participation: forum
Dear all,
This week we will consider two key issues with regard to the tutor role inasynchronous communication: motivation and participation. [...]
Think about your own patterns of participation (as a moderator or as a student).
Then have a look at the attached document which is a collation of common patterns of online participation by Salmon (2002).
Which one applies to yourself? Is there anything you have learned that you want to practise in order to help your learners stay motivate and engaged?
patterns of participation: forum
shifting roles and identities Nov 18, 2012 - Aylin
… But the important thing here is whether I participate in forums for educational
or personal reasons. If I am expected to be involved in the discussion seriously
as we do in Canvas for educational reasons, I will share my ideas about the topic
regularly as much as possible. However, if I participate in forums for personal
reasons, I participate whenever I have free time.
I may be the mouse or the wolf as I still don't get used to using Canvas platform.
I still explore what I can do and how I can do those things in Canvas.
Aylin's data from 4 journal entries
0
1
2
3
4
5
6
Q1 Q2 Q3 Q4 Q5
Questions
1-5
Scale Week 1
Week 2
Week 3
Week 4
"Learn, Comment, Produce & Share."
what’s the task at hand?
task design
stimulated and on-going reflection on motivation, online participation and the
relevance of social presence
new form of collaborative online educator training
teacher ethnographies as models of the collaborative processes that underpin
participation and social presence
Teşekkürler! - Danke! - Thank you!
Sylvia Warnecke Mirjam Hauck
Sumru Akcan Müge Satar
https://canvas.