social networking tools - principles and practice
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SOCIAL NETWORKING TOOLS
Daniel Beck
PRINCIPLES & PRACTICE
Daniel Becka.k.a. “GTB”
Toyo Gakuen University, Chiba
Kanda Institute of Foreign Languages
listening to musicwatching video
communicating with students and facultyshort writing assignmentsfrom computer or cell (find English mistakes and send them)
Roger Palmer
How should we evaluate?
Brown, H. D. (2007). Teaching by principles – third edition. White Plains:
Pearson
TEACHING BY PRINCIPLESBROWN (2007, CH. 4)
PRINCIPLE CATEGORIES
•Cognitive Principles
•Socioaffective Principles
•Linguistic Principles
6 COGNITIVE PRINCIPLES
AUTOMATICITY
Related to fluency. “Efficient second language learning involves a timely movement of the control of a few language forms into the automatic, fluent processing of a relatively unlimited number of language forms. Overanalyzing language and thinking too much about forms, and consciously lingering on rules of language all tend to impede this graduation to automaticity.”
MEANINGFUL LEARNING
“The process of making meaningful associations between existing knowledge/experience and new material will lead toward better long-term retention than rote learning of material in isolated pieces.”
ANTICIPATION OF REWARD
Human beings are universally driven to act, or “behave,” by the anticipation of some sort of reward—tangible or intangible, short-term or long-term—that will ensue as a result of the behavior.
INTRINSIC MOTIVATION
The most powerful rewards are those that are intrinsically motivated within the learner. Because the behavior stems from needs, wants, or desires within oneself, the behavior itself is self-rewarding; therefore, no externally administered reward is necessary.
STRATEGIC INVESTMENT
Successful mastery of the second language will be due to a large extent to a learner’s own personal “investment” of time, effort, and attention to the second language in the form of an individualized battery of strategies for comprehending and producing the language.
AUTONOMY
Successful mastery of a foreign language will depend to a great extent on learners’ autonomous ability both to take initiative in the classroom and to continue their journey to success beyond the classroom and the teacher.
3 SOCIOAFFECTIVE PRINCIPLES
LANGUAGE EGO
As human beings learn to use a second language, they also develop a new mode of thinking, feeling, and acting—a second identity. The new “language ego,” intertwined with the second language, can easily create within the learner a sense of fragility, a defensiveness, and a raising of inhibitions.
WILLINGNESS TO COMMUNICATE
Successful language learners generally believe in themselves and in their capacity to accomplish communicative tasks, and are therefore willing risk takers in their attempts to produce and to interpret language that is a bit beyond their absolute certainty. Their willingness to communicate results in the generation of both output (from the learner) and input (to the learner).
LANGUAGE-CULTURE CONNECTION
Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting.
LINGUISTIC PRINCIPLES
NATIVE LANGUAGE EFFECT
The native language of learners exerts a strong influence on the acquisition of the target language system. While that native system will exercise both facilitating and interfering effects on the production and comprehension of the new language, the interfering effects are likely to be the most salient.
INTERLANGUAGE
Second language learners tend to go through a systematic or quasi-systematic developmental process as they progress to full competence in the target language. Successful interlanguage development is partially a result of utilizing feedback from others.
COMMUNICATIVE COMPETENCE
Given that communicative competence is the goal of a language classroom, instruction needs to point toward all its components: organizational, pragmatic, strategic, and psychomotor. Communicative goals are best achieved by giving due attention to language use and not just usage, to fluency and not just accuracy, to authentic language and contexts, and to students’ eventual need to apply classroom learning to previously unrehearsed contexts in the real world.
PRINCIPLES OF CALLBROWN (2007, CH. 12)
Use technology to support the pedagogical goals of the classDon’t use technology for technology’s sake.
Evaluate the appropriateness of software for your purpose.
Create a classroom environment in which CALL is affirmed by the students.Students should be able to “buy in”
Make the technology accessible to all learners.Everyone should benefit.
Use technology effectively.Students should learn language better or faster
Use technology efficiently. Save time. (ex Dictionary searches, Wikipedia
Have a backup plan in case the technology fails.
BENEFITS OF CALLBROWN (2007, CH. 12)
BENEFITS OF CALL
• opportunity to notice
• multimodal
• immediate, personalized feedback
• individualization
• self-pacing
• private space for mistakes
• distance feedback
• convenient for written practice
• collaboration
• variety of resources
opportunity to noticemultimodalimmediate, personalized feedbackindividualizationself-pacingprivate space for mistakesdistance feedbackconvenient for written practicecollaborationvariety of resources
SOCIAL NETWORKING
Mason, R., & Rennie, F. (2008). E-learning and social networking handbook.
New York: Routledge
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms, 3rd ed. Thousand Oaks:
Corwin Press
SOCIAL NETWORKING SITES HAVE …
•Profile
•Social Network
•Semi-persistent public comments
Boyd (2006)
profile - identifiable handle, information, photograph.
The essence of social networking is that the users
generate the content. This has potentially profound
implications for education.
”“
– Mason & Rennie (2008)
2.0
ED 2.0
TESOL 2.0
USER-GENERATED CONTENT
• Tools to actively engage in construction
• Content continually refreshed by users
• Tools support collaborative work
• Shared community spaces
not passivenot expertteam-workmotivation
THEORETICAL CONSIDERATIONS
• Collaborative Learning
• Student-Centered Course Design
• Compatible with Constructivist Theory
• Connectivist Theory
• Learning Design
•Outcome-based Design
Constructivist - learning is an active process of constructing knowledge. Instruction is a process that involves supporting that construction rather than communicating knowledge.
PRINCIPLES OF SOCIAL
NETWORKING IN TEACHING
MASON & RENNIE (2008, PP. 49-51)
No panacea.
Pedagogy first
Initial Induction
need to be serious
What are the tools?
BLOGS
ADVANTAGES OF BLOGS
•Reflective
• Interactive (comments)
•Semi-permanent
USES OF BLOGS
• class information management
• class assignment management
• best practices gallery
• online readings
• resources
• links
• photos
• discussion topics
• journals
• portfolio
• feedback
• showcase
• collaboration
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms, 3rd ed. Thousand Oaks: Corwin Press
Wikis
Wikis
wiki |ˈwikē|noun
1 website that allows the easy creation and editing of any number of interlinked web pages via a web browser… . Wikis … are often used to create collaborative websites, to power community websites, for personal note taking, in corporate intranets, and in knowledge management systems.
and in enlightened TESOL classes
PODCASTS
Podcasts
Podcasts
podcasting |päd ˈkast ɪŋ|noun
1 a distribution method for media-rich content via the internet using “push” technology to enable the user to subscribe and automatically receive new content.
podcast |päd ˈkast|noun
1 media that is distributed via podcasting.
distribution method
audio
a distribution method for media-rich content (eg. audio, video, etc…) via the internet using syndication technology to enable the user to subscribe and automatically receive new content.bob and rob show
video
a distribution method for media-rich content (eg. audio, video, etc…) via the internet using syndication technology to enable the user to subscribe and automatically receive new content.
photographs / images
a distribution method for media-rich content (eg. audio, video, etc…) via the internet using syndication technology to enable the user to subscribe and automatically receive new content.
Files
a distribution method for media-rich content (eg. audio, video, etc…) via the internet using syndication technology to enable the user to subscribe and automatically receive new content.
push technology
a distribution method for media-rich content (eg. audio, video, etc…) via the internet using syndication technology to enable the user to subscribe and automatically receive new content.
ADVANTAGES OF PODCASTS
• Free
• Authentic language use
• Automated process
SOCIAL NETWORKING
Public Networks (region, workplace, school, etc…)Personal Networks(family, friends, colleagues, classmates)GroupsPhotos / VideosDiscourse (Message, IM, Wall, Tagging)
MICROBLOGGING
twitter.com
Twitter → Buzz
Twitter.com
#hashtags
google.com/buzz
SOCIAL BOOKMARKING
social bookmarking |ˈsō sh əl • ˈboŏkˌmärk ɪŋ|noun
1 a method for Internet users to store, organize, search, and manage bookmarks of web pages on the Internet with the help of metadata.
delicious.com
diigo.com
PHOTO SHARING
Flickr.com
VIDEO SHARING
YouTube.com
RSS FEEDS
RSS (Real Simple Syndication)noun
1 a distribution method for media-rich content via the internet using “push” technology to enable the user to subscribe and automatically receive new content.
push technology
a distribution method for media-rich content (eg. audio, video, etc…) via the internet using syndication technology to enable the user to subscribe and automatically receive new content.
Google Reader
OtherWebTools
E-PORTFOLIOS
SECOND LIFE
SCREENCASTS
ONLINE FORUMS
E-BOOKS
IM
SKYPE (VOIP)
GAMES
MASHUPS
MOBILE LEARNING
”“
– Mason & Rennie (2008)
It is the powerful ideas behind the tools and
services that have so much potential for education
Web 2.0 is actually more than a set of tools and services. It is the powerful ideas behind the tools and services that have so much potential for education: the reality of user-generated content, the network effects of mass participation, and the openness and low threshold for easy access.
you!Thank