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Effective strategies for applying multiliteracies in collaborative learning environments

Effective strategies for applying multiliteracies in collaborative learning environments. Vance Stevens Petroleum Institute Tesol Arabia Conference March 30, 2006 Dubai, UAE. http://tinyurl.com/m4ow6. The UAE context. Hooked to the Net by Manal Alafrangi, Gulf News, March 2, 2006 -.

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Effective strategies for applying multiliteracies in collaborative learning environments

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  1. Effective strategies for applying multiliteracies in collaborative learning environments Vance Stevens Petroleum Institute Tesol Arabia Conference March 30, 2006 Dubai, UAE http://tinyurl.com/m4ow6

  2. The UAE context Hooked to the Netby Manal Alafrangi, Gulf News, March 2, 2006 - http://archive.gulfnews.com/articles/06/03/02/10022377.html Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  3. The survey • In the UAE, 1,384,800 people use the Net • It was a YouGov survey • 779 UAE residents answered questions on their online experiences. • 33% Arab expatriates = 260 (rounded, estimated) • 33% Asian expatriates = 260 • 16% Western expatriates =125 • 18% remaining ??? UAE Nationals?? = 140 Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  4. Findings: VOIP and blog proclivities • “As many as six out of 10 respondents said they are familiar with the term VoIP.” • “When it was explained, an overwhelming nine out of 10 said they found it appealing” • “With the inevitable increase in awareness and improvement in technology, some say restrictions on VoIP usage will be difficult to maintain.” • “more than half the respondents were supportive of blogs once it was explained to them (with only one in 10 respondents being unsupportive).” Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  5. Findings: Chat proclivities • Net primarily used as a medium for communication (chat, e-mail, VoIP and blogging) • “Almost half the respondents engage in online messaging” • “some (especially respondents aged below 21) considering it a good way to make new friends” • “only 19 per cent of Western expatriates agree with this opinion (24 of the 125)” (I think it’s good for making friends of professional contacts … http://www.homestead.com/prosites-vstevens/files/efi/chat2005/chat2005.htm#elderparty_marquee Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  6. What is (are?) multiliteracies? From:http://www.pkp.ubc.ca/multiliteracies/index.php • “The term multiliteracies was coined by the New London Group (1996) to highlight two related aspects of the increasing complexity of texts (reference): • the proliferation of multimodal ways of making meaning where the written word is increasingly part and parcel of visual, audio, and spatial patterns; • the increasing salience of cultural and linguistic diversity characterized by local diversity and global connectedness.” Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  7. Aspects of Multiliteracies Stuart Selber. (2004). Multiliteracies for a digital age. Southern Illinois University Press • develop file-naming schemes that can be searched meaningfully • write effective email messages • participate appropriately in asynchronous discussion • analyze currency, authority, and reliability of website content • generate visual images that represent data relationships accurately and convincingly • situate technology in social, political, and economic contexts Multiliterate individuals can, for example … Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  8. Connectiveness  Connectivism • George Siemens: Connectivism:A Learning Theory for the Digital Age http://www.itdl.org/Journal/Jan_05/article01.htm“The pipe is more important than its content” • "At first people used to say it's not the e that's important, it's the learning. I don't think that's true. I think it's the e that's important. It's networking, it's management, and it's learning how to deal with computers." - Jay Cross, in Abu Dhabi for an eMerging eLearning Conference, quoted in the Gulf News, Sept. 13, 2004, p.6 • GeorgeSiemens: Connectivism: Learning as Network-Creationhttp://www.learningcircuits.org/2005/nov2005/seimens.htmThis last has implications for curricula … Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  9. Implications for curricula? From: http://www.learningcircuits.org/2005/nov2005/seimens.htm • “Instruction is currently largely housed in courses and other artificial constructs of information organization and presentation. Leaving this theory behind and moving towards a networked model requires that we place less emphasis on our tasks of presenting information, and more emphasis on building the learner’s ability to navigate the information—or connectivism. • Blogs, wikis, and other open, collaborative platforms are reshaping learning as a two-way process. Instead of presenting content/information/knowledge in a linear sequential manner, learners can be provided with a rich array of tools and information sources to use in creating their own learning pathways. The instructor or institution can still ensure that critical learning elements are achieved by focusing instead on the creation of the knowledge ecology. The links and connections are formed by the learners themselves.” Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  10. Manifestations in curriculum Examples … • The Multiliteracy Project in Canada http://www.pkp.ubc.ca/multiliteracies/ • Cheryl Oakes’s blog (an example of putting it all together)http://coakes50.suprglu.com/ Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  11. Impact on TEACHERS 4 questions to ask ourselves: • Do we teach what we know (already)? • Or what we should know (and others appear to be discovering)? • But how do we figure out what is important enough to teach? (given the plethora of information available) • How do we learn new concepts ourselves, new techniques, well enough to teach them? Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  12. How can TEACHERS stay current? Costly, time-bound • Attending conferences / presentations • Enrolling in face to face courses • Enrolling in online courses Free, any-time • Becoming involved in Communities of Practice • Harnessing Pull information technologies as opposed to Push Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  13. Communities of Practice • A community of practice forms when participants in an online community evolve a working relationship that leads them to focus spontaneously on shared tasks and problems • Constructivist • zone of proximal development established • scaffolding enhanced through developing interpersonal relationship of the participants • Model constructivist techniques to use in teaching • Friendships develop, affective filter diminished • Training is by-product of queries, discussion Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  14. Communities of Practice for IT • Webheads in Action, hundreds of members since 2002 http://webheads.info • TESOL sanctioned EVO (Electronic Village Online) each January to March http://www.tesol.org Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  15. Pull info technologies vs Push What IS a blog and why is it PULL? • It runs on ‘blog’ software installed on a server somewhere • It allows postings • It archives postings • It allows comments to postings • Crucially, it generates an RSS feedThis is WHY is is ‘pull’ Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  16. Pull vs Push – RSS • Jay Cross: Push and Pull, Informal Learning February 8, 2006http://internettime.com/wordpress2/?p=14 • Will RichardsonGave up daytime job to become full-time bloggerRSS Quick Start Guide for Educators http://www.weblogg-ed.com/rss_for_ed Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  17. Info Management - Aggregators Allow you to PULL information as preferred • Several available; e.g. Bloglines • Stephen's Bloglines links: http://www.bloglines.com/public/downes • Suggestion: • Have students address some assignments in blogs, • have their postings appear in your / each other’s aggregators as they are made Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  18. Why blog? • Anyone can publish • Students have a voice, an audience • For both students and teachers: conducive to Communities of Practice • For serious bloggers: Instant communication. Echoes reverberate around the world, literally • An up-to-date and critical literature emergesSpontaneous, creative commons Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  19. Are blogs the new literature? • Stephen’s Webhttp://downes.ca (in hiatus) • Will Richardson, Weblogg-ed • Jodie FraserEdublogs • Harold Jarche’sConversations at the intersection of learning, work & technologyhttp://www.jarche.com • James Farmer • George Siemens • Jay Cross, Internet Time Blog • Etc. etc. (easily found in Google searches and references to one another) Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  20. What kinds of BLOGS are there? • ‘Standard’ blogs like Blogger • Photo blogs like Buzznet • HTML Blogs like Live Journal • Audio blogs • Video blogs • Podcasts Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  21. Podcasting characteristics • Work through blogs • Essentially, audio postings to blogs • Thus, can be harvested through RSS • Can be downloaded for listening later • Podogogical resources • Randy Meredith’s Podogogy http://www.podagogy.com/pedagogy.html • Learncasting & Podogogy in Language Teaching [03-04-2006]by Graham Stanley, Allan Carrington and Randy Meredithhttp://home.learningtimes.net/learningtimes?go=1151315 Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  22. The Voice • Michael Coghlan: Is Voice Online for You? http://users.chariot.net.au/~michaelc/mater/easy_voice.htm • Michael’s Podomatic voice synthesis test:http://michaelc.podomatic.com/entry/2006-01-19T05_36_13-08_00 • Finding your Voice Online – An Inquiry into the Use of Online Voice Applications in Higher Education by Michael Coghlanhttp://www.elearn.wa.edu.au/kt/edition05/download/Coghlan.pdf Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  23. Podcast and other voice examples • Aiden Yeh’s http://www.aidenyeh.podomatic.com • Students post speeches • others respond with recorded comments • Odeo, Springdoo, Handybits • A ‘threaded’ voice chat: http://odeo.com/a/UE66smL4kL3flKZHCP6f8ibGLmlwQ8PO5iK4xjff/#cmnt6800 • John Taylor-Johnston’s Odeo assignment http://jtjohnston.ca/recording_odeo.php Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  24. Other content managers • Moodle e.g. Multiliteracies for Collaborative Learning Environmentshttp://www.opensource.idv.tw/moodle/course/view.php?id=23 • Elgg e.g. http://www.eflbridges.com • Facebook(see Wikipediahttp://en.wikipedia.org/wiki/Facebook_(website) • Bedo(see Emma Duke-Williams, Show and tell online:http://www.tech.port.ac.uk/staffweb/duke-wie/blog/?p=390 Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  25. Content management and CoPs • What do Learning Mgm’t Systems do? • host some kind of content • Provide teachers means of manipulating content • provide means of access of that content • Track student progress • Foster communities when they: • allow users to maintain their own profiles • associate faces with events • allow tagginghttp://en.wikipedia.org/wiki/Del.icio.us • It might host user’s blogs Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  26. Characteristics of content mgmt 2.0 • Free • Open Source http://en.wikipedia.org/wiki/Open-source_software • Creative Commonshttp://en.wikipedia.org/wiki/Creative_Commons • You can set them up on your own server …Venny Su. (2005) An Open Source Portal for Educators. TESL-EJ Vol. 9. No. 1, On the Internet http://tesl-ej.org/ej33/int.html Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  27. Raising multiliteracy awareness • Student threatens on Facebook to kill presidenthttp://www.oudaily.com/vnews/display.v/ART/2005/03/08/422db16170829?in_archive=1 • One issue (meaning of terms of use) picked up in Wikipediahttp://en.wikipedia.org/wiki/Facebook%27s_use_in_investigations • Implication: Educators may need to take on more responsibility for raising such awareness Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  28. Web 2.0  eLearning 2.0 • Links to lists of tools: • Graeme Daniel, Web 2.0 and Education (Feb 14, 2006) in WWWTools for Education http://m.fasfind.com/wwwtools/m/2756.cfm?x=0&rid=2756 • Stephen Downes From EduBlogs to the Collective Consciousness: Director's Cut http://downes.jot.com/WikiHome Some I use • YahooGroups e.g. http://groups.yahoo.com/group/efiwebheads/ • Frappr e.g. slide show at http://wiaoc.org • PBWiki; e.g. http://baw-06.pbwiki.com/ Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  29. Other technologies • Buthaina AlOthman’s Easy Technologies to Teach and Learn EFL/ESL Across Different Cultures:Using new methods of webcasts (cell phones)http://alothman-b.tripod.com/tesol06_callis_acsession0316.htm • Tony Vincent’s site on handhelds:http://www.learninginhand.com/ • iPod-learning • Greg Kessler’s TESOL 2006 presentation , and • Duke University, in the US, has distributed iPods to 1650 new students, pre-loaded with useful orientation information. Students can download from the Duke Web site, similar to iTunes, where they will find orientation schedules, audio books, language lessons, lectures, even the University song! http://www.epic.co.uk/content/resources/white_papers/iPod.htm • Georgia College Pushes for IPod Ingenuity • By GREG BLUESTEIN http://tinyurl.com/h8hvr • Curtis Bonk’s OOPS, Did I mean to share that: Opensource, Opencourseware, and the learning objects of tomorrow https://www.elluminate.com/site/pmtg.jnlp?psid=d2036466210.348289 (recorded presentation with numerous examples) • Kerry’ Hargreaves’shttp://web.mac.com/kerryhargreaves/iWeb/Site/Photos%202.html Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  30. Conclusion • Those concerned about the decreasing half-life of information see little point (apart from the pleasure of paging through glossy photos) in subscribing to magazines or any other media that has a production run that delays news getting to you when you can get instantly updated constantly through the blogosphere.  • The blogosphere has emerged as the library of quality and of record, and it's not all text, but decidedly multimedia (aud-blogs, video-blogs).  • Being multiliterate means knowing where the library IS in the first place, and then organizing access to it, then utilizing and interacting with it.  Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

  31. PP 107: Multiliteracies for Collaborative Learning Environments This presentation has been developed over the course of two years teaching online in the TESOL Certificate Program: Principles and Practices of Online Teaching • http://www.homestead.com/prosites-vstevens/files/efi/papers/tesol/ppot/portal2005.htm • Presenter information: http://vance.webheads.info Vance Stevens - Petroleum Institute - TESOL Arabia in Dubai March 30, 2006

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