Highlights from My Day One at Harrogate Iatefl 2014

Making the most of texts: each one a world to discover

Making the most of texts: each one a world to discover

So the first day has finished and it seems to have gone by in a whirl or ideas, discussions, meetings with old friends and encounters with new ones. I said in a previous post that a theme tends to emerge during the conference and this year my these is materials, tasks and getting the most out of them, both as a materials designer and teacher.

Demand High Teaching

My first session this morning was with Adrian Underhill who focused on “Demand High Teaching” the meme (they don’t like to think of it as an approach, but rather a cultural notion that is on the tip of everyone’s tongue.) Basically, the idea behind this is that many of our classroom routines have become mechanical, and a matter of following the coursebook instructions without really “teaching”. This, as Adrian Underhill and Jim Scrivener rightly say, leads to lost learning opportunities, and half baked routines that do not benefit learners. The focus today was pronunciation but this may be true for many areas of teaching, and what it means, in a nutshell, is to bring back the skill of teaching, exploiting coursebook tasks or any others to get as much out of them as possible, with the learner and his or her problems and needs right at the centre of the process. By focusing on individuals and helping them to do the very best they can, we bring back teaching in a vocational sense.  To see more, visit the Demand High Learning blog.

What do Teachers want from their Coursebooks?

My day moved on seamlessly to a discussion of what teachers want from their coursebooks, where Heather Buchanan from Leeds Metropolitan University and Julie Norton from the University of Leicester presented the results of their questionnaire, which had been circulated among teachers to find out what they want from their coursebooks. As might be expected there were many different answers but one illuminating comment that struck me came from a teacher who had more than 20 years’ teaching experience, and who wanted a coursebook that would be a sort of “store” of various different activities, approaches, images and texts, that could all be accessed and combined in different ways. In fact, this already exists in sites like Onestopenglish and on the English360 platform, to mention only two examples. So what I wondered was whether the problem was lack of information, and marketing of these resources. The question is how to reach teachers to let them know what is out there in a digital world which is often overwhelming including so much information that the pearls are often buried in the mass of data.

Do Materials Writers have Principles?

Jill Hadfield looked at a whole series of theoretical principles and asked whether materials writers have similar principles or not. her conclusion was that there are similarities but that the materials writers’ underlying principles, even when implicit rather than explicit, tend to be more practical but also more complicated, combining a wealth of underlying principles that reflect the learning process and the practical needs of classrooms in a way that is perhaps more difficult for theorists to do. She also talked about what she refers to as “core energies” which are not the writers’ principles but rather the “passions” that drive them and that come through as being their own personal styles or voices. A core energy is what tells us that a material has been written by Raymond Murphy or by Mario Rinvolucri, for instance, even if both are working from the same principle that materials should foster communicative language competence.

Networking and sharing

As I said in a previous post, though, the conference is not only about the presentations. It is also about talking to people and networking, and my focus on materials writing has brought me into contact with a whole group of materials writers yesterday and today. Writing can be a very lonely process, as we all sit behind our computers working away. Nowadays writers can work together across great geographical distances and sometimes never meet their co-writers when everything is filtered through their editors. This was really useful as I found about a whole range of sites for writers including a great Facebook page : eltT2W (Elt teachers to writers) where materials writers can share ideas, and problems with each other, making the whole process just a little more social. :-)

Final Thoughts

My final thoughts today are that so much is a matter of communication and keeping channels open. Information is a key word of our times but we need to know how to access and share it so that we can create knowledge together and go on to get the very best out of ourselves as teachers, writers and students. Learning is a lifelong process both for students and teachers, and I forget who said this but it seems to be quite appropriate:

“A great teacher is someone who aims for improvement rather than perfection”

Being open to new ideas and to new opportunities can enrichen your professional experience. Someone told me the other day, that there’s not much call for data driven teaching approaches, and that can be interpreted two ways: either you give up thinking that nobody wants it or you see it as a whole new market who, in the words of Benjamin Zander, see it as “a glorious opportunity” as those people “don’t know yet” how much they can learn from this approach.

So that’s it for today, let’s see what tomorrow will bring. :-)

 

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Plenary, plenary, plenary

Why do we have Plenaries?

Plenaries are a recognisable feature of most conferences, but what makes us go to them and what do we get out of them? I think I can say that over the years I have learned so much from Iatef plenaries that it-s hard to know where to start, but I’ll give it a try.

1) Theatre

First of all there is the theatrical aspect. Sitting in a dimly lit auditorium full of people with the spotlight on a central stage is possible not a very popular image these days when it comes to education. There is, however, definitely, in my experience, an element of magic coupled with a sense of expectation, when a hush falls over the audience and the presenter appears on stage. Plenary presenters are the gurus, those who are at the top of the profession, and for many they are “names” that we only know from their books, or from references we have heard, but in a professional sense they are household names, at least in our ELT world.

2) Telling Stories

These are not presentations where there is a limited amount of time to put across one or two central ideas, there are moments where individuals tell their stories. They have a wealth of experience and knowledge, developed over years of practice and reflection, which they communicate to us. I have learned so much from inspiring speakers at Iatefl, that stays with me over the years. Some, inevitable strike a chord with me more than others, and others will strike a chord with you for different reasons. Iatefl often invites a speaker to close the conference who is “a bit different” connected to “English” but not directly related to teaching. This year it is the turn of Jackie Kay, who writes for various media including stage and television, she will, in her own words “be reopening the border country of the imagination.” Unfortunately I’ll miss this event as I have to leave on Saturday morning but it will be a lovely way to look back on the conference, watching the video once I get home. So don’t despair if you can’t go to everything. Iatefl Online is there to help you.

3) Themes

The plenary sessions tend to “set themes” for the conferences and these speakers ask important questions that help us to look at the “big picture” in ELT. David Graddol will be asking whether the message that “learners need to learn English for economic reasons” is really true, and whether or not that English is a good investment. Sugata Mitra will be telling the story of his “hole in the wall” experiments with children organising their own learning in public and open spaces.  Kathrine Graves will be looking at learning, teaching and curriculum design ans asks whether “inefficient” approaches to learning, that focus on the learners and their needs rather than getting through the curriculum as quickly as possible, are really as inefficient as they might appear. Finally, Michael Hoey, who is one of my personal icons will look at Lewis and Krashen, both of whom have been criticised, to see how corpus-linguistic research backs up much of what they say, and what the implications of this are for teaching.

5) A personal reflection

When I saw that Michael Hoey was going to give a plenary I went to my bookshelves and got out “Lexical Priming” (Hoey 2005) which I had read with excitement when it was first published and then not focused on too much in the intervening years, I admit. What I found when I was sitting on the airplane suspended somewhere between Venice and Amsterdam, and I reread the introduction, was that even though, consciously, I had not looked back at this book, subconsciously the ideas were there, in the background, colouring the way I think about and, therefore, teach language.

Priming is, in a nutshell, what happens in an individual’s mind when we hear or see a word or piece of language. We are “primed” by the word itself, by our own history and background, and by the context we are in, to expect a specific piece of language that will be combined either collocationaly or colligationally (grammatically) with that language. As I was sitting on the plane, mulling this over a (Dutch, I think as I was on a KLM flight) came past and asked me:

“Would you like a sweet snack or a salty snack?”

I answered without a second’s hesitation that I’d like a “salty snack” please, and it was only after she had moved on that it occurred to me that something “felt wrong” about that. Then it came to me that what I would normally expect was a “savoury snack” (In fact that it what it said on the box on the trolley, I later noticed). I understood this exchange, however, with not trouble at all, as the “sweet snack” primed me to expect an alternative. The intonation helped too, and I accommodated by automatically using the same expression. This is a process that I find fascinating and I’ll be reflecting on it length later but right now, I’m afraid I have to go to get ready for the first plenary.

Hope to see you there…

 

 

 

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Gearing up for Iatefl 2014 in Harrogate…

Blogger-harrogate-300x300-bannerGetting the Most out of a Great Conference

Whether you are teaching in the UK or in New Zealand, or even a village in Umbria, you have almost certainly heard of the annual IATEFL conference, where thousands of ELT professionals gather in the UK to share their ideas, to network, browse publications, to attend the great “EFL related” evening entertainment:  ranging from cabaret acts and storytelling to music, general knowledge quizzes, Pecha Kucha ev and several parties and, of course we all go there to learn and develop professionally.

An Uplifting Moment in the Year

I’ve been attending this conference for quite a few years now and I must say that it is one of the most uplifting moments in my professional year. I always come home feeling recharged (if exhausted) with new ideas and insights to explore and put into practice. When you’ve been teaching for a while, you need this sort of event to recharge your batteries and to help you keep up your enthusiasm. The conference, as I said, is enormous though, so it is important to have some kind of game plan before you even start, otherwise the wealth of parallel sessions, not to mention the evening events will overwhelm you. So here are a few tips for a great conference. (I’m writing them for myself, by the way, but I thought I’d share them with you too.

merry go round

All the fun of the fair

Tips for a Getting the most out of the Conference

1) First of all, if you can’t come physically, don’t despair. Iatefl, together with the British Coucil, stream many of the sessions and others are videod so you can watch them at your leisure. Go to Iatefl Harrogate 2014 Online

2) Also the fact that so many sessions are videod means that you don’t need to panic if you can’t see everything. You can catch up later. So check which sessions are being filmed and if it clashes with something else, or, which sometimes happens, the room is full, don’t worry. You can see it later.

3) Use the programme well. It is an enormous publication with a wealth of information. I generally don’t carry it around with me as it’s heavy but I pull the coloured pages out from the back for each day and that is my working programme. It also helps you to see events you might otherwise miss. I noticed the “Open Spaces” event for this year, which I think looks very interesting.

4) Don’t try to do everything. I generally have several criteria I apply to the sessions I attend. (Yours may well be different but the point is you need to have some :-)

a) I look to see who is presenting to go to talks by people I’m interested in because I’ve read their books, know their blogs etc. and I try to see new people each year;

b) I restrict my sessions to fields I’m particularly interested in, such as materials development, e-learning and technology, learner autonomy. However, I don’t reject other things that may look interesting, and every conference seems to organically create a sort of intuitive “narrative thread” for me when I get there. I remember my thread in Harrogate 2010 was “Storytelling” and I seemed to see references to this all round me. In fact, I wrote a conference review that year, and it was based on Agatha Christie’s disappearance in Harrogate… It all went on from there.

c) Remember to take time out to relax, to have coffee and chat with people and to sleep, or just to walk around the city and have fun. One of my favourite places in Harrogate is Betty’s tearooms, where their aptly named  “fat rascals” scones are wonderful as is their tea. Just don’t go at popular times otherwise you’ll be standing in a queue for hours!

IMG_0894

Brimham Rocks: a magical place

Another venue I love in Harrogate is the Turkish Baths which have a real Victorian, Art Nouveau feel to them. Around the city there is also the wonderful countryside of the Yorkshire Dales and one of my all time favourite places to visit is Brimham Rocks, but you need transport to get there. This time out is essential as it also gives your brain time to rest and process all the input you’re getting, and you often come back with ideas you hadn’t even realised you were developing.

d) Finally I think it is in the spirit of the conference to share what strikes you with others, with your colleagues who could not attend, with others via Social Networks and with learners, who often get left out, but who, let’s face it, are pretty central to the whole process.

So, I hope you have a great conference. I’m off to pack now :-)

 

 

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Announcing New Embed Support for Getty Images

hartle:

Seems too good to be true, but is it a first step towards new attitudes towards copyright?

Originally posted on WordPress.com News:

Earlier today, Getty Images announced a new embed feature that will allow people to access and share photos from its extensive library of images for non-commercial purposes. We have been working with Getty Images over the past few weeks and are excited to bring this feature to WordPress.com!

Embedding images at the speed of a shutter

Imagery is a powerful way to communicate your ideas. Whether you want to profile a famous personality or share your passion for soccer, you can now do so with Getty Images’ photography. With this new embed feature, WordPress.com users can access one of the world’s largest digital archives in a simple and — just as important — legal way.

To embed an image, you can grab the embed code directly from the Getty Images website. Just hover over the image, and click on the embed icon “</>”:

Getty Embed SS

Next, copy the embed code into…

View original 174 more words

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So what’s next? Web 3.0?.. Second Life? Or human beings communicating with each other?

See on Scoop.itInspiration for tired EFL Teachers

So what’s next? Web 3.0? .. Second Life? Or human beings communicating with each other? Most people have some idea these days what we generally mean by Web 2.0 even though Tim Berners-Lee, who inve…

Sharon Hartle‘s insight:

Here are my latest thoughts on technology after looking at learners’ work on Wikispaces Classroom

See on hartlelearning.wordpress.com

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So what’s next? Web 3.0?.. Second Life? Or human beings communicating with each other?

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So what’s next? Web 3.0? .. Second Life? Or human beings communicating with each other?

Most people have some idea these days what we generally mean by Web 2.0 even though Tim Berners-Lee, who invented the World Wide Web in 1989 actually says that there is no such thing. What I understand by Web 2.0 is the transition from the top down communication that I grew up with where audiences received information from mass media, to a collaborative medium where content is, or may be, created by everyone. This has its pros and cons, that I’m not going to go into here in any great depth, but it is fair to say that whilst Neil Postman, in the eighties, told us that we had “no say” and could “do nothing” about the big questions, this was probably true, as most of the information was coming from the television to the viewers, or from newspapers to readers, so top down, from those in authority, to us, the masses, who did not even have the means to really know if what we were being fed was true or not.

Relationships and Communication, or Reaching Out.

This is no longer true, in the sense that now we can all interact with just about anyone, and videos that are making statements go viral everyday, as flash mobs are organised. Michael Wesch, in the video I include below, describes the way that the remix of an advert caused multinationals to renegotiate in order to protect the environment, and for whatever, reason they may have decided to do this, it has to be a good thing, and that was brought about by activity that was moving bottom-up, from us to them. The very fact that I am sitting here blogging means that I am not just scribbling my thoughts in a private journal as I used to do, but I am reaching out to you, and at least one or two people will read this and then add their own thoughts to the mix. This is, in my opinion, social construction of knowledge, and this, I think is what we mean by Web 2.0.

file0001662874096Is Knowledge an Object?

This is an image we all tend to associate with knowledge, and our education systems still buy into this idea. Knowledge is an object or a construct. Teachers can “provide it” for their learners, and learners can “acquire it” by studying, thinking and building up ever growing stocks of information. If we are very lucky some of our teachers will encourage us to think critically about this information and draw our own conclusions, but it is still knowledge as an object. Learning languages involves learning skills, and even these become objectified (I’m not sure if that’s even a word, but you know what I mean :-). In the language learning world we really should know better. Our learners all want to “communicate” which means “doing things with language” it does not mean memorizing volumes of metadata about iffy grammar rules, but even now, in the 21st Century, there are still classrooms whereoral exams mean speaking in the L1 about the systems of the L2, rather than actually using the L2 to do something meaningful. This is not, however, the norm, any more, fortunately, I have to add, and most classrooms nowadays reflect the shift that I mentioned at the beginning when thinking about the difference between the era of the television and our Web 2.0.

Knowledgeable or Knowledge-able?

Michael Wesch’s TED talk is entitled “From Knowledgeable to Knowledge-able” and, I think, this says it all in a nutshell. What our learners (and not only the learners but all of us, in fact) need to learn is how to use knowledge, what to do with it, how to communicate and how to find the reliable information they need to carry out the business of living. Gavin Dudeney in this presentation on Digital Literacies, said very similar things and one of the most memorable points he makes, I think, is that digital citizens envision technology as processes wuch as chatting, studying, blogging, skyping etc. whereas the technophobes are much more likely to think of technology as a collection of objects that are very likely to break down and cause them yet another headache. We’ve all been there, of course, and there is nothing worse than your computer crashing, unless it’s your car , with you in it, perhaps… Anyway, nothing is perfect but focusing on what we can do with technology rather than the devices themselves, seems to be a recipe for a more successful use. From this point of view, then, of course, what we need to do is to organise those processes, learn how to multitask, and in language learning, use the technology to increase our skills of communication in all languages.

Where next? Past, Present, Future or all three together?

Where next? Past, Present, Future or all three together?

Task Based Learning and Collaboration

So, whether your task is to get from A to B or whether it is to design your future, collaborating with others and learning from each other is, in my experience, one of the best ways to do things well. I know that I can study alone and probably do a good job, but when I work in a small team, the results are invariably better, as none of us is perfect and we can all teach each other something. I am thinking in particular about the process of writing exams, where, with the best will in the world, the items you write will not all be perfect, and sharing doubts etc. with a well-meaning colleague is a great help. This is why I am a great believer in task-based learning, particularly at B2+ levels, as it also has to be said, that learners who cannot use the language at at least an intermediate level tend to struggle when it comes to tasks, or they become so engrossed in the task that they fall back into the L1, as the task has become more important than the language they are using.

From a B2 level onwards, however, learners benefit much more from using the language to do meaningful activities and to actually create meaning with new language rather than artificial practice activities, but in order to do this those tasks may have to be scaffolded. It is rather daunting for learners to listen to native speakers doing a task, which simply provides a model that they will not be able to emulate. It would seem to be better to break the final task up into sub tasks in order to finally build the skills required to do the final one, so that writing an article about travel destinations to publish on a site like Tripadvisor, for instance, may start with work on the vocabulary learners may need, or some language work on the type of construction they may need when writing. Knowing how to do something is not the same as simply acquiring knowledge. Learning about how relative clauses work, because you are going to use them in a real life task like writing a Tripadvisor review, for instance, is a far cry from simply looking at relative clauses because they are the next item on the syllabus. There, are, of course, still issues, with task-based learning and one of these is how to build a meaningful syllabus based on tasks. I’m still looking for an answer to this. Any ideas?

Working together with Normalised technology

It seems to me that the real question is not whther we are in the era of Web 2.0 or Web 3.0, whatever that may ultimately prove to be, but whther the technology we are using is simply a “normal” part of the way we relate to each other on a daily basis. y learners are already using technology to work together on English tasks  this quite well, and having just seen some of the great texts they are producing on our class wiki space, I felt quite euphoric and had to write this. Without even thinking too much about it, they are just sitting there and creating something together. The technology has become, in the words of Stephen Bax, normalised, so that it is not what is important, what is important is the process they are carrying out and the ideas they are exchanging. The technology is improving all the time, of course, so that nowadays comments can be made directly into a collaborative text and this can be stored digitally so that everyone can work on it together. This, to my mind, is what the next stage is, and we are already embarking on the process. It has more to do with human relationships and what we choose to do than the technology we use to do it, although, as I said a the beginning, we are in the middle of a shift where a bottom up approach to communication is proving dramatic. How we use these systems depends on us, and Michael Wesch tells the Aztec story of the little bird who tried to put out an inferno of the burning world with a few little drops of water from his beak. He was doing the best that he could. If we all join him, then think how powerful that might be.

Here is the video:

“From Knowledgeable to Knowledge-able”

 

 

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My thoughts on Digital Literacy

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I’ve recently been thinking quite a lot about digital literacy and not only because we are studying the concept at the moment on my MA course but what it means to my learners too. So I thought I’d share my conclusions with you. This is a bit more academic than usual but I hope you’ll bear with me.

 

What digital literacy means to me

I was initially very impressed with Bax’s notions of normalisation, when I heard them in 2010 at the Iatefl conference in Harrogate, and I think this tied in with what Scott Thornbury was saying at the same event where he concentrated on ‘the need to ensure that the technological tail does not wag the pedagogical dog’. What this means to me is that digital literacy is: being able to use online spaces and digital tools to communicate, work, learn and create in a ‘normal’ way so that the tools and competences required are part of everyday life. This, of course, includes all the various key elements of digital literacy that are mentioned in the literature, such as knowing how to use technology to create content which is appropriate for the target online (or otherwise) context, with an awareness of copyright and plagiarism notions and knowing how to publish or share that content safely. It means knowing how to search for and find information, involving filtering skills and critical thinking, and knowing when to switch off and go for a walk instead. Finally, it also means network literacy, including cultural understanding of what sort of environment you are in and what is appropriate behaviour, as well as the implications of what you publish and the digital imprint you are creating for yourself. This is a broad summary of some of the ideas explored in (Hockly, H.( 2012), Dudeney, G. (2012), Poore, M (2013), Payton, S. & Hague, C. (2010)

 

Implications for Teachers and The Learning Process

Student Facebook page(Click on the image to access the Facebook Page)

 

To come back to the idea of normalisation and Thornbury’s metaphorical technology dog, it is inevitable to some extent that the ‘wow factor’ has a negative impact when teachers (or learners) use technology simply because it is a novelty but without sound pedagogical principles behind that use, and although this does happen, it is also true that there are many teachers who integrate technological tools systemically into their teaching.

Introducing social media, for example, in a principled way is one highly effective way of doing certain things such as using the class Facebook Page to extend a discussion, which was started in class, but there was not enough time to take any further, or to work on language, to encourage learners to read and watch videos by providing sites and tasks and to provide them with an informal space to post their own content and share ideas.

Here is one example of a discussion which university students began in class on the subject of what success means to them. This was then continued outside class on their Facebook page

The initial post:

This morning we discussed “success” in the C1 lesson. What does it mean to you? Money and fame, or…?

The Comments

M C I think the happyness of having a job that you like…with a small part played by money…Unlike · Reply · 3 · 13 January at 18:09

G D After a strong involvement in a job or in a research. Unlike · Reply · 1 · 13 January at 22:30

C A I think it is about achieving your goals, being loved and appreciated for who you are and being happy  Unlike · Reply · 1 · 13 January at 20:51 · Edited

G D I consider the “success” a gratification after a strong involve Like · Reply · 13 January at 22:29

The Statistics

202 people saw this post

The fact that there were only four comments is, in my opinion, not particularly significant, as what is much more important here is the fact that 202 people saw the post and thoughts about it. Lurking, in fact, is a choice, and the fact that someone does not comments does not necessarily mean that they are not learning something from the page. The discussion has effectively been extended beyond the classroom to become a part of our ‘normal’ digital world on Facebook.

 

There are, however, various issues that my learners need to come to terms with which go beyond the issues of functional digital literacy (using blogs, social media to create content among other things). (Poore 2013). They need to become more aware of what it means to be part of a network and what they are actually publishing. Many learners are not aware of issues of safety and privacy. They do not know what it means to publish their photos on social media, and what rights they are giving the owners of the space by doing so. On the other hand we are living in what is increasingly becoming a ‘remix’ world, where the boundaries between what is real and what is a spoof, are getting more and more blurred every day, so learners need to know what is real and what isn’t. This however, may go beyond the remit of the ELT class. What is essential in my context of the university world, however, is the notion of plagiarism and copyright, which learners are not often aware of particularly when it comes to publishing photos they have found online. All these are areas that need to be explored.

 

Burning the candle at both ends

The Wow Factor

Bax recently wrote, in 2011, however, an article revisiting his view of normalisation, which he defined in 2003 as ‘the stage at which a technology is used in language education without our being consciously aware of its role as a technology, as an effective element in the language learning process (Bax, 2003)’ and in the 2011 article he examines some of the fears and expensive mistakes that are made when institutions, for instance, introduce technology because of the ‘wow’ factor, interactive whiteboards, being a blatant example of this if not support and training is also provided or only occasional access to the tool is allowed. He argues for a constructivist approach to the implementation of technology, and I would agree with this although I can remember a few years ago trying to motivate learners to use Skype to organise “spoken practice” session with a partner who lived in another town. The idea was that they should do a set task together using Skype. This was very unsuccessful, and with hindsight, it was another example of encroachment perhaps, of them not really using Skype for education, but rather for chatting to their friends. Recently, however, a group of my learners were preparing collaborative presentations using Prezi, and when I asked them to give feedback on how they had set about this, they said that they had skyped. To skype, then has become a verb, and is a normalised means of communication for these students who simply used it as the most convenient way to communicate with each other in order to  do the task they needed to. The difference is that the technology is not a novelty to them, any more than a pen would be. It is simply a means to an end, and what is perceived as important is the task they are involved in.

 Final Thoughts: the magical experience

As a final comment on digital literacy, however, I would like to add that I think true ‘digital citizens’ are in fact fascinated by technology and are curious about exploring the potential various tools can provide, precisely because they are amazed, not by the technology or the devices themselves, but by what they can enable us to do. Too much normalisation can lead to us losing the sense of wonder or the miraculous that is what makes people react to the novelty or the ‘wow factor’ of the tools in the first place. The use of the car, for instance, has been completely normalised in my socioeconomic context of Northern Italy, but sometimes to simply sit in your car and realise how powerful it is and what a wonderful thing it is to be able to travel such distances so easily, or to realise what it means to press a button and find a whole orchestra inside a little box we call a stereo, is a salutary experience. I remember the delight I first felt when I shared a photo of my day out to the seaside on Facebook, and people immediately responded to it. These tools are wonderful things precisely because they extend communication in new ways, and they are part of the miracle of life.

 

References

Bax, S. (2003) CALL – past, present and future. System 31 (1) March pp. 13-28

Bax, S. (2011)  Normalisation Revisited: The Effective Use of Technology in Language Education.  International Journal of Computer-Assisted Language Learning and Teaching 1 (2), April-June.  pp. 1-15.

Dudeney, G. (2012) Plenary at ThaiTESOL conference, slides available at http://www.dudeney.com/DigitalLiteracies.pdf

Hague, C. & Payton, S. (2010) Digital Literacy across the curriculum: a Futurelab Handbook, available at: http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf

Hockly, N. (2012) New Technologies: Digital Literacies, ELT Journal Volume 6 (1) January, p.108-112;

Poore, M (2013) Using social media in the classroom – a best practice guide, SAGE

 

Summary of Harrogate 2010 Iatefl  PreConference Event  Accessed on 15th February 2014.

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Mark Pegrum’s E-language wiki

See on Scoop.itInspiration for tired EFL Teachers

Using virtual worlds in language learning and teaching.

See on e-language.wikispaces.com

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Using Video, Screencasts, Blogs and Wikis

Hi everyone, I’m afraid the magic carpet took off and then had technical trouble in October over West Yorkshire, where I was grounded for some time due to family problems. However… The MA is going on and I’m getting back into it now so I thought I’d share my thoughts on videos, screencasts, blogs and wikis:

Using video, screencasts, blogs and videos

Number One: Using Jing

First of all, here is an example of a Jing screencast I made a few years ago to help students navigate a photocopied worksheet on phrasal verbs which we were using in class. The link will take you to the relevant wiki page. Scroll down until you come to Week Six: Can you use phrasal verbs? and you will see how the screencast comes in between other worksheets that B2 students were using (and still are). The value here, of the video is that those who missed the class, can see it later, as can those who would like to review their work or go at a different pace from the one set in class.

I don’t actually like Jing very much though, as it is quite intrusive on my desktop and limits what you can do to short screencasts, so I tend to use other software such as Camtasia . Follow this link to see a series of screencasts I did with this software to familiarize learners with dictionary skills. This is a different page of the same wiki. Scroll down until you come to Using Dictionaries.

I also use screencasts a lot for my own professional development when I have to give a presentation. I record the presentation so that I can watch it and improve “my performance”. Follow this linkg to see a presentation I was giving at Iatefl Harrogate 2010. (It is actually iin various parts as you could only upload short videos to Youtube at the time. This is Part One of “Breathing Life into E-Learning” . I also teach my university students how to do this so that they can practise for their C2 Oral exam which involves giving a Powerpoint or a Prezi presentation of the main points from a mini research project that they do. So far, the results have been very favourable and the students are generally enthusiastic.

Number Two: Dvolver

This is another site that I played with a few years ago when I was also trying out work with Comic strips and other animations such as Goanimate or Writecomics among others. In the end I decided that this type of activity was more approapriate for High School Students so I abandoned it but follow this link to a page on the wiki with a Dvolver video that was developed for my middle aged adult conversation course :-). The video was used to introduce the idea of the “Awards” ceremony, in which students gave each other awards for things such as “always being a leader” “Knowing how to say the right thing” etc. If you follow this link you can see the photos from the actual ceremony when the “Rabbit Awards” (Lindt rabbits at Easter time rather than Oscars” were presented. This type of activity, as well as working on language and fluency, goes a long way towards the social community forming type of motivation activity that works well with this group. (I mentioned this in one of the posts on learner strategies.)

Blogs and Wikis

1. Student Blog

I’ve always been a fan of blogs and wikis although the way I use them is probably quite personal. My student blog, for instance,  is not really a personal “diary” type blog but more of a “diary ” of my courses. If you look at the bar at the top of the page you can select the area you are interested in,

so the Universtiy of Verona students wil do the Verona University, and then they can find their page (and I generally leave the page from the previous year too, for those who want to access it). On their page they find an overview of the weeks lessons, plus work they can do to prepare for the next week and useful documents, worksheets etc. that they can download. On the hoepage of the blog there are notices and in the menu on the right there are useful links in categories such as Exam Practice or Study Skills. If you hover over these links with your mouse, you will see my comments on the resources, such as what is good about a particular dictionary etc.

Student Blog

2. Teacher Blog and Wiki

This is a more traditional idea of a blog in that I post my thoughts, insights, resources etc. and I have not been using it much recently becuase, as they say, “Life is getting in the way” with family problems etc. However, I use it a lot to post things that catch my attention or thoughts I have. It has links to other blogs that I like and often use.

Teacher Blog

I also set up a wiki on Wikispaces years ago for my colleagues, and it has taken us about 8 years for everyone to learn how to use it and to use it regularly, but now they do and we use it for exam admin etc. I can’t show it to you because it is private but I can show you how I used screencasts on this one: here is an introduction to Teacher Autonomy when it comes to standardization for oral exams:

3. Student Wiki

I have several of these and I used them before I started the blog. This one has a range of activities that I use for different groups and nowadays I generally provide links from the blog to the relevant activity on the wiki. I use Wikispaces, because I have always found it to be very user friendly, and I had been using the university e-learning site, but it didn’t let me do a lot of the activities I wanted to. (It is very similar to Moodle, just to give you an idea).

One of the nice things about Wikispaces is that each page also has a discussion space so students can join in on discussion threads. In the past we used forums, but this is one way of integrating them better. I have also used the Edublogs wikis which are part and parcel of my student blog, to set up simple wikis for students, and we have experimented with students setting up their own English blogs on Blogger too.

Student Wiki

Here is a Screencast video I made to show some ways in which the wiki space can become a mutual space which starts with me as the teacher but gradually begins to bring in the learners and their contect too: encouraging peer learning:

4. Social Media Space
Despite all my efforts though I have always found it quite difficult to get students to actually work on Wikispaces. I think there are issues of encroachment because they actually do see this space as “mine” as I created it and I use it a lot in class too. That is why a couple of years ago I decided to overcome my reluctance to use Facebook in class and created a “sister page” for our student blog, which has the same name: EnglishLab Discussions. This has been a great success when used as an integral part of the blended learning approach. Learners can upload, presentations, photos or just interesting things that they read etc. and I send them things such as “the word of the week” or “good things from the written exams” or “irritating errors” or simply fun activities. This is definitely not simply my space and the students are using it more and more, Incidentally, they tend to use it to contact me as well, much more so than the university email, which is much more formal.

All this may look as though it takes a lot of work, and it does take constant monitoring, the Facebook Page in particular, but I find that if I go there once or twce a day for five minutes, I can comment on posts and things, and this constant feedback from me, even if it is something quite small encourages students to take the plunge and not to simply lurk in the background.

Facebook Page

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John Cleese on the 5 Factors to Make Your Life More Creative

See on Scoop.itScoop for thought

‘Creativity is not a talent.It is a way of operating.’ Much has been said about how creativity works, its secrets, its origins, and what…

Sharon Hartle‘s insight:

I particularly like the idea about getting lost to help you find yourself.

See on www.brainpickings.org

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