AT

WRITING

In the beginning there was the blog….Going Multiliterated with Web 2.0

Doris Molero, Msc.Universidad Rafael Belloso Chacin

Maracaibo, March 22nd 2009

Grab a chair, Draw yourself.. Write your name..Add a photo, Grab your mic.. or just chat about you….

AGENDA

• Mulitiliteracies: Basics• The projects • Participants• Student’s work• How we got into the matrix and got

multiliterated• Join us!!!

Multiliteracies

• Linguistic mode: language. • Audio mode: music and sound effects.• Visual mode: color, perspective,

foregrounding, and back grounding, can be

• Gestural mode: behavior, physicality, gesture, sensuality, feelings, affect, and kinesics.

• Spatial mode: ecosystem, geographic, and architectonic meanings.

• Multimodal : reading of all designs in interactive, dynamic ways.

Multiliteracies (New London Group, 1996)

Complexity of texts:

(a) the proliferation of multimodal ways of making meaning where the written word is increasingly part and parcel of visual, audio, and spatial patterns;

(b) the increasing salience of cultural and linguistic diversity characterized by local diversity and global connectedness .

Cope and Kalantzis (2000).

• Selber (2004) breaks the concept into 3 aspects:

• Functional - use technology fluidly, to the point where you use it comfortably, seamlessly, and control it rather than it controls you 

• Rhetorical - know how to communicate with others about how you use, develop, and repair technology

• Critical - able to understand and articulate the many impacts of technology on our lives and those of others in other walks of life and economic strata

MultiliteraciesCommunities of practice (Wenger, 1998)

Informal learning Mechanics of how to ‘turn it on’, make it ‘work’, recognize icons, decode sounds and symbols, relate sounds and letters, use a book, and read menus.

The focus is on the purpose and the form of text to make meaning.

There’s no one universal truth in any text.

involves critical selection of appropriate tools, texts and technology for a task.

involves using what has been learnt in new ways and new situations.

http://prosites-vstevens.homestead.com/files/efi/papers/tesol/evo2009/proposal2009.htm

Vance Stevens says…..”A multiliterate teacher understands the many ways that technology interacts and intertwines with academic and interpersonal life, and actively learns how to gain control over those aspects impacting teaching, social, and professional development.

Multiliterate individuals are aware of the pitfalls inherent in technology while striving for empowerment through effective strategies for first discerning and then taking advantage of those aspects of changing technologies most appropriate to their situations. …..”

• Connectivism • Connective Knowledge(Siemens and Downes, 2006)

differences between networks and groups

What about you? What do you think multiliteracies are? Write in your box…

WHAT are our Projects ABOUT?

WHO ARE PARTICIPATING?

• Student and teacher from URBE– Levels 1, 2, 3, 4, 5– Speaking group– Writing Group– English for work group

• Engineering• Graphic Designing

• Students and teachers from the world– Argentina– Slovenia– Venezuela– Arabic Emirates

Inside the Matrix

Blogs: On line portfolio – Journal• Homework, Interests• Video, Audio, Text Images

Classroom: F2F interactions• New Interchange,Worldlink,• Conversations, PowerPoint,• Group tasks• Cell phones: recorder, video, and photos

Google Services:• G-mail• Google images• Google Talk• Google Reader• Google documents

Ning: Connecting people• Photos, Videos, • Music, Forum, blog, groups• Wall Comments

Wiki: Project Wetpaint

Team WorkCollaboration

Podcast:Final ProjectEFL Podcast

WIZIQ:Presenting to

an audienceLive Conversations

Enhanced Chat Room

Extra Tools.. More Web 2.0

• Facebook• Diigo• Slide• Slideshare• Authorstream

• Flickr• Bunnyhero• Twitter• Box• Technoraty• Delicious• Answers.com• Wikipedia

http://doris3meflcenterenglishforwork.blogspot.com/

http://engineeringsolutionstoagreenproblem.wetpaint.com/?t=anon

English for Work Group• Engineering School

http://eflcenterspeakinggroup.blogspot.com/search?updated-min=2007-01-01T00%3A00%3A00-04%3A00&updated-max=2008-01-01T00%3A00%3A00-04%3A30&max-results=11

English Speaking Group• Graphic Design School

Our pageflake!

http://www.pageflakes.com/doris3m/15083203

First Ning Experience: International Collaboration

http://grade11.ning.com/group/urbe

EFL University: Evolutions from Blog to Social network + community of

practice

http://efluniversity.ning.com/groups http://efluniversity.ning.com/video

http://efluniversity.ning.com/profiles/blog/list

http://writingmatrix.wikispaces.com/

From "PLN Yourself" (Sue Waters) http://suewaters.wikispaces.com/

Personal Learning Networks

Where to find us?

• The writingmatrix project http://writingmatrix.wikispaces.com/

• Writingmatrix: Connecting Students with Blogs, Tags, and Social Networking http://tesl-ej.org/ej44/a7.html

• English Virtual Community http://ar.groups.yahoo.com/group/inglesunlp/

• Doris 3m EFL Center http://doris3meflcenter.blogspot.com/

• EFL University http://www.efluniversity.ning.com• 21st Century Learning for the EFL Class

http://efl20.wikispaces.com/ • Integrating Technology For Instruction and Learning

http://integrating-technology.ning.com/

WHAT DO YOU HAVE TO DO PARTICIPATE?

• Tag: writingmatrix2009, intercollab, URBE, EFL, EFLUniversity

• Aggregate: Google reader, Bloglines, technorati

• Blog: Blogger, wordpress, edublogs.

• Motivate

• Have F.U.N … life is too short.

WRITING MATRIX VIDEO

http://youtube.com/watch?v=NHjlCY0BCNo

Honored but Invisible“One common benefit of Learning Communities is that they create communities among students. Students report that they come to know their fellow students better and are able to work with them more both in and out of class—in constrast to conventional practice in community colleges, where students typically find a new group in virtually every class they take.”

W. Norton Grubb, 1999

Honored But Invisible: An Inside Look at Teaching in Community Colleges

Participants in such communities develop a first-hand awareness of the multiliteracies required to function effectively in any distributed milieu. This awareness is crucial because it affects not only how we keep abreast of our profession, but impacts what we should be teaching students (and one another) about coping in a world of information overload, where information must be accessed quickly, constantly filtered, and distilled efficiently into useful knowledge in order for us to remain competitive in any walk of life.

Vance Stevens (2006)

Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development

The Networked Student

http://www.youtube.com/watch?v=XwM4ieFOotA

The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students.

Morpheus: I'M TRYING TO FREE YOUR MIND, LEO. BUT, YOU ARE THE ONE WHO HAS TO OPEN THE DOOR.

FREE YOUR MIND! or.. Paradigm shift???

References• Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning

and the design of social futures. London: Routledge. • Downes, S. (2006) Distributed learning. Retrieved January 22, 2009 from:

http://www.slideshare.net/Downes/distributed-learning • Downes, S. (2006) Learning Networks and Connective Knowledge.

Retrieved January 22, 2009 from: http://it.coe.uga.edu/itforum/paper92/paper92.html

• New London Group. (1996). A Pedagogy of Multiliteracies: Designing social futures. Harvard Educational Review 66 (1). Retrieved January, 2009 from http://l-by-d.com/MultiliteraciesHERVol661996.pdf.

• Rush, L.S. (2003, April). Taking a broad view of literacy: Lessons from the Appalachian Trail thru-hiking community. Reading Online, 6(7). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=rush/

• Siemens, G. (2005). Connectivism: Learning as network-creation. Retrieved January 22, 2009 from: http://www.learningcircuits.org/2005/nov2005/seimens.htm.

• Stevens, V. (2006). Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development. TESL-EJ, 7, 4. Retrieved January 22, 2009 from: http://www.tesl-ej.org/ej38/int.html

• Stevens, V. Quintana, N. Molero, D. Sirk, S. Arena, C. Zeinstejer, R. (2008). Writingmatrix: Connecting Students with Blogs, Tags, and Social Networking. TESL-EJ, 11, 4. Retrieved January 22, 2009 from: http://tesl-ej.org/ej44/a7.html

• The Multiliteracies Map http://www.earlyyearsliteracy.sa.edu.au/pages/resource/21402/?reFlag=1