Social Networking Tools - Principles and Practice

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

email

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


Files


push technology


ADVANTAGES OF PODCASTS

• Free

• Authentic language use

• Automated process

SOCIAL NETWORKING

Facebook

Public Networks (region, workplace, school, etc…)Personal Networks(family, friends, colleagues, classmates)GroupsPhotos / VideosDiscourse (Message, IM, Wall, Tagging)

MICROBLOGGING

• Twitter

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


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

Education

Social Networking Tools - Principles and Practice