New Learning Environment at my institution

Task 7.4.3. angarita nidia

View more presentations from NidiaAngarita.

This is an important attempt given that the school where I work is too traditionalist. What I propose is to implement a Virtual Language Resource Center that I designed in order to help my students to enhance their English skills, besides in that way children can be able to experiment other ways for learning and not to be dependant of the teacher and the work in the classes, they can go beyond by exploring by themselves the activities proposed in the VLRC, what help them to develop autonomy and reflection about what they want and what they need to learn.

The idea of this project is also to motivate learners to be involved in their own learning, due to the fact that technology is now an important tool that catches students' interests and that open different doors for many practices and information.

Coping With Emerging Technologies

Imagen retrieved from http://archivesoutside.records.nsw.gov.au/wp-content/uploads/2010/02/Senseable-at-Emerging-Arts-Fest.jpg


Technologies are always changing; day by day they are improving with more advanced tools and software. Technology involves effective communication which is an important tool to face the challenges for technological changes, people who are always sharing with others and exploring what technology offers, are up-to-date because they have the possibility to know what is new and how to deal with that, with is the product of effective communication.

Nowadays technology became an essential tool for high level education, for the school and also for the industry (enterprises) given that being trained for using emergent technologies is a matter of being part of the competent world, and people who are engaged with technology are supposed to be able to face challenges of the new networked world due to the fact that they are exposed to more information about the world.

Talking about the internet, and taking into account that it is a competitive totally different environment is necessary to establish a few rules among people who use it to develop learning environments because in that way it can be useful for learners and also for teachers to face the “emergent” characteristic of the internet; after establishing those rules of participations, it is possible to apply emergent technologies such as messaging, gaming, peer-to-peer sharing as a language learning strategy for catching learners' interests of the millennial generation.

References:

BECTA, (2008). Emerging technologies for learning. Retrieved June 4, 2010 from

http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/emerging_technologies08-2.pdf

Prensky, M. (2008). The role of technology. Retrieved June 4, 2010 from

http://www.marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf

Digital Game Based Teaching for language learning

Imagen Retrieved from http://www.sharewarebay.com/images/screenshot/space-time_associates/American_Hangman_-_Presidents_and_States.jpg

There is a nice propositon by Prenksy (2001) “People rarely succeed unless they have fun in what they are doing” (Dale Carnegie), that is a common point among learners and workers, people who are engaged and interested in the things that they do are really motivated to continue working and doing the things well. That is also an issue of learning languages, because children, young and adults need motivation to learn another language, and it could be possible if the material, tools and strategies used to the teaching and learning process catch their attention and their interest. Because of that learning a language using DGBL’s can be a good strategy and resource to involve learners in the process given that:

· Games make the learning a meaningful and enjoyable process.

· People can define what they want to learn and how they are going to learn, they can learn what they want.

· Games take a wide variety of forms and allow learners to engage in the game while they learn to reflect, interact and solve problems.

· Games are a good way of motivation.

However, some difficulties can arise from learning with games such as the lack of interest for hearing others and people learn to be isolated learners. It can be considered also the possible addictions to use those kinds of digital games, people spend lot of time playing and they forget important things of human contact for learning from experiences.

References:

Prensky, M. (2001). Digital game based learning , New York: McGraw Hill Press
Prensky, M. (2001). Digital natives, digital immigrants: A new way to look at ourselves and our kids. On the Horizon, 9(5). Retrieved on May 02, 2010 from http://www.marcprensky.com/writing

Are communities of Practice here to stay?

“A community of practice is a group of people who share knowledge, learn together and create common practices. Communities of practice share information, insight, experience and tools about an area of common interest.” (Richard McDermott), this group of people is also integrated according to the concerns and passions that they have (Wenger, 2006), their reason for being together is the learning and it can be enhanced with the members’ interaction.

Knowledge is integrated in the life of communities (Cross, 2003). This is not a new issue for education, theories in second language acquisition such as the socio cultural theory (Vygostky, 1978) evidences that since many years ago the social learning has been studied in order to find why people learn more during the practice and real experiences than attending to other instructions. The socio cultural theory is based on the asseverations that human mental functioning is a mediated process which is organized by cultural artifacts, activities and concepts which are the base for cognitive changes as a result of using cultural tools in social interrelation. Besides, although human beings have neurobiological abilities for learning, it is more important the interaction within social and material environments to develop cognitive activities (VanPatten, B. & Williams, J. 2007).

These aspects, just mentioned, are closely related to the communities of practices’ characteristics of interaction with other for learning for each other, in order to learn together, that means building relationships to share information and develop discussion for mutual help, which are a kind of mediation where factors such as social, cultural and environment tools facilitate learning. Another important aspect is the reality in which members of a community are immersed, if they are thinking about the same issues and they have similar ideas to support a topic or a project, or they are looking towards the same interests, the interaction and fluency of knowledge will allow better interchange of knowledge and at the same time enhancing of learning processes. In that way, learning is much more accurate and valid, this is because it fosters (produces) a transformation where all the members of a community are committed to enhance their performance and their learning environment.

With this background it is possible to say that learning is social and is an act of participation. As Cross (2003, based on Charles Handy) argues the learning given in real contexts, with real situations of the life and real problems is the best way of learning. in this way, meaningful learning takes place, since between the relationship teaching and learning the social context and the environment provide enough elements for learners to appropriate of the knowledge in a effective and efficient way.

Possibly, that is the reason why Bronwyn Stuckey wrote “Much of what is made explicit in Communities of Practice happens at coffee, over lunch or at the famous water cooler. People chat and share ‘war stories’ and volunteer information to support colleagues and collaborate in informal ways. Do you believe we can formalize this process? How can we use online technologies to do this? How can we make use of these powerful and supportive sharing experiences for learning in distributed workplaces and for professional development?”.

On the other hand, technological tools have improved the channels to share information and communities are easily established with many people from different parts of the world. Day by day communication is easier and faster, it is possible to interchange information (any kind of information) and the only thing is to find the tool on the web, tools like Moodle, Ning, Twitter, blogs, wikis, podcasts and micro blogging have opened up a wealth of opportunities for professionals and learners to learn from others. That is a great advantage for people to develop communities of practice, given that many people around the world have the same interests, needs, concerns or passions. Therefore, it is relevant to mention here the social networking which is helpful to share with others in casual conversations the different experiences that in different ways can help to improve others’ practices and performance and the most important issue to build knowledge.

Finally, after a depth analysis about the communities of practice description, a question arises: are communities of practice here to stay? Maybe, this is the moment to talk about lifelong learning that is a continue process where people learn from own experiences and others’ experiences by implementing personal learning strategies. For lifelong learning the community is very important as a big part of this process, and as an important mediation between people and learning. So, the answer for this question can be YES, however, the characteristics and the ways of working will be changing day by day according to the communities’ necessities and the technological tools than are constantly advancing.



References:
• Cross, Jay (2003) Informal Learning – the other 80%. Retrieved from http://www.internettime.com/Learning/The%20Other%2080%25.htm
• Wenger, E. (2006). A community of practice. A brief introduction. Retrieved of may 23rd, 2010, from http://www.ewenger.com/theory/index.htm
• VanPatten, B. & Williams, J. (2007) Theories in second language acquisition. An introduction. New Jersey. Lawrence Erlbaum Associates, Inc. publishers.

Communities of practice

Retrieved from images google

(2006) defines a community of practice as “a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly”. Those people are engaged in a process of collective learning and in a shared domain of human endeavor. There are three characteristics of a community of practice:
Domain: It refers to the identity defined for the commitment for learning for each other and also to the collective competence and share competence that people have.
Community: it refers to the interaction of the members of the group that way of sharing information and building relationships in order to learn together.
Practice: it refers to the shared practice for building the community own repertoire of resources according to the experiences, stories and tools they have used.
For professional development, community of practice is really useful given that it allows teachers to develop pedagogical discussions in order to solve problems in the classroom or in the educational environment, it also allows share experiences for having different suggestions from others in order to develop better resources, provide and receive meaningful feedback, adapt or adopt other’s successful methodologies, resources, activities or approaches. Besides, sharing experiences teachers have the possibility to be innovative by implementing different resources or technological tools.
For language learning, I consider that the most important issue is that it is possible to increase knowledge challenges, organize educational experiences and connect those experiences with the actual practice outside the classroom and out of the school which allows lifelong learning and social learning.

Social Networking in Plain English

Teachers around the world are increasingly using online social-networking tools in order to complement their classes and also to avoid the traditional isolation of the classroom. This help to develop more professional sharing in order to find better and new strategies for teaching practices will allow overall improvement in teaching and learning processes.
Social Networking is helpful to share with other in casual after-school conversations the different experiences that in different ways can help to improve others practices given that they can apply the same methods shared but taking into account the possible mistakes that can be avoided before the implementation of an activity.
Social Networking also allows teachers to discussing ideas with colleagues, sharing experiences, and getting answers to questions. It also helps to enhance teacher learning and career satisfaction by gathering suggestions on getting the most out of online collaboration.
Tools like Moodle, Ning, Twitter, blogs, wikis, podcasts and micro blogging have opened up a wealth of opportunities for teachers to learn from others - and each other.

Informal Learning

FORMAL LEARNING VS INFORMAL LEARNIN

In Formal Learning there is a High level of instruction and events imposed by others. the learning process is given in classroom classes, and directed conferences.

In Infromal learning people can learn from others by finding their own path and trying by themselves. The Learning is social and environmental because of that Informal learning is very important, due to the fact that it is the way in which people can share knowledge and also can learn from the different experiences, in tha way their performance is much better to face the ever-changing world given that they are prepared to assume roles and take risks, they are also ready to learn from erros by trying again and againg.

Sometimes the informal learning is hidden because education is shown as an institutionla issue, and the school could lose credibility and participants if they realize that they can have further learning by discovering themselves the nature of the things and the actions, due to the fact that "people is natural lifelong learners" (Cross, 2003). Besides in our country the system of education is organized according to Governmental conveniences.

Informal learning is associated with the next concepts:

Active learning
Collaboration
Community - based (Vygotsky's Sociocultural Theory)
Curiosity
Good Connections
Lifelong Learning
Self - directed learning
Trial and Error

Informal and Formal learning can be supported each other, because not all the learners are ready to face their path by finding by themselves the resources, so with formal learning, learners can be guided to find the purposes of learning, and with informal learning, students can explore and aply what they are learning from other's instruction.

References:

Cross, Jay (2003) Informal Learning – the other 80%. Retrieved from
http://www.internettime.com/Learning/The%20Other%2080%25.htm [Available as
an E-resource]

Collaborative English Language Learning

image retrieved from http://www.thelearningcollaborative.com.au/images/about_us.jpg

Collaborative learning has become an important issue that concern to all the educational environments because it is a powerful principle to engage learners in a process of production of knowledge. Due to this fact, collaborative habits are being increased around the world (and this can be observed in the most web sites, if not they should be developed) where a wide variety of educational approaches allow learners and teachers to be exposed to a high level of intellectual efforts and thinking processes. Now a days the importance of collaboration have increased because in that way it is possible to facilitate the development of a learning community and the achievement of the goals of a course. Besides, students become able to move from absolute independence to“general” group interdependence (Pallof et al. 2007).

The networked world, where we are living now, has a big intervention of new technologies that have increased the level of communication in terms of quantity, quality and, of course, velocity. Those technological advances facilitates access to any kind or quantity of resources and people can find those resources just with a “click”, besides people can also modify or contribute arguments for an specific topic by signing up in a blog or a wiki. This helps to any educational environment given that students are involved in a collaborative environment where they are responsible of their own learning and also of others’ learning, then they are members of a group where mutually they can search for understanding, solutions, meanings, and create something relevant and productive together, applicable to their own learning process.

Collaborative English language learning should be promoted in all the courses and classrooms. In order to promote it, it should be considered different projects or activities that engage learners and also challenge them to participate, those activities vary widely, but not all of them are centered on students’ exploration or application of the language. Teachers must consider that collaboration in the classroom involves fostering critical thinking, participation and discussion and not only the presentation and explanation of a topic by the teacher (Pallof et al, 2007). In that way, teacher – centered or reading – centered lessons are deleted of the lesson planning; and then, lecturing, listening and note taking process are replaced for students’ discussions and active participation where they explore and produce outcomes according to what themselves discover and share with others, which is a characteristic of collaboration.

Collaboration is a skill that can be developed by giving the learners the opportunities to interact in activities in which they are required to share their thoughts. Some of those activities are too useful for a language learning classroom; the first thing to consider is to let students to formulate ad share their learning goals, then generate discussions about students’ personal experiences, interests and motivating problems (Pallof et al, 2007). Those are ways to connect students’ ideas and feelings, promoting interdependence which is related to the process of learning that is an active and constructive process. Collaboration in the classroom, favor the acquisition of knowledge due to the students are continuously exposed to new information or new ideas, besides it also favor acquisition of language skills because students are sharing ideas using the target language, for doing so learners need to be engaged to work actively with other classmates. Collaborative learning situations in a language classroom, promote challenges for students to go beyond others’ explanations and reading for information. Students develop the ability to enhance their thinking processes and they change their roles being active contributors, more than passive receptors (LaBonte, Randy et al. 2003). Hence that students are not waiting for taking new information or ideas from others, because they are creating new conclusions (if not theories) with that information and ideas which is an intellectual process of constructing meanings that strengthen the language learning process.

The idea of a collaborative English language learning environment is interesting since encourage all the participants of an educational community to discuss and assume roles. Group talk activities benefit all learners while they are providing scaffolding for learning English; they are collaborative activities that favor all the students’ learning process because they develop shared thinking and retention of information, besides they give the students the opportunity to interact with all their classmates. For doing so, students need to assume different roles (even in online or face to face classes) such as facilitator of the discussion, process observer, content commentator, team leader or presenter of a particular topic (Pallof et al, 2007). On the other hand, teachers have the responsibility to find the strategies to promote collaboration. Those strategies should be developed considering the variability that has the amount of time that is taken in a group work. The group work can be focused on classroom discussion about a short reading or a new from the newspaper or simply a short story; it can be also focused on the creation of teams of study for language classes or carry out cross-curricular projects.

Finally, for a collaborative environment in the English language learning process it is necessary to implement technological tools that allow fostering participation beyond the classroom. “When people work together they can learn from one another” (Tapscott, 2008) and the level of interaction is extended beyond the gathering of information which is something that can be gotten by using technological tools such as blogs, wikis, webs, etc. Because of that, technology (properly applied) is the best way to foster collaboration given that eliminates barriers and provides comfortable settings for students’ collaboration and cooperation (Pallof et al, 2007) while they contribute to build meanings and concepts about the language and its forms and use due to they are using English to write their thoughts. As a conclusion, it is possible to say that collaborative English language learning can be developed if teachers and students are ready to apply new and different strategies where they have to assume roles that support the learning process to define the final work or the products under construction.

References
• LaBonte, Randy et al (2003). Moderating Tips for Synchronous Learning Using Virtual Classroom Technologies. Odyssey Learning Systems Inc. Retrieved from http://odysseylearn.com/Resrce/text/e-Moderating%20tips.pdf [Available as an E-resource]
• Palloff, Rena and Pratt, Keith (2007). Building Online Learning Communities,Wiley.
• Tapscott, Don and Williams, Anthony (2008). Wikinomics, Portfolio.

Blogs and Wikis

What is a Blog?



A blog is a kind of e-folio or a web site where texts or articles are collected periodically. The texts are updated by different authors that are interested on the topic of the blog. Blog are useful to create journals about a research or an activity that are in continuo changing, and it is collaborative because it has the possibility to allow users to write their comments and relevant information useful for the development of the topic that is being developed in the blog.

Benefits of blogs

• Blogs are easy to create.
• Expensive software are not required.
• Learners can be users only by signing up to blog providers (Blogger, wordpress, typepad , and others.).
• The steps to follow in order to create and update blogs are understandable for the whole population.
• Blogs are easy to maintain even online.
• Instructions are clear to create a post, edit post, change blog template, customize your blog and change blog settings.
• Blogs automatically move your newer posts at the top and the organization is easier.
• Blogs allow teachers to interact with their students and give them feedback.
• Blogs are for free.

What is a wiki?



A wiki is a web site that offers much information about different topics for different navigators and interests. The pages of a wiki can be updated and edited by multiple voluntaries through the web navigator. Participants of a wiki can create, modify or delete content of a shared text or article. Besides wikis offer the possibility to collaborate with members of a community to write clear and complete information about a specific issue and also to create link to useful webpages that can provide relevant information.

Benefits of wikis

• Any number of users can post, edit and sort ideas and tangents for a project.
• Learners and teachers can organize information online.
• Learners as well as teachers have access to all the information from anywhere just with a computer and internet connection.
• Wikis are good for project where collaboration is a key aspect to develop it.
• Wikis are useful to archive information and put it to the disposition of several learners that need access to the same information.
• Wikis can connect learners of a specific educational institution that work in different departments but that are interested in the information provided in the wiki.

References:

- Downes, S. (2004) Educational Blogging, Educause Review. Retrieved from
http://net.educause.edu/ir/library/pdf/ERM0450.pdf or
http://www.masscue.org/publications/archive/educational_blogging.pdf
[Available as an E-resource]
- Lamb, B. (2004) Wide Open Spaces. Wikis Ready or Not, Educause Review.
Retrieved from http://net.educause.edu/ir/library/pdf/ERM0452.pdf [Available
as an E-resource]

Collaborative and transformative learning

Collaborative learning

- Learn together
- Knowledge can be created
- Members actively interact sharing
experiences and assuming roles
- Engage Learners in a common task
- Work together searching for
understanding, meanings or solutions.

Transformative Learning

- Learning is a process that generates changes: psychological, convictional, behavioral.
- Critical awareness is developed.
- Expansion of conciousness and critical analysis take place.

Collaborative learning is a method that should be implemented by all the teachers since it allows enhancing of students’ performance given that they are working together in small groups toward a common goal/objective. Then students are independent and responsible of their own learning process and become interdependent and responsible of other’s learning by giving relevant ideas. The process of collaborative learning helps to develop a high level of thinking skills, and foster interaction and familiarity among students and teachers, besides students can remember easily what they discuss, which is part of a training that helps them to realize about what they are learning and feel satisfaction with their learning experience increasing their self – esteem too.
Transformative learning, on the other hand, is a kind of education that involves experiences, thoughts and feelings that are the results of learners’ actions. Transformative learning is the way to help learners to realize that they can live meaningfully by contributing ideas and actions to foster social transformation.

References:
Pallof, R. & Pratt, K. (2007). Building Online Learning Communities, Wiley, Chapter 9.
Succes. gif. Image retrieved from http://pdginnovates.files.wordpress.com/2010/03/success.jpg
logo.gif. Image Retrieved from http://www.poweryourlearning.co.uk/images/logo.jpg

Wikinomics: Mass Collaboration

"Wikinomics" is the art and science of peer production. That means that through collaboration it is possible to find new things. Mass collaboration is used to change everything, finding the best method to work in order to look for soluctions for a specific problem or for improving undesrtanding and development of a specific issue using wikis.

The term wikinomiks initially refers to the effects of extensive collaboration and on the marketplace and corporate world. As wikinomics is based on the cooperation to improve a given operation or solve a problem it is necessary to be connected and also to develop a social networking where there is a circulation of knowledge, power, and capital (Tapscott & Williams, 2008) by using a "computer, a network connection, and a bright spark of initiative and creativity".

THE PRINCIPLES OF WIKINOMICS:

Openness: includes not only open standards and content but also financial transparency and an open attitude towards external ideas and resources.

Peering: This aspect replaces hierarchical models with a more collaborative forum where everybody can contribute with their thoughts and ideas about what they have learnt.

Sharing: Give to other the opportunity to learn form our own knowledge, which is a less proprietary approach to products, intellectual property, bandwidth, scientific knowledge.

Acting Globally: this aspect involves embracing globalization and ignoring physical and geographical boundaries at both the corporate and individual level.



EDUCATIONAL IMPLICATIONS OF WIKINOMICS:

One of the principal features of wikinomics is mass collaboration, in that way students and teachers can be involved in a constant "giving and taking" information task that require a permanent connection among different members of a community. Some other educational implications to be considered are:

1. Connect students in a networked society.
2. Wide input into strategies and operations.
3. Harness collective intelligence of a nation or a community.
4. Foster social networks.
5. Allow online brainstorming to better understanding of an issue and also to find the best method to solve a problem.

References:

Tapscott, D. & Williams, A. (2008). Wikinomics, Portofolio.

Effective use of presentations

One of the most used tools to present a new topic in an online course are the Power Point Presentation (PPT) instructors, teachers and students like to use this tool to show a topic with pictures, images, sounds, etc. Besides PPT's are easily embed into a virtual platform.
Power point help them to be creative when exposing an important issue, however it is important to be able to prepare good, appropriate and effective presentation taking into account specific aspects that enhance its use. LaBonte (2003) proposes some tips for using PowerPoint, they are:
1. Slide Transitions do not function in virtual classroom presentations.
2. Number of Slides is best kept to fewer than 20 – or save your presentation in parts.
3. Font Size for best display online is 18 - 24 pt (be consistent except for effect).
4. Font Style choices should be simple and clean (Arial or Comic Sans) – avoid decorative, hard-to-read fonts.
5. Layout choices are best kept to the three highlighted: Moderating

The next power point presentations are useful to develop an effective PPT and give as some tips to create them in the best way:

Improving Power Point Presentations

View more presentations from Chew Keng Sheng.

Ideas on how to create powerful presentations

View more presentations from Ciprian Rusen.

References:

Rusen, C. (N.D.) Ideas on how to create powerful presentations. Retrieved from http://www.slideshare.net/ciprian/ideas-on-how-to-create-powerful-presentations-1027429?src=related_normal&rel=533184

Chew, K.S. (N.D.) Improving Power Point Presentations. School of Medical Sciences. Universiti Sains Malaysia. Retrieved from http://www.slideshare.net/cksheng74/improving-power-point-presentations

LaBonte, R. et al (2003) Moderating Tips for synchronous learning using virtual classroom technologies. Odyssey learning systems Inc. Retrieved from http://odysseylearn.com/Resrce/text/e-Moderating%20tips.pdf

Managing and moderating the online learning environment

Managing and moderating the online learning environment

The 30 most important factors in managing and moderating the online learning environment in order of priority (the most important first) and differentiated according to the categories that LaBonte, et al (2003) proposed:

Intellectual

1. Contribute one own special knowledge in a collaborative fashion – don’t lecture.
2. Build relevancy into the materials.
3. Encourage participation through use of questions and probing
4. Facilitate discussion – present conflicting opinions, or ask open-ended questions
5. Focus discussions on critical concepts, principles and skills.
6. Build confidence by stating expectations clearly, and don’t expect too much at first.
7. Enable students to experience the moderator role for themselves.
8. Model online intellectual discourse.

Social & Emotional

1. Create opportunities to sustain discussions and interactions.
2. Promote healthy and respectful social interactions.
3. Maintain a non-authoritarian style.
4. Be objective.
5. Model appropriate online behaviour.
6. Create a friendly, social environment.
7. Encourage participants to introduce themselves.
8. Provide opportunities for establishment of independent groups.

Managerial

1. Set clear objectives for the session.
2. Be prepared, well in advance.
3. Be flexible in schedule to accommodate student direction, need and interest.
4. Manage the flow and direction of discussion without stifling creative opportunity – watch for balance in contribution, particularly the instructor’s!
5. Don’t rely on offline materials – bring them into the online environment for discussion.
6. Provide an overview of timetable, procedures, expectations and decision-making norms where appropriate
7. Be responsive – remedy issues as they arise, help participants with information overload.


Technological

1. Become familiar and proficient at the use of the technology – practice in advance.
2. Make sure participants are comfortable with the system – hold practice sessions.
3. Value participation.
4. Create a policy on communications.
5. Try different communication styles.
6. Encourage active use of peer messaging.
7. Be prepared for technology failure – have a backup option (email, fax or telephone).

References

LaBonte, Randy et al (2003) Moderating Tips for Synchronous Learning Using Virtual Classroom Technologies. Odyssey Learning Systems Inc. Retrieved from
http://odysseylearn.com/Resrce/text/e-Moderating%20tips.pdf [Available as an Eresource]

Towards an E-pedagogy: Changing roles

LaBonte, Randy et al (2003)argue that instructors as well as learners need to change their roles to a better development of a E-learning process. The next charts provide ifnormation about the roles that they have now and the roles they should have:

Issues and Strategies

Click on the chart to see it bigger.

Synchronous and Asynchronous communication

Synchronous and Asynchronous

The difference between synchronous and asynchronous communication is the time in which the answer for determined issue can be given. Haefner (2000) defines Synchronous communication as a simple communication that happens at the same time, and immediate answers are provided in give-and-take discussion sessions, a synonym of synchronous is simultaneous.

Some of the pedagogical interventions that synchronous communication may have are:
It allows immediate communication with interchange of much more information. It allows also the participant’s verbal development through discussions, where they have to find immediate answers by doing brain activities in which learners need to use their background, and relate it with the information they are discussing at the moment. Besides it allows better interaction increasing students’ fluency when exposing their ideas and social skills because, even if the communication is online, students are challenged to be attentive to the conversation with others.

On the other hand Asynchronous communication according to Haefner (2000) refers to the communication that can wait because does not require reply at the moment. Learners have a flexible schedule, however it can be difficult for them to have answers immediately in case they have doubts.

Some of the pedagogical interventions that asynchronous communication may have are:
Sometimes students need guidance for doing specific tasks and using this kind of communication answers can take hours, even days (Haefner, 2000). However, it allows more flexibility to work and reflect on the work and the comments or ideas that students are going o share. It also helps to give more specific feedbacks from the tutors because they have the time to consider many different aspects of the Information that is going to be given.

This video shows more details about synchronous and asynchronous communication:

The Psychology of Learning Environments

Physical characteristics of learning environments can affect learners emotionally, the place must be where students love to learn (Oblinger, 2006. Nowadays students are interested on having fun while they learn, and also to be inmerse in a broad world of information. This can be possible with e-learning processes.

This video is too interesting to show how learners like to learn currently:

MODERN LEARNING SPACES

Teaching is a complex task in which all the factors that can affect education are involved, for example psychological, social, politic, cultural and physical factors, and now virtual factors too. Day by day the educative quality depends not only on the things that the teachers can teach, but also on the facilities that teachers can offer to the learners to find and analyse information critically. These facilities can take place if teachers are able to integrate traditional believing about education with the new ways of teaching practices, because of that, the implementation of modern learning spaces are needed in our days and that is why we need to know what that means.
Traditional classrooms are conceptualized like the room with cheers, tables and a board that the teachers used to write on, for teaching something. Thus, the learning processes took place. With the technological advances, classroom is not the only place to learn, modern learning spaces have arisen and classrooms become different, with new tools that allow teachers to improve their teaching practices. Besides, non physical tools such as virtual information, online sources and online activities are becoming essential in learning processes.
Modern Learning spaces refer to all the ways in which learners can find information, and refer specifically to the new technologies used for education, for example the internet that day by day makes things easier and faster for learners, who prefer search on the web than go to the library. Because of that, teaching practices must be directed to networked learners, giving them the tools to manipulate the information that they can find with critical thinking.
Furthermore, modern learning spaces allow a blended learning where interaction is an important technique for knowledge. The term Blended means that interaction exist not only trough technology but also with people, in this case with classmates and teachers. In that way, collaborative learning takes place and in union with the different learning spaces “it is possible to develop individual who can think for themselves, find new information, work with others toward a unified goal and use all the tools to promote learning” (Reyward, R. 2009)
Finally, nowadays connectivity trough modern learning spaces is the way to create collaborative learning where flexibility and adaptability allow learners and teachers to explore technology as a tool for integration of knowledge and integration with other people and cultures.

References:

Brown, M. (2005). Learning Spaces. In Educating the Net Generation, Chapter 12. Educause. Retrieved on March 2nd, 2010 from www.educause.edu/educatingthenet gen/

Reynard,R. (2009). Designing learning spaces for instruction , not control. Retrieved from http:// campustechnology.com/Articles/2009/04/29/Designing-Learning-Spaces-for-Instruction-not-Control.aspx

KEY WORDS- Unit 1

Follow the link to see the wordle:

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CONNNECTIVISM, a theory for the 21st century

The Networked Students



This video shows how connectivism works to share information and how to create knowledge based on that information.

How to apply Connectivism in English language learning?

A good way to apply Connectivism in English language learning is creating blogs or e-portfolios in which the students can upload different activities for specific goals (for example writings, videos, and audio-recordings). Then, classmates might have access to those blogs or portfolios not only to comment on others’ works but also to peer-review and give feedback. Another possibility is the creation of a wiki, the tutor could propose a topic and each one of the students should complement the information with argued comments. In that way collaborative learning is having place and information is being connected.


What is connectivism?

A Theory developed by George Siemens to explain the effect that technology has had nowadays in the way we live, we learn and we communicate with others. In this theory learning is a process that takes place in a broad range of environments, that means, the knowledge can be outside of the human being control, for example, in data base or in a organization; in that way it is possible to actualize each time the actual stage of knowledge and when new information is acquired the last one becomes obsolete.

Some features of Connectivism:
• Learning and knowledge are in the diversity of opinions.
• Human beings are not the only ones who learn, knowledge can be out of them.
• It is more important to improve knowledge that the knowledge that already exist.
• Knowledge is a process of connection among different sources or nodes.
• To keep the continuous learning it is necessary to keep the connections.
• To take decisions is a way of learning. it is necessary to choose what to learn and how to learn.

References:
Siemes, G. (2004) Connectivism: A learning theory for the digital age. Retrieved online from http://www.elearnspace.org/Articles/connectivism.htm

A Vision of K-12 students today

Did you see this video? What do you think? Are you surprised? I do not think so!!
This is a video to show how the students are looking for challenges in which they have the possibility to develop higher level thinking skills. This is also an invitation for teachers to use technology in their classes in order to engage students and enhance the learning process.
Teachers sometimes do not realize that our world is changing too much and quickly because they used to teach traditionally and they have the idea of traditional education as the best way to keep students in values. But is it true? The answer is NO… technology is making the world different and we need to face that, finding the way to involve learners in their own learning process. Because of that, it is important to know learners’ interests and actual needs to face the world and the cyber-world. Are you ready to do so?
You cannot allow that everybody change and you cannot feel the same… as this song says:

The Relevance of Multiliteracies

The term multiliteracies refers to the different ways and/or channels in which people have the possibility to communicate nowadays, besides the way in which cultural, social and linguistic diversity is being increased due to the use of new technologies. According to Stevens (2005) multiliteracies creates a new kind of pedagogy where teachers (we) must explore new teaching practices (including technology) having in mind the cultural and linguistic diversity due to the globalized world. In that way, learners are involved in the multimodal ways to find knowledge (print, images, videos, combination of forms in digital contexts) thus, they are prepared for literacy challenges and they can display knowledge using the same tools in a complex way.

“Multiliteracies supplement traditional literacy pedagogy” (Stevens, 2005) it means that while traditional literacy was focused on the language, its rules and forms; multiliteracies allows learners to go beyond the language and thus it is possible to get broader cognitive, cultural and social effects. Multiliteracies involves the technology as an instrumental part for learning process, what means that teachers must become familiar with strategies and methodologies to apply a wide range of new technologies in order to enhance the learning environment.

On the other hand, multiliteracies challenges the teachers and learners to develop a variety of skills that allow them to be prepared for the 21st century which is influenced by advanced technological changes and requires that we implement (as teachers and learners) the work with multiple modalities of information and communication systems, those skills are related to the different kind of literacies that as teachers of the 21st century we have to involve in our practice, those literacies are:

1. Visual literacy: based on images, helps to develop learners’ critical and creative thinking (Bamford, 2003)
2. Media literacy: interactivity as strategy to the construction of meanings and use of media (technology) to develop technical abilities by experimenting (Daley, 2003)
3. Critical literacy: this is very important for learning because refers not only to the language but also to the worldviews and the social practices. Facing the world situation learners can find their own answers to develop competent skills to face the changing world (Lima, 2006).

Finally, it is important to mention that our responsibility as teachers is to create learning environments in which students can develop all the skills needed to be competent and creative people who are able to face the world with a critical point of view.

Now Please check This video... what do you think now?




References:
• Bamford, A. (2003). The visual Literacy White Paper. Adobe Systems. Retrieved from http://www.adobe.com/uk/education/pdf/adobe_visual_literacy_paper.pdf
• Daley, E. (2003). Expanding the concept of Literacy. Educause Review. . Retrieved from http://net. Educause.edu/it/library/pdf/erm0322.pdf
• Lima, C. (2006). A brief Introduction to Critical Literacy In English Language Education. British Council Brazil. Retrieved from http://www.criticallliteracy.org.uk/images/cleltbooklet.pdf
• The New Media Consortium (2005). A Global Imperative: The Report of the 21st Century Literacy Summit. Retrieved from http://www.nmc.org/pdf/Global_Imperative.pdf
• Stevens, V. (2006). Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development. TESL-EJ 10, 2.

A reflection after reading... Generation Net

Grown Up Digital How the Net Generation in Changing Your World By Don Tapscott (2009) is an interesting text in which we can find explanations about the different stages of technological advances.

Reading that book some ideas came to mi mind:
- Net Generation is changing our world opening new perspectives about the information management, communication is faster but less personal.
- Computers and internet are tools of learning and it is a must learn about them.

Possitive assumptions about the Net Generation:
- We can use complex technologies as a tool of communication.
- We can top into a world of knowledge.
- Good use of technology allows learning.
- Communication is faster, effecive but not always accurate.

Negative Assumptions:
- Less personalized ways of learn, play or communicate.
- Young people is dumber, they do nor read and are poor communicators.
- As people do not read they have low academic level.
- NO Social skills.

21st Century Educational Reality

The first thing that came to my mind checking this video is that we have to change our mind, we cannot take advantage of all the things and tools that we have now if we do not think about how to improve our strategies and methodologies to use them.It is important also to take into account that all the people must be prepared for the future, and be ready to the changes.
Besides it is clear i this video that interconnected world is making us more conscious about the differences among cultures and also about the inequalities that we can find around the world and that we can change if we are ready to take risks and if we are critical thinkers.

Do You Know 3.0

Answering the question of this video I can say:

It all means that:

Technology is surrounding us, and it runs more than people, each day we have more advanced technologies and it allows at the same time human evolution. However we must be conscious that any technology can replace human beings.

Teachers must be aware of the changes and challenges of 21st century, and they have to promote the evolution without forgetting principles and human values.

Technology is making us cyber-cytizens and we need to find the point of balance between spending time with people and spending time with machines. we can learn from both.

My expectations

I am really happy to be in this new course – New Learning Environment – which represents for me a very big challenge. It is too exciting to know that I will learn more things that contribute to my personal and professional improvement. I consider interesting this course because it involves too important aspects and really meaningful topics for educational context.

My experience with technology is very poor, and because of that I want to become more confident with that in order to implement more tools in my teaching experience. Taking into account that create New Learning Environments for children is very important for them to learn better, and that the responsibility of that is mine as the teacher, I have the next expectations for this course:

I hope to learn how to create different learning environments to apply in my teaching learning practice, involving in the practice learning interests and styles.
I want to know tools that help me to implement new learning strategies not only face to face but also virtual.
I really want to learn how to foster autonomy in preschoolers using new technological tools.
Finally, I hope to do my best!!!