Delicious Links

Delicious links for 2007-05-24

NING – Conversation beginning to happen…

conv2

Well conversation is beginning to happen on the French Connection El Alsson Network. The teachers in the French department were at first surprised with the fact that every time the students added or discussed something within the social network related to them they were emailed to show this.

conv3One French teacher explained how she had realised that it was important that they were answering and being involved with the French discussion in a very active way. But also showed concern at how much time this might actually take especially with limited access at school for her department with ICT.

conv2

The other obvious and interesting feature is the difficulty not only with access but trying to fit such a radical and different way of teaching and learning within a very traditional classroom environment. Simply it does not fit! However the initiative shows some interesting signs that given more time and it could be a success. Starting the initiative for the final two weeks of school limits the time to develop such a community and also eats in to time that the French department are concerned should be set aside for revision for final examinations.

Of great success is the videos that although take time and energy to setup, are giving the students valuable practice to see how they speak and pronounce their French. More to follow as the initiative continues next week. Drop in to see the videos which are public here (note the social network is private for obvious safety reasons.)

Busy end to the year…..Wikis And Ning…

Well both initiatives are in full swing and instead of winding down at the end of term, I seem to be winding up.

NING – MFL Social Network

Well the invites have been sent, the two French teachers Saida and Hamadi have joined and the trickle of students joining has begun. The initial questionnaire shows a great deal of enthusiasm and knowledge for Social Networks. But whether this will translate to being used in a learning situation is another thing. It might be a similar situation to when I have used a blog with lower school KS3 students, once they started to use it in school and in the class then it was very unusual to use it at home.

Although the interesting thing with the French Connection NING is the immediate interactivity that it brings. As soon as the students enter they have to upload a photo as an avatar and then answer a series of questions in French. The level of answer is up to them.

It was interesting to see that almost all now have an ADSL connection of at least 512kb, so any worries about the heaviness of the site in terms of photos and videos should not be a problem. More to come although it seems with only two weeks of term left that the project might be a little stilted – however we shall see.

TIKIWIKI – CICT 

The wiki is beginning to roll…and by that I mean as I have found out of the last few years using any new web tool takes a great deal of time to build the right impetus and get students used to such a different way of learning.

Students are understanding now that they have to collaborate and in one way at least realise they can separate areas of research onto different pages. The interesting point however is when I ask all groups to swop sections in which they are studying about, and then continue on that study. As it is obvious the competitive element of the project has led them to be possessive about their wiki pages? Again we shall see….more news soon.

Digg, Censorship and User Created Content

Well yes I am writing about what everyone else is writing about. The recent takeover of the social news site DIGG buy all its users. What is a social news site you ask. Well simply one, where anyone can submit a story from the web that they consider interesting. Then others who visit the site if they like the story can give it a vote – or digg. The stories with the most votes go to the top of the homepage.

So what was the problem. Well someone out there – a very clever person by the way. Has already managed to crack the DRM (Digital Rights Management) protection on High Definition DVD’s. Yes the DRM that they said was unbreakable. The Hexadecimal key, was then pushed up as a story to the top of the page. The Digg owners tried to take the story down, but the USERS of the site have more power and continued to Digg and Post the story until Kevin Rose backed down and said he would not censor the story anymore especially as it is something that is against DRM -which most agree is an arcane way to try and control digital rights. In fact the owners were aunable to censor to keep up with the users, and so REALLY HAD TO BACK DOWN. 50,000 diggs in a few hours is impossible to stop. So will the owner of DIGG lose 60 Million overnight?

And yes their is now a song on Youtube? So what does this mean. And how I suppose you ask does this affect education. Well beyond anything it shows that the power of users, and their ability to act together for a cause that is almost agreed virtually. Secondly how quickly a piece of information now spreads, so that within hours millions of people can be activated and informed and pro-active. Surely those ideas need to be discussed with students and realised. If they are what could be achieved….more to follow….

Delicious links for 2007-04-26

Delicious links for 2007-04-16

So when you are criticising this One Laptop Per Child scheme…..think about it and check the above link which already shows the benefits. Does it matter about the O/S or the Hardware specifications when children who live on less than a $1 a day can access ICT. Can be part of a mesh network and communicate?

Have a look and say your point of view, in the comments?

Delicious links for 2007-04-11

Banning the Pencil….

I recently came across this glib but interesting article by Doug Johnson. His article looks at the idea that all technologies when they are first introduced into the world of education are often thought of as dangerous and often educators seek to ban them. The idea that at one time a pencil was both dangerous, could be used to write rude words, might be pinched, could break, might be used for off task doodling, and might lead to some students having better pencils than others…all ring true as reasons such technologies as laptops, cellphones, social networks, even Google itself are being banned or filtered by schools.

Some of the arguments link with the wonderfully written ‘From Gutenburg to Gates to Google and Beyond…’ in which Ian Jukes alludes to the radical changes that might happen in education with the new services and technologies that are now all around us. And maybe if schools and educators do not take up these ideas that education will be come so backward and sterile that it will become almost inconsequential. Interesting I am sure many out there will still stand by the ‘chalk and talk’ model of learning, that is how I was taught so that is how they will be taught.

“There is in no putting it back because people thrive on the kinds of services these technologies provide. Synercation shifts the power to the learner, allowing learners to make connections freely and be in control of their learning. Be clear that it is not replacing, but redefining instructional delivery. Ready or not, it will lead to a digital Renaissance in educational services.”

Jukes suggests that synercation changes the way that everyone including how school children learn and that the idea that a teacher/ tutor dictates and makes each student follow one path to a supposed level of knowledge is almost absurd:-” allows the learner to use all of their intelligences to learn information in a different sequence or a different manner than the instructor. As a result, the learner is not constrained by the assumptions or training of the instructor. What’s more, learners are able to make links to alternative learning experiences and alternative learning contexts. They can learn at their own rate and wherever they feel most comfortable, whether that happens to be at home, at school, or somewhere else.” This is interesting but a difficult challenge for any teacher, as I have found out. It also puts much more responsibility on students, and how many students can accept that responsibility.

My AS Level ICT students are, they use my resources posted on Moodle and a weblog as only a variety of sources to guide their research work. BUT here comes a further point the way that a course or project is marked is often very set in concrete. For example in an AS Level e-portfolio, to get the marks for Online Services research you must mention the 6 items written in the specification when these 6 items are only some and arguably only a certain viewpoint of opinions of Online Services. If the students were to mention Web 2.0 it would not be considered correct and not get marks….so maybe not only do we as educators have to change but also the nature of examinations and exam boards might also have to?

Anyway I wonder if at the moment the argument is being lost – ‘Ex Abusu Non Arguitur in Usum’?

The Leeds Blog……and being Doris Day?

Well I am the first on the Blogroll on the new Leeds University Student Blog. Which is there to give a voice to students and what it is like to study at the University whatever course and wherever you may be. The introduction of the weblog made me think about what is it like, how do I feel after a year and a half of distance learning on my Masters in ICT and Education. I would possibly summarise it as a draining, but enjoyable experience in which the amount I have learnt and digested is unbelievable. Although I have just been through a whole hour of pretending I was Doris Day in a chat seminar – hmm all in the name of learning about CMC.

Anyway I have been reviewing an article from Regine Hampel – TOWARDS AN EFFECTIVE USE OF AUDIO CONFERENCING IN DISTANCE LANGUAGE COURSES which sets out to see if an audio conferencing tool called Lyceum (used at the Open University) can contribute effectively to distance learning language courses. It also looks at the practicality and problems facing an institution that sets this type of system up.

What does this paper say about online learning for language acquisition …:–
• The author discusses how the Open Universities Language courses used immersion based week courses along with occasional face-to-face interviews for language practice, but decided that with technological improvements the time was right to improve their students language practice with an Internet based audio conferencing tool
• For students to acquire language 3 elements are needed: – ‘comprehensible input’, interaction to ‘negotiate meaning’ and the production of ‘comprehensible output.’
• Textual CMC is discussed and its advantages enabling better conversations (with scaffolding from peers), equal participation and students ability to control discussion – but obviously does not support oral language acquisition.
• The author discusses how CMC can lead to collaborative tasks that look at real life situations and allow students to follow personal interests to solve problems and so acquire language often in a more motivational and interesting way. However the author suggests a downside in those environments that support this can ‘make greater demands on the user.’
• Other disadvantages can be: – irregular participation, difficulty of setting up appropriate tasks, challenges to the e-moderator, technical problems and that communication is not personal.
• The authors study will look at Lyceum, and how it is developed through students and tutors feedback. Lyceum includes: – real time audio conferencing, collaborative whiteboard, text Chatbox, virtual rooms – all tools should allow for collaborative learning possibilities. On top of this a website was designed to link activities and publishes course information.
• Learning activities were designed for the 3 elements above to happen – not focusing on drill and practice but on activities ‘to create, communicate, plan, explore, build, discover, participate, initiate and collaborate.’
• Findings:-
i. Students initially enjoyed the experience
ii. They commented on the extra amount of preparation needed
iii. Technical issues, were a cause for concern
• Tutor training was an important part of the project, with 4 sessions and it seemed at end of training tutors were keen to try the new technology
• Findings: –
i. TECHNICAL problems were the major issues – helpdesks were overrun, and most tutors thought that this impeded the learning experience
ii. The tutors were worried about lack of control
iii. Activities were interesting and opened up students ability to follow their own learning styles
iv. Students who did not prepare often did not complete objectives set, and especially true of weaker students who could end up ‘lurking’

• The author suggested that tutors especially felt that ‘a significant contribution in time, effort and sometimes even money’ needed to be recognised by the University. Student and Tutor support was a major issue along with student non attendance was also an issue.
• Even though the course created ‘a greater sense of interaction and intimacy among the students than many face-to-face courses’ – there were considerable difficulties in time needed for students to prepare and how students collaborated between sessions.
• However positively it was suggested that the ‘activities were shown to be contributing greatly towards fostering second language acquisition, collaboration and socio-cultural learning’ –when they were planned correctly.
• In conclusion apart from technical issues improvements in the format of activities so that less preparation time was needed and also less collaboration.

What are the Implications ….:–
• Additional contributions of teachers/ tutors which are often I believe overlooked. I have found now that I use VLE’s, Weblogs and a Internal Social Network that are all available 24/7 that this does add a great deal of time and energy to my average day. As part of my studies and also a technological innovator who simply enjoys using technology this may not be a problem – but I acknowledge for an average teacher/ tutor this would probably not be acceptable. I can see with the part time tutors running Units on this course the difficulties they face promoting and enabling a collaborative learning Unit within the time they have.

Personal Thoughts
• Interesting and very practical article in which many elements linked with my experiences with FirstClass and the seminar sessions. On the negative side the preparation time especially as a distance learner who is working, can at times feel daunting. Although this has dissipated with the realisation that you can turn up unprepared and still contribute.
• Collaborative activities have also been problematic over the time of the 4 Units I have participated in often either groups not managing to meet, or a group being set up only for one person to contribute and then nothing more happens. Cynically this has probably led me to avoid such activities – I believe this is specifically part of the difficulties with fitting in part time distance learning into a working life. This mix has also been difficult between full time and part time students.
• Interesting how the Open University discussed the idea of an assessment element within the tutorials – even if this was not a decision that could be used?

Strengths/Weaknesses of article/ Do the arguments resonate with my experiences?
• Focus on the technical issues – although as any teacher/researcher will find integrating new technologies within education the biggest issue is the technical and support issues – it seems the author has not discussed the pedagogical sides of the activities and there problems in the detail necessary. (Although a MFL teacher was using a Lab this afternoon, and I spent along with a technician a great deal of time sorting out the headphones and setting for them all to work! LOL)

Will leave this for now Twitter, Splashcast and I Feel Fine – blogging goodness to come soon….

A Breather from Study – Delicious links for 2007-03-20

Assessment, Assignment Results and the IWB Alternative….

AssessmentRecently it seems in both my studies and in my assessment of students the difficulty of assessing projects and assignments is very apparent. I have recently been looking at the grades for the AS Applied ICT examinations, and the continuing discussions on the TES forums that the assessment criteria is so open to personal interpretation that it is almost impossible to ‘guess’ the right grade.

This becomes even more worrying when you put this in the context of the student rather than the teacher. How difficult is it if neither the consistency of assessment for an examination or an easy method to explain to students what marks are given for what – where does that leave students. It brings up the further question of assessment in general, what is being assessed or even what is important to assess? If the criteria says a student should research six items and they research six but not the specific categories linked into the criteria they lose a great deal of marks – when in fact the research and area they have looked up is more up to date and shows a great deal of thought. It probably is no wonder that most courses at Secondary level(within the National Curriculum) are moving away from project based to test based – but surely there should be a better answer as in the ‘real’ world that we work- it is not about examinations but about problem solving and projects 99% of the time?

I will be interested when I begin to teach IB Technology and IT courses next year which from looking initially seem to still focus very much on project work how there assessment criteria differs from National Curriculum courses? Is it more successful, and maybe more fair?

This also links with my recent 3rd assignment grade which I was pleased with, even though it was a few words over the limit and so must have been marked down because of this. However another student on the course asked that from the basic feedback he had received he had no idea of where he went wrong, how would he improve etc… It again made me think that the assessment criteria is similar to the GCE courses in being very vague. Maybe at Masters Level this needs to happen due to the diversity of the projects and assignments undertaken. But in one point his comment was salient in that the three assignments I have finished I don’t really know apart from word limits and double spacing my assignments where I have gone wrong. Within distance learning this maybe opens a problem, in that face-to-face meetings would have inevitably led to some discussion of the assignments and how to improve. Whereas in distance learning unless as a student you specifically search for this, this sort of feedback does not happen? The Masters course also focuses only on the assignment, not on the initiative or project idea, not on the seminars and collaboration within discussions and projects…would it not be feasible to provide a more rounded assessment even at Masters level?

I don’t know. Anyway just a few thoughts which maybe I will open up and clarify later…

At this moment there is some excitement within the my current school as the directors have purchased Onfinity Portable IWB System – which is a cheaper alternative to the Smart Boards most of us have knowledge of. I have tried systems like this before and not been impressed especially with the robustness and ease of setup of the systems. We will be trying them out this week at school, and I will be giving a training session at the end of the week to teachers. My initial thoughts are the technical side of the system seems fine, but the software and support look to be poor. Without software and interactive applications it might be a non starter. So my challenge within this week, is to try and find some free interactive applications that can use this style of IWB to its full advantage. Any ideas please add send in your comments.

Del.icio.us links for 2007-03-06

LingualGamers have some great ideas, Specialist Gateways and NING!

Recently I was MADE (sorry tutors) to read an article called Specialist Gateways through Chaos: changing learning Environment’ – Hogan-Brun.
Here is my Summary…
The paper sets out to discuss whether the ‘WEB’ can provide resources for improving the skills of students within the areas of ‘multilingual and multicultural competencies.’

What does this paper say about online learning sources …:–
• The workplace now needs many ‘broader transferable skills’, which focus on cultural understanding and language communication.
• The author suggests that the above links with other skills linked with collaboration, digital fluency etc are what employers are now looking for.
• Classroom language learning is often isolated and dry, and it is important considering the skills needed that language learning is placed into real life situations so that the language skills are based on these transferable skills and cultural understanding.
• The Internet is a perfect place for this type of learning due to the tools available:- hyperlinks, multimedia, quick changing of content, equality of access, anywhere and anytime and interactivity.
• Students can get lost in the ‘jungle of hyperlinks’ unless guided through content so that students are immersed within the language to a correct level and within content that is relevant to them.
• Search engine skills need to be developed along with use of other tools online such as dictionaries.
• Most importantly the Internet allows for communication with native speakers in real life settings using: e-mail, discussion groups etc. The author discusses examples including medical students being part of a professional medical forum.
• Tutors may need to provide ‘specialist gateways’ – maybe portals to funnel students into an easy and quick way to realise learning objectives – either on the net or through guided worksheets.
• Students now want language learning to be: – fun, entertaining, engaging and relevant to their needs by being up-to-date.
• The author discusses various web tasks with feedback from students which is positive but some experiences that are negative include:- slow, inaccurate, confusing…
• Only 11% of students said they understood web strategies for language learning…
• IT learning environments can promote students in positions of power, as collaborators, and sharers of information and understanding….and the author concludes that ICT can bridge the ‘gap between classroom learning and real-life learning.’
What are the Implications ….:–
• The ‘jungle’ in 2001 is now a much larger jungle if not solar system interplanetary jungle of content and information on the web (see Karl Fisch presentation ) and the authors implication that students need to understand how to navigate, find and use information is very IMPORTANT. Since 2001 Web 2.0 the Read/Write web or whatever you call it is now changed the face of what information is on the web and so understanding of this is important.
• Teachers as guides is also a very important idea, so that the likes of web-quests or portals can be used to help a students not get lost…
• Multimedia elements and the like of podcasting, social networks and weblogs now means that communication can be even more linked as students can personally publish and interact….there is now even a specific social network site for MFL learners where you specify language you would like o learn etc

Personal Thoughts
• The paper is a little general and broad and at times seems antiquated – written in 2001 and this does show as ICT and online learning has changed beyond all recognition within 6 years.
• The focus on cultural understanding with language learning is one I would agree with having lived in a variety of countries and as much as understanding particular language getting to understand the mindset and culture is as important.

Strengths/Weaknesses of article/ Do the arguments resonate with my experiences?
• AS suggested above out dated and very general.
• The views from the users end are difficult to understand, judge or take seriously without any real information about them – who are they, what tasks did they do…etc…

Sorry Lingual Gamers – Discussion on your wonderful website and ideas will have to wait until tomorrow….

Language Website Evaluations…..

As I am a ICT/ Business Teacher I have not linked where I am going to use this module with my teaching (maybe teaching T.E.F.L. Business Language Teaching or The French Department are crying out for some help related to use of ICT) However I have decided to do the web reviews based upon my one of my own instances of trying to learn Spanish (I was in Mexico three years and can only just get by.) So I have chosen a few Spanish learning websites plucked from a quick web-search that would enable me to review and improve my Spanish to come up with a list of items I consider important for a language learning website. This will not be a comprehensive list as we all know particular areas such as usability, credibility and accessibility but focus more on my thoughts…

The four websites:–
• Really Learn Spanish – A weblog type environment, with weekly podcasts talking through problems and Spanish lessons…

Positives – Simple, Podcast a week, Weblog like so always updated with new items at top, relevant items

Negatives – Limited in learning appeal, would only be used as one of many tools, relied heavily on podcast no other resources (no text of podcasts – accessibility problems), OOOPS! It’s dead since 2005 so obvious negative the continual updating led to the author deciding too much time to update.

• Spanish Talk – Part of a set of expansive tools for learning Spanish within the BBC Languages section…

Positives – Professional compact design, easy to use menu, resources even audio and video (which are great but quick loading) were backed up with text worksheets, Interactivity quizzes and more, the resources were very much linked to living or being in Spain, lots of examples of pronunciation, the website fully knows its audience…tourists visiting Spain, Activities are quick and easy and keep my attention, Links to a set of quizzes and quests as extensions (Great Fun but still tested me)…again real world activities…

Negatives – No cross browser support for Video, I was using Firefox – YUK, not much else….

• Mansion Spanish – A small free multimedia course, with three lessons…

Positives – Simple design, links to resource dictionary and chat (although chat was not working), pictures and audio although a little antiquated (and audio did not sound like someone from Spain.)

Negatives – Audio is embedded poorly so external player has to open…, Interactive activities give no feedback, so no reason to continue, the activities have no story, to lead you through just basic activities. Reminded of a school languages book placed onto the web…

• Study Spanish – An online comprehensive course for learning Spanish – with many exercises etc…

Positives – Comprehensive group of exercises, Continual Navigation bar on right although always changes options, many activities which involve repeating and practicing exercises – especially oral that made my girlfriend laugh (this was the only website that made me practice out-loud), interesting cultural stories and phrases…

Negatives – Lack of obvious progression, no feedback, lots of mentions of verbs and past participles which makes me shiver, lots of plain text pages, no adventure or quests even though activities relate at times to actual real activities – No real FUN….Homepage lacks up-to-‘dateyness’?

What I consider important for a language learning website…:-
1) Design – Uniqueness of design is important, and the ‘LearnSpanish’ website fell down on this with a constant but confusing navigation bar that always changed, too many options, small text, and a repeated background. The BBC website again showed a simple compact design, that was eye catching and unique. Audience must be understood for the design, and for students of a younger age the design must represent their interests

2) Aesthetics – Accessible but interesting colours and layout, but it should not be so plain as to be dull. Although I agree with those who design art galleries in that the art gallery architecture should not over power the content the art. Of the three the BBC website stood out, for use of colour, its compact nature, its functional aesthetics but never boring.

3) Interactivity – Two of the sites had interactive elements, quizzes. The BBC web-quest like quiz was by far the best where I took on a character had to go through a series of questions, received immediate feedback and then FAILED , but would definitely go back for more – as it was fun…

4) Multimedia – Use of audio and video, needs to be carefully thought out both technically, and then in short bursts that are quick and easy to download – with maybe extension or other resources to download separately.

5) Short Sharp Activities – That build on skills that follow a path and are connected in some sort of way. Learning activities must have feedback. The oral exercises that ‘Learn-Spanish’ did were particularly useful and fun, and show why the internet is good as I independently made a fool of myself trying to say ‘equipaje.’

6) Ease of Use – Simple to use, transparent and simple navigation – of which the weblog seemed the best, I enjoyed the fact that the new thing to learn was there at the top of the page, and just click on the podcast link and off you go…

7) It’s FUN? – When you are learning something like a language, which many people including myself find very difficult a website must have a sense of humour, as much as a language teacher must have. I remember. Make me laugh, and then I will learn more…

8) Always Something New – Make me come back, even if it is a language website, homepage should be up to date relevant, have news related to content, rss feeds etc….

9) Blended –’Stoof’ to Take Away – Only the BBC website gave me clear worksheets to download, to practice and take away from the computer…

New Unit – Language Learning and ICT….

TedTalks

Well the last assignment seems a distant memory and now beginning to become involved with the ICT and Language learning module. Having fun messing around with web-quests and have been able to organise the Moodle Web-quest module which seems a good way of giving students access to an interactive web-quest that also provides resources/ videos within the environment.

I am also beginning to review and look into a variety of ways to use games within ICT education and then hopefully link this to language learning? We have all used the likes of Hot Potatoes, but is there a way of integrating games further than this. There are four or five areas that i am interested in looking further into detail:-

  • Programming and Language – Using Scratch anew programming environment for younger students, that is very visual and allows the editing and importing of photos, and sound. And so could lead to interactive storyboards or the like? Scratch comes inbuilt with a variety of languages to program in, so could the use and switch of this be another fun way to learn a language? Does the structured way you must learn programming languages resemble learning foreign languages?
  • 3D Virtual Worlds and Language – Using Link-World a safer educational version of Second Life
  • Podcasting Communication Integrated Web-Quests? – Hmm…maybe less of a game than a communication game of tag?
  • Google Earth and language use – could be interesting to incorporate a web-quest in which students follow around in groups a foreign country picking up resources and language as they go?
  • Or the use of Flash Animations and games like Iya-Ola – I have been playing this off and on and as a reluctant foreign language learner this caught my imagination!
  • Oh and a final idea is to use a weblog that has an automatic translator plug in to translate all posts and menus with one click to another language….hmmm could be interesting…the only trouble is the best plug in costs money…have a look here for Angsuman’s Plug-in

Well as usual lots of initial ideas…I have no idea what the actual assignment will be about? But who cares…..especially when there is such great ideas to also be had over at the TED website. Never been well you should have, its the annual conference of 100 best minds within the realms of Technology, Entertainment and Design.
Some of the presentations are excellent and I would particularly recommend the following:-

Note all are in quicktime format ready to download and watch at anytime.