Apr 22 2007

Tikiwiki rather than NING….and even PLIGG

LogoIndexedThe names of all these applications is laughable to say the least, but also gives such a ‘technodrooler’ as myself that wonderful feeling that I should never feel – of confusing others. BUT I shall stop now, but just recently as well as my social networking within MFL teaching exploits I have begun my first real attempt at using a Wiki within my teaching.

I decided on using the open source TikiWiki having first seen it used by Dennis Daniels – who really uses it as a full blown CMS and resource repository. However after initially looking at MediaWiki, it became apparent that this was going to be a little difficult to install and upload. What finally made me swoop to choose TikiWiki was the fact that their is a downloadable theme that looks exactly like MediaWiki and the ubiquitous Wikipedia’s theme.

The students did not particularly take kindly to Jimmy Wales’s TED talk, which maybe was a little in-depth but when some of the ideas he was demonstrating were then shown on Wikipedia itself the students suddenly got it! I was amazed to find how few knew how Wikipedia worked and most had never even looked at the history function. So when I showed them the EABIS school page and then the history behind it, along with my ‘pretend vandalism’ – the students began to understand how clever but also how amazing that only volunteers could make an encyclopedia that moderated itself.

How this will translate to a closed community of the class and producing a wiki aimed at understanding loosely the GCSE section of their course entitled ‘ICT in Society’ remains to be seen. I will be giving them specific roles not only in different research areas but also based on the Wiki Patterns idea that different contributors and editors to a Wiki fulfill different roles under titles like Gnome, Troll and Champion. The obvious leader in the school Wiki pack has been the Flat Classroom Wiki by students at the International School of Dhaka. Recently they have also begun a new project based on the Horizon yearly project predicting what will be happening within Education and Technology in the next 1 to 5 years. This is a fabulous and thoughtful read in itself. So the new wiki should be very interesting. I will hopefully report back to you both about my experiences and what I can see as the Horizon projects experiences. Most importantly what learning is coming from using such a technology.
On top of this I have rediscovered another tool that I will not play with until maybe my new school. Pligg (demo) is basically an open source version of Digg, and so as such rather than use a site like delicious to publish and collaborate with your bookmarks you could have such a site working for a school establishment with students and teachers voting and commenting on suggested good sites. Good idea -well one only in its genesis at the moment. So it is time to get back to social networking site NING – not much development but found this wonderful article that I am still digesting by Danah Boyd –‘Incantations for Muggles’.(If nothing else it gets me away from my technodrool?)

By drtech • Social Networks, Wiki • Comments Off on Tikiwiki rather than NING….and even PLIGG

Apr 16 2007

Working with the MFL Department – Initial Ideas…

This is definitely turning into a challenging and interesting assignment for my Masters. As usually most of the initiatives that I have undertaken have been driven by me usually within departments that use ICT to some extent or not. And so for example introducing the VLE – Moodle has expanded within the school to those departments that are interested. I suppose in almost a viral way. It was very similar with even such a basic use of ICT by the teachers, by getting email setup for all to use this year. Slowly uptake improved, until there was shall I use the trendy phrase ‘tipping point’ ( See Mr Gladwell and also check out his TED presentation for more information) and within six months everyone apaprt from a few stragglers are using email as a form of communication.

With this module as the use of ICT within language learning was outside of my realm , I have had to go to a department that although they have shown interest in ICT are reticent about its use. This is an interesting challenge – and probably a much more REAL challenge. How do I implement the use of ICT within their teachign and learning in such a way that it fulfills the objectives within their eyes. I would presume their objectives would be something like this:

  • The initiative must be easy to use
  • It must not detract from the teaching of the language in question – French
  • It must fulfill or improve on the existing way of teaching that element of their lesson – be it listening, writing, speaking…etc
  • The ICT must be transparent e.g. the students must see that French is the objective not the ICT (Hmm or maybe the opposite?)
  • The technical side of using the technology – must not impinge on their lessons
  • The technology should not impinge on how the students behave
  • It is coming to the end of the term, so it must require little planning

These are my guesses, but obviously I cannot base my initiative on this, so yet again my awful questionnaire skills have come out of the closet. I like the idea of initially giving teachers a questionnaire before a meeting, so that ideas can start to be thought through. The other weird thing is that I really want to try out a Social Network idea using NING, but I have a feeling that the MFL department will think that this is not a good idea. I have already setup a basic network to try the system out and feel, with its flexibility and obvious social network phenomenon appeal that it could work and really add to the learning of French within the school.

Anyway here is my initial draft of my questionnaire – QuestTeachersMFL, and four ideas that I will propose to the MFL department. Will report back in a week, with findings.

By drtech • Education Theory • Comments Off on Working with the MFL Department – Initial Ideas…

Apr 16 2007

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?

By drtech • Delicious Links • Comments Off on Delicious links for 2007-04-16

Apr 11 2007

Delicious links for 2007-04-11

By drtech • Delicious Links • Comments Off on Delicious links for 2007-04-11

Apr 9 2007

Easter is Over..and Assignment Ideas are Looming….

Well I am up to date with recent research work, although I can’t say that I am impressed with the recent articles I have been reading. The following review of ‘Researching Language Learning Processes in Open CALL Settings for Advanced Learners’ by Leahy is a little generic and as usual with CALL research seems to focus solely on the advanced language learners. Where are all the articles that focus on the majority of language learners who are not just tweaking their language acquisition but are beginners or intermediate.All the wonderful and innovative educational pedagogies might then be much more difficult to apply, e.g. authentic tasks, concordancing etc etc.

I am meeting with the MFL Department next week, to discuss my ideas for a research project that will improve the language acquisition probably involving KS3, and maybe Year 10 pupils. These are students that will more often than not show no motivation to learn a 3rd language, they already speak Arabic and English fluently. And beyond that are at a level in which role play tasks and open learning might be much more difficult to aim for.

The idea of a closed social network is still on top on my agenda as an idea to use, between a variety of classes within the MFL department. The rules could be that French is used for all public contact, and English can be used for private messages to each other? Hmm…will continue to play with Ning and see if it can fulfill a great deal of the shopping list of tools that will be needed. Hopefully the pupils will be able to podcast, along with teachers elements that can be used as tools. Also the embedding of YouTube and Google Videos can enable authentic discussions using French. All seems a great idea at the moment – we shall see.

Below is my recent rather frosty review:-
Summary
The article looks at how using role play mediated through CMC discussion could assist in the acquisition of language, including use of the Internet for research.

What does this paper say about online learning for language acquisition …:–
• The author begins with an overview of CALL – discussing its initial ‘behaviourist’ style before the internet allowed for unlimited primary language material. CALL research has unfortunately focused on ‘comparative studies’ to assess success which leads to inaccurate conclusions.
• The author suggests Chapelle’s six CALL outcomes as important:-
i. Language Learning Potential – Chapelle considers most important
ii. Learner Fitness
iii. Meaning and Focus
iv. Authenticity – author suggests as important for advanced learners
v. Positive Impact
vi. Practicality
• The students looked at were BA European Business Students – 4th year of study, who have to solve a marketing problem collaboratively – with each student taking on a different role within group, and all communication is via email.
• Language Skills the author suggests are used include: – surface reading, process information, summarise and modify, produce questions, discuss questions with peers, oral presentation and critical appraisal….
• Research method discussed internet logging software not used due to ethical reasons and so only email, websites consulted, transcripts of oral discussions, and final presentations were looked at. This approach acknowledged to inaccurate due to many reasons –and so caution would be needed with results analysis.
• Findings were placed into 4 sections:-
i. Questions to be answered – Most set questions answered from Internet, some recognised that Internet would not be able to answer all – and through email discussion. Other information due to ‘process orientated nature’ was found – author suggests that all students therefore ‘acquired content’.
ii. Solving Grammatical problems – Transcripts showed peer tutoring / and collaborative solving of problems
iii. Information Flow – It must be noted that ‘the computer screen is an integral part of the oral communication between the student and fills the gaps which are left by the utterances recorded on tape.’ Noted that a great deal of conversation featured incomplete sentences, which may have a detrimental effect –but often meaning and sentences are negotiated along with the computer screen. Email discussion was more formal though.
iv. Non-Linear Composition of Text – Presentation was developed in a non linear form, but then presented as asked in a particular order.
• Students suggested they enjoyed the electronic role play – with the project allowing for more opportunities to speak and write – than in a traditional classroom with teacher as central role.
• Author concludes that electronic role plays:-
i. Help language content acquisition
ii. Computer screen – is a full part of communication when dealing with oral transcripts
iii. It can allow students to collaboratively solve grammar problems
iv. It does due to its authenticity allow students to focus on language forms

What are the Implications ….:–
• For advanced level language students the use of the internet to research and email to communicate seems an obvious choice and one that will work well in language acquisition if planned well – however would this translate down to lower level students or even beginners – this for me is a very much more interesting question and problem?

Personal Thoughts
• Focusing on Chapelle’s six points should have been a good way to anchor the research into a certain theoretical base. It is unfortunate that this is however not linked as well as it could be throughout the article.
• The open problem solving task was a sensible idea with advanced students who were able to realise learning objectives outside the criteria the tutor had set. Also I believe the use of an authentic task – a problem they might have to solve in marketing would be a motivational tool – but again is it more difficult to try such a task with a lower level language student. For example my level of Spanish would inhibit any such task and lead to frustration – and so such tasks would have to be scaffolded carefully….
• Interesting the author picks up on the use of incomplete sentences – although is this surely as important as complete formal sentences in language learning? Especially when considering informal conversation…

Strengths/Weaknesses of article/ Do the arguments resonate with my experiences?
• Although the author suggests this is part of a larger study, the focus on such a small group seems worrying and leads to the conclusion being very general.
• Strength is that this is obviously just the beginning of the research work and the authors’ suggestion of comparing different groups and what language they acquired would hopefully lead to more concrete analysis and conclusions.

By drtech • Language Learning • Comments Off on Easter is Over..and Assignment Ideas are Looming….

Mar 28 2007

Twitter, Splashcast and I Feel Fine….

Blogging just seems to get quicker and in someways it is amazing what catches on. All this meta-data and micro-detail about our lives has led to the Twitter craze? Simply you can update with a small sentence and no more – what you are doing at that present moment. This can then be sent to your instant messenger or mobile phone, or more importantly to your friends messenger and phone services. The interesting point about this silly Web 2.0 service is that the web is being combined with messenger, and text on your phones….and communication can pass either way. This is starting to develop ways in which ubiquitous computing can allow communication anywhere from any connected device, and would lead to many applications for education and teaching and learning. I tried way back in the first year of my Masters to use an online application called in.mediat which is now defunct but tried a similar thing, as whenever I posted a blog post it would be sent automatically to a messenger service like MSN. The app was a little cranky but the idea intrigued me, as most of the students I teach readily admit they use their computer primarily as a messaging device even before using it for social networking. Anyway hopefully more developments will follow which I can research into soon.

Also just discovered ‘We Feel Fine’, which again shows the amaxing interconnectness and openness of the net today. The application uses an API to track anytime a weblog uses the words ‘feel’ in a webpost, it then feeds this all into an amazing online presentation tool which places them into a variety of categories. Much better to check it out, than to let me describe it. But again this shows how a tool, can extract data amazingly accurately from millions and millions of sources. Could this not be used in some form or other to extract reusable sources and educational activities?
The third of my amazing and fun finds this week, was Splashcast – which simply allows you through a flash interface to create your own channel of video, resources and much more into one package that can be embedded on any website. For instance their example of the front of their site, brings together all the TED videos into a package you can embed on any website. The possibiliites of this are endless, and much more transparent and immediate than the above two tools. I’ll get back to you when I have created my first channel.

(Editors Note: After all these wonders I was brought back to earth by the crass firewalls that schools keep on putting in place, leading to my school weblogs and MOODLE CICT site amongst other items not passing through the firewall. Great learning tool when no-one can access it at school..aargggh)

By drtech • Fun and Nonsense • Comments Off on Twitter, Splashcast and I Feel Fine….

Mar 24 2007

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’?

By drtech • Delicious Links • Comments Off on Banning the Pencil….

Mar 21 2007

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….

By drtech • Delicious Links • Comments Off on The Leeds Blog……and being Doris Day?

Mar 20 2007

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

By drtech • Delicious Links • Comments Off on A Breather from Study – Delicious links for 2007-03-20

Mar 10 2007

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.

By drtech • Delicious Links • Comments Off on Assessment, Assignment Results and the IWB Alternative….

Mar 6 2007

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

By drtech • Delicious Links • Comments Off on Del.icio.us links for 2007-03-06

Mar 5 2007

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….

By drtech • Delicious Links • Comments Off on LingualGamers have some great ideas, Specialist Gateways and NING!

Mar 4 2007

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…

By drtech • Delicious Links • Comments Off on Language Website Evaluations…..

Mar 2 2007

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.

By drtech • Delicious Links • Comments Off on New Unit – Language Learning and ICT….

Mar 1 2007

Delicious links for 2007-03-01

By drtech • Delicious Links • Comments Off on Delicious links for 2007-03-01

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