Web 2.0 and its Implication on Language Teaching and Learning -
Mimi Yu, Yoshie Kadowaki - UNR
Presented all her 'old' stuff and tools.
Herstory (20 years worth!) of static web materials
Review/preview multimedia instructional place
eg stroke order pages for kana
then capture animated strokes to camtasia, with voiceovers and integrated questions
Now Web2.0
Features changing: skype, podcasting, TV/Radio, SocialNetworking...
2 types of Web2.0--ferrari or neon-sign version where there is less tech support
Personal, social flexible, interactive, collaborative, global, innovative, and ss learn while they create.
How to define the Ss who use these tools... N-Gen;
Digital Natives and their Digital Immigrant Parents/TEachers
serious, slow, painful learning of these tools.
SS
||
Instructors
Change in lesson creation style and design.
Communication changed to Ss with classmates, teacher and global community for self-expression.
swalltworkshopds.googlepages.com link to workshops we'll do @ http://csumb.edu/digitalstream March 17-19, 2008
Mimi believes this tool has enabled her Ss to publish websites. Requires gmail account.
http://jpnprojects.googlepages.com/
Mimi has pdf handout and some templaty-examples of her stuff.
Also using blogger.com to create blog and enable talk-back. This was done with Ss in 7th week of classes.
Using picassa webalbums for slideshows in class. linked. like an eportfolio...
and it's public... running naked?!
Using photostory2/imovie/moviemaker etc to create video and presentations. then uploading to google pages. Some done in L1 for culture content, eg Ainu (japan's aboriginal people)
they can create. we can assess their work--esp. performance. body language critique.
Mimi--there are too many tools! Mimi uses delicious to create links. look for mimisensei for details.
Using technology to facilitate content manipulation.
survey of how it went coming @ end of year.
Yoshie is talking about 2nd and 3rd year experiences:
pbwiki used for Ss and teacher collaboration. Used color to ID who wrote what.
3rd year Ss have group project to write a story. self grouped, provided title.
Yoshie created main page, and links to new pages with separate PW.
yosh can enter and edit/markup Ss writing
Also, HW assignment: read shortstory in L2. then try to translate. Each Ss translates the sentence. when good translation is created, instr changes color to show it's 'done'.
Also does Ss led vocab exercises.
Develop story as a whole class. 1 creates sentence. next adds 1 more sentence and edit previous sentence.
Also uses mixi.jp Japanese social networking. Requires invitation.
1 class period spent on 'how-to' and get registered.
features: messaging, diary, photo albums...
Yoshie required 'home page': blood type (japanese facination with fate--like the zodiac).
Created 'community' UNR305.
Then required to add all to 'friend' list. Able to track dairy entries, etc.
yoshie follows diary entries up with comments.... [how is this different from doing it in LMS?]
Ss are joining communities in mixi. in class they explain why they join.
over weekend--assignment is to use photo album. post 3 images.
Also trying to get native speakers on campus to participate in Mixi. And Japanese natives are on the site, interacting with the Ss. [are the communities by 'approval only'?]
Q: how much mixi is done in class?
None-(expcept for orientations). These are assignments for outside completion.
Now: Tim Berners-Lee says Web3.
willl be semantic web. Machines can read it. See androidtech.com 2006/11
intelligent agents.
pattern recognition (AI).
But, how will we harness Web3 for language learning?
http://unrnihongo.pbwiki.com/
Joseph is interested in privacy. Related to borg. Locutus.
Google owns all this stuff. Why can't we support all this stuff internally?
Mimi responds: help your students learn security.
JK sees privacy and intellectual property/copyright as old time hinders to projects going forward.
We get access to the software tool for sharing our info.
relationship of work to private life is blurring
K-12 can't use these tools.
How do we balance the issues of cost vs privacy.
