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This proposal is online at http://prosites-vstevens.homestead.com/files/efi/papers/tesol/evo2009/proposal2009.htm and I will be preparing a Google Doc for it soon
TESOL EVO Electronic Village Online, 2009
The chart is from the North Central Regional Education Laboratory website enGauge® 21st Century Skills: Literacy in the Digital Age 2003 http://www.ncrel.org/engauge/skills/skills.htm - 21st century skills http://www.ncrel.org/engauge/skills/exec.htm.
Past versions of
this course took place in
Preface to the proposal
This course intends to be the latest rendition of the Multiliteracies course I taught for TESOL's Principles of Online Teaching courses for the past several years. Due to light enrollment, TESOL decided not to run the course this year. However, it is a constantly evolving course that I work on throughout each year. For example, I have accumulated links this past year at http://delicious.com/vancestevens/multiliteracies which I had planned to use for the POT course that would have started just now. Also, I may be teaching a course on Online Tools for ESL at the American University of Sharjah starting this January where I could use the students there and the EVO course as wider networks for one another. So I would like to teach this course as a means of keeping my work on the theme of multiliteracies current, and also possibly for its tie-ins to my F2F teaching starting in January, continuing through the professional endeavors of my presentations at the TESOL convention in Denver, and on through to the WiAOC conference in May, 2009.
A multiliterate teacher understands the many ways that technology interacts and intertwines with academic and interpersonal life, and actively learns how to gain control over those aspects impacting teaching, social, and professional development. Multiliterate individuals are aware of the pitfalls inherent in technology while striving for empowerment through effective strategies for first discerning and then taking advantage of those aspects of changing technologies most appropriate to their situations. These strategies include managing, processing, and interpreting a constant influx of information, filtering what is useful, and then enhancing the learning environment with the most appropriate applications.
- models effective approaches and strategies for responding to technology issues in the academic environment
- provides opportunities for practice with technical and social networking skills required for coping with information overload; e.g. for filtering and organizing information deemed relevant and useful (sipping from the hosepipe).
- utilizes video, web cam, image, voice, aggregation and social networking technologies in communicating through communities of practice / distributed learning networks which in turn model appropriate uses of technology in collaborative, constructivist learning settings.
- Integrates with other communities of practice and distributed learning networks engaged in distributing knowledge similar to that sought by participants in this course, including as appropriate other EVO 2009 sessions
Teachers and other educators seeking to maximize potential benefits of working within distributed learning networks to increase their opportunities for learning from peers of whatever knowledge they wish to acquire. For the purposes of this course, that knowledge focused on would be the tools and mechanisms for promoting the dissemination of knowledge through such socially driven learning networks. The strategies and heuristics modeled in using the tools would be applicable to whatever content the teachers needed to work with, be it applicable to language learning, some other content area, or project management at the administrative level.
This course will seek sponsorship from CALL-IS
Week by week outline
Week 1: Introduction
- Personal introductions
- Introduction to tools to be used in the course, especially
Weeks 2-5: Content
- Week 2:
- Synchronous communications: instant messaging, online presentation venues incorporating interactive whiteboard, voice, and video
- Paradigm shift and new learning heuristics
- What is/are multiliteracies?
- Informal / just-in-time learning
- Distributive learning networks: communities and connectivism
- Week 3:
- Social networking
- Social bookmarking
- Web 2.0
- Podcasts: harvesting them primarily, but also producing them, as vital resources in ongoing professional development
- Blogging and microblogging
- Digital storytelling
- Week 4:
- push/pull technologies
- feed readers
- folksonomic classification systems as opposed to taxonomic ones
- Week 5:
- Asynchronous collaborations tools: blogs, wikis, Voicethread, Slideshare and similar, Google docs and similar, Google notebook
Week 6: Wrap up
blogs Moodle Voicethread Delicious Ning wikis Diigo Pageflakes WiZiQ Elluminate Plurk Yahoogroups Flickr Slideshare ... and more Friendfeed Technorati Google docs Tumblr Google Notebook
Vance Stevens is a well-known Webhead with decades of experience in CALL, ESL/EFL and eLearning
I will seek at least one additional moderator for the course
Statement of commitment
I intend to engage in moderator training and I will of course hold the session in the time frame indicated.
Many more resources are linked from the LINKS page. We'll pull them into the course as we go.
Links to past renditions of this course: Portal for 2006 | Last session wiki: http://pp107-2006.pbwiki.com | Resources (2005) | 'Multilit' Yahoo Group | http://webheads.info
For comments, suggestions, or further information on this page, contact Vance Stevens, page webmaster.
Copyright 2008 by Vance Stevens
under Creative Commons License: http://creativecommons.org/licenses/by-nc-sa/2.5/