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Title of Presentation
Multiliteracies for Social Networking and Collaborative Learning Environments

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

Proposed for TESOL EVO Electronic Village Online, 2009 Session Leader: Vance Stevens Petroleum Institute, Abu Dhabi, United Arab Emirates 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.

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.

Abstract

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.

This course

• 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

Target audience

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.

Sponsor

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 blogs wikis Moodle Ning Pageflakes Voicethread

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
    • Ning
    • Friendfeed
    • Social bookmarking
      • Delicious
      • Diigo
  • 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: RSS push/pull technologies feed readers Aggregation tagging folksonomic classification systems as opposed to taxonomic ones Writingmatrix

• Week 5:
  • Asynchronous collaborations tools: blogs, wikis, Voicethread, Slideshare and similar, Google docs and similar, Google notebook

Week 6: Wrap up

Communications media

blogs	Moodle	Voicethread
Delicious	Ning	wikis
Diigo	Pageflakes	WiZiQ
Elluminate	Plurk	Yahoogroups
Flickr	Slideshare	... and more
Friendfeed	Technorati
Google docs	Tumblr
Google Notebook	Twitter

Biographical Statement

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.

Last updated: September 28 - 10:00 GMT

Copyright 2008 by Vance Stevens
under Creative Commons License: http://creativecommons.org/licenses/by-nc-sa/2.5/