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calico2009

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Esperanza Román
Esperanza Román

The document discusses using RSS feeds and social personalized start pages (SPSPs) like Pageflakes to enhance foreign language learning. It proposes integrating these tools into FL curriculum through activities like having students blog about Spanish regions and providing feedback on each other's posts on a shared Pageflakes site. While students are comfortable with technology, their skills are limited. The modular nature of SPSPs can help address diverse student needs and expose them to communicating in the FL through new online environments.

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Social Language Learning: RSS-based Personal Learning Environments Esperanza Román-Mendoza George Mason University eromanme @ gmu.edu http:// eroman.wordpress.com http:// www.slideshare.net/elearningxxi/calico2009 CALICO 2009 Arizona State University March 13, 2009
Contents Concepts and definitions Personal Learning Environments Social Web RSS / Content syndication Integration in the FL curriculum Present practices Future practices
Personal Learning Environments Concept and definition Systems that help learners take control of and manage their own learning . This includes providing support for learners to: set their own learning goals; manage their learning, managing both content and process; communicate with others in the process of learning. (Van Hamerlen, 2006) Beyond Learning Management Systems (LMSs) E-portfolios A collection of authentic and diverse evidence, drawn from a larger archive, that represents what a person or organization has learned over time, on which the person or organization has reflected, designed for presentation to one or more audiences for a particular rhetorical purpose. (EDUCAUSE NLII quoted in IMS, 2005) Mashup Personal Learning Environments (MUPPLEs)
Social Web Concept and definition Multiplicity of terms: web 2.0, read-write web, social web, user-generated, live. Variety of definitions: See, for instance, Hinchcliffe, 2005 and MacManus, 2005 for repositories of definitions coined at that time : http:// web2 . socialcomputingmagazine.com / review_of_the_years_best_web _20_ explanations.htm and http:// www.readwriteweb.com /archives/ web _20_ definiti.php Controversy about the concept and the terms. Semantic web. Development Different degrees of integration/usage
 
Social Web state of mind
RSS / Content Syndication Content syndication is the process by which a reader chooses to periodically receive content published by a given source by means of a subscription. Markup language: XML Two leading XML dialects ATOM & RSS Rich Site Summary, Really Simple Syndication or RDF (Resource Description Framework) Site Summary Content syndication has been around since 1997. RSS since 1999. Documents enabled for syndication via XML are called feeds , news or news feeds News aggregators: Google Reader, Bloglines Start pages: MyYahoo, iGoogle Social personalized start pages: Netvibes & Pageflakes
RSS Sources Blog posts and comments Wiki edits and discussions Podcasts and videocasts Microblogging updates Lifestream entries News and other regularly updated information. Results of queries performed in repositories, search engines, directories, and databases Tags created by users (for instance in Delicious, Amazon, Flickr, Gmail, YouTube) Almost anything, by converting it previously with tools such as Page2rss or Feedity
Aggregators / SPSPs Easy to manage Share with friends Comments Favorites Stable platforms High learning curve Tools to create personalized start pages and share them with the Internet community or with a group of people. Not necessary to create a personal profile Not necessary to provide information about followers and friends. Collective editing Widgets Technical glitches Aggregators Social personalized start pages
Google Reader subscriptions
Sharing option in Google Reader
Wikispaces-based writing course. Wikipedia team project.
Subscription to Wikispaces edits
Course pagecast template. Pageflakes
Sharing option in Pageflakes (group pagecast) Sharing option in Pageflakes (public pagecast)
Integration into the FL curriculum RSS-based activities provide opportunities for best practices in e-language learning--as defined in Chinnery (2008): productive, informative, collaborative, communicative, aggregative. Students gain more control over their learning process. “ Students teach their teachers to understand what they have accomplished using social web tools and how it relates to their learning goals.” (Wilson, 2006) But are students really so familiar with social web tools? How big is the digital gap between digital-savvy teachers and FL students? Gradual, simple-step implementation is the way to approach this task. (Wilson, 2006) Are our students ready to gain control over their learning process?
Technological Skills Data gathered via Survey on technological skills (Gizmo.com) Journal entries Class observations Class discussions Comments on course evaluations forms Students do not question the use of technology in the classroom. For the most part, they accept the role of technology in the society and know they need to be up to date with technology. But they have limited flexibility when technological problems occur. Students are worried that their grades can be affected if they don’t have the necessary technological skills or infrastructure to perform the task. When given the opportunity to choose, students are very conservative in terms of their preferred tools to present their work.
Institutional Support Most institutions provide support for commercial LMSs and leave open the opportunity for instructors to use other non-institutionally supported social web services. –Do we want institutional support? Not all classrooms are equipped with the necessary tools to let students work independently, though supervised, in their projects at their own pace. – Do we need to teach in smart classrooms? Institutions are reluctant to set up requirements in terms of hardware, Internet access, and digital skills necessary to enter the university because it can affect enrollments.
Preliminary Survey Ages Internet Access Internet Access Frequency
Preliminary Survey What Internet services do you regularly use?
Preliminary Survey Blogs Wikis Social tagging
Preliminary Survey Social networks Podcasts Videocasts
Scenario I: Spanish Civilization & Culture Challenges: Too much content to cover Students are still struggling with learning the language Students have difficulties making connections with an unknown culture Actions Do not rely on data memorization Provide opportunities to apply language skills to real communicative practices Design activities in which learners learn from each other Assign projects that produce useful, publishable deliverables. Final project Each student is in charge of studying a particular comunidad autónoma , is required to post a blog entry with the answers, can check other students’ projects (even the teacher has one) and provide feedback in a centralized, Pageflakes-based web site.
http://www.pageflakes.com/eroman/26088536
Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities Complete text and references: Rom án-Mendoza (2009)
Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
Conclusions RSS has great potential as “channelizer” of information, and significance for learning processes in which content syndication enhances accessing, filtering, and repackaging data of all sorts. As the information produced and consumed by students and teachers in any learning environment is diverse in format, size, nature, and periodicity, to mention only a few variables, so are the possible educational applications of RSS in collaborative or individual assignments and projects, peer assessment, learning portfolios, service learning, and professional development, among many other uses. In a world in which the volume of data exceeds the capacity of users to sort and receive it , learners and teachers alike will benefit from a sound use of RSS.
Conclusions The modular nature of Pageflakes provides a level of customization that helps address the needs of a diverse student population. By introducing flakes like Notepads or Chat Rooms Widgets, teachers and students can produce and receive feedback immediately and contextualized. Sharing of resources becomes also easier, and the use and development of multiliteracy skills is also encouraged. By asking students to access diverse feed-generating sources, organize and select information, FL students will be exposed to FL and communicate with native speakers in ways probably never explored by them before. Although there are increasingly more social web services that rely on oral communication, the current web is still text-based. Communication via blogs, wikis and chats requires the written language, and by asking FL students to be producers of information, we are encouraging them to use FL in new environments, with which they are already familiar in English. Students projects and portfolios will enhance not only students’ knowledge about the subject matter but also that of the teacher’s. Students and teachers (and hopefully the community) will form a learning community from which all participants will benefit.
References, Sources and Bibliography Barrett, H. (Last update: March 4, 2009). Electronicportfolios.org. http://electronicportfolios.org/ Chinnery, G. M. (2008). Biting the hand that feeds me: The case for e-language learning and teaching. CALICO Journal, 25 , 471-482. Retrieved December 26, 2008, from https://calico.org/page.php?id=5 EDUCAUSE Learning Iniciative. (Last update: Fall 2006). E-Portfolios. http://www.educause.edu/ELI/5524 IMS (2005). IMS ePortfolio Best Practice and Implementation Guide. http://www.imsglobal.org/ep/epv1p0/imsep_bestv1p0.html Román, E. (2008). Manual del Módulo “Tendencias Actuales del e-learning 2.0. Madrid: UNED. http:// www.ciberuniversidad.com/elearning / Rom án-Mendoza, E. (2009). “RSS and Social Personalized Start Pages: Optimizing E-language Learning through Content Syndication, in Anderson, L & Lord, G . The Next Generation: Social Networking and Online Collaboration in Foreign Language. CALICO Monograph Series. Solis, B. & JESS3. The Conversation Prism http:// www.flickr.com/photos/briansolis/2735401175/sizes/l / Van Harmelen, M. (2006). Personal Learning Environments Community. http://elgg.jiscemerge.org.uk/ple/weblog/114.html Wilson, S. (2006). PLE Workshop. http://zope.cetis.ac.uk/members/scott/blogview?entry=20060609211909
Cited Tools and Services Blogger. http:// blogger.com Delicious. http:// delicious.com Edmodo. http:// edmodo.com Facebook. http:// www.facebook.com Feedity. http:// feedity.com Flickr. http:// www.flickr.com Friendfeed. http:// friendfeed.com / Google Reader. http:// www.google.com / reader iGoogle. http:// www.google.com / ig MySpace. http:// www.myspace.com / MyYahoo. http:// my.yahoo.com / Netvibes. http:// netvibes.com Ning. http:// www.ning.com /
Cited Tools and Services Odeo. http:// odeo.com / Pageflakes. http:// pageflakes.com Page2rss. http:// page2rss . com PBWiki. http:// pbwiki.com / Podomatic. http:// podomatic.com / Scribd. http:// scribd.com / Slideshare. http:// www.slideshare.net / SurveyGizmo. http:// surveygizmo.com / Twitter. http:// twitter.com Twitter Search. http:// search.twitter.com Wikispaces. http:// www.wikispaces.com / Wordle. http://wordle.net Wordpress. http:// wordpress.org YouTube. http:// www.youtube.com /

More Related Content

calico2009

  • 1. Social Language Learning: RSS-based Personal Learning Environments Esperanza Román-Mendoza George Mason University eromanme @ gmu.edu http:// eroman.wordpress.com http:// www.slideshare.net/elearningxxi/calico2009 CALICO 2009 Arizona State University March 13, 2009
  • 2. Contents Concepts and definitions Personal Learning Environments Social Web RSS / Content syndication Integration in the FL curriculum Present practices Future practices
  • 3. Personal Learning Environments Concept and definition Systems that help learners take control of and manage their own learning . This includes providing support for learners to: set their own learning goals; manage their learning, managing both content and process; communicate with others in the process of learning. (Van Hamerlen, 2006) Beyond Learning Management Systems (LMSs) E-portfolios A collection of authentic and diverse evidence, drawn from a larger archive, that represents what a person or organization has learned over time, on which the person or organization has reflected, designed for presentation to one or more audiences for a particular rhetorical purpose. (EDUCAUSE NLII quoted in IMS, 2005) Mashup Personal Learning Environments (MUPPLEs)
  • 4. Social Web Concept and definition Multiplicity of terms: web 2.0, read-write web, social web, user-generated, live. Variety of definitions: See, for instance, Hinchcliffe, 2005 and MacManus, 2005 for repositories of definitions coined at that time : http:// web2 . socialcomputingmagazine.com / review_of_the_years_best_web _20_ explanations.htm and http:// www.readwriteweb.com /archives/ web _20_ definiti.php Controversy about the concept and the terms. Semantic web. Development Different degrees of integration/usage
  • 5.  
  • 7. RSS / Content Syndication Content syndication is the process by which a reader chooses to periodically receive content published by a given source by means of a subscription. Markup language: XML Two leading XML dialects ATOM & RSS Rich Site Summary, Really Simple Syndication or RDF (Resource Description Framework) Site Summary Content syndication has been around since 1997. RSS since 1999. Documents enabled for syndication via XML are called feeds , news or news feeds News aggregators: Google Reader, Bloglines Start pages: MyYahoo, iGoogle Social personalized start pages: Netvibes & Pageflakes
  • 8. RSS Sources Blog posts and comments Wiki edits and discussions Podcasts and videocasts Microblogging updates Lifestream entries News and other regularly updated information. Results of queries performed in repositories, search engines, directories, and databases Tags created by users (for instance in Delicious, Amazon, Flickr, Gmail, YouTube) Almost anything, by converting it previously with tools such as Page2rss or Feedity
  • 9. Aggregators / SPSPs Easy to manage Share with friends Comments Favorites Stable platforms High learning curve Tools to create personalized start pages and share them with the Internet community or with a group of people. Not necessary to create a personal profile Not necessary to provide information about followers and friends. Collective editing Widgets Technical glitches Aggregators Social personalized start pages
  • 11. Sharing option in Google Reader
  • 12. Wikispaces-based writing course. Wikipedia team project.
  • 15. Sharing option in Pageflakes (group pagecast) Sharing option in Pageflakes (public pagecast)
  • 16. Integration into the FL curriculum RSS-based activities provide opportunities for best practices in e-language learning--as defined in Chinnery (2008): productive, informative, collaborative, communicative, aggregative. Students gain more control over their learning process. “ Students teach their teachers to understand what they have accomplished using social web tools and how it relates to their learning goals.” (Wilson, 2006) But are students really so familiar with social web tools? How big is the digital gap between digital-savvy teachers and FL students? Gradual, simple-step implementation is the way to approach this task. (Wilson, 2006) Are our students ready to gain control over their learning process?
  • 17. Technological Skills Data gathered via Survey on technological skills (Gizmo.com) Journal entries Class observations Class discussions Comments on course evaluations forms Students do not question the use of technology in the classroom. For the most part, they accept the role of technology in the society and know they need to be up to date with technology. But they have limited flexibility when technological problems occur. Students are worried that their grades can be affected if they don’t have the necessary technological skills or infrastructure to perform the task. When given the opportunity to choose, students are very conservative in terms of their preferred tools to present their work.
  • 18. Institutional Support Most institutions provide support for commercial LMSs and leave open the opportunity for instructors to use other non-institutionally supported social web services. –Do we want institutional support? Not all classrooms are equipped with the necessary tools to let students work independently, though supervised, in their projects at their own pace. – Do we need to teach in smart classrooms? Institutions are reluctant to set up requirements in terms of hardware, Internet access, and digital skills necessary to enter the university because it can affect enrollments.
  • 19. Preliminary Survey Ages Internet Access Internet Access Frequency
  • 20. Preliminary Survey What Internet services do you regularly use?
  • 21. Preliminary Survey Blogs Wikis Social tagging
  • 22. Preliminary Survey Social networks Podcasts Videocasts
  • 23. Scenario I: Spanish Civilization & Culture Challenges: Too much content to cover Students are still struggling with learning the language Students have difficulties making connections with an unknown culture Actions Do not rely on data memorization Provide opportunities to apply language skills to real communicative practices Design activities in which learners learn from each other Assign projects that produce useful, publishable deliverables. Final project Each student is in charge of studying a particular comunidad autónoma , is required to post a blog entry with the answers, can check other students’ projects (even the teacher has one) and provide feedback in a centralized, Pageflakes-based web site.
  • 25. Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities Complete text and references: Rom án-Mendoza (2009)
  • 26. Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
  • 27. Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
  • 28. Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
  • 29. Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
  • 30. Scenario II: Spanish for Heritage Speakers Challenge Actions SPSP Activities
  • 31. Conclusions RSS has great potential as “channelizer” of information, and significance for learning processes in which content syndication enhances accessing, filtering, and repackaging data of all sorts. As the information produced and consumed by students and teachers in any learning environment is diverse in format, size, nature, and periodicity, to mention only a few variables, so are the possible educational applications of RSS in collaborative or individual assignments and projects, peer assessment, learning portfolios, service learning, and professional development, among many other uses. In a world in which the volume of data exceeds the capacity of users to sort and receive it , learners and teachers alike will benefit from a sound use of RSS.
  • 32. Conclusions The modular nature of Pageflakes provides a level of customization that helps address the needs of a diverse student population. By introducing flakes like Notepads or Chat Rooms Widgets, teachers and students can produce and receive feedback immediately and contextualized. Sharing of resources becomes also easier, and the use and development of multiliteracy skills is also encouraged. By asking students to access diverse feed-generating sources, organize and select information, FL students will be exposed to FL and communicate with native speakers in ways probably never explored by them before. Although there are increasingly more social web services that rely on oral communication, the current web is still text-based. Communication via blogs, wikis and chats requires the written language, and by asking FL students to be producers of information, we are encouraging them to use FL in new environments, with which they are already familiar in English. Students projects and portfolios will enhance not only students’ knowledge about the subject matter but also that of the teacher’s. Students and teachers (and hopefully the community) will form a learning community from which all participants will benefit.
  • 33. References, Sources and Bibliography Barrett, H. (Last update: March 4, 2009). Electronicportfolios.org. http://electronicportfolios.org/ Chinnery, G. M. (2008). Biting the hand that feeds me: The case for e-language learning and teaching. CALICO Journal, 25 , 471-482. Retrieved December 26, 2008, from https://calico.org/page.php?id=5 EDUCAUSE Learning Iniciative. (Last update: Fall 2006). E-Portfolios. http://www.educause.edu/ELI/5524 IMS (2005). IMS ePortfolio Best Practice and Implementation Guide. http://www.imsglobal.org/ep/epv1p0/imsep_bestv1p0.html Román, E. (2008). Manual del Módulo “Tendencias Actuales del e-learning 2.0. Madrid: UNED. http:// www.ciberuniversidad.com/elearning / Rom án-Mendoza, E. (2009). “RSS and Social Personalized Start Pages: Optimizing E-language Learning through Content Syndication, in Anderson, L & Lord, G . The Next Generation: Social Networking and Online Collaboration in Foreign Language. CALICO Monograph Series. Solis, B. & JESS3. The Conversation Prism http:// www.flickr.com/photos/briansolis/2735401175/sizes/l / Van Harmelen, M. (2006). Personal Learning Environments Community. http://elgg.jiscemerge.org.uk/ple/weblog/114.html Wilson, S. (2006). PLE Workshop. http://zope.cetis.ac.uk/members/scott/blogview?entry=20060609211909
  • 34. Cited Tools and Services Blogger. http:// blogger.com Delicious. http:// delicious.com Edmodo. http:// edmodo.com Facebook. http:// www.facebook.com Feedity. http:// feedity.com Flickr. http:// www.flickr.com Friendfeed. http:// friendfeed.com / Google Reader. http:// www.google.com / reader iGoogle. http:// www.google.com / ig MySpace. http:// www.myspace.com / MyYahoo. http:// my.yahoo.com / Netvibes. http:// netvibes.com Ning. http:// www.ning.com /
  • 35. Cited Tools and Services Odeo. http:// odeo.com / Pageflakes. http:// pageflakes.com Page2rss. http:// page2rss . com PBWiki. http:// pbwiki.com / Podomatic. http:// podomatic.com / Scribd. http:// scribd.com / Slideshare. http:// www.slideshare.net / SurveyGizmo. http:// surveygizmo.com / Twitter. http:// twitter.com Twitter Search. http:// search.twitter.com Wikispaces. http:// www.wikispaces.com / Wordle. http://wordle.net Wordpress. http:// wordpress.org YouTube. http:// www.youtube.com /