Distance and Blended Learning Environments NEALLT/NERALLT Fall 2009 Joint Conference Yale University...
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Transcript of Distance and Blended Learning Environments NEALLT/NERALLT Fall 2009 Joint Conference Yale University...
Distance and Blended Learning EnvironmentsNEALLT/NERALLT Fall 2009 Joint Conference
Yale UniversityOctober 30-31, 2009
Presented byLuba Iskold, Ed. D Joshua Suchow ’09Muhlenberg College
Presentation Outline
Introduction:
Perspectives on collaborative nature of Web 2.0
tools
Research related to the use of SNSs for SLA
Potential benefits and possible drawbacks
Instructor’s role
Classroom examples
Student reactions to class-related FB experiences
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Definition of Terms
Avatar – Graphical representation of a user
Blog – Abbreviation for “weblog” with personal entries
CALL – Computer-Assisted Language Learning
CMC – Computer Mediated Communication
FB – Facebook, a social networking site
L2 – The terms “second language,” “target language,”
“foreign language” refer to languages other than
English taught as an academic subject
SNS – Social Networking Site
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Introduction: Perspectives on collaborative nature
of Web 2.0 tools Users not only engage in one-way
communication, i.e., access web pages to retrieve content
They engage in multi-way communication, i.e., create content, contribute, share, and collaborate
Web 2.0 is about “encouraging and enabling participation through open applications and services” (Davis, 2005) 4
Perspectives on collaborative nature of Web
2.0 tools Social-Networking Sites (SNSs) are the
most convenient Web 2.0 tools for user collaboration
SNSs allow users to express themselves keep in touch with friends interact with others set up privacy specifications
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Perspectives on collaborative nature of Web
2.0 tools SNSs typically unite people with
similar interests or goals
Similar features are also found on Flickr, YouTube, Netflix, Gaming sites, Twitter, Glue
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7Reprinted from: boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html
Research Related to SNSs
Why incorporate SNSs into class-related activities?
Society User demographics Magnetizing power
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Society
Communication and identity performance are increasingly carried out via the internet using SNSs
SNSs are becoming increasingly common in the workplace and in job searches
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User Demographics
Close to 300 million active users on Facebook
80%-90% of people ages 20-30 participate in SNSs and have online profiles (Tufekci, 2008)
Some researchers refer to SNSs as a “civil society of teenage culture” (boyd & Ellison, 2007)
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Magnetizing power: What makes SNSs attractive
for this age group? Observing friends’ profile updates, their likes,
dislikes, and other information
Immediate reactions and comments from friends
Teenagers enjoy experimenting with identities and impression management (Tufekci, 2008)
Some researchers believe SNSs provide for safe experimentation with multiple identities (Sykes et.al, 2008)
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Research Related to SNSs & SLA Current generation of students has developed “new
learning styles and qualitatively different thought patterns” (Thorne & Payne, 2005)
SNSs “foster the ideal language learning environment, one that encourages interaction and collaboration-the major goals, after all, or of language itself” (Lomicka & Lord, 2009)
Learning a language through interactions with others ties in with Vygotsky (1978) socio-cultural approach to learning and its later adaptation for L2 teaching and learning
Incorporating communicative acts via an SNS “could be as practical for [L2] students as teaching them how to order in a restaurant” (McBride, 2009)
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Research on Experimenting with and Development of
Identities
‘Performing identities’ is the central activity on SNSs where users “write themselves into being”(Atkinson, 2002)
Words, photos, & media express identities on SNSs
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Research on Experimenting with and Development of
Identities Acquiring an L2 involves the development of a new
identity (Pavlenko & Lantolf)
CMC affords additive (vs. subtractive in face-to-face) experimentation with multiple identities
The nature of multiplicity is rather the “fractal” not “fragmentation” (Lange, 2007)
This model is useful for exploring L2 acquisition (Larsen Freeman & Cameron, 2008)
SNSs are characterized by “radical expansion of possibilities for artistic expression” (McBride, 2009)
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Research on Experimenting with and Development of
Identities “Self-authorship,” i.e., remixing the self through
text and media, may serve as the basis for new learning and lessons in CALL (McBride, 2009)
Using student-created materials for further learning fits with “student-centered” pedagogy
Self-authorship may lead to more time spent on task raise interest in and motivation for learning result in more active student role in learning
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Academic Benefits
Students: Learn to analyze and appreciate netiquette
Develop critical thinking about social interactions with others
Distinguish what is public and what is private
Avoid indulging in uncritical narcissism as in “me-me-I-I-I” (Thorne & Payne, 2005)
Integrate new knowledge and other people’s perspectives into one’s own experience
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Limitations: Analysis of L1 online interactions and
L2 implications SNSs are used primarily to maintain social bonds
Exchanges are brief and frequently use simplified language, spelling, and colloquialisms
Writing does not require a “process” approach
Texts are scanned rather than read thoroughly
Messages with embedded images are fundamentally different from text-only format
Similarly, L2 SNS-based activities are different from in-class extended reading and writing 17
Student Challenges
May have personal reasons not to be ‘friends’ with someone in class
‘Popularity contest’-may elevate anxiety and cause alienation in some L2 learners
Lack of L2 pragmatic knowledge in introductory language courses may make writing and interactions with others difficult
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Instructors’ Challenges
Should the instructor be included?
Is there a difference between communicating with an authority via email vs. an SNS?
Do students find it awkward to interact with instructors socially?
Do SNSs undermine instructor’s authority? (Mazer, Murphy & Simonds, 2007)
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Instructors’ Challenges
Curricular limitations- difficulty to incorporate additional activities into syllabi
Time constraints- first learn about the technology and only then design own teaching
Resistance from more traditional instructors
Development of assessment strategies and grading parameters
Difficulty with engaging native speakers-the need to develop learner-to-learner interactions
Most importantly: How do we develop meaningful assignments?
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Why Facebook? Amount and content of advertising
Student familiarity with this particular SNS eliminates the need for L1 training
Ease of navigation and use
Privacy settings
Ability to set the interface and IM in L2
Convenience: meeting social and class needs in one place
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Examination of Building Blocks of FB Online Identity: Profile
Personal photo, other images, or an avatar (appears in all within-site communication)
Demographic information
Interests & Cultural information
Photos, Images, Music, Videos 22
Examination of Building Blocks of FB Online
Identity:‘Friends’ list Connects profiles in multiple ways
Profile-based Search: Likes/dislikes Schools
Common cause Fan/friend of a celebrity
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Examination of Building Blocks of FB Online
Identity Communication on Personal Profiles Messages from ‘Friends’ (text, photos, images, videos)
Status Update (up to 180 characters) are posted as news feeds on ‘friends’ lists What are you doing now?
Blogs May be added to profiles Contain long updates
Private messages (seen only between two users) Within-site email Chat or Instant Messaging
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Examples of what was done in Russian Language and
Literature Classes
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Alternative vs. Real Identity Profiles
Extending oneself by taking the point of view of one’s respective character
Choosing among the characters may increase motivation and interest Keeps learners away from overindulging in themselves Student popularity in class may suffer less Engage in further development of L2 characters Use critical thinking and analytical skills to invent new situation and
plot developments Employ additional resources to develop characters’ attributes and
ensure their authenticity
Participate in task-based experiential learning focused on online exchanges between characters
Learn how to make predictions relevant to the country where L2 is spoken
Creating stereotypes seems less dangerous (vs. collaborating in groups to create a fictitious L2 profile)
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Facebook Pre-Survey
QuestionsStandard Deviation
Mean
Help me express myself more creatively 0.991 3.875
Provide an additional way to interact with peers in class 0.641 4.125
Help me spend more time writing and communicating in Russian 0.744 4.625
Motivate me to experiment with a Russian character identity 1.509 3.875
Be a “popularity contest” in class 0.787 1.571
Distract me from learning the course content 0.535 1.500
Consume too much time relative to other assignments 1.488 2.500
Motivate me to expand my vocabulary in Russian 0.744 4.375
Motivate me to look for additional resources to develop my character’s attributes 1.069 3.500
My peers in class will quickly react and comment on my profile 0.000 3.000
I will frequently update and check my Russian profile 0.354 3.875
I find it awkward to have my instructor on my ‘friends’ list 0.926 2.000
I have trouble being ‘friends’ with individuals in class 0.744 1.375
Instructor’s corrective feedback will diminish my ego 0.707 1.750
I am familiar with Facebook and will not need technical assistance 0.744 4.625
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Note. Judgments were made on 5-point scale (1 = strongly disagree, 5 = strongly agree).
Conclusions
Discuss upcoming projects and potential problems
Use SNSs projects that can support course objectives
Explain the connection to students
Specify expected quality and quantity of communication
Develop brief tasks tied to topics covered in class Examples: Physical and personality descriptions Likes and dislikes, hobbies Daily routines Context-based plot development
Provide corrective feedback only in individual messages
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Bibliography
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Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525-545. boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.htmlDavis, I. (2005, July 4). Talis, Web 2.0 and all that. Internet Alchemy blog. Retrieved December 31, 2008, from http://iandavis.com/blog/2005/07/talis-Web-20-and-all-thatLange, P.G. (2007). Publicly private and privately public: Social networking on YouTube. Journal of Computer-Mediated Communication, 13(1). Retrieved November 28, 2008, from http://jcmc.indiana.edu/vol13/issue1/lange.htmlLarsen Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18, 141-165. Lomicka, L., & Lord, G. (2009). Introduction to social networking, collboration, and web 2.0 tools. In L. Lomicka, & G. Lord, The next generation: Social networking and online collaboration in foreign language learning (pp. 1-11). San Marcos, Texas: CALICO.Mazer, J.P., Murphy, R.E., & Simonds, C. J. (2007). I'll see you on "Facebook": The effects of computer- mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication education, 56, 1-17. McBride, K. (2009). Social Networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka, & G. Lord, The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, Texas: CALICO.Pavlenko, A., & Lantolf, J.P. (2000). Second language learning as participation and the (re)construction of selves. In J.P. Lantolf (Ed.), Mediating discourse online (pp. 331-355). Philadelphia: John Benjamins.Sykes, J.M., Oskoz, A., & Thorne, S.L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal, 25, 529-546. Retrieved December 26, 2008, from https://calico.org/page.php?id=5Thorne, S. L., & Payne, J.S. (2005). Evolutionary trajectories, internet mediated expression, and language education. CALICO Journal, 22, 371-397. Retrieved December 26, 2008, from https://calico.org/page.php?id=5Tufecki, Z. (2008). Grooming, gossip, Facebook and MySpace. Information, Communication, and Society, 11, 544-564.
Contact Information:
Dr. Luba Iskold
2400 Chew StreetMuhlenberg College,
Languages, Literatures and Cultures,Allentown, PA 18104
Phone: 484-664-3516Fax: 484-664-3722
E-mail: [email protected]://www.muhlenberg.edu/depts/forlang/LLC/
iskold_home/index.htm
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