Uploaded byGladys Baya
Blogs and Wikis
The document discusses blogs and wikis and their use in education. It provides information on how to set up blogs and wikis, different types of each, and their benefits for student writing. Blogs allow individual expression while wikis enable collaboration. Examples are given of how teachers can incorporate blogs and wikis into classroom activities to improve students' writing skills.
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Blogs and Wikis
- 1. Blogs and WikisStudents on the Web! Gladys Baya Ma. Claudia Bellusci Feb. 2007 "All learning begins when our comfortable ideas turn out to be inadequate." John Dewey
- 2. Our inadequate ideasThe web is a reading space ( NOW Web 2.0) Reading is a linear activity ( NOW hypertext) A piece of writing is the intelectual creation of an individual ( NOW linking and citing) Knowledge is centralised -in the hands of the best-educated/teacher ( NOW distributed knowledge) The teacher is the only one to make curricular decisions ( NOW student-centered class)
- 3. TASK ONE: Whatdo you know about blogs? Answer True or False : A blog post is a hypertextual piece of writing composed by an individual. New posts come at the bottom of the page. You can edit a post even after it has been published. Any contributor can edit somebody else’s post. You can set up a blog for free. You must have a server to set up a blog. You must have a basic knowledge of HTML to run a blog. Only the owner of the blog can post entries. Unfortunately, there is no way to block hurtful, offensive comments.
- 4. All the examplesin this presentation are taken from www.blogger.com
- 5. A blog postis a hypertextual piece of writing composed by an individual. True
- 6. 2. New postscome at the bottom of the page. False
- 7. 3. You canedit a post even after it has been published. True Quick Editing
- 8. 4. Any contributorcan edit somebody else’s post. False
- 9. 5. You canset up a blog for free. True
- 10. 6. You musthave a server to set up a blog. False All you need to blog is: Access to the Internet Time to write Something to say
- 11. 7. You musthave a basic knowledge of HTML to run a blog. False
- 12. 8. Only theowner of the blog can post entries. But False
- 13. 9. Unfortunately, thereis no way to block hurtful, offensive comments. False Settings Comments Prevents human spamming or inappropriate comments CAPTCHA (" C ompletely A utomated P ublic T uring test to tell C omputers and H umans A part")
- 14. Safety Features: Readers anybody only people I choose only blog authors Settings Permissions
- 15. “ A weblog is a website that is updated regularly and organised chronologically according to date, and in reverse order from most recent entry backwards. Weblogs can also provide decentralised access rights which allows multiple authors.” ( Ward, 2004 ) What is a blog then?
- 16. How to createyour own blog www.blogger.com
- 17. Step 1 –Create an account
- 18. Step 2 –Name your blog
- 19. Step 2 –Name your blog (cont.)
- 20. Step 3 –Choose a template
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- 24. Add or editpage elements Lists Links Pictures Texts HTML/Javascript code (widgets) Ads Feeds Logo Profile Archive Header
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- 26. Drag, drop andsave
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- 28. TASK TWO: Benefitsof blogging for writing Unscramble the letters ! Gets the students in the of writing Provides a real beyond the classroom walls Language practice goes beyond class Editing and are done naturally Offers extra opportunities for and writing. Students develop presence and technological skills Helps them upon their own opinions, feelings and interests Students the inhibitions of face-to-face interactions Provides an opportunity to teach about responsible writing and respectful creativity. TIBAH AUIECDNE OUHRS INGWRITRE RDNGIAE BEW LFEECRT LESO CRTCSMIII ENCESHAN HABIT AUDIENCE HOURS REWRITING READING WEB REFLECT LOSE CRITICISM ENHANCES
- 29. Why blog? Whatmakes weblogs attractive to EFL/ESL educators is that they give students a chance to put what they are learning in the classroom to use in expressive , interactive ways. In addition to reading and writing practice , blogs allow learners to share their personal thoughts and ideas , and to meet and interact with people around the world doing the same. The resulting conversations expose learners to authentic uses of the language , stimulating and challenging them in ways that classroom experiences cannot. This is particularly helpful for EFL learners, for whom immersion is unlikely. ( Campbell A., 2005)
- 30. Example: APCampbell’sblog ( http://e- poche.net /) Example: Writing at Work Level 6 ( http://wew6. blogspot.com /) Examples: Fun009 ( http://fun009.blogspot.com/ ) Jennifer’s Second English Blog ( http://spring2007umd. blogspot.com / ) Types of blogs Teacher Class Student To parents To peers To students
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- 39. TASK THREE: Differenttypes of blogs Fill in the blanks : Have Fun with English 2 ( http://fwe2.motime.com/ ) LwC Film Festival ( http://lwcfilmfestival.blogspot.com/ ) Interactive Chatting Teddies ( http:// www.talkingteds.blogspot.com / ) In Need of Coffee ( http://seventhirtyblues.blogspot.com/ ) My English Blog ( http://melnoia.blogspot.com/ ) Shelby’s blog ( http://shelbyc6e.learnerblogs.org/ )
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- 50. Blog Web-hosts popularamong educators Blogger ( http://www.blogger.com/ ) Edublogs ( http://edublogs.org/ ) Blog ( http:// www.blog.com / ) Xanga ( http://www.xanga.com/ ) Wordpress ( http://wordpress.com/ ) Blogs.free-esl ( http://blogs.free-esl.com/ )
- 51. A piece ofadvice As far as possible, let your students choose their own topics Don’t be too strict with grammar. Simply remind students to read their posts before submitting them and to avoid improper language. Respond to student posts quickly, writing a short comment related to the content. Ask questions about what the learner writes to create stimulus for writing. Encourage and even require your students to comment on their classmates’ blogs. Ask your students to add you as an administrator to their blogs, in case they forget their password or post something improper that needs be deleted or edited. Use the mail notification feature in the Settings to keep track of your students’ posts and comments. Make sure your students don’t reveal personal information Make your blogging expectations and objectives clear from the very beginning to encourage self-evaluation. Connect blogging with the rest of your curriculum Get in touch with other classes with whom your students might interact.
- 52. I Started ABlog Nobody Read by Sprites ( http:// www.myspace.com /sprites ) I started a blog, which nobody read When I went to work I blogged there instead I started a blog, which nobody viewed It might be in cache, the topics include: George Bush is an evil moron What’s the story with revolving doors? I’m in love with a girl who doesn’t know I exist Nobody hates preppies anymore
- 53. I started ablog, but nobody came No issues were raised, no comments were made I started a blog, which nobody read I’ll admit that it wasn’t that great But if you must know, here’s what it said: One hundred of my favorite albums Two hundred people I can’t take Four hundred movies I would like to recommend Ten celebrities, four of whom I might assassinate I started a blog, I sent you the link I wanted the world (you) to know what I think I started a blog, but when I read yours It made me forget what I had started mine for
- 54. Build a communityof readers Share the link Offer e-mail subscription: Feedblitz ( http:// www.feedblitz.com / ) Participate in a community of practice Promote your blog: Dekita ( http:// www.dekita.org /exchange ); MyBlogLog ( http:// www.mybloglog.com )
- 55. Blogs are excellenttools for self-expression. If you want your students to convey their feelings and opinions, use a blog!
- 56. References What Exactlyis a Blog Anyway? (Carvin A., 2006) http://www.pbs.org/teachersource/learning.now/2006/05/what_exactly_is_a_blog_anyway.ht Blogging for ELT (Stanley G., 2005) http://www.teachingenglish.org.uk/think/resources/blogging.shtml Blogging: A Comparative Review ( Campbell A.,2005) http://www-writing.berkeley.edu/TESL-EJ/ej35/m1.pdf#search='Language%20teachers%20looking%20to%20use%20weblogs%20in%20their%20classes%20have%20a%20multitude%20of%20software%20applications%20 ‘ Weblogs for Use with ESL Classes. ( Campbell A., 2003) http :// iteslj.org / Techniques / Campbell - Weblogs.html The Technology of Reading and Writing in the Digital Space (Parry D. 2006) http://blogsforlearning.msu.edu/articles/view.php?id=6 Why weblogs? (Richardson W. 2006) http://www.weblogg-ed.com/why-weblogs Weblogg-ed Presentation Links. ( Richardson W. 2006) http :// webloggedlinks.pbwiki.com / Blog Assisted Language Learning (BALL): Push button publishing for the pupils. (Ward, J. 2004 ) http://www.teflweb-j.org/v3n1/blog_ward.pdf
- 57. What is awiki? Let’s ask some teachers! http :// www.youtube.com / watch?v = GL3wnvMoT0E
- 58. A wiki is a website that multiple people can edit.
- 59. What’s a wiki?(Match) All you need is... You can make your wiki public or private... Data is backed up... People who contribute to a wiki understand... Each time the text has been changed... The process is... The end product is... a new version is saved. the result of the group’s interactions. a computer with an Internet connection. controlling who can read and/or edit (some pages of) your wiki. the product. by the wiki hosts, and you can get back ups downloaded to your hard disk. that their words may be deleted or changed by others.
- 60. Writing without newtechnologies
- 61. Introducing a wikiinto my class
- 62. Students visit thewiki!
- 63. Getting students toexplore the wiki
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- 66. Nothing is everlost on a wiki!
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- 68. Collaborative (guided writing)on a wiki
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- 72. Wikis are excellenttools for collaboration . If you want a group to work together, use a wiki! Why use wikis?
- 73. Benefits of writingfor wikis Improve the most challenging phase of the writing process : Increase to consider other ways of saying things. Build an awareness of a wider, more authentic Stimulate discussion and reflection abot the writing Help students articulate different conceptualizations of the same RVSN, RVSN, RVSN! REVISION, REVISION, REVISION! FLXBLTY FLEXIBILITY DNC AUDIENCE PRCSS. PROCESS CNTNT CONTENT.
- 74. Starting a wikiwith pbwiki :
- 75. Starting a wikiwith wikispaces
- 76. Developing writing withwikis: A continuing story in which the class adds sentence using new vocabulary words and writes and adventure story in collaboration with the entire class. A writer’s workshop with suggested revisions from classmates. Get them to start with drafts and collaborate! Summary and discussion chapter by chapter of a novel, with groups taking responsibility for different portions. Publication of students' final work - e.g. letters of complaint (written as training for exams). Intensive reading of actual text on the wiki- with links to a glossary to explain vocabulary, exercises on different aspects of the texts, etc. Each student or group could be responsible for a portion, then ALL can edit and revise to improve the collaborative project. Creative writing projects, such as a travel brochure wiki, a cookery book or a virtual art gallery (with ongoing criticism and responses). A collaborative project (e.g. interviews) with speakers in another location: A day in the life of an American/Japanese/French/German/Mexican family.
- 77. Obstacles you mightface Some teachers and students are uncomfortable about the advantages and disadvantages of public writing. Students are sometimes reluctant to contribute to wikis because they lack confidence in their writing, they worry about not receiving credit for contributions, or they do not like their ideas, words, contributions being revised or deleted without consent. Some technology averse students find the steps for editing or posting work daunting. They may also lack access to computers. Use of visuals and design options at wikis is quite limited. This might put off some students, especially young ones.
- 78. BLOG or WIKI?A collection of book / film reviews A commented collection of useful links for your course, to which the students and the teacher contribute. A follow-up discussion after the conversation class A "Welcome-to-our-course!" table in which each student posts their picture, and a short introduction for others to get to know them A collection of all materials required for a course (syllabus, assignments, calendar, etc.) Metacognitive reflection after a course or module BLOG BLOG BLOG WIKI WIKI WIKI
- 79. BLOG or WIKI?http://www.youtube.com/watch?v=AsFU3sAlPx4
- 80. Thanks for havingjoined us today!
Editor's Notes
- #2 For years language teachers have been asking their students to do written work, to be corrected by herself. In the best of cases, peer review was done. Students have been writing just to comply with the teacher’s requirements. All this responds to a teacher-centered paradigm. Student-centered.