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TESOL EVO - Electronic Village Online


 MultiMOOC 2.014

formerly Multiliteracies for Social Networking

and Collaborative Learning Environments


January 13 - February 16, 2014 



To join this group:


From January 6 to 12:


  1. Join: http://groups.yahoo.com/neo/groups/multilit/info
  2. Join the Google+ Community: http://gplus.to/multimooc 
    Leave your introduction on Google+ if you can


When joining our Yahoo! Group, please leave a brief message stating your interest in this seminar;

otherwise, we might assume that the request originated with a spam-bot.


Are you in? 

OK, now add yourself to this interactive map: https://mapsengine.google.com/map/edit?mid=z16Qar-M-WyM.kgsqQfCXkN4o 

Here's another one: https://www.zeemaps.com/map?group=797726

Please see this description of the course, to see if it fits your expectation: http://tinyurl.com/understandingMultiMOOC



Link above points to 

Barseghian, T. (2013). Surveys Synthesized: What Are Teachers’ Attitudes About Classroom Technology? Mind/Shift. Available: 



Coming up in 2014


Curt Bonk was asked to give the commencement address at "Dr. Chuck Severance’s MOOC on Internet History, Technology, and Society. Approx 28,000 people enrolled, of which about 4,000 completed it (or graduated). 3rd time Chuck taught it but first time with a commencement speaker. It is 7:26 minutes (my speech is under 5 minutes)."

MOOC Graduation Video with Curt Bonk as Commencement Speaker, Posted July 29, 2013

Course Homepage: Internet History, Technology, and Security, Dr. Charles Severance, University of Michigan



What should you do next? Listen to George Siemens here and then let's GET STARTED


You can also download the mp3 here and listen offline

In 2013 we featured Wesley Fryer's keynote below 


Please TAG all artifacts created for this course evomlit and if you want a second tag, multimooc


Is this seminar for you? From our proposal for MultiMOOC 2.014


This session is appropriate for educators at any level of technical expertise provided only that participants maintain a positive, I-can-do-this attitude, resolve to get help from others in the network as an antidote to frustration, and are willing to try their hand at constructive play involving creating content online, and giving feedback on each other’s creations. Although work with suggested tools is optional, with alternatives often available, participants should be willing to try out and sign up for some online accounts granting access to socially networked Web 2.0 tools and resources.


Participants should be able to articulate and explore their own learning strategies.  They should be comfortable with, or at least willing to have a go at, unstructured learning; that is, they should be prepared to discover and apply underlying structure for their perspective on the course according to their own experience and notions of learning. As George Siemens puts it, they should be prepared to find their own pathways on their individualized learning journeys and not expect to tread a path laid out in advance by a prescriptive course facilitator. Successful participants will keep an open mind regarding alternatives to traditional modes of learning, and resolve to learn from experimenting with finding their own pathways leading to their individualized goals.


Participants should also understand that the course is about deep and personal learning as opposed to training. It explores how participants can learn informally through models alternative to traditional institutional ones.  It deals with learning why, applying critical thinking, engaging with the material and applying one’s own schemata, and with tools and skills that engage higher echelons of Bloom’s (new digital) taxonomy.  Although working with the latter tools and skills might be assisted by tutorials and instructions, the course itself is not concerned with training how to do particular things, but in working through approaches that would enable learners to learn whatever might be appropriate to their future contexts (given the likelihood of change necessitating learning from others in a PLN), as opposed to learning finite skill sets.

Participants should understand that the facilitators here see themselves as what David Warlick characterizes as “master learners.” That is, their motivation for facilitating this course is also to learn through experimentation with open course configurations. They undertake to provide a level of cohesion that might guide participants in choosing their path toward achieving their own formulation and understanding of their notions of learning and literacy.  The facilitators will use their experience in suggesting tools and possible pathways for helping participants achieve their goals. However, the context assumes that participants will take cues from each other. They may request, but should not rely on, direction and feedback from facilitators in order to keep moving along their learning paths.


Possible keynote for 2014: http://www.youtube.com/watch?v=bTR8V7Wv45Y&feature=share&list=FLFo9ROv34zGBpoT1hjNQO5w



Stephen Downes answers three key questions for MultiMOOCers here



Keynote Podcast for 2013 - Wesley Fryer


I asked Wesley Fryer to talk to us a bit about MOOCs in one of our live Sunday sessions (look here for the schedule: http://learning2gether.pbworks.com/w/page/32206114/volunteersneeded#Nextupcoming\
). He wrote back and told me he was not enough of an authority on that particular topic (as he explains in his keynote).

But Wes is one of those people who can facilitate knowledge if not synchronously then asynchronously, as you can experience for yourself here:

Wesley Fryer has a one of the most practical, articulate, and approachable podcasts I know for those interested in educational technology at http://www.speedofcreativity.org/.  His job has him driving a lot around the American midwest.  He records some of his most interesting podcasts from the road, where he just talks about what's on his mind while he drives (safely :-).  In this one he gives his impressions of the most recent 2012 Educause conference. He starts with 20 minutes on insights on LMS (learning management systems including the free/beta LMS OpenClass from Pearson) and finishes up with thoughts on MOOCs and native mobile apps vs mobile websites.  Along the way he touches on interesting topics like Kuali open source solutions for higher education, badges, and some aspects of Wolfram Alpha that could be transformational to educators. 


This is very timely material for launching this year's discussion on MultiMOOC



2012 Keynote Soundbite (5+ min.): Joyce Valenza on 

Transliteracy: Teaching and learning with digital tools and literacies

From Ed Tech Crew 172 – An interview with Joyce Valenza: http://www.edtechcrew.net/podcast/ed-tech-crew-172-interview-joyce-valenza


More from Joyce Valenza, from K12Online 2009 http://k12onlineconference.org/?p=443

How to succeed in a Massive Open Online Course (MOOC) By Apostolos Koutropoulos & Rebecca J. Hogue

October 8, 2012:





Vance Stevens is teacher and teacher-trainer in educational technology for Higher Colleges of Technology, CERT, Abu Dhabi, UAE. Vance has over 20 years experience teaching ESOL. Doubling as CALL specialist and coordinator, he worked 2 years in ESL software development in California, then returned to the Middle East as educational technology consultant and CALL coordinator for Amideast, before working 8 years as a lecturer in computing at The Petroleum Institute. Meanwhile, he founded the online community Webheads, <http://webheads.info>, whose current instantiation is http://learning2gether.net/about/. There's more about Vance at <http://vancestevens.com/papers> and at his blog: <http://adVancEducation.blogspot.com>. 

Jim Buckingham has been an educator for more than 25 years, 20 of those years in the Arabian Gulf Region. He is currently an education technologist / instructor in Zayed University’s University College program. He is also a  past EFL instructor and IT Integration Specialist in ZU’s ABP program. He currently chairs TESOL Arabia’s Education Technology special interest group, a group that he has also been involved with for some years. He is an advocate for promoting and recognizing lifelong, informal, self directed learning, through the use of student constructed eportfolios. More recently, he has focused on exploring the use of micro credentialing as a means to recognizing and supporting such student efforts. This has also  led to an investigation into the practical application of micro credentialing via the use of Open Badges to promote self directed, professional development amongst EFL educators in the Arabian Gulf Region.




Ali Bostancioglu is a PhD student in the Department of Education at the University of York, UK. Currently, he is working on his PhD project which investigates English as a Foreign Language (EFL) teachers' technology professional development. Ali previously worked as an EFL teacher for two years in Turkey before he started his MA in TESOL at the University of York. After Finishing the MA course, Ali continued on to his PhD studies at the university. As an English teacher Ali has always been a technology enhusiast which resulted in his CALL related PhD project.


Dafne Gonzalez (EVO Mentor)  has been an EFL/ESP teacher for more than 30 years. She graduated in Language Teaching, has a Masters degree in Applied Linguistcs, and a Ph.D in Education. She has been teaching blended and fully online courses at the graduate and undergraduate levels since she joined Webheads in Action back in 2002. She has been part of the EVO coordination team since 2003, and for 10 years in a row co-coordinated the EVO sesión "Becoming a Webhead". She is a Full Professor at Universidad Simon Bolívar, in Caracas, Venezuela, but she is living in Spain. She also teaches online courses for several international organizations (TESOL, UNED, CdT).





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