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Saved by Jennifer Verschoor
on November 25, 2009 at 6:16:16 am


Title of the session


Multiliteracies for social networking and collaborative learning environments




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 identifying, accessing, aggregating, processing, and analyzing a constant influx of information, filtering what is useful, and then enhancing the learning environment with the most appropriate applications.


Target audience and group sponsor


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 what 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.


Group sponsor: CALL-IS.


Course objectives


Need something here


Week-by-week syllabus outline (tasks and goals for each week)


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The weekly topics are taken from the chapters in Mark Pegrum's book From Blogs to Bombshttp://www.newsouthbooks.com.au/isbn/9781921401343.htm,  The book will be available in ebook format at nominal cost ($10 est.) and will be optional reading for participants. It will be reviewed by Vance Stevens for those who don't have copies.  The author will be joining us at critical junctures during this session to discuss its content with participants with respect to implications for language teaching.


January 11-17, 20010 - Week 1: What is/are multiliteracies?


Need paragraph length descriptions here for each week (See example at http://evonline.pbworks.com/2010_Dygonza_BAW).  Feedback on the comprehensive syllabus proposal originally submitted can be found here: http://evonline.pbworks.com/2010_VStevens_multiliteracies

Carla's suggestion: "Instead of adding all the readings and tools to the weekly outline, why not just state "participants will..." and then the goals for each week. My guess is that it would be an even more appealing way to attract participants."



Week 1:  What Is/Are Multiliteracies?

During this introductory week, participants will register at and familiarize themselves with the course websites (wiki, ning, and Yahoo!Group) and will begin to get to know one another through self-introductions and sharing of prior knowledge.  They will read, watch, and comment on some seminal materials and consider Pegrum’s framework of a variety of lenses through which to view the phenomenon of multiliteracies.  We suggest that participants begin to track their learning during the course on a wiki or blog (either an ongoing one or one they create on the Ning). 

January 18-24, 2010- Week 2: Many clouds: A technological lens


Week 2:  A Technological Lens

Participants will use tagging, RSS, folksonomies, and aggregation to gather, organize, and share relevant information among themselves, as well as with other EVO sessions.   They will read and comment on Pegrum’s chapter,  “Many Clouds: A Technological Lens”.  They will have the opportunity to attend a synchronous session  with Doris Molero, who will discuss the WritingMatrix project.


January 25-31, 2010 - Week 3: Many literacies: A pedagogical lens


Week 3:  A Pedagogical Lens

Participants will consider possible applications of microblogging, podcasting, and ePortfolios in language teaching and will work together to compile an annotated blogroll of interesting educational blogs.  They will create a framework for an ePortfolio. This week's synchronous meeting will feature guest speaker XXX.


February 1-7, 2010 - Week 4: Many selves: A social lens


Week 4: A Social Lens

Participants will continue to develop their ePortfolios through the addition of digital storytelling and  a smorgasbord of other tools, including podcasts and other tools for sharing audio and text.  This week's synchronous meeting will feature guest speaker XXX.


February 8-14, 2010 - Week 5: Many stories: A sociopolitical lens


Week 5: A Sociopolitical Lens & Edupunk

Participants will consider if and when one might want to bypass institutional authority to  give one’s students what they need.  They will continue to build their ePortfolio while identifying the most useful tools for their own situation. This week's synchronous meeting will feature guest speaker XXX.


February 15-21, 2010 - Week 6: Many baas & ^^^^: An ecological lens


Week 6:  An Ecological Lens

Participants will reflect on the course and address issues that have come up in the context of Pegrum’s different lenses.  They will be encouraged to share their developing ePortfolios in synchronous or asynchronous meetings, and together we will consider  some predictions for the future of the Internet.



Communications media to be used

















... and more




Google docs



Google Notebook






  • Vance Stevens teaches computing at Petroleum Institute in Abu Dhabi. After 20 years as lecturer in English language, 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 a language institute in Abu Dhabi. There he founded the online community Webheads, http://webheads.info, resulting in involvement in many community-based online professional development endeavors which have formed the basis of his professional development life this past decade. There's more about Vance at http://www.vancestevens.com/vance.htm, and he blogs at http://adVancEducation.blogspot.com.
  • Nina Liakos began teaching EFL in Paris back in the 1970s, received a Master's in Applied Linguistics from Georgetown University in 1978, and since 1973 has been teaching mostly in university intensive English programs, with some part-time forays into adult education.  She has been a lecturer at the Maryland English Institute, University of Maryland College Park, since 1981. She joined the Webheads in Action in 2006 and has been playing with blogs, wikis, and other interesting stuff ever since.  Her current interests include finding the right balance between the online life and the offline life that used to fill up her days all by itself.  She blogs about books she's read at Nina's Reading Blog and occasionally comments on her internet learning journey at Nina's First Blog.
  • Jennifer Verschoor
  • Dennis Oliver  

    Jennifer Verschoor, Nina Liakos, and Dennis Oliver have been working together with Vance for many years helping each other and others learn about educational technologies through joint participation in communities of practice and distributed professional learning networks.


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