• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Work with all your cloud files (Drive, Dropbox, and Slack and Gmail attachments) and documents (Google Docs, Sheets, and Notion) in one place. Try Dokkio (from the makers of PBworks) for free. Now available on the web, Mac, Windows, and as a Chrome extension!



Page history last edited by Vance Stevens 11 years ago

You are viewing the 2010 TESOL pp107 rendition of the Multiliteracies course.

For the most current version, please click on the links in the SideBar at right.

This is the November 2010 version of Getting Started

To Navigate the 2010 TESOL pp107 course, use link to Archives:  2010 TESOL pp107

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Week 2: Sept 13 – 19, 2010

Theme: Many literacies: A pedagogical lens


Web 2.0 tools can be used within an e-learning framework. combining face-to-face and mobile learning. Students can use different frameworks, but they can coordinate their online experiences through ePortfolios or personal learning environments (PLEs). Teachers are better placed to coach students in the many literacies they will need to make sense of and participate in the new digital culture. This week, participants are encouraged to explore the flexibility of Web 2.0 tools, develop their personal distributed learning networks, and consider how they can expand their personal learning record from just blogging to documenting their progress in an ePortfolio.


New: What to put in an e-portfolio.  Illustration for 2010 pp107 participants







Meanwhile, here's Mark's intriguing second installment.

Discover Simple, Private Sharing at Drop.io

If the player doesn't work for you, get the video at its source online: http://drop.io/ozmark17b

Here, Mark arrays a spectrum of literacy skills into four "literacy groups"


  1. Language literacies
  2. Information literacies
  3. Connection literacies
    1. e.g. Participatory literacies (potentially "dangerous" - why? examples?
  4. Remix literacies


There's more on these literacy groups here: http://e-language.wikispaces.com/mr3

and a group collaboration page entitled Digital Literacies - Gold Coast: http://tinyurl.com/25394pu





By the end of this week you should have addressed several of the following projects:


  • Compile an annotated blogroll (at a wiki or combined blog)
  • Compile a listing of whose microblogs to follow
    Barbara Sakamoto's Starter_PLN on Twitter: http://twitter.com/barbsaka/starter-pln/members
    Mark Pegrum's list of Tweetworthy followees: http://e-language.wikispaces.com/Twitter 
  • Sort colleagues you follow into lists in Twitter
  • Begin to outline what to put in an e-portfolio; see ...
    • K12 Online Conference 2009 | Googlios: A 21st – Century Approach to Teaching, Learning, & Assessment: http://k12onlineconference.org/?p=478. Abstract: "This presentation sheds light on a model that demonstrates relationships between emerging tools and learning theories and between Personal Learning Environments (PLEs), Personal Learning Networks (PLNs), and ePortfolios. By using Google Sites as a main dashboard that “mashes up” multiple Google Apps like Blogger, Youtube, Google Reader, Google Maps, Google Docs, and iGoogle into an ePortfolio, students can build and organize their own Personal Learning Environment (PLE) simultaneously with “building bridges” through their Personal Learning Network (PLN)–all while supporting e-portfolio authentic assessment. One last word of caution: “Googlios: A 21st-Century Approach to Teaching, Learning, and Assessment” seeks to ignite an educational renaissance."
    • Graham Attwell, E-portfolio Development and Implementation, http://blip.tv/file/300988
      See Maria Laura's synopsis of Graham's presentation: https://docs.google.com/document/edit?id=1ChglXqUKijz2U3I6JniRhr-T3qaA5WNoxD9mxGSHsBk&hl=en&authkey=CKOOqqgC#
    • Dr. Helen Barrett, Electronic Portfolios and Digital Storytelling for lifelong and life wide learning, http://electronicportfolios.org/. Dr. Barrett's work has considerable depth; consider:
    • Two articles by Trent Batson, http://www.trentbatson.com/
      • http://campustechnology.com/articles/2008/04/eportfolios-hot-once-again.aspx - "The learning management system may seem like the quintessential academic technology application, but instead the ePortfolio is. Both will be transformed by the distributed nature of the Web (data and functionality residing in multiple places), but the learning management system will start to lose its identity as a unified system when it is distributed to operating system functions or Web functions, while ePortfolios will retain their identity even when distributed because ePortfolio is glued together and its development guided by learning theory. ... ePortfolio is the learning technology of this age."
      • Ten Rules of Teaching in this Century, http://campustechnology.com/articles/2010/09/15/10-rules-of-teaching-in-this-century.aspx
        1. Re-examine and adopt the move from teaching to learning
        2. Re-visit the accountability measures on your campus
        3. Make a corollary change in assessment
        4. Insist on teaching only in technology-enabled classrooms
        5. Make sure your students have technology management tools of their own
        6. Insist on faculty having management tools for their own professional development
        7. Do not discard the lecture or class discussion approach when appropriate, but use it primarily for the purpose of helping students address the essential problems of the course: Use lectures and discussions to help students to make progress in their projects and therefore to build their course portfolios.
        8. Make sure your students have a digital repository of some sort--a portfolio system, a wiki, a blog, a Web page builder, a place to store and manage the evidence of their active learning.
        9. Require your students to interpret their collected online evidence at regular intervals and, finally, in capstone Web presentations.
        10. Make the collection of evidence the primary work of the course. In other words, students should be graded largely or entirely on their final portfolio for the course. In a learning-centered course, the portfolio is the sine qua non.

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