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Week2EVO2011

Page history last edited by Vance Stevens 10 years, 3 months ago

You are viewing the January-February 2011 EVO rendition of the Multiliteracies course.

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

 

 

Week 2: Jan 17 - 23, 2011

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.

 

How to succeed in a MOOC (on any scale) depends on these 5 steps
Dave Cormier describes what we're doing now and throughout the session as:  

Orient, Declare, Network, Cluster, Focus

Vance conducted an online discussion of this concept on January 16, 2011 -

This session was recorded and the link to the recording is here:
https://sas.elluminate.com/p.jnlp?psid=2011-01-16.0517.M.7AE801FFB697DA460D4BF25AA8C21B.vcr&sid=75
or
http://tinyurl.com/16jan2011evomlit

 

One way to focus is to do so in an online portal - here we call that ePortfolio
But YOU can focus in any manner of your choosing and call THAT (whatever it is) ePortfolio

According to Dave ...

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This multiliteracies session might help you achieve that focus and direct it at some collection of artifacts online which you can assemble or aggregate in a set of pointers which we call "ePortfolio"

 

 What should you put in an e-portfolio?  See this Illustration for 2010 pp107 participants

http://vancestevens.com/papers/tesol/pp107/eportfolios10.htm

 

Content

 

 

Mark Pegrum recorded an intriguing rundown of his current thinking on multiliteracies here:

http://dl.dropbox.com/u/14223834/Digital%20Lit%20Pegrum%20%282010%29.m4v 

 

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

 

 

Objectives

 

By the end of this week (or two) 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
    If you provide your Twitter ID here http://tinyurl.com/mlit2011edit
    then Vance will add you to the list of participants in this course
  • 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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