Vance's CALL resources main
page | View Site Index |
Vance's papers and presentations
What is EV Online? | How to get a
Yahoo ID and enroll in YahooGroups
Webheads in
Action Portal Page for 2002 and 2003 | April 10,
2002 CALL-IS Academic Session in Salt Lake City |
Jan 20-March 7, 2003
EVOnline workshop Portal Page |
March 26, 2003
Colloquium at TESOL 2003 Convention in Baltimore
Translate this page -
http://world.altavista.com/ | Gloss
this page - http://www.voycabulary.com/
(C)opyright 2004 Vance Stevens
Click here to see: the Timetable of Events planned for the actual
session
YahooGroup URL:
http://groups.yahoo.com/group/wia2004pci
Elizabeth's
Wiki: http://www.quicktopic.com/25/D/NcqMdUdigU8B.html
On this page: Professional Development Proposal Form page 1 with presenters listed and page 2 with details of site preferences and Abstract | Summary | Organizer's presentations and 3-page cv | original schedule of events at proposed PCI and here, the actual plan | Presenters' qualifications | TESOL PCI info
The Professional Development Proposal Form was filled in and faxed to TESOL May 1, 2003. A copy of the information below was copied and pasted to Word document vstevens_form.doc and emailed to Lou Leto same day. It was received but there were two discrepancies between the two, noted below.
The proposal is for [X] PCI
Name: Vance Stevens | E-mail: vstevens@emirates.net.ae |
Postal address: CALL Coordinator, AMIDEAST UAE/MLI Project | Office telephone: (International to UAE) +971-2-618-6514 |
1730 M Street, NW, #1100 | Home telephone: (International to UAE) +971-2-632-6972 |
Washington, DC, USA 20036 | Fax number: (International to UAE) +971-2-632-6972 |
Title of proposal (7-word max, no colon or
dash in the title):
Enhancing online communities with voice and webcams
Scheduling preference:
[_] Monday
[_]
Tuesday
[_] Wednesday evening
[_] Saturday
afternoon
[_] No preference
[_] half day (4 hours)
[X] full day (six hours): Monday and Tuesday only
I would like to hold this PCI in the CALL EV room, preferably on the Tuesday as it's likely that it would be set up by then. Alternatively Monday or Tuesday at some institution nearby where chat clients, voice and webcam enabled, will work without firewall hassles (strong preference for EV room which I think would be set up by Tuesday, as there are no firewall issues and it's a network that's been pretty easy to deal with last couple of years).
It would also be possible to adapt this PCI to a 4-hour format if that would help facilitate scheduling.
Room setup:
[_] Theater style
[_] classroom
style
[_] Rounds of ________
[X] Other (provide diagram)
- we need to have at minimum 6 computers available to participants but much
preferably a lab setup with 12 to 30 computers. Six computers would enable each
presenter to monitor one, but ideally there should be a computer for each 2 or
3 participants, if not one for each participant. Computers need to be
networked, and any firewall should allow delivery each way of voice and video
enabled chat packets.
Abstract for the preliminary program (50-word max)
Experience hands-on use of chat (text only, and voice and webcam enhanced) in safe, educator-friendly online environments. Participants receive information on free software, explore techniques and resources for community-building, create lesson plans for their students, and learn the most appropriate uses of synchronous communication resources for language learning. (48 words) |
Title of proposal: Enhancing online communities with voice and webcams
Content area (check one) [X] Technology in Education
Minimum and maximum number of participants: Will leave minimum to
TESOL
Cancel if it does not have at least _____ participants
Maximum
number should be __30___ participants, or max 3 per Internet connected computer
available
The annotation "Will leave minimum to TESOL" was written in on
the hard copy of the Professional Development Proposal Form which was faxed to
TESOL office but never received May 1, 2003. The above annotation was not
included in the Word version of the file sent to Lou Leto by email on the same
day
AV Equipment: All large rooms will have a microphone, and no add'l equipment can be provided w/out charge after Oct 1, 2003
Check all that apply:
[_] No A/V equipment
needed
Computer packages:
[X] Presenter(s) will provide own
laptop [X] IBM base system: IBM compatible (3.5 in.)
(Check one)
[X] IBM [_] Mac <-- don't understand this at all, what's the
purpose of this question?
Presenters will bring presentation computers with Ethernet cards and expect to configure them to LAN, and expect that firewall should allow delivery each way of voice and video enabled chat packets. Participants will also need IBM computers in any LAN networked computer lab configuration.
Audio
[_] Audio cassette player
[_] CD Player and
mixer
[X] Additional microphones* (what's the asterisk for?)
Visual
[_] Flip chart with markers
[X] White (dry
ink) board
Projection
[_] OHP /screen
[X] LCD
projector/screen (IBM compatible)
Videotape and DVD (not needed)
Computer packages:
[_] IBM base system: IBM compatible (3.5
in.) Pentium/200 MHz, 32 MB RAM, Windows 95, mouse, and color monitor
[X] Same as above with CD ROM
[X] Other: Please specify. Fees
will be indicated in the invitation to present
The specifications on the
above computers are obsolete. 64 meg minimum (would be slow) with 128 meg RAM
preferred, Windows 98 or 2000 or XP. Computers should be equipped with headsets
(headphones, mic in one unit). Video cam installed on each computer or at
minimum some computers would help presenters accomplish objectives, though we
can still do it without webcams provided by TESOL (we'd have to bring our own
web cams and install them to lab computers)
Software required: IE6 browser, Yahoo Messenger, MSN Messenger,
PureVoice
PureVoice was written in on the hard copy of the
Professional Development Proposal Form which was faxed to TESOL office but
never received May 1, 2003. It was not included in the Word version of the file
sent to Lou Leto by email on the same day
Internet access:
[X] YES
Complete and mail three copies of the above form (or fax one, it appears, to Lou Leto at 703-836-7864). Completely answer all questions on the form and include a 250-350 word summary with the following information top left:
Title of workshop: Enhancing online communities with voice and
webcams
The proposed session is a PCI
Target audience: anyone who
wants to learn to utilize chat with text, voice, and webcams in teaching online
using free tools from the Internet
Target audience's technical experience
and capability: basic computer competency, e.g., familiarity with keyboarding,
e-mail, working with files and folders; familiarity with browsing the Internet;
a willingness to ask questions and figure it out when stuck. It would be
helpful if participants had a Yahoo ID and password.
Optimal size of
audience: One or two per Internet-connected computer available
Summary
This
version of the summary in the box below was sent to Lou Leto in file
vstevens_summary.doc May 1, 2003
Elizabeth in California
revised the summary before the deadline her time and sent a copy to Vance who
was by then asleep in Abu Dhabi. Vance found the revision next morning and is
attempting to have it replace the original via email attachment to Lou May 2,
2003.
Language teachers around the world incorporate online components into their classes offering students opportunities to interact authentically with target language speakers. This PCI will help teachers improve skills needed to meet this challenge by providing opportunities to experience voice- and webcam-enhanced chat hands-on under the guidance of seasoned online teachers experienced in instructional technology. PCI organizers will arrange for overseas collaborators to assist with online chat components live, in real-time.
Practitioners with experience in a wide range of chat modalities will provide evidence of the value of chat and its compatibility with curriculum goals. Discussion of theory is deferred until after participants have had opportunities to explore ways to use chat with peers online and have some idea of its potential uses with students.
Objectives, participants will:
Presenters will show sample class projects demonstrating a wide range of potential uses of chat for language learning. These case studies will show how much students and teachers enjoy participating in such projects, meeting other students and educators online, and entering an environment that fosters community support and out-of-class language development.
Hands-on activities include:
Handouts will be distributed detailing the steps involved as well as resources for further exploration and practice utilizing synchronous CMC (computer-mediated communication) tools in the context of developing effective and productive communities of practice devoted to language learning and grounded in constructivist principles.
(348 words)
Language Teachers around the world are incorporating online components into their classes to offer students opportunities to interact authentically with speakers of the target language. This session will help teachers improve skills needed to meet this challenge by providing opportunities to experience voice and webcam enhanced chat hands-on. In this PCI, practitioners with experience in a wide range of chat modalities will introduce a rationale for use of chat by presenting case studies providing evidence of the value of chat and its compatibility with curriculum goals. Theory will be discussed after participants have had opportunities to explore ways to use chat with peers online and have some idea of its potential for use with students. The main objectives of this PCI are: · Familiarize participants with a modest level of technology (e.g.Tapped In) and show how easy it is to interact with nearby and remote participants in text-based chat augmented with voice and webcam (e.g. using Wimba and Yahoo Messenger). · Extrapolate from interactions with peers in a professional development context to pedagogical advantages of using media-enhanced chat with students. · Raise awareness of the importance of developing a sense of solidiarity among students online using community building techniques involving use of images and voices, with YahooGroups as a example of a community portal. · Help participants devise projects that can be implemented on return to work/school. Participants will work in groups to develop such projects utilizing chats in their classes. Presenters will show example class projects to demonstrate a wide range of potentials for exploitation of chat in language learning. Students and teachers enjoy participating in the projects, meeting other students and educators online, and entering an environment that fosters community support and out-of-class language development. Hands-on activities include: using voice and webcams in chatting with online partners worldwide, creating or joining YahooGroups, and preparing photos and sound files for upload to shared web space. Handouts will be distributed detailing resources for further exploration and practice utilizing synchronous CMC tools in the context of developing effective and productive communities of practice devoted to language learning. (346 words) |
A list of related
presentations that the organizer has
given in the last two years
This information sent to Lou Leto in file
vstevens_qualifications.doc May 1, 2003
Title: | Co-presented: Student Perspectives on Participating in Webheads, a Community of Online Language Learners and Teachers |
Location: | Eighth Annual Teaching in the Community Colleges Online Conference http://tcc.kcc.hawaii.edu |
Date: | April 22, 2003 |
Audience: | Teaching practitioners from around the world meeting in conference mode online - several Webheads members collaborated on a distance presentation, and many other community members joined in the online event |
URL: | http://sites.hsprofessional.com/vstevens/files/efi/papers/tcc2003/proposal.htm |
Title: | Invited presenter: Electronic Village Internet Fair Classics session - demo of chat interactivity of Webheads students and teaching peers |
Location: | TESOL 2003 Convention March 25-29, 2003 Baltimore, Maryland, USA |
Date: | March 28, 2003 |
Audience: | Conference goers at annual TESOL conference interested in experiencing hands-on interaction live online with Webheads members present at the conference and joining us online from locations around the world |
URL: | http://darkwing.uoregon.edu/~call/ev2003/classics.html |
Title: | Organized and co-presented a colloquium: "Case study of a community of practice" |
Location: | TESOL 2003 Convention March 25-29, 2003 Baltimore, Maryland, USA |
Date: | March 26, 2003 |
Audience: | Convention delegates: TESOL teaching practitioners |
URL: | http://www.tesol.org/conv/t2003/pp/program/iss/call_1.html |
Title: | Organized and co-presented in EVOnline workshop: Communities of practice online: Reflection through experience and experiment with the Webheads community of language learners and practitioners |
Location: | One of the Electronic Village (EV) Online Sessions held annually prior to each TESOL Conference, http://academics.smcvt.edu/cbauer-ramazani/TESOL/EVOL/evol2003.htm |
Date: | Jan 20-March 7, 2003 |
Audience: | Teaching practitioners worldwide interested in enhancing skills in pedagogical use of CMC tools by developing them as part of an online community of practice |
URL: | http://www.vancestevens.com/papers/tesol/baltimore2003/copractice.html#workshop |
Title: | Co-presenter at Education Technology Special Interest Group of EgypTesol Electronic Oasis: A visit with Webheads online community of practice for language learners and teachers |
Location: | EgypTesol Conference, Cairo, Egypt http://www.egyptesol.org |
Date: | December 14, 2002 |
Audience: | Conference goers at annual EgypTESOL conference interested in interacting live online with Webheads members present at the conference and joining us online from locations around the world |
URL: | http://sites.hsprofessional.com/vstevens/files/efi/papers/egyptesol2002/fayed00.htm |
Title: | Pretraining for EVOnline moderators |
Location: | Preparation for Electronic Village (EV) Online Sessions held annually prior to each TESOL Conference, http://academics.smcvt.edu/cbauer-ramazani/TESOL/EVOL/evol2003.htm |
Date: | Oct. 21 - Nov. 29, 2002 |
Audience: | I was part of a team providing technical training for the moderators during the 2003 EVOnline sessions. This entailed providing pointers in running online courses as well as introduction and training in use of numerous synchronous online computer-mediated communications tools. |
URL: | http://www.vancestevens.com/papers/tesol/baltimore2003/ev2002training.html |
Title: | Vance Stevens and Webheads presented A visit with Webheads online community of practice for language learners and teachers |
Location: | Global Learn Day 6 - http://www.bfranklin.edu/gld6/ |
Date: | October 13, 2002 |
Audience: | Educators who meet as part of a 24-hour conference using voice and text chat |
URL: | http://users.voice-alert.com/gld6/6151.html in the European (UK) part of the program |
Title: | A visit with Webheads online community of practice for language learners and teachers |
Location: | e-Learning Conference at Higher Colleges of Technology Men's College, Abu Dhabi, UAE, http://www.admc.hct.ac.ae/admcinternet/eeconference/ee2002/Program.asp |
Date: | September 8, 2002 |
Audience: | University level teachers from the local colleges and universities meeting with Webheads members who appeared online from all over the world |
URL: | http://sites.hsprofessional.com/vstevens/files/efi/chat2002/wfw020908.htm |
Title: | I presented a paper, event number #4945, titled Overcoming the CALL firewall in the mind |
Location: | TESOL 2002, Salt Lake City, Utah |
Date: | April 11, 2002 |
Audience: | Convention delegates: TESOL teaching practitioners |
URL: | http://www.vancestevens.com/papers/tesolarabia2002/outcomes.htm |
Title: | I presented Writing for Webheads and Webheads in Action: Community Formation Online and its Role in Language Learning |
Location: | TESOL 2002, Salt Lake City, Utah special Internet fair session for Classic ("tried and true, reliable, amazing, memorable, etc.") previous Internet Fair presentations |
Date: | April 12, 2002 |
Audience: | Conference goers at annual TESOL conference interested in experiencing hands-on interaction live online with Webheads members present at the conference and joining us online from locations around the world |
URL: | http://darkwing.uoregon.edu/~call/ev2002/ifclassic2002.html |
Title: | I was an invited panelist on the CALL-IS Academic Session, event number #1952 entitled "Theory Meets Practice in CALL" |
Location: | TESOL 2002, Salt Lake City, Utah |
Date: | April 10, 2002 |
Audience: | Convention delegates: TESOL teaching practitioners, as well as a live audience reached through webcast using free voice and webcam instant message software: http://www.vancestevens.com/papers/evonline2002/academic.htm |
URL: | http://www.vancestevens.com/papers/tesolarabia2002/academic_gvs.htm |
Title: | "Webheads: online community building since 1998" was demonstrated on site but with online participants assisting from throughout the community |
Location: | CALICO 2002 Annual Symposium: Creating Virtual Language Learning Communities - http://calico.org/, March 26 - March 30, 2002, University of California, Davis |
Date: | March 30, 2002 |
Audience: | On-sight conference delegates, language teaching professionals, meeting with Webheads members who appeared online from all over the world |
URL: | http://www.vancestevens.com/papers/tesolarabia2002/calico2002.htm |
Title: | I moderated a session "Webheads in Action: Community formation online and its role in language learning" for the 8 week period and was (for 2 weeks) co-moderator with Elizabeth Hanson-Smith in her 8-week online course titled "The Human Face of CALL" |
Location: | One of the Electronic Village (EV) Online Sessions held annually prior to each TESOL Conference, http://personalweb.smcvt.edu/gsl520/TESOL/ev_online02_TESOLblast.htm |
Date: | January 25 - March 25, 2002 |
Audience: | Teaching practitioners worldwide interested in enhancing skills in pedagogical use of CMC tools by developing them as part of an online community of practice |
URL: | http://www.geocities.com/vance_stevens/papers/evonline2002/syllabus.htm |
Title: | I presented a demonstration at the Technology Fair entitled "Webheads in Action: Community development online" |
Location: | TESOL Arabia 8th Annual International Conference: "Critical Reflection and Practice" http://tesolarabiaconference.org/main/default.asp - March 20-22, 2002, Hilton Hotel, Abu Dhabi, United Arab Emirates |
Date: | March 21, 2002 |
Audience: | I had a web cam set up at a table in an Internet fair and invited conference delegates to interact with any Webheads who come online |
Title: | My presentation entitled "Planning And Designing CALL For Serendipitous Outcomes" |
Location: | TESOL Arabia 8th Annual International Conference: "Critical Reflection and Practice" http://tesolarabiaconference.org/main/default.asp - March 20-22, 2002, Hilton Hotel, Abu Dhabi, United Arab Emirates |
Date: | March 22, 2002 |
Audience: | Onsite conference delegates: Ministry of Education and UAE college and university teaching practitioners |
URL: | http://www.vancestevens.com/papers/tesolarabia2002/outcomes.htm |
Title: | I was an invited panelist in an online voice enabled panel discussion, The Internet & English Language Teaching |
Location: | The ELT online conference (ELToc) - http://www.eltoc.com November 10 & 11 2001, NetLearn Solutions |
Date: | Nov 11, 2001 |
Audience: | Online conference delegates and other panelists all meeting online in a voice enabled chat room |
URL: | http://www.eltoc.com/panels.shtml |
Title: | I co-presented a paper presented online, Webheads in Action: Community formation online and its role in language learning |
Location: | The ELT online conference (ELToc) - http://www.eltoc.com November 10 & 11 2001, NetLearn Solutions |
Date: | Nov 11, 2001 |
Audience: | Online conference delegates and other panelists all meeting online in a voice enabled chat room |
URL: | http://sites.hsprofessional.com/vstevens/files/efi/papers/eltoc2001/webheads00.htm |
Title: | The Webheads Community of Language Learners Online, a demonstration by Vance Stevens (onsite presenter) and Arif Altun (online presenter) |
Location: | Teacher to Teacher 2001 conference, http://www.mli.ac.ae/conference November 7 & 8 2001, Abu Dhabi, UAE |
Date: | Nov 7, 2001 |
Audience: | Onsite conference delegates: Ministry of Education and UAE college and university teaching practitioners |
URL: | A written proceeds:
http://sites.hsprofessional.com/vstevens/files/efi/papers/t2t2001/proceeds.htm Transcripts and webcam shots: http://sites.hsprofessional.com/vstevens/files/efi/chat2001/wfw011107.htm Handout here: http://sites.hsprofessional.com/vstevens/files/efi/papers/t2t2001/webheads00.htm |
Title: | I gave a plenary address: Implementing Expectations: The Firewall in the Mind; The plenary was audio webcast |
Location: | May 5th - 6th, 2001 – “Implementing Call in EFL: Living up to Expectations” - IATEFL CALL-SIG conference at the University of Cyprus, Nicosia |
Date: | May 5th, 2001 |
Audience: | Onsite conference delegates: Ministry of Education and Cyprus college and university teaching practitioners, and online listeners and interactants in the chat-enabled online audio webcast audience |
URL: | http://www.vancestevens.com/papers/cyprus2001/plenary/index.html |
Title: | I gave a 2-hour workshop Internet Applications in Foreign Language Learning |
Location: | May 5th - 6th, 2001 – “Implementing Call in EFL: Living up to Expectations” - IATEFL CALL-SIG conference at the University of Cyprus, Nicosia |
Date: | May 5th, 2001 and May 6, 2001 (I gave it twice) |
Audience: | Onsite conference delegates: Ministry of Education and Cyprus college and university teaching practitioners who signed up for the workshop |
URL: | http://www.vancestevens.com/papers/cyprus2001/workshop/index.html |
Other presentations
Recent publications
A "3-page" CV for the organizer has been
abstracted from Vance's most recent CV
The
3-page CV was sent to Lou Leto in file vstevens_3pgcv.doc May 1,
2003
Timetabling
This information sent to Lou Leto in
file vstevens_lessonplan.doc May 1, 2003
Here is a detailed schedule of the workshop showing what participants will be doing and how they will achieve the proposed objectives.
Prior to actually meeting face to face at Long Beach, this group will sponsor a pre-conference EVOnline session (during the time designated from January to March) whose purpose will be to meet (and perhaps recruit) candidates for this PCI. The format for this session could be along the lines of the "Community Building" workshops we did January to March, 2002. The syllabus for these sessions is archived online here: http://www.vancestevens.com/papers/evonline2002/syllabus.htm. This session would familiarize participants with the CMC (computer-mediated communications) tools and community-building techniques we would be developing at the proposed PCI. However, it cannot be assumed that more than a few participants at the actual PCI will have availed themselves of the opportunity to prepare online beforehand, or that participants in the EVOnline session will all be coming to Long Beach for the PCI.
The following timetable extrapolates from previous PCIs and assumes the session will run from 9:00 to 4:00 with an hour lunch break at noon. The proposed activities and timings are in any case tentative an will be developed and fine-tuned considerably following acceptance of our proposal. Times are given as clock time in bold and time elapsed in session in normal font.
09:00-09:30 00:00-00:30 |
Topic | Intros and Ice-breaker (small groups reporting to whole-group) |
Objective | Start on developing sense of community within group to facilitate conditions for scaffolding, get comfortable asking questions | |
Activity | Get settled/set up, introduce ourselves and get people to say who they are and what they use CMC for currently (or why they want to in future). Plan and schedule for the workshop is introduced. | |
Notes | no small groups yet, as participants will meet in groups later in chat areas |
09:30-10:00 00:30-01:00 |
Topic | How we use chat (brief presentations by two or three presenters) |
Objective | Introduce rationale for use of chat inductively through preview of example case studies, so that participants can be aware of evidence of the value of chat before embarking on these sessions, and see that our presenters are experienced with applying the tools we will show creatively. Another purpose of this section is to dispel notion that chat is frivolous and establish that it can fit in well with curriculum goals. | |
Activity | Several of our presenters have engaged students in creative online chat projects, richly documented on the Internet. The presenters will introduce themselves and their projects, and invite participants to turn to their computers and follow along online. Handouts will include case studies and documentation of communities of practice for both professional development and language learning which participants can explore at greater leisure later. | |
Notes | As presenter's projects will be shown in greater depth later in the session, this is simply a preview, though these pages will remain projected for group reference as participants work on the following activities. The idea here is to establish perspective and credibility as well as foster an atmosphere conducive to scaffolding in the first hour of the session. After that we want the participants online and engaged in interacting through chat enabled computers. |
10:00-10:45 01:00-01:45 |
Topic | Text Chat with Tapped In (hands on) |
Objective | Get participants familiar with a modest level of technology in the form of Tapped In and show how easy it is to interact with nearby and remote participants in text based chat. Extrapolate from interactions with peers in a professional development context to pedagogical goals in focused chat with students. | |
Activity | Introduction to text chat via Tapped In. Participants go to their different computers (ideally each to his/her own, but pairs at computers would work too). With presenter guidance they log on to Tapped In and go to their assigned areas (the presenters' offices). It could be arranged for an online visitor to be waiting in each or some of the offices. Their task on arrival is to interview each other for 15 min in order to then turn away from the computers and report back to the group on anything of interest they found out about each other, and also introduce any remote participants found online during the exercise. They might also comment on any differences in interviewing each other through chat as opposed to doing it face to face in small groups. | |
Notes | Remote participants will be invited members of the online Webheads community of practice joining us from all over the world. We can usually rely on such participation at special online events such as this one. |
10:45-11:00 01:45-02:00 |
Break | Participants will be informed that the next activity will require someone at their computer to have a Yahoo ID (they will have been asked to have obtained one before coming to the PCI either through the EVOnline session, or email to registered participants beforehand. Many participants can be expected to have a Yahoo ID anyway. |
Alternately | Anyone who wants to sign up for a Yahoo ID for the purpose of greater involvement in the next activity can be helped with that during this break. |
11:00-11:40 02:00-02:40 |
Topic | Voice and video conferencing using Wimba and Yahoo Messenger (presentation and hands on) |
Objective | Get participants familiar with a higher level of technology by showing how easy it is to interact with nearby and remote participants in voice and web-cam activated text chats using the conferencing features of Wimba and Yahoo Messenger (YM). Extrapolate from interactions with peers in a professional development context to pedagogical advantages of using media-enhanced chat with students. | |
Activity | Voice chatting at the Wimba site is pretty straightforward, but we
are using a Wimba beta product whose free availability is perpetually in doubt,
so there needs to be a brief explanation of voice and video with YM. Vagaries
of contacting each other via Yahoo ID and conferencing using YM need to be
anticipated. Voice chat requires mention of mic adjustment and troubleshooting,
which can be explained in a few minutes and then monitored by presenters as the
activity unfolds. Hands on: participants will contact each other online using voice and video, and locate, talk to, and observe any remote participants joining us. Activities can include: (a) identify an unusual mystery background noise and after speculation on its source have it revealed on web cam; (b) enjoy a rotated web cam tour of remote location premises; (c) info gap activities where answers depend on view in webcam; (d) or construct such an exercise for online participants viewing our webcam(s). Here we can start anticipating here how participants might themselves prepare lesson plans utilizing text, voice, and video enabled CMC tools in synchronous chat. Last 15 minutes of this activity participants will be brought back into whole-group mode (facing away from computers) to report and discuss results of experimentations. As well as explaining what participants need to know about YM, our handout will detail other options to voice and video besides Yahoo Messenger. These can be discussed, and other chats shown briefly to any of the participants wishing to experiment during the hands on time. |
|
Notes | If there are only two or three webcams, then these can pan different groups, each broadcast through a different person's Yahoo ID. If each workstation has a webcam then anyone with a Yahoo ID can broadcast. Participants should also be able to see webcams of remote participants. Webcams will have to be set up on computers before participants arrive. |
11:40-12:00 2:40-03:00 |
Topic | Introduction to community building (presentation) |
Objective | Inculcate notion that sense of community can be fostered through use of easy to use, free interfaces to create online portals for students | |
Activity |
The presenter will introduce the importance of developing a sense of community among online groups. Techniques for doing this will be mentioned, and YahooGroups will be introduced. Handouts will contain a description of YahooGroups features and provide details on other easy ways to make web pages and set up web sites or web presences. |
|
Notes | The timing of this presentation allows presenters to consolidate the morning's achievements and anticipate activities that will follow lunch, which will be along the lines of: 'now you know what it is, what do you do with it?' Participants will be able to mull over their handouts during lunch. |
12:00-13:00 | Break | During lunch, presenters will photograph participants with digital cameras and have photo files ready for afternoon activities. |
Alternately | As chat lines will be open and familiar to online participants by now, some participants in these sessions may wish to explore further the tools introduced so far or experiment with other chat environments mentioned in the handouts. |
13:00-13:20 03:00-03:20 |
Topic | Community building continued - how we do it (presentation) |
Objective | Familiarity with socialization process in an online environment; show through example how a web presence can be created to give students sense of pride, ownership, and community | |
Activity |
Our presenters will show the best of their class projects developing sense of community; e.g. Aiden and Michael's Fear of Being Too Good project (with voice and video), "What's In a Name", Aiden's project with Arnold Muhren on TPR. It will be evident from viewing these projects that chat has many potentials for exploitation in language learning, and that students and teachers enjoy participating in these projects and meeting other students and educators online, and that they enter an environment that enjoys community support and fosters out-of-class language development. |
|
Notes | There are many other examples which we can identify once our proposal is accepted, such as bravenet map tool, etc. Our handouts will document samples of our work that we might not present due to time constraints and desire to involve participants with as much hands-on as possible. |
13:20-14:00 03:20-04:00 |
Topic | Community building continued (presentation and hands on) |
Objective | Understanding goals of community building process; show techniques for use with students that help them get to know each other in an online environment | |
Activity |
The presentation will elaborate on techniques for helping people know each other through pictures (a little bit on image manipulation, cropping, resizing) and recorded voice (Windows sound recorder, Wimba email, PureVoice). As a hands-on activity, participants will create or join a YahooGroup and upload their photos to it. They can also create a sound file and store it in the files area of that YahooGroup. The more experimental participants can create and send Wimba voice mail or PureVoice files by email. Handouts will detail photo manipulation techniques as well as options for creating and sending voice across communities synchronously and asynchronously. |
|
Notes |
14:00-14:20 04:00-04:20 |
Topic | Theoretical issues (presentation) |
Objective | How do we justify using this with students? Becoming aware of pedagogical justifications for online community creation | |
Activity | We can prepare a cogent and well referenced handout covering this topic in some detail, but will in presentation overview salient points, drawing on our experiences in and reflections on our Webheads in Action EVOnline sessions, as well as PhD studies of communities of practice in general (and Webheads specifically) conducted by Webheads members John Steele and Chris Johnston. Of particular value in this presentation are websites where Webheads members have documented benefits from learning through scaffolding in a constructivist online environment utilizing synchronous and asynchronous CMC tools. | |
Notes | We have conscientiously decided to handle theory after participants have experiential grounding in what chat is and an idea of its potential. |
14:20-14:30 04:20-04:30 |
Break | For those who need one. |
Alternately | Participants may get started on the hands-on activity suggested below. |
14:30-15:00 04:30-05:00 |
Topic | Theoretical issues (hands on) |
Objective | Explore arguments pros/cons and pitfalls/advantages of using synchronous CMC with students. Exercise and develop skills in what has been learned in working in a synchronous online environment | |
Activity | Participants meet in small group CMC tool of choice (offices at TI or Wimba voice or YM voice/text conference - or as we often do, a combination of these) to discuss pedagogical uses of CMC with onsight and online participants and record findings. The groups should be "mixed ability," including both novices and those currently using CMC. Our handout could include a chart for them to fill out suggesting a final 'report to group'. Participants gather ideas from each other and interpret these in context of what they are learning from practice working with topics online. In the last 15 min. of this activity participants face away from computers and report back from each group their list of reasons for using CMC with language students as well as possible drawbacks and how they might be faced. | |
Notes |
15:00-15:45 05:00-05:45 |
Topic | Project development (brainstorming in small groups) |
Objective | Help participants come up with projects that could be implemented on return to work/school | |
Activity | Participants can work in a mode they feel most comfortable with. Some might wish to sit in small groups with one or more presenters. Others might by now want to discuss via the online chat forums with other participants, presenters, and remote guests. In whatever mode is most comfortable and productive for them, this activity allows time for brainstorming and planning and initial set-up for their respective projects. Last 15 min the groups come together to report on their plans. | |
Notes |
Arlyn comments: "I'm not sure how productive we can really be in getting people to create lesson plans in this environment. More likely participants will ask questions related to how they can adapt the activities shown to their personal situations/populations, given the equipment/limitations available to them. So we'll be offering creative problem-solving, and looking for ways... (truncated email)" Vance: "We will have to provide guidelines in foregoing segments to prepare conditions for facilitation of this activity" |
15:45-16:00 05:45-06:00 |
Topic | Closure and continuity |
Objective | Wind down on charged note and suggest ways of proceeding with community online after session ends | |
Activity |
We will recap the advantages of pursuing both language learning and professional development as a member of a community of practice. The Webheads projects will be used as examples, which leads to an invitation to continue working with the presenters through these communities using the tools just learned. Handouts will be distributed giving details and sources for further exploration and practice utilizing synchronous CMC tools in the context of an effective and productive community of practice. |
|
Notes |
Experience and
qualifications of presenters
This information sent to Lou Leto in
file vstevens_presenters.doc May 1, 2003
Dafne is working on a
revision of her qualifications, May 2, 2003
Arlyn Freed
7+ years experience, ESL/EFL education; 6+ years experience, multimedia production: additional information available at http://www.eslhome.com/FreedCV.html
Dafne Gonzalez
Experience
Conferences
Research in Progress:
Elizabeth Hanson-Smith
Work in Progress:
Other:
Christina Jones
For 10 1/2 years I've taught ESL students the following computer skills: keyboarding, typing a composition, how to use email. For 5-6 years my students have participated in an email cultural exchange (keypals) with another class somewhere in the world, including Japan, Canada, and Dubai. I also taught those students how to search for information on the Internet, write up a report about it, and present it to the class using images they found on the Internet. In addition, each class has made a videotape to send to their partners to show our campus and interesting aspects of their culture. We've done Dave's ESL Chat. Next year I'm going to request that YM be put on the computers in my classroom
List of presentations from http://www.azwestern.edu/esl/cjones/
Other
Aiden Yeh
MSc in English Language Teaching Management, University of Surrey, UK; PhD student, University of Birmingham, UK. Research Focus: Teacher Professional Development in English Language Teaching and Educational Policies in Taiwan
Aiden has designed and carried out hybrid learning projects in collaboration with Webheads in Action over the past year:
Professional Development Proposal Form page 1 with presenters listed and page 2 with details of site preferences and Abstract | Summary | Organizer's presentations and 3-page cv | Schedule of events at proposed PCI | Presenters' qualifications | TESOL PCI info
The proposal ends above the line. What follows is just notes.
TESOL covers cost of a/v equipment listed on the Professional Development Form only
The following information was found here: http://www.tesol.org/edprg/pcis.html
About PCIs Pre- and postconvention institutes (PCIs) are 4- and 6-hour intensive workshops that offer you the most practical continuing education at the convention. Whether you are a teacher, administrator, linguist, or curriculum developer, there's at least one PCI for you. The workshop leaders are experts in their field and strive to minimize the lecture and maximize the practice. TESOL offers intensive PCIs as part of each year's annual convention. Visit the Annual Convention pages for information on the upcoming (or previous) year's PCI program.
Submit a Proposal to Present a PCI Use the 2004 Call for Professional Development Proposals to submit proposals either to present a 4- or 6-hour pre- or postconvention institute (PCI) at TESOL 2004 in Long Beach, California, USA, or to present an intensive workshop at a 2004 TESOL Academy. http://www.tesol.org/pdfs/advcareer/pdccall.pdf - The Call for Proposals process is open for submissions between January 1-May 1 of each year.
Here are some templates for this page:
Title: | |
Location: | |
Date: | |
Audience: | |
URL: |
Timetable template |
Topic | |
Objective | ||
Activity | ||
Notes |
Notes on further development:
Webheads -
Main
Page |
Join
us |
Welcome
| Students
| Virtual
Community |
Software
for Meeting Online |
Chat
Logs |
Reports
and Studies |
Grammar
|
Tutorials
| Games |
Teaching
for Webheads |
Comments and suggestions on this page to
Vance Stevens
Last updated: February 20, 2004 in
Hot Metal Pro 6.0