Distance and Blended Learning Environments NEALLT/NERALLT Fall 2009 Joint Conference

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Distance and Blended Learning Environments NEALLT/NERALLT Fall 2009 Joint Conference Yale University October 30-31, 2009 Presented by Luba Iskold, Ed. D Joshua Suchow ’09 Muhlenberg College

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Distance and Blended Learning Environments NEALLT/NERALLT Fall 2009 Joint Conference Yale University October 30-31, 2009. Augmenting Student Social and Communicative Behavior via Experimentation with L2 Identities and Self-Authorship on Facebook. Presented by - PowerPoint PPT Presentation

Transcript of Distance and Blended Learning Environments NEALLT/NERALLT Fall 2009 Joint Conference

Page 1: Distance and Blended Learning Environments NEALLT/NERALLT Fall 2009 Joint Conference

Distance and Blended Learning EnvironmentsNEALLT/NERALLT Fall 2009 Joint Conference

Yale UniversityOctober 30-31, 2009

Presented byLuba Iskold, Ed. D Joshua Suchow ’09Muhlenberg College

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Presentation Outline

Introduction: Perspectives on collaborative nature of Web 2.0 tools

Research related to the use of SNSs for SLA Potential benefits and possible drawbacks Instructor’s role Classroom examples Student reactions to class-related FB experiences

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Definition of Terms

Avatar – Graphical representation of a user Blog – Abbreviation for “weblog” with personal entries CALL – Computer-Assisted Language Learning CMC – Computer Mediated Communication FB – Facebook, a social networking site L2 – The terms “second language,” “target language,”

“foreign language” refer to languages other than English taught as an academic subject

SNS – Social Networking Site3

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Introduction: Perspectives on collaborative nature

of Web 2.0 tools Users not only engage in one-way

communication, i.e., access web pages to retrieve content

They engage in multi-way communication, i.e., create content, contribute, share, and collaborate

Web 2.0 is about “encouraging and enabling participation through open applications and services” (Davis, 2005)

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Perspectives on collaborative nature of Web

2.0 tools Social-Networking Sites (SNSs) are the

most convenient Web 2.0 tools for user collaboration

SNSs allow users to express themselves keep in touch with friends interact with others set up privacy specifications

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Perspectives on collaborative nature of Web

2.0 tools SNSs typically unite people with

similar interests or goals

Similar features are also found on Flickr, YouTube, Netflix, Gaming sites, Twitter, Glue

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7Reprinted from: boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html

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Research Related to SNSs

Why incorporate SNSs into class-related activities?

Society User demographics Magnetizing power

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Society

Communication and identity performance are increasingly carried out via the internet using SNSs

SNSs are becoming increasingly common in the workplace and in job searches

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User Demographics

Close to 300 million active users on Facebook

80%-90% of people ages 20-30 participate in SNSs and have online profiles (Tufekci, 2008)

Some researchers refer to SNSs as a “civil society of teenage culture” (boyd & Ellison, 2007)

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Magnetizing power: What makes SNSs attractive

for this age group? Observing friends’ profile updates, their likes,

dislikes, and other information

Immediate reactions and comments from friends

Teenagers enjoy experimenting with identities and impression management (Tufekci, 2008)

Some researchers believe SNSs provide for safe experimentation with multiple identities (Sykes et.al, 2008)

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Research Related to SNSs & SLA Current generation of students has developed “new

learning styles and qualitatively different thought patterns” (Thorne & Payne, 2005)

SNSs “foster the ideal language learning environment, one that encourages interaction and collaboration-the major goals, after all, or of language itself” (Lomicka & Lord, 2009)

Learning a language through interactions with others ties in with Vygotsky (1978) socio-cultural approach to learning and its later adaptation for L2 teaching and learning

Incorporating communicative acts via an SNS “could be as practical for [L2] students as teaching them how to order in a restaurant” (McBride, 2009)

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Research on Experimenting with and Development of

Identities ‘Performing identities’ is the central

activity on SNSs where users “write themselves into being”(Atkinson, 2002)

Words, photos, & media express identities on SNSs

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Research on Experimenting with and Development of

Identities Acquiring an L2 involves the development of a new

identity (Pavlenko & Lantolf)

CMC affords additive (vs. subtractive in face-to-face) experimentation with multiple identities

The nature of multiplicity is rather the “fractal” not “fragmentation” (Lange, 2007)

This model is useful for exploring L2 acquisition (Larsen Freeman & Cameron, 2008)

SNSs are characterized by “radical expansion of possibilities for artistic expression” (McBride, 2009)

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Research on Experimenting with and Development of

Identities “Self-authorship,” i.e., remixing the self through

text and media, may serve as the basis for new learning and lessons in CALL (McBride, 2009)

Using student-created materials for further learning fits with “student-centered” pedagogy

Self-authorship may lead to more time spent on task raise interest in and motivation for learning result in more active student role in learning

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Academic Benefits

Students: Learn to analyze and appreciate netiquette

Develop critical thinking about social interactions with others

Distinguish what is public and what is private

Avoid indulging in uncritical narcissism as in “me-me-I-I-I” (Thorne & Payne, 2005)

Integrate new knowledge and other people’s perspectives into one’s own experience

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Limitations: Analysis of L1 online interactions and

L2 implications SNSs are used primarily to maintain social bonds

Exchanges are brief and frequently use simplified language, spelling, and colloquialisms

Writing does not require a “process” approach

Texts are scanned rather than read thoroughly

Messages with embedded images are fundamentally different from text-only format

Similarly, L2 SNS-based activities are different from in-class extended reading and writing 17

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Student Challenges

May have personal reasons not to be ‘friends’ with someone in class

‘Popularity contest’-may elevate anxiety and cause alienation in some L2 learners

Lack of L2 pragmatic knowledge in introductory language courses may make writing and interactions with others difficult

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Instructors’ Challenges

Should the instructor be included?

Is there a difference between communicating with an authority via email vs. an SNS?

Do students find it awkward to interact with instructors socially?

Do SNSs undermine instructor’s authority? (Mazer, Murphy & Simonds, 2007)

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Instructors’ Challenges

Curricular limitations- difficulty to incorporate additional activities into syllabi

Time constraints- first learn about the technology and only then design own teaching

Resistance from more traditional instructors

Development of assessment strategies and grading parameters

Difficulty with engaging native speakers-the need to develop learner-to-learner interactions

Most importantly: How do we develop meaningful assignments?

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Why Facebook? Amount and content of advertising

Student familiarity with this particular SNS eliminates the need for L1 training

Ease of navigation and use

Privacy settings

Ability to set the interface and IM in L2

Convenience: meeting social and class needs in one place

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Examination of Building Blocks of FB Online Identity: Profile

Personal photo, other images, or an avatar (appears in all within-site communication)

Demographic information

Interests & Cultural information

Photos, Images, Music, Videos 22

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Examination of Building Blocks of FB Online

Identity:‘Friends’ list Connects profiles in multiple ways

Profile-based Search: Likes/dislikes Schools

Common cause Fan/friend of a celebrity

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Examination of Building Blocks of FB Online

Identity Communication on Personal Profiles Messages from ‘Friends’ (text, photos, images, videos)

Status Update (up to 180 characters) are posted as news feeds on ‘friends’ lists What are you doing now?

Blogs May be added to profiles Contain long updates

Private messages (seen only between two users) Within-site email Chat or Instant Messaging

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Examples of what was done in Russian Language and

Literature Classes

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Alternative vs. Real Identity Profiles

Extending oneself by taking the point of view of one’s respective character

Choosing among the characters may increase motivation and interest Keeps learners away from overindulging in themselves Student popularity in class may suffer less Engage in further development of L2 characters Use critical thinking and analytical skills to invent new situation and

plot developments Employ additional resources to develop characters’ attributes and

ensure their authenticity

Participate in task-based experiential learning focused on online exchanges between characters

Learn how to make predictions relevant to the country where L2 is spoken

Creating stereotypes seems less dangerous (vs. collaborating in groups to create a fictitious L2 profile)

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Facebook Pre-Survey

QuestionsStandard Deviation

Mean

Help me express myself more creatively 0.991 3.875Provide an additional way to interact with peers in class 0.641 4.125Help me spend more time writing and communicating in Russian 0.744 4.625Motivate me to experiment with a Russian character identity 1.509 3.875Be a “popularity contest” in class 0.787 1.571Distract me from learning the course content 0.535 1.500Consume too much time relative to other assignments 1.488 2.500Motivate me to expand my vocabulary in Russian 0.744 4.375Motivate me to look for additional resources to develop my character’s attributes 1.069 3.500My peers in class will quickly react and comment on my profile 0.000 3.000I will frequently update and check my Russian profile 0.354 3.875I find it awkward to have my instructor on my ‘friends’ list 0.926 2.000I have trouble being ‘friends’ with individuals in class 0.744 1.375Instructor’s corrective feedback will diminish my ego 0.707 1.750I am familiar with Facebook and will not need technical assistance 0.744 4.625

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Note. Judgments were made on 5-point scale (1 = strongly disagree, 5 = strongly agree).

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Conclusions

Discuss upcoming projects and potential problems

Use SNSs projects that can support course objectives

Explain the connection to students

Specify expected quality and quantity of communication

Develop brief tasks tied to topics covered in class Examples: Physical and personality descriptions Likes and dislikes, hobbies Daily routines Context-based plot development

Provide corrective feedback only in individual messages

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Bibliography

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Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525-545. boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.htmlDavis, I. (2005, July 4). Talis, Web 2.0 and all that. Internet Alchemy blog. Retrieved December 31, 2008, from http://iandavis.com/blog/2005/07/talis-Web-20-and-all-thatLange, P.G. (2007). Publicly private and privately public: Social networking on YouTube. Journal of Computer-Mediated Communication, 13(1). Retrieved November 28, 2008, from http://jcmc.indiana.edu/vol13/issue1/lange.htmlLarsen Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18, 141-165. Lomicka, L., & Lord, G. (2009). Introduction to social networking, collboration, and web 2.0 tools. In L. Lomicka, & G. Lord, The next generation: Social networking and online collaboration in foreign language learning (pp. 1-11). San Marcos, Texas: CALICO.Mazer, J.P., Murphy, R.E., & Simonds, C. J. (2007). I'll see you on "Facebook": The effects of computer- mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication education, 56, 1-17. McBride, K. (2009). Social Networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka, & G. Lord, The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, Texas: CALICO.Pavlenko, A., & Lantolf, J.P. (2000). Second language learning as participation and the (re)construction of selves. In J.P. Lantolf (Ed.), Mediating discourse online (pp. 331-355). Philadelphia: John Benjamins.Sykes, J.M., Oskoz, A., & Thorne, S.L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal, 25, 529-546. Retrieved December 26, 2008, from https://calico.org/page.php?id=5Thorne, S. L., & Payne, J.S. (2005). Evolutionary trajectories, internet mediated expression, and language education. CALICO Journal, 22, 371-397. Retrieved December 26, 2008, from https://calico.org/page.php?id=5Tufecki, Z. (2008). Grooming, gossip, Facebook and MySpace. Information, Communication, and Society, 11, 544-564.

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Contact Information:

Dr. Luba Iskold

2400 Chew StreetMuhlenberg College,

Languages, Literatures and Cultures,Allentown, PA 18104

Phone: 484-664-3516Fax: 484-664-3722

E-mail: [email protected]://www.muhlenberg.edu/depts/forlang/LLC/

iskold_home/index.htm

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