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It’s time again to sign up for the free EVO sessions of your choice. If you haven’t already, you might want to go to http://evosessions.pbwiki.com/Call_for_Participation09 to see what is available.  I am doing digifolios and multiliteracies.  Hope to see some of you there!

      

Registration for EVO sessions has just started.

I’m about to sign up for two of them:

Collaborative Writing

Why?
Last year I explored (or rather attempted to explore) collaborative writing with my students. Some questions have not been answered yet:

• How to break the “group work” tradition which always results into a sort of Frankenstein piece of writing.

• How to facilitate CW. What could be done before. Activities? Warm up activities?

• How to help students assess their result.

Bonus motivation: WiZiQ sessions will be held.

images4education

Why?
Well, just because I love images.

• My flickr account is one of my favourite ones.I would love to explore it further.

• Images make me think, dream, create, imagine…

• However, I cannot say images are part of my class.
  

Bonus motivation: Mary Hillis and Joao Alves are among the moderators.

Finally…

I hope to learn a lot, come across old friends, meet new colleagues and have fun.

I feel tempted to sign up for the drama session. I’m in two minds right now. I don’t know whether to follow the organizers’ advice (warning?) :

We strongly recommend that you sign up for no more than two sessions.

or Oscar Wilde’s:

The only way to get rid of temptation is to yield to it.

What to do?

Posted in EVO08      

Edney de Souza (Interney) is in charge of the Campus Blog at the 2nd edition of the national Campus Party, which will take place in São Paulo from January 19th to 25th  2009.

The mega event,  sponsored by Futura Networks and Telefonica, was first launched in Spain and  is now yearly organized in Brazil, Colombia and Ibero-America. It covers  12 different areas:  Astronomy, Blog, Games, Modding, Robotics, Simulation, Design, Photography, Music, Video, Development e Open Source. Last year’s creativity session was split up into Design, Photography and Video, so as to better mark the event as a cultural happening.

Like last year, I will also be part of the blogging area. I was invited to participate in a round table on “Blogs in the Classroom” together with Eric Messa (FAAP), Luiz Biajoni (Instituto Macuco), Claudir Segura (PUC-SP)  on Wednesday 21st at 16:35.  The panel will be moderated by Bob Wollheim (Sixpix Content).

Sir Tim Berners-Lee, the creator of the Web and Pau Garcia-Milà (eyeOS) are some of invited stars and you bet I will be tweeting, photographing and reporting on the event.

Some months ago I was really thrilled because I was granted a scholarship to take the ICT in the Classroom course offered by The Consultants e validated by Trinity College London.

My inspiring tutor during this course was Valentina Dodge who was always ready  to help and full of great ideas. The course started in October but one week before we had full access to take a look at how moodle works.
We were 7 participants from different countries. Several games and online activities throughout the course made us know each other better. By the end of the course a sense of belonging to a community was generated among the participants. The Consultants e participants community could be created!!!

The moodle platform was easy to use and each week was divided into: Weekly Tasks;
Discussion Forums and Documents. There was a summary of all the activities before starting each week that was really useful. This course is based on a Constructivist approach.
Due to my experience using some of the ICT tools we dealt with during the course I found that week 4 The Internet: Lesson planning & teaching was key for myself.
This is a topic teachers should always review and bear in mind. Luckily this course allowed  me to review most of my previous knowledge and blog posts available online therefore I had the chance to evaluate my learning process.

Some of my conclusions integrating ICT are:
- You can´t expect your students to blog if you as a teacher don´t have a blog.
- When you plan to integrate a blog remember  that blogs have different purposes and lengths. I created a blog that was only used during 3 months.
- Planning is a key component when integrating ICT and there must always be an alternative plan just in case something goes wrong.
- Evaluate how Technology integration worked with your students. (what went right and what went wrong). This important step should not be left out.
- Teachers should start to use different technologies in their daily classroom work as natural as a blog or a coursebook. However, despite impressive advances in the range and possiblilities of computer-related technology, with blogs, wikis, podcasts Business English language teachers on the whole still treat computers as marginal and have not incorporated them in their daily teaching. Where are the Business English blogs, wikis created by teachers???

   Tagged: ICT in the Classroom, Technology, The Consultants e   

MUVEnation 106,71,22 - thinking about next lesson…

      

Could not resist this invite from Cazé (Espaço Gafanhoto) in my inbox - Black Sheep Only and confirmed my presence for Wednesday, 17th (the Results ON Day)  to hear what an intrepid group of web entrepreneurs has to say about innovation, entrepreneurship, how crisis is a synonym to opportunity, reflect on strategies and maybe start partnerships.

A series of quick 30-minute talks has been scheduled, during which each entrepreneur will present their projects and plans. It is also the launch of the special edition of the ResultsON Startups highlighting the best 2008 startups and entrepreneurs, some of whom I have befriended during blogcamps and barcamps. Edney (Interney and Pólvora) invited me for a round table on educational blogs at the next Campus Party in January 2009 and promised to give this poor educator some tips on how to survive in this Brave New World.

The event is being supported/sponsored by Sebrae, Senac and Nokia.

Agenda

14:30 Opening
15:00 Fiore Mangona (Nokia) - Innovation and (R)evolution
15:30 Alexandre Thomé (Endeavor) - Why venture out now?
16:00 Luiz Colombo (Motiv) - Digital signage
16:30 Emerson Calegaretti (MySpace) - Web business
17:00 Edney Souza (Pólvora) - Social Media
17:30 Intervalo
18:00 Franco Lazzuri (Cietec) - Let’s invest
18:30 Ariel e Mackeenzy (Videolog / TiVi) - Creating new businesses
19:00 Daniel Heise (Customer First) - Innovating
19:30 Manoel Fernandes (Bites) - The meeting of 2 worlds: blogs and businesses
20:00 Alexandre Fugita (Startupi) - The art of starting up
20:30 Johny Carvalho (PontoMobi) - Opening new markets
21:00 Aleksandar Mandic (Mandic) - The entrepreneur: a black sheep?
21:30 Launch ResultsON Startups
21:45 Cocktails and night out

Below you will find an article I wrote for ARTESOL.

Teaching has changed dramatically in the 21st century with the advent of Web 2.0 tools like wikis, blogs and podcasts just to name a few. New technologies have changed the landscape of information and knowledge. Learning in this scenario poses new questions for us teachers. Anyone with access to Internet has the ability to create videos, text and audio that can be shared with a global audience. How can teachers be inspired to gradually start incorporating Technology in their daily teaching? Internet has become a big challenge for teachers and if used correctly is an empowering phenomenon.

But most teachers internally ask themselves why should I start using technology. My only answer to this interrogation is that Technology is here to stay. Integrating technology is not putting computers in the classroom without teacher training. Technology should be used effectively and efficiently to allow students to learn how to apply computer skills in meaningful ways. Consider the power you have as a teacher to start sharing students work with a real audience that is considered to be any student from the world. Below you can observe how teaching methods gradually started changing.

Traditional Approach

 Note Taking

Research from Newspapers, journals etc.
Formal Communications. e.g. Letters

Watching videos

 

Digital Alternative

Word processors and voice recording
Online newspapers, Search Engines (eg. Google, Yahoo etc.)
General research Search engines and directories, webquests
Youtube, Multimedia Player, etc.

Email, Mobile phones, Blackberries, Chats and Forums

Formal writing Word processing, emails, blogs, wikis, etc.

When I finished my Teacher training studies some years ago I would have never thought that my students could learn from other students worldwide. Teachers were the only holder of knowledge and the center of the classroom. Technology has broken down the four walls of my classroom and has allowed my student to learn English in a real context. There is no greater rewarding experience than to see student´s motivation grow to levels one would have never thought. If we want to integrate technology we must be aware of our “digital natives” students. Teachers must be opened to sharing, connectedness and Networking.

The other question I heard many teachers asking me is how can they start integrating Technology. Recently ARCALL (Argentine Computer Assisted Language Learning) has been launched with the clear goal to help teacher integrate technology. We know that there are many compelling reasons to start incorporating technology and that many brilliant teachers are doing this. ARCALL is a group of innovative language teaching professionals from Argentina which aim to:
• increase the use of educational technology in EFL (English as a Foreign Language) teaching,
• collaborate in the integration of ICT in Argentina in ways that are effective and appropriate,
• assist teachers in integrating ICT into their daily practices and as a means of developing themselves professionally,
• train teachers on using computers and the Internet in English language teaching,
• develop a Research Area to further apply new ideas into the classroom.

I also suggest exploring other possibilities like teaching in a virtual world. Second Life is one of the many virtual worlds where students arrive to a virtual island where they have the chance to practice English in different places of this island for example near the ocean, at the theatre, at the disco or even in the supermarket. Everything is based on a communicative approach where voice communication, chat and instant messages are used. The teacher and the student create their own avatar. There is a huge variety of clothes you can choose from. You can also be teletransported from once place to another. Possibilities are endless and as a teacher your imagination is at full swing. Classes are really visual and dynamic and students have the great benefit of being able to practice 24 hours.
Another possibility is to create your own blog and share your experience with other colleagues. As head of a blog, I should say that the journey on how to incorporate technology in your classes is full of obstacles and rewards. If you are about to create one, I’d like to invite all teachers who have not already incorporated technology in their classrooms, to give it a try. I hope you enjoy the ride.

Trad.Prof. Lic. Jennifer Verschoor
ARCALL ( Argentine Computer Assisted Language Learning) President

References
Wikipedia http://en.wikipedia.org/wiki/Web_2.0

      

A lot of fun!       

Hot off the press, Bill Fitzgerald’s (FunnyMonkey) Drupal in Education and e-Learning, a book designed for people new to Drupal, with no prior development experience. Bill explains in this podcast interview with Jeff Robbins (Lullabot) how Drupal is being used in universities, high schools, and other educational institutions.

Paul Allison and Susan Ettenheim are using it with Youth Voices, a meeting place where students and their teachers share, distribute, and work in a variety of creative endeavors, from blogging to video production and discussions of video to digital photography. They were interested in embedding and sharing video on the the site so they put Bill in contact with the Voice Thread team. The result of this collaboration was an extension that can already be downloaded and will likely be bundled with the Embedded Media Field module.

At Dekita, we worked on Drupal from scratch as from August 2007 and prepared it to host the Social Media in ELT EVO 2008 collaborative session that ran from January 14th to February 24th, 2008. In spite of the team being a bit put off by the “hysterically hierarchical” wiki structure, thanks to our ghost in the machine’s help, design and expertise, we managed to navigate forward and experiment with the various basic modules offered.

Differently from Moodle, an LMS platform which tends to replicate the school classroom control mode with its hierarchical, calendar/teacher driven course management, Drupal allows for both teacher-directed and student-directed learning.

Drupal Ed (and other experiments like, for instance, the Social Media Classroom) may provide a compromise or a transition phase towards change between the traditional LMS systematization of education, with its requirements for structure, control, accountability and manageability and the PLE’s informal, individual and peer network agency model.

Ewout ter Haar (STOA) and Carolina Rossinni (Berkman Centre) organized an open informal meeting on Open Educational Resources at USP last Friday morning. Invited international speakers, Melissa Hagemann ( OSI ) and Joel Thierstein ( Associate Provost from Rice University and CEO from Connexions ) came together with a group of Brazilian academics  to give a brief outline of their projects and discuss issues like sustainability, federated architectures for OER implementation, Creative Commons Licenses, the impact of such projects on intellectual property and the implications for the publishing industry. It was interesting to participate in this event, get to know what is happening here and the issues faced. (presentations can be found here).

After an explanation of the work conducted at the Open Society Institute and a brief outline of the history of the Open Education movement and initiatives,  Melissa pointed to The Cape Town Open Education Declaration, which is

at once a statement of principle, a statement of strategy and a statement of commitment… meant to spark dialogue, to inspire action and to help the open education movement grow.

1741 individuals (1742 now that I have added my name) and 177 organizations have signed the declaration. Pilot countries comprise Poland, Australia and Brazil.

Some open repositories (which do not require a subscription fee) : Arxiv, DOAJ, Dspace, PubMedCentral, OpenDoar, Eprints Soton, Scielo Brazil, Hindawi, Public Library of Science, Springer Open Choice, Bioline International.

While Connexions founder Richard Baraniuk was discussing OER at the Berlin Online Educa,  Joel Thierstein, Cnx’S executive director, showed us (here in São Paulo) how their open source platform allows professors and teachers to  “Create Globally, Educate Locally” by giving them the possibility to create, collaborate, build/share custom collections. Users and authors can find content on a page by page basis through an interconnected repository (400+ textbooks, 7000+ lego modules from students, teachers, professionals  worldwide) and remix it for their needs. Authors retain copyright and license it via open access licence to share, copy and transmit the content. Hard cover copies of personalised textbooks created by mashups of different content were passed around.

Differently from the States and other developed countries, in Brazil, information and expertise are still scarce, which reinforces the educational gap between the haves and have-nots. Ironically, state funded  and  free higher-ed ( like the University of São Paulo) cater for the higher middle-class who paid for their studies in private secondary schools and preparatory courses to succeed in the university entrance exam. The federal campuses are usual far from the city centre and transport difficult for those without a car. As a result of this, the most needy have to pay high tuition for overcrowded “one size fits it all” night classes at private commercial institutions, many of which of doubtful standard. In formal or vocational education, there is no recognition of prior and experiential learning, which further restricts the entry of qualified people to help out as facilitators, guides or curators.

OERs and open education should be more than “a blip on the educational radar”.  It is important to have access not only to broadband and resources but also peers and experts who help learners filter, discuss, re-mix, create and make this content personally and contextually meaningful.

I hope these first steps will allow Brazilian educators from all extractions find a way to collaborate and partner in networks beyond their schools and universities - across the river in the city of knowledge as Gilson Schwartz  put it and share instead of just “planning to share” so that more people and initiatives follow to open access to meaningful and dynamic education in our country.

The school year is over.
I haven’t written here for a long time.
This blog was meant to record my experience with social media in ELT. There are no records, there’s no experience.

The second part of the school year was characterised by a deep crash into reality.
First of all, a continuous succession of private non desirable affairs drove all my strength into my family life.
Second, I sort of surrendered to my school reality: no computers.

It was a difficult semester. My mind urged wandering. Reality urged being present.

In that messy state of affairs something was a great aid to stick to what should be done: the wiki.

(I should have started a wiki for family stuff, it might have helped)

The class wiki was the place to set my mind at ease. I usually hate planning; when I plan too much, I know I’m not at my best.

In this second semester I needed planning: I knew I was not at my best. The wiki supported this planning, helped me plunged into class reality. The wiki and google docs.

Photo credits:
b-nik

Related post in Spanish here.

Posted in Social Media, Uncategorized   Tagged: collaborative writing, group#10, wikis   

This year I was invited to give a video presentation for the first time at BESIG( Business English Special Interest Group) in Germany on November 23 at 12 GMT. The topic of my presentation was  Teaching Business English with Technology via Skype. All the arrangements for this presentation where carefully dealt with.

While I could see through Skype that the room was full of participants Eric Barber who was in Bonn kindly helped me deliver the presentation as Skype does not offer the possibility to add Power Point Presentations.

You can take a look at the presentation in the voicethread I prepared and also in slideshare.

View SlideShare presentation or Upload your own. (tags: technology business)    Tagged: Besig, Business English, Technology   

My poor neglected blog. I have to admit, I’m a drop-out, sad as it sounds.

But I have a little story to tell.

I headed off for holidays at the beginning of October, full of good intentions to come back loaded with ideas and motivated to continue the course I’ve been doing.

However, life often trips one up, and I ended up with a huge pile of work, including working weekends and lots of time away from my family, both physically and mentally. The computer was on, but I ignored everything but the work at hand. I was feeling weak and so turned the flame way down. But I was ready to jump back into things at the next possible chance.

Then I had a short visit when Death knocked gently at our family’s door, asking for a chat and a cup of tea. I was reminded that D was in the neighborhood and just checking up on people. D  told me about Cancer, who sometimes got over active and took people like my mother-in-law away while friends and acquaintences weren’t looking. D subtly me that sudden and unexpected things do happen while loved-ones are far away. D told me to take some time out and enjoy my family. Then D thanked me for the tea, got up, and left with a wink, much like one I would associate with Santa Claus.

So instead of hanging around on the internet, I’ve been folowing D’s advice and taking time off for my family, if only to watch a show on TV on the couch next to my son instead of sitting at the table with my laptop and maybe half an eye for the show. I’ve been rolling dice with my youngest and counting up points instead of writing on my blog. I’ve been skyping with my boy in the US instead of reacting to the latest posts here and there.

And now that things are slowing down in my job and I feel like I’ve reconnected to my family; now that hopefully the worst is over in the cancer therapy of a further loved-one, it’s time to reconnect with another part of the world in cyber-space. This has become part of my life as well and I don’t want to give up the connections and friends I’ve made there. The trick is to find a balance - something I’m not too good at - and juggle it all together.

Here’s hoping for the best, and a long wait for the next unexpected knock at the door.

      

Last August, I was honoured to receive an invitation from Larry Johnson and Alan Levine to join the New Media Consortium (NMC)  2008-9 Horizon Project Advisory Board (pdf file), a multi-disciplinary and international team whose annual work informs the annual Horizon Report on Emerging Technologies for teaching, learning and creative expression. I was a bit taken by surprise as I am not American, do not represent any institution and am not a “regular” member of the organization. Alan assured me that my experience in using new technologies and wide network were of interest, though.  According to him, the NMC wants to reach out more internationally by inviting non Anglo-Saxon members to contribute with their perspectives and get more exposure in Spanish and Portuguese speaking countries. Some steps in this direction:

• the reports have been translated into Spanish and Catalan by the Universidad Oberta de Catalunya;
• the Australian chapter of the project was launched in Melbourne last July;
• I am the first member from Latin America (hopefully more will follow as it is a darn responsibility and a bit too lonely to represent a whole continent)

It has been enlightening to contribute to and participate in this carefully constructed process (totally online and open). The experience , as Larry puts it,

is like a crash course in emerging technology, with the class made up entirely of very knowledgeable experts and futurists.

I also echo Scott Leslie’s words in his post “The Value of Openness - creating the Horizon Project, out in the open.

while I hope you do find the report useful when it comes out in late January 2009, you too can derive much the same benefit as I simply because the process to advise on the Report takes place ‘out in the open’ on this wiki. Indeed, I honestly find the raw materials gathered in the Research Questions (as well as the ongoing hz09 tag in delicious) to be ultimately the most valuable part of the process; inevitably, in order to create a ‘unified’ picture that can be summed up in a printed report certain details are lost, smushed together, improved upon, etc. But all of the raw materials are there for anyone who cares to dig.

Since my exposure to the Future of Learning in a Networked World series of unconferences and during this sabbatical year, I have taken advantage to open myself up to different local communities, participate in various national educational and cultural initiatives and meet the actors. This roaming exposure  (one is usually confined to a professional track, idea or a classroom) and free (but expensive) time has allowed me to observe, compare and reflect on the mores and cultural traits of the different groups locally and internationally.

Participating in the Brazilian Práxis community this year has been one of many such instructive insights. It introduced me to fellow colleagues in different institutions in São Paulo, who are in some way or another involved in the use of new technologies. Like the NMC,  Práxis aims at convening people around ideas and practice, catalyze dialogue, discussion and contributions to the field in the form of cases, papers, demonstrations and other related projects.

However, differently from NMC, an NGO which relies on paid membership and whose open initiative projects happen mostly online to include perspectives, discussions and research from organizations all over the US and abroad, the Práxis community activities are basically local and presential (São Paulo city) and supported/directed by the Bradesco Institute of Technology, which is in turn funded by the Bradesco Foundation.

In 2004,  a small group of K12 ICT coordinators and CIOs from the private school sector in São Paulo gathered at the occasion of an e-learning event to exchange ideas, practice and better get to know each other. In 2008, although most community members still represent these elite institutions, membership has opened up to encompass a variety of new people (who are selected through personal nomination), including technical schools, colleges, universities, edtech, e-learning businesses and big corporations. Membership is renewed annually by a public acceptance to follow at least 70% of the face to face  monthly meetings, during which practice/experience or products (100% proprietary until now) are demonstrated. The Moodle environment serves as a communication distributor, information archive and occasional discussion forum.

I have noticed there is a striking difference between the way innovation is envisaged and practiced. Is it this a result of a national or an organizational culture? Is it local, global or both?

Last night, during our last meeting of the year, Alexandre Zapparoli, from Gartner (Brasil) and Yang Sik Pak, from Daul Soft Brasil made their presentations.

Gartner Hype Cycle 2008

Now, although Gartner partners and networks with institutions and consultants to track breakthrough ideas and how they become established and part of general practice, it targets basically the corporate world business leaders in th etechnology/communications industry.  Its research process and methods are totally closed and the advice reports are delivered for a high fee.

I noticed that the data collected and the trends openly suggested by educators for the 2009 Horizon Report did not differ significantly from the ones presented in the graphic above. The focus and objective are a bit different, though.

Gartner recommends an open and free form adaptive structure, open to participation and modification, visible work in progress and create_organize_find_interact flow instead of rigid schemes, access rights, templates and costly infrequent change. Organization should reflect current use and needs and natural group formation should be based on activities and interests. Links, tags, ratings and usage are to determine importance and quality. One should find content through people links and people through content links. Interaction records reinforce personal and group identity, reputation and memory.

As for Daul’s authoring tool combo (TeachingMate and LectureMaker) , although it evidences progress over the ready-made one-size-fits-all software, it still operates in the closed environment model, centred on  transmission mode, which does not help transform the educational practice but perpetuates the sage on the stage, closed silos and expensive walled gardens.

Education, IMHO,  is much more complex than a linear series of events, a politician’s discourse /short-term policy or a measurable and defined pre-packaged product. Learning is a process of reactions and layers which lasts a life-time.

The age of information and knowledge has led education into the media and big business spotlight and  schools/colleges and universities have fallen into the vicious circle of student /teacher bashing. Will educational institutions and businesses ever understand that transplanting a foreign model, installing an LMS system, revamping a classroom with a whiteboard, or submitting and enforcing the use of new technologies will not automatically lead to change?  Focus on people rather than technology, enable and support processes and weave in connections and possibilities for empowerment.

In spite of the innovative discourse and good intentions of many, I still feel that in the country of Paulo Freire and the government’s innovative initiative to support OSS, banking education and delivery practices are still a strong reality. Too many have no or very restricted access to information and social connections and many are paying too high a price for it.

I’ve just finished an interesting book: Glenn Fulcher, Testing Second Language Speaking (Pearson-Longman, 2003). I was very interested in reading it since I am often asked to help schools develop speaking sections for course assessment exams. When I saw the title I was thrilled since I expected it would explain all the theoretical issues I have with developing relatively valid oral exams.

I was disappointed though…just like so many facets of language teaching and assessment, very little has been done theoretically in oral testing. I’d previously found the same issue when investigating communicative testing. Everyone seems to think they have the best way to do things, but no one can justify why.

Apparently a lot was done in the 80s on oral testing and most of the specific references in the book refer to these articles. However, from what I read I gather many of the results are questionable.

This leaves me, a non-theoretician, no place to turn for suggestions on how to include valid techniques in my exams.

The exams I recommend are done as pair-work and between the teacher and the student. This apparently isn’t bad (whew…) . However, I find it difficult to relate the needs and financial possibilities of a school looking for an assessment instrument that is not only easy to write and administer to a large number of students, but that is also inexpensive to create. The Fulcher book has an interesting discussion of the financial burden incurred when devising an oral testing instrument for a high-stakes, proficiency exam at a school.  Incredibly he estimates (and supports the estimate) it would cost almost 63,000 pounds to do one cycle of the exam. This, of course, is beyond the possibilities of most language schools.

An oral exam, when developed by a school for use for its students must include the following:
1. It must be transparent and have face validity both for the teachers and for the students taking it. It must seem to reflect what has been done in class.
2. It must be possible for the teachers (often untrained in test writing techniques) to be able to produce alternate versions of the exam so it can be used more than once.
3. It must be easy to give and involve a minimum of class time. The teacher, who will often administer the exam and rate it alone, has to be able to test up to 30 students in a 50-minute period.
4. The rating scale has to be transparent and easy to use. It also must be compatible with the grading system used by the institution.
5. Finally, the total financial investment must be reasonable. An oral exam is almost always just one aspect of the student’s final grade and usually represents a small percentage of it. Schools are not willing to dedicate either excessive time or money to the development of an oral exam.

Now, this doesn’t mean the schools don’t want a valid test instrument. It only means they can’t spend either the time or money to develop one and adapting an instrument that was developed for a different purpose is disastrous.

So, what am I recommending. I am asking researchers to investigate realistic, inexpensive testing methods that are valid and that can be used in small-scale situations. Most investigation is dedicated to large-scale testing situations which in reality represent but a small part of all the exams that are given every day.

Authored by jabbusch. Hosted by Edublogs. addthis_url = 'http%3A%2F%2Fjabbusch.edublogs.org%2F2008%2F11%2F23%2Foral-testing1%2F'; addthis_title = 'Oral+Testing%26%238230%3B1'; addthis_pub = '';

After months of ignoring this blog, I’ve decided to make a concentrated effort to add to it regulary. I still haven’t defined regularly, however.

I really don’t know why I find it so difficult to come in and write something. Writing is something I do every day in my work….I suspect I need to find a topic that interests me at the moment and address it. Hopefully I will be able to do this…

Authored by jabbusch. Hosted by Edublogs. addthis_url = 'http%3A%2F%2Fjabbusch.edublogs.org%2F2008%2F11%2F22%2Fanother-try%2F'; addthis_title = 'Another+try'; addthis_pub = '';

L’Università degli Studi di Macerata, l’Università degli Studi di Camerino, l’Università degli Studi del Molise - Centro Servizi per la Ricerca e la Formazione “G.A. Colozza” e il CELFI - Centro per l’e-learning e la formazione integrata dell’Università degli Studi di Macerata attivano per l’anno accademico 2008/2009, il corso di perfezionamento in “Tutor on line”, di durata annuale, volto ad implementare le competenze relazionali e gestionali per il supporto alle attività on line.

Il corso si prefigge di far acquisire le seguenti competenze:

• conoscere, saper gestire e saper selezionare gli strumenti per operare in un ambiente on line in funzione del percorso e del contesto;
• conoscere e saper gestire le problematiche sociali e psicologiche dell’interazione in rete;
• conoscere alcuni modelli didattici utilizzati nella formazione on line.

Il corso si pone come momento iniziale nella preparazione professionale del tutor e viene effettuato anche in relazione all’offerta formativa a distanza che le Università degli Studi di Camerino, di Macerata e del Molise hanno già attivato ed intendono potenziare.

 

Per ulteriori informazioni consultare la seguente pagina web in cui si trovano il bando e la domanda di immatricolazione.

      

If you don’t have access to a computer or to a DVD in your classroom and you would love to use you tube videos in your lessons, HERE IS THE SOLUTION FOR YOU! Listen to You Tube is a webpage that allows you to convert YouTube flash video to MP3 audio. This service is fast, free, and requires no signup. All you need is a YouTube URL, and the software will transfer the video to their server, extract the MP3, and give you a link to download the audio file. Very easy and very useful indeed! Enjoy it!

      

• via @lucychili Watching Back: a list for kids who care about technology and freedom http://craphound.com/littlebrother/ #

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• via @lucychili Watching Back: a list for kids who care about technology and freedom http://craphound.com/littlebrother/ #

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