Vera Lúcia Menezes de Oliveira e Paiva (UFMG/CNPq/FAPEMIG)
Júnia de Carvalho Fidelis Braga (UFMG)
http://www.veramenezes.com/textos.htm
Tuesday, March 18, 2008
Vera Menezes
Limited technology in big classes: overcoming constraints
Vera Lúcia Menezes de Oliveira e Paiva (UFMG/CNPq/FAPEMIG)
Júnia de Carvalho Fidelis Braga (UFMG)
http://www.veramenezes.com/textos.htm
Vera Lúcia Menezes de Oliveira e Paiva (UFMG/CNPq/FAPEMIG)
Júnia de Carvalho Fidelis Braga (UFMG)
http://www.veramenezes.com/textos.htm
Tuesday, January 22, 2008
BBlogs educativos
Blogs Educativos
From: jjdeharo, 2 months ago
El uso del blog educativo en la clase presencial
Link: SlideShare Link
Friday, January 18, 2008
Critical theory (social theory)
Critical theory is social theory oriented toward critiquing and changing society as a whole, in contrast to traditional theory oriented only to understanding or explaining it.
Core concepts are: (1) That critical social theory should be directed at the totality of society in its historical specificity (i.e. how it came to be configured at a specific point in time), and (2) That Critical Theory should improve understanding of society by integrating all the major social sciences, including economics, sociology, history, political science, anthropology, and psychology.
Core concepts are: (1) That critical social theory should be directed at the totality of society in its historical specificity (i.e. how it came to be configured at a specific point in time), and (2) That Critical Theory should improve understanding of society by integrating all the major social sciences, including economics, sociology, history, political science, anthropology, and psychology.
Etnography
This is wikipedia's definicion of etnography:
Ethnography (ἔθνος ethnos = people and γράφειν graphein = writing) is the genre of writing that presents varying degrees of qualitative and quantitative descriptions of human social phenomena, based on fieldwork. Ethnography presents the results of a holistic research method founded on the idea that a system's properties cannot necessarily be accurately understood independently of each other. The genre has both formal and historical connections to travel writing and colonial office reports. Several academic traditions, in particular the constructivist and relativist paradigms, employ ethnographic research as a crucial research method.
Ethnography (ἔθνος ethnos = people and γράφειν graphein = writing) is the genre of writing that presents varying degrees of qualitative and quantitative descriptions of human social phenomena, based on fieldwork. Ethnography presents the results of a holistic research method founded on the idea that a system's properties cannot necessarily be accurately understood independently of each other. The genre has both formal and historical connections to travel writing and colonial office reports. Several academic traditions, in particular the constructivist and relativist paradigms, employ ethnographic research as a crucial research method.
Techniques
- Direct, first-hand observation of daily behavior. This can include participant observation.
- Conversation with different levels of formality. This can involve small talk to long interviews.
- The genealogical method. This is a set of procedures by which ethnographers discover and record connections of kinship, descent and marriage using diagrams and symbols.
- Detailed work with key consultants about particular areas of community life.
- In-depth interviewing.
- Discovery of local beliefs and perceptions.
- Problem-oriented research.
- Longitudinal research. This is continuous long-term study of an area or site.
- Team research.
- Case studies
Not all of these techniques are used by ethnographers, but interviews and participant observation are the most widely used.
here there are some other interesting link on ethnography:Literature review
Well, I found this interesting articles on line. I will check them later.
E-Learning and Literary Studies. Towards a New Culture of Teaching?
by Laura Borràs Castanyer
Tuesday, January 15, 2008
First week of class and my research
Well, I decided to start this blog in order to record everything I'm working with in my research.
Let's start by describing my research interest....Well, I want to find out about the effective use of web 2.0 tools as multiliteracy agents in the EFL class. That's the name of my research. In order to do that I am reading and building the structure for this research. So far, I have designed a syllabus that integrate technology in my classes at Univeridad Rafael Belloso Chacin
About my classes this semester:
This trimester I am teaching levels 1, 2, 3, 5, 6, 7 and 8. Level 1 is using a different course book (World Link) from levels 2 to 5. levels 2 to 5 continue using the New Interchange books. Levels 1 to 5 are mandatory. Levels 6, 7 and 8 are taken as an optional subject. Level 6 is an Oral Expression course. Level 7 is supposed to be a preparatory course for the workplace. Students get some of the tools or tips to prepare them for work in their fields. Finally, Level 8 is a writing course. Students learn basic principles on writing.
Integrating web 2.o tools to the EFL Class
Well, we are working with a class blog Doris3m EFL Center There students have a model of a blog that helps them integrate different tools to present their work. Also, it is used to upload materials to be used in class, interesting things to read about and comment about. Models of what they can do to create their work. There's a chat area, a box for short messages, interesting posts to comment about, links of interest, a map for members to post their photos, slide shows, videos, music, even a virtual pet to play with. Also there are different kind of aggregators and a box to subscribe to receive updates directly in the students box mail.
Also, students are invited to register to an International Collaboration Community in a Ning network created by teacher
Nellie Deutsch . They did that by accepting an invitation. So far, students are registering and starting to go around. We did that at the lab. Some of them immediately uploaded a photo and added some friends to their pages. Most of them are still waiting for teachers instructions. This is happening since most of them find the use of these tools complete new. It's their first time ever using internet this way. Traditionally, their use of web tools have been to chat with msn or to research information for school work which was later copy and pasted.
By integrating all these new tools to the EFL class, I intent to help students to get used to new ways of accessing information and learning, as well as new ways to give evidence of their learning.
Survey taking... students got the chance to take two surveys. One of them is to check on their knowledge of technology use and the other to reflect on their command of EFL
First Week of Classes
First week has been an interesting week. The teacher has spent the class time, explaining and trying to describe some of the activities and task students and teacher will be doing during the trimester. Teacher talked about connectivity, social networks, learning communities, getting a voice, creating a social environment in class, comparing learning in the classroom and learning in by virtual means. Different levels got to listen to different approaches, different classes from different schools got to listen to different points of view but all of them listen to the importance of using technologies, learning and second language and being multiliterated.
For each of the facts explained teacher tried to illustrate with examples of work done by students from last trimesters. In order to create confidence and transmit a sense of tranquility to avoid the shock of facing the fact that we are going to be using technology and learning a new language at the same time. Some students consider using computers and learning a new language difficult when teach separately. In my experience, I have tried to integrate technology and teach English at the same time to students who were afraid of both for several semesters and trimester, I found that when students are showed proof of others conquering those tasks, they feel relaxed and willing to try new challenges.
I also consider that it takes a lot of flexibility. Teacher must be willing to let students try as many times as take to get somewhere. Teachers should encourage error and trial and tell students that errors are common and that are O.k. We can always come back to correct or ask others to help us correct mistakes. Students should be taught to reflect on what they do by asking them why or they got there or how they feel about it.
Level 1
There are two groups of level one this trimester. G101 and P111.
G101 didn't have class since only four students (Kelly, Judith, Maria Iguaran and Karen) showed up to class. That's a common thing to happen in our university. Any way, teacher and students had the chance to converse and get to know each other.
P111 had their first introductory class and went to the lab. Most of the students in this group are from the Public Accounting school and were interested in what they were listening to. They took the surveys. Teacher had to clarify some language words but they didn't have any trouble taking the online survey.
Level 2
Three groups of level 2. R212, H221 and M201. They are all nice groups and didn't have trouble working at the lab. same story repeats. Helping them lower their fear and giving them a relaxed atmosphere makes the trick.
Level 3
This is a mixed group... their command of English is not what it's expected from a level three but they are willing to learn and try to participate. Took their surveys and registered to the blog Doris3m EFL Center
Level 5
S511, D522 ad D542. These are nice groups, too. All of them took their surveys and registered to our class blog.
Level 6
Big group of 32 students, regularly I get 15 to 18 students in this group. Took surveys and registered to blog. Also have a wiki and their own blog.
Level 7
Level 8
Let's start by describing my research interest....Well, I want to find out about the effective use of web 2.0 tools as multiliteracy agents in the EFL class. That's the name of my research. In order to do that I am reading and building the structure for this research. So far, I have designed a syllabus that integrate technology in my classes at Univeridad Rafael Belloso Chacin
About my classes this semester:
This trimester I am teaching levels 1, 2, 3, 5, 6, 7 and 8. Level 1 is using a different course book (World Link) from levels 2 to 5. levels 2 to 5 continue using the New Interchange books. Levels 1 to 5 are mandatory. Levels 6, 7 and 8 are taken as an optional subject. Level 6 is an Oral Expression course. Level 7 is supposed to be a preparatory course for the workplace. Students get some of the tools or tips to prepare them for work in their fields. Finally, Level 8 is a writing course. Students learn basic principles on writing.
Integrating web 2.o tools to the EFL Class
Well, we are working with a class blog Doris3m EFL Center There students have a model of a blog that helps them integrate different tools to present their work. Also, it is used to upload materials to be used in class, interesting things to read about and comment about. Models of what they can do to create their work. There's a chat area, a box for short messages, interesting posts to comment about, links of interest, a map for members to post their photos, slide shows, videos, music, even a virtual pet to play with. Also there are different kind of aggregators and a box to subscribe to receive updates directly in the students box mail.
Also, students are invited to register to an International Collaboration Community in a Ning network created by teacher
Nellie Deutsch . They did that by accepting an invitation. So far, students are registering and starting to go around. We did that at the lab. Some of them immediately uploaded a photo and added some friends to their pages. Most of them are still waiting for teachers instructions. This is happening since most of them find the use of these tools complete new. It's their first time ever using internet this way. Traditionally, their use of web tools have been to chat with msn or to research information for school work which was later copy and pasted.By integrating all these new tools to the EFL class, I intent to help students to get used to new ways of accessing information and learning, as well as new ways to give evidence of their learning.
Survey taking... students got the chance to take two surveys. One of them is to check on their knowledge of technology use and the other to reflect on their command of EFL
First Week of Classes
First week has been an interesting week. The teacher has spent the class time, explaining and trying to describe some of the activities and task students and teacher will be doing during the trimester. Teacher talked about connectivity, social networks, learning communities, getting a voice, creating a social environment in class, comparing learning in the classroom and learning in by virtual means. Different levels got to listen to different approaches, different classes from different schools got to listen to different points of view but all of them listen to the importance of using technologies, learning and second language and being multiliterated.
For each of the facts explained teacher tried to illustrate with examples of work done by students from last trimesters. In order to create confidence and transmit a sense of tranquility to avoid the shock of facing the fact that we are going to be using technology and learning a new language at the same time. Some students consider using computers and learning a new language difficult when teach separately. In my experience, I have tried to integrate technology and teach English at the same time to students who were afraid of both for several semesters and trimester, I found that when students are showed proof of others conquering those tasks, they feel relaxed and willing to try new challenges.
I also consider that it takes a lot of flexibility. Teacher must be willing to let students try as many times as take to get somewhere. Teachers should encourage error and trial and tell students that errors are common and that are O.k. We can always come back to correct or ask others to help us correct mistakes. Students should be taught to reflect on what they do by asking them why or they got there or how they feel about it.
Level 1
There are two groups of level one this trimester. G101 and P111.
G101 didn't have class since only four students (Kelly, Judith, Maria Iguaran and Karen) showed up to class. That's a common thing to happen in our university. Any way, teacher and students had the chance to converse and get to know each other.
P111 had their first introductory class and went to the lab. Most of the students in this group are from the Public Accounting school and were interested in what they were listening to. They took the surveys. Teacher had to clarify some language words but they didn't have any trouble taking the online survey.
Level 2
Three groups of level 2. R212, H221 and M201. They are all nice groups and didn't have trouble working at the lab. same story repeats. Helping them lower their fear and giving them a relaxed atmosphere makes the trick.
Level 3
This is a mixed group... their command of English is not what it's expected from a level three but they are willing to learn and try to participate. Took their surveys and registered to the blog Doris3m EFL Center
Level 5
S511, D522 ad D542. These are nice groups, too. All of them took their surveys and registered to our class blog.
Level 6
Big group of 32 students, regularly I get 15 to 18 students in this group. Took surveys and registered to blog. Also have a wiki and their own blog.
Level 7
Level 8
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