If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!
How can teachers spice up their classes, raise students' interest in various topics and get them to express their thoughts freely? How can they engage students in interactions with each other as a group?
This six-week online workshop aims to introduce participants to different ways in which blogging can be integrated into teaching. It will provide hands-on opportunities for educators who are new to blogging to set up and develop their own blogs, as well as to explore the worlds of possibilities provided by different kinds of blogs. By the end of the workshop, participants will have experimented with creating and enhancing blogs, posting and editing entries, inviting members to their blogs, and commenting on one anothers' blogs - using either Blogger or Wordpress platforms. Participants also will have explored blog comment management, template personalization, tagging (labeling) and really simple syndication (RSS).
The target audience and potential member group sponsor
Teachers with no extensive experience in blogging. Participants are assumed to have skills necessary for basic communication via a discussion group, and Internet browsing skills (tutorials will be made available for those with difficulties in areas that may prevent participation).
By the end of the workshop, workshop participants will have:
created a blog
posted and edited entries
commented on other blogs
tried team blogging (inviting members)
explored options for comment management
investigated possibilities for template personalization
compared different blog hosts
grasped the concepts of syndication (RSS) and tagging
compared aggregators and other syndication tools
discussed the potential of blogging as a teaching tool in the English lesson and as a tool for professional development
Discussions will take place via a Yahoogroup, and at chat sessions (on Skype, yahoo messenger and Alado). Summaries of all these will be made available through the session wiki, collaboratively constructed during the workshop. This wiki is linked to the group blog and will be kept online for future reference.
Weekly readings and blogs by different ELL teachers and researchers will be recommended for modelling and reflection, and participants will be encouraged to discuss these at the group blog. Additionally, suggestions for readings for extension will be announced.
Synchronous communication: Office hours and live presentations will be held to discuss content and pre-defined topics, provide technical support, build rapport and create a sense of community. Chat logs and recordings of the live sessions will be made available through the session wiki.
Weekly content
Week 1: Getting Started
During the first week of the course, participants will:
exchange introductions and become familiar with the group environments
try tools for synchronous communication to be used during the workshop
answer a survey to determine their previous experience with blogging
add themselves to the group map
visit the group blog and add a comment defining the purpose of their edublogs and the target audience (I'd move "defining the purpose" to week 2 after they've learned about the different types of blogs and reflected on the models. During the first week we can ask them to post their goals for the session)
discuss the concept of blogging (and distinguish it from "website" and wiki )
Extension: Blogging for ELT - Different kinds of blog
Carla A. thinking outloud! How about opening a twitter for the group and ask participants to join Twitter and from the beginning explore the possibilities of microblogging? Also, it's an easy way for the group to keep in touch! I haven't used Twitter yet! I'll give it a try and let you know. Carla R. Neither me. - Nina L.
Week 2: Understanding and Starting a Blog
During this week, participants will:
get to understand blog jargon
enter a comment to the group blog
open an account at Blogger or Wordpress
plan their own blog (defining its purpose and target audience)
choose a theme for their blog
edit their blog profile
post their first entry to their own (or the group) blog
Understand the basics of tagging and will tag their first post
edit and format their entries
add images and links to their blog entries
create a database of participants' blogs enter their blogs in a database of participants' blogs
explore recommended blogs and reflect upon these models (I'd move this to week 1 )
Extension: Blogging for ELT - Selecting the best bloghost for class blogging Carla R's comments in blue: (comparing and contrasting Blogger and Wordspress? maybe we could use participants' comments and questions to build up a comparative chart throughout the session)
Carla A's comments: During last session, what happened was that when you open a blog account, your first move is to write a post. So, during week 2 we could already work on adding photos and links to the post and leave week 3 for syndication, aggregators and group interaction. What do you think? OK!
Week 3: Blogging: off we go!
During this week, participants will:
edit their blog profile
post their first entry to their own (or the group) blog
edit and format their entry
add images and links to their blog entries
explore options for comment moderation and establish their blog settings according to their preferences
familiarize themselves with the basics of syndication
try Feedblitz as a way of letting readers keep track of their blogs. keeping track of other participants' blogs.
explore recommended blogs and reflect upon these models
Extension: Exploring Tagging How about adding Technorati here? (Vance?) That's exactly what I was thinking of, Carla. Maybe Vance can really contribute here. Tagging is more than just adding the tag...There are some tricks at Technorati, so it would be great to have Vance exploring that and his WritingMatrix idea. (Carla A.)
Week 4: Making your Blog Unique
During this week, participants will:
- focus on Design:
Add files (audio or other types) to their entries
Identify the main areas in blog templates and their functions
Learn the basics of HTML so as to get ready to ... personalize their blog templates / ... embed multimedia widgets in their blogs /... embed an aggregator in their blog template
- focus on Content:
Learn about Edubloggers' Communities of Practice (http://edubloggerworld.ning.com/ , etc...)
Understand the importance of Networking and reading other edublogs
Focus on their blogging tone and uniqueness
Extension: Useful tips to template customization
Week 5: Involving Students in Blogging
During this week, participants will:
identify the steps involved in getting students to blog
study several cases of class blogging and reflect upon what determines the success of such experiences
debate whether teachers should correct students' postings
compare alternative ways to respond to students' postings
consider ways in which teachers can find partners and audiences for their blogging classes
consider ways in which blogs can be used to facilitate communication outside the classroom
identify ways to find collaborative partners and audiences for their blogging classes
Extension: Successful Class Blogging - Blog pedagogy
Week 6: Rounding Off
During this week participants will:
Discuss the challenges of blog integration into their teaching contexts
Share blogging projects for the year 2008
Ponder over their future as bloggers
Assess their own learning
Evaluate the workshop
Extension: The Future of Media
Moderators
Carla Arena
A Brazilian EFL teacher, explorer of the potential of technology integration into language learning, Carla started to explore the possibilities of te
ch-applications some years ago and has been trying them out new ever since. Carla is a teacher trainer and site content manager at A Binational Center in Brasilia, but she's on a leave right now. She's temporarily living in Key West. She's a blogging fan (or addict!) and enthusiastic Webhead.
An Argentinian EFL teacher and teacher trainer, Gladys has passionately been researching about the contributions ICT can make to the ELL classroom for nearly 15 years. Her life radically changed after attending an EVO workshop (“Becoming a Webhead) in 2005. Inspired by WebheadsinAction, in 2006 she founded Learning with Computers - an online community for language teachers to share their first steps in technology integration.
A Brazilian EFL teacher interested in all applications of technology in language learning. Together with Carla Arena, Erika is a computer lab monitor and site manager at a Binational Center in Brasília. Erika is especially interested in the uses of blogs to develop collaborative projects among different countries.
An EFL teacher in Japan, Mary is enthusiastic about language teaching and learning. In 2006, Mary joined two online communities of practice: Becoming a Webhead and Learning with Computers. Since then, she has been exploring how technology can be used for both personal and professional projects.
Teacher of English language for university students majoring in economics in Ukraine. She has been involved into exploring online teaching and learning since 1997, though learned much more with the Webheads since 2002 as lurker first but more active experience gained while LwC and B4B workshops last and this year.
An EFL teacher and Computer Lab coordinator at A.R.I.C.A.N.A., a Binational Center in Rosario, Argentina, Carla has used blogs for different purposes with her classes and for professional development. She has been a member of Learning with Computers since 2006. At present, she's also involved in the development of online and blended language courses.
EFL teacher and learning technologist. Used to involve students in ICT activities. Currently she is working at the University of Salford, helping academic staff in efficient use of edu-technology. She believes blogging is one of the most engaging strategies to involve students in collaborative learning opportunities.
An EFL teacher and coordinator at a language institute in Brazil, Ana Maria has recently got involved with using internet tools to enhance learning. She is a blog fan and has created several class blogs to offer more learning opportunities to her students. She has also been introducing other teachers into the blogging world in hands-on sessions and has created a blog for this purpose.
An Argentinian EFL teacher and eager explorer of technology. Claudia has been training teachers in the use of computers in the classroom since 2002 and is currently working on her Masters Degree in Technology Applied to Education. After participating in EVO 2006, she joined Learning with Computers and turned into a fervent advocate of online communities of practice.
For the past six years, Dennis has taught ESL and developmental English at a community college. In the 20 years or so before that, he did a lot of things: taught pre-university students and did administrative work at a university IEP, taught secondary-school students in a now-defunct private boarding school, served as an editor and writer while he worked for and with a well-known ESL/EFL materials developer, and taught, did teacher training and curriculum development work, and served as a textbook editor for a chain of proprietary ESL/EFL schools.
An Argentinian EFL teacher and teacher trainer, Gladys has passionately been researching about the contributions ICT can make to the ELL classroom for nearly 15 years. Her life radically changed after attending an EVO workshop (“Becoming a Webhead) in 2005. Inspired by 
A Brazilian EFL teacher interested in all applications of technology in language learning. Together with Carla Arena, Erika is a computer lab monitor and site manager at a Binational Center in Brasília. Erika is especially interested in the uses of blogs to develop collaborative projects among different countries.
An EFL teacher in Japan, Mary is enthusiastic about language teaching and learning. In 2006, Mary joined two online communities of practice: Becoming a Webhead and Learning with Computers. Since then, she has been exploring how technology can be used for both personal and professional projects.
Teacher of English language for university students majoring in economics in Ukraine. She has been involved into exploring online teaching and learning since 1997, though learned much more with the Webheads since 2002 as lurker first but more active experience gained while LwC and B4B workshops last and this year.
An EFL teacher and Computer Lab coordinator at A.R.I.C.A.N.A., a Binational Center in Rosario, Argentina, Carla has used blogs for different purposes with her classes and for professional development. She has been a member of Learning with Computers since 2006. At present, she's also involved in the development of online and blended language courses.
EFL teacher and learning technologist. Used to involve students in ICT activities. Currently she is working at the University of Salford,
An Argentinian EFL teacher and eager explorer of technology. Claudia has been training teachers in the use of computers in the classroom since 2002 and is currently working on her Masters Degree in Technology Applied to Education. After participating in EVO 2006, she joined Learning with Computers and turned into a fervent advocate of online communities of practice.
For the past six years, Dennis has taught ESL and developmental English at a community college. In the 20 years or so before that, he did a lot of things: taught pre-university students and did administrative work at a university IEP, taught secondary-school students in a now-defunct private boarding school, served as an editor and writer while he worked for and with a well-known ESL/EFL materials developer, and taught, did teacher training and curriculum development work, and served as a textbook editor for a chain of proprietary ESL/EFL schools.
Comments (0)
You don't have permission to comment on this page.