The Web 2.0 Revolution: Using technology to shape standard-based instruction

Different Web 2.0 applications, such as weblogs, podcasts, wikis, and twitter have revolutionized the way people interact online and opened a path to a new way of global mass-communication for every internet user. Web 2.0 applications have also proved to enhance foreign language instruction in terms of learner motivation, collaborative learning processes, time-and space independence for students across classroom boundaries, and chances for authentic language use and perception. This thesis demonstrates the uses of Web 2.0 to enhance standards-based foreign language education and address each of the five C\u27s using 21st-century technologies. By implementing Web 2.0 as an instructional tool, teachers can align their courses with the ACTFL standards and the modes of communication through which they can best be communicated. The thesis outlines a thematic unit of instruction, which demonstrates the use of Web 2.0 in teaching the standards and modes of communication and also functions as a ready-to-use sequence in class

Using Padlet for collaborative learning

[EN] Technology-based collaborative learning is attaining increasing relevance in higher education. Despite the considerable number of tools and online applications that support collaborative learning, their adoption in classroom courses is still in its early stages. This paper focuses on Padlet and presents some of the uses of this web application that support collaborative learning in classroom teaching. In particular, we summarize the process of collaborative learning through Padlet in the Master's Degree for Secondary Education, Vocational Training and Language Teaching. The uses of Padlet can be summarized in six: research resource gathering, class resources, class diary, FAQ, brainstorming, online dialogue.Beltrán-Martín, I. (2019). Using Padlet for collaborative learning. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 201-211. https://doi.org/10.4995/HEAD19.2019.9188OCS20121

A Collaborative testbed Web Tool for Learning Model Transformation in Software Engineering Education

Software Engineering provides mechanisms to design, develop, manage and maintain social and collaborative software systems. At present, the Software Engineering Curricula includes teaching Model-Driven Engineering (MDE) as a new paradigm that enables higher productivity, attempting to maximize compatibility between systems. Modern learning methods MDE require the use of practical approaches to analyze new model-transformation techniques. Model transformations are carried out by using very high-level languages, like the ATL language. This model transformation language is built as a plugin for the Eclipse framework, and users who want to collaborate and develop software with it, have some difficulties executing ATL transformations outside this platform. To handle models at runtime, it is interesting to perform the transformations in a standalone way. In this context, we have developed a testbed web tool which aims to be useful for learning model transformation techniques. The tool offers a Graphical User Interface to test and verify the involved model transformations.The proposal is useful as a collaborative scenario for learning MDE and model transformation issues and techniques in Software Engineering education

VirtualDutch: Open Educational Resources and Distance Learning in a Less-Widely Taught Language community

‘VirtualDutch’, an inter-institutional collaborative teaching programme involving the four university departments where Dutch is taught in the UK, aims to create and share teaching and learning resources, and to develop web-supported forms of inter-institutional collaboration in teaching and learning. The programme started in 2001, mainly in response to the declining interest in modern languages in the UK which is affecting all modern languages, but the less-widely taught languages like Dutch in particular. A comprehensive range of Open Educational Resources has been released since the start of the programme, including self-access reading skills courses, learner’s grammars, online reference works and some thirty multimedia studypacks for autonomous learning, covering various aspects of Dutch and Flemish language, literature, history and society. Students benefit from the encounter with a wide range of learning environments, from classroom contact to multimedia language instruction via VLEs and web-based autonomous learning with the self-study-packs. They also feel part of a larger Dutch studies community in the UK, especially when they collaborate in joint teaching projects involving students and staff from all institutions. The presentation will give an overview of the experiences of the VirtualDutch consortium with bundling existing resources and expertise by taking advantage of modern learning technologies; the experiences with using the created Open Educational Resources in blended learning contexts; and some first results from a new distance degree programme, a model which potentially may be of interest to other lesser taught LLAS subjects!

How to Effectively Integrate Technology in the Foreign Language Classroom for Learning and Collaboration

AbstractThis project aims to investigate the potential of Web 2.0 tools in the development of communicative competence in English language amongst undergraduate students. The theoretical framework that underpins this study is rooted in national and European policies emerging from the Bologna Process. It focuses first of all on the role of the English language in the fulfillment of Bologna stated goals and, secondly, it analyses the methodological and pedagogical challenges derived from the objectives and guidelines established. Besides this, the Bologna Process is also understood within a changing economic and social landscape, where ongoing innovation in Information and Communication Technologies have generated a rapid production and dissemination of information on a global scale. This new framework has originated new challenges as far as English language teaching and learning in higher education is concerned. These include the creation of a dynamic environment leading to both dialogical and dialectical learning, thus enhancing opportunities to communicate and act through and in English. The methodological approach adopted in this study consisted of an action research project over two semesters in the course units: English II and English III, from the degree course in Tourism at the School of Technology and Management, of the Polytechnic Institute of Viseu. Stemming from the core theme of each course unit and intended learning outcomes, interactional tasks using Web 2.0 tools and involving the construction of collaborative outputs were designed and implemented. The analysis of the information retrieved points to a markedly positive impact of Web 2.0 tools on the implementation of interactional tasks in English language learning in higher education. The students’ active involvement in solving authentic tasks, the encouragement of cultural awareness, and the development of individual and collaborative (meta) competences all attest to the importance of social networks, wikis and podcasts in English language learning. This study represents an innovative and very positive contribution for applied linguistics studies, legitimizing Web 2.0 applications as an exceptional strategy in meeting the goals raised by Bologna

Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English

[EN] As the use of Web 2.0 proves to be beneficial in foreign language learning contexts, this quantitative study focuses on the use of Web 2.0 tools for the development of communication skills in English, specifically in higher education. In order to investigate the participants’ perceptions, 341 undergraduate students and 70 faculty members from Portuguese higher education institutions responded to an online survey. They were asked to associate a list of Web 2.0 tool types to the communication skills they believed that could be developed in English language learning.The general results from both groups show that video sharing tools (for listening and speaking) and presentation tools (for reading and writing) are the ones that the respondents consider to be mostly used in class. A deeper analysis allows us to identify other tools that are mostly used in face-to-face and distance learning contexts and we suggest this list can work as a guideline for faculty members in their practice.This article reports research developed within the PhD Program Technology Enhanced Learning and Societal Challenges, funded by Fundação para a Ciência e Tecnologia, FCT I. P. – Portugal, under contracts # PD/00173/2014 and # PD/BD/128449/2017.Chagas, L.; Pedro, N. (2021). Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English. The EuroCALL Review. 29(2):2-10. https://doi.org/10.4995/eurocall.2021.13120OJS210292Bower, M. (2015). A typology of Web 2.0 learning technologies. Educause (47), 763-777. https://doi.org/10.1111/bjet.12344Bueno Alastuey, M. C. (2011). Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom. Computer Assisted Language Learning, 24(5), 419-432. https://doi.org/10.1080/09588221.2011.574639Cardoso, S., Cavalheiro, L. & Branco, J. (2018). The use of technology for English language learning and teaching: some examples. In L. Cavalheiro (Org.), Preparing English Language Teachers for Today's Globalized World (pp. 159-176). Ribeirão - V. N. Famalicão: Edições Húmus.Fattah, S. F. E. S. A. (2016). The Effectiveness of Using Blogs as an Independent Learning Tool to Develop Reading Skills for University Students. Journal of Education and Practice, 7(32), 65-73.Gerhards, J. (2014). Transnational linguistic capital: Explaining English proficiency in 27 European countries. International Sociology, 29(1), 56-74. https://doi.org/10.1177/0268580913519461González Otero, R. (2016). Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era. Dublin: Research-publishing.net, 83-92. https://doi.org/10.14705/rpnet.2016.tislid2014.424Gonzalez-Vera, P. (2016). The e-generation: the use of technology for foreign language learning. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era. Dublin: Research-Publishing.net, 51-61. https://doi.org/10.14705/rpnet.2016.tislid2014.421Gruba, P. (2018). Technology for Teaching Listening. In J. I. Liontas. The TESOL Encyclopedia of English Language Teaching (pp. 1-5). Wiley Online Library. https://doi.org/10.1002/9781118784235.eelt0442Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. Calico Journal, 30(2), 163-178. https://doi.org/10.11139/cj.30.2.163-178Kemp, C., Li, P., Li, Y., Ma, D., Ren, S., Tian, A., Wang, D., Xie, L., You, J., Zhang, J., Zhu, L. & Zhuang, H. (2019). Collaborative Wiki Writing Gives Language Learners Opportunities for Personalised Participatory Peer-Feedback. Shaping Future Schools with Digital Technology, 147-163. https://doi.org/10.1007/978-981-13-9439-3_9Le, T. (2018). Voice Recording in second language outside the classroom: Process and product. Journal of NELTA, 23(1-2), 129-141. https://doi.org/10.3126/nelta.v23i1-2.23357Levak, N., & Son, J. B. (2017). Facilitating second language learners' listening comprehension with Second Life and Skype. ReCALL, 29(2), 200-218. https://doi.org/10.1017/S0958344016000215Nobre, A., & Relvas, M. D. J. (2015). Avaliação alternativa digital da oralidade "Em Qualquer Lugar do Mundo". In T. Cardoso, A. Pereira & L. Nunes. Avaliação e tecnologias no ensino superior (pp. 38-51). Lisboa: Universidade Aberta.Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: A taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905-931. https://doi.org/10.1080/09588221.2018.1465982Shen, H., Yuan, Y., & Ewing, R. (2015). English learning websites and digital resources from the perspective of Chinese university EFL practitioners. ReCALL, 27(2), 156-176. https://doi.org/10.1017/S0958344014000263Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4), 401-412. https://doi.org/10.1093/elt/ccw117Venkatesh, V., Croteau, A. M., & Rabah, J. (2014). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. In 2014 47th Hawaii international conference on system sciences, 110-119. Washington: IEEE Computer Society. https://doi.org/10.1109/HICSS.2014.22Walker, A., & White, G. (2013). Technology Enhanced Language Learning: connecting theory and practice-Oxford Handbooks for Language Teachers. Oxford: Oxford University Press. https://doi.org/10.1093/elt/cct069Wilkinson, M. (2016). Language learning with ICT. In W.A. Renandya & H.P. Widodo (Eds.), English Language Teaching Today, English Language Education, Vol. 5 (pp. 257-276). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-38834-2_18Zou, B., Wang, D., & Xing, M. (2016). Collaborative tasks in Wiki-based environment in EFL learning. Computer Assisted Language Learning, 29(5), 1001-1018. https://doi.org/10.1080/09588221.2015.112187

Exploring the Implementation of Online Non-Formal Project-Based Language Learning in the Indonesian Context

Proficiency in English is highly valued in Indonesia. Consequently, the low language attainment amongst learners despite years of compulsory English classes has been a cause for concern. This qualitative study explores the use of multiple Web 2.0 technologies (Facebook, WhatsApp, Google Docs, and LINE) to facilitate non-formal English language teaching and learning in Indonesia. Project-based language learning (PBLL) was chosen as the pedagogy to create meaningful opportunities for target language use and practice beyond the classroom. Taking on a dual role as a teacher and researcher, I carried out two rounds of data collection (four weeks each) which involved a total of 21 undergraduate students from across Indonesia. Participants were asked to collaboratively create the contents for an English learning website targeting elementary-school children. Adopting the role of a facilitator, I provided extensive support, guidance and encouragement. Rich online data were gathered from all of the Web 2.0 tools employed in the study. In addition, data were collected from a research diary, learners’ reflections, and post-study interviews. All data were subsequently analysed using qualitative content analysis within an interpretivist paradigm. The findings show that many learners may not be ready for, or readily engage with, the student-centred learning approach championed by PBLL. This is evidenced by generally low levels of learner participation. Learners reported several obstacles to their engagement during the project: language anxiety; external commitments beyond the project; and technological issues. A minority of participants who persevered, and participated actively, successfully produced their chosen artefact within the study time frame. PBLL afforded four types of language learning opportunities: form-focused instruction, peer review, interaction in the target language, and collaborative dialogue. Learners’ feedback reveals that they viewed their online non-formal PBLL experiences differently: What some learners considered positive aspects of the project, could be considered negative or challenging by others, and vice versa. Despite this, all learners agreed that the project benefited them albeit in different ways. The study makes a valuable contribution to the literature on PBLL, offering new insights regarding its integration into online teaching and learning in a non-formal context. The study is unique as it closely scrutinises both the complexities of implementing online PBLL in non-formal education and navigating various digital technologies in the process of language teaching and learning. The demands for English language learning in Indonesia and similar countries, are vast and consequently the implications of this study are relevant for a number of educational contexts. In recognition of this, strategies are suggested to assist the implementation of non-formal online PBLL in the future

Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom

[EN] This paper presents the first phase of a study conducted to analyze Knowledge Building forums for evidence of second language acquisition. This study is an analysis of the posts within an existing forum in search of evidence of foreign language learning. The analysis found that the collaborative writing project shows evidence that the students passed through the stages of construction of knowledge within their foreign language classroom, however factors, such as confounding variables, inconsistencies in error types, and the small number of posts by the participants made it challenging to determine whether there is evidence of language acquisition for each student. The forum posts show evidence of knowledge acquisition, but further investigation is required to determine whether collaborative writing in knowledge forums is effective for foreign language acquisition.Manegre, M.; Gutiérrez-Colón, M.; Gisbert, M. (2019). Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom. The EuroCALL Review. 27(1):3-13. https://doi.org/10.4995/eurocall.2019.11150OJS313271Al-Jarf, R. (2007). Teaching Vocabulary to EFL College Students Online. CALL-EJ, 8(2). 1-16. http://econf.uob.edu.bh/conf1/pdf%20files/133.pdfBielaczyc, K. & Collins, A. (2005). Technology as a catalyst for fostering knowledge-creating communities. A. M. O'Donnell, C. E. Hmelo-Silver & J. van der Linden (Eds.), Using technology to enhance learning. Mahwah NJ: Lawrence Erlbaum Associates.Bielaczyc, K. & Collins, A. (2006). Fostering knowledge-creating communities. A. M. O'Donnell, C. E. Hmelo-Silver & G. Erkens (Eds.), Collaborative Learning, Reasoning, and Technology. Mahwah NJ: Lawrence Erlbaum Associates.Bereiter, C. & Scardamalia, M. (2010). Can Children Really Create Knowledge?. Canadian Journal of Learning and Technology / La revue canadienne de l'apprentissage et de la technologie, 36 (1). Canadian Network for Innovation in Education. https://doi.org/10.21432/T2ZP43Bereiter C., Scardamalia M. (2014) Knowledge Building and Knowledge Creation: One Concept, Two Hills to Climb. In: Tan S., So H., Yeo J. (Eds.) Knowledge Creation in Education. Education Innovation Series, pp. 35-52. Singapore: Springer. https://doi.org/10.1007/978-981-287-047-6_3Bikowski, D. & Vithanage, R. (2016). Effects of Web-Based Collaborative Writing on Individual L2 writing Development. Language Learning & Technology, 20(1), 79-99. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44447/1/20_01_bikowskivithanage.pdfBrantlinger, E., Jimenez, R., Klinger, J., Pugach, M. & Richardson, V. (2005). Qualitative Studies in Special Education. Exceptional Children. 71(2), 195-207. https://doi.org/10.1177/001440290507100205Chen-Chung, L., Pin-Ching, W. & Shu-Ju, T., (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 Technologies. ReCALL 28(2), 104- 122. https://doi.org/10.1017/S095834401600001XChuy, M., Scardamalia, M., Bereiter, C., Prinsen, F., Resendes, M., Messina, R., Hunsburger, W., Teplovs, C., & Chow, A. (2010). Understanding the nature of science and scientific process: A theory building approach. Canadian Journal of Learning and Technology, 36(1). https://doi.org/10.21432/T2GP4RCingel, D. P. & Sundar, S. (2012). Texting, techspeak, and tweens: The relationship between text messaging and English grammar skills. New Media & Society. 14(8).https://journals.sagepub.com/doi/10.1177/1461444812442927. https://doi.org/10.1177/1461444812442927Comas-Quinn, A., Mardomingo, R. & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL 21(1), 96-112. https://doi.org/10.1017/S0958344009000032Consell Superior d'Avaluació del Sistema Educatiu (2015). Avaluació del projecte COMconèixer. Barcelona, Departament d'Ensenyament, Consell Superior d'Avaluació del Sistema Educatiu, col·lecció 'Documents' 32. http://cdl3.cdl.cat/COMconeixer/docs/Avaluacio_Projecte_COMconeixer.pdfCook, J. & Smith, M. (2004). Beyond formal learning: Informal community eLearning. Computers & Education. 43(1-2), 35-47. https://doi.org/10.1016/j.compedu.2003.12.003Deming, W. E. (1986). Out of the Crisis. MIT Press.Gunawardena, C. N, Lowe, C. A., & Anderson, T. (1997). Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing. Journal of Educational Computing Research. 17(4). https://doi.org/10.2190/7MQV-X9UJ-C7Q3-NRAGHeiser, S., Stickler, U. & Furnborough, C. (2013). Student training in the use of an online synchronous conferencing tool. CALICO Journal, 30(2), 226-251. https://doi.org/10.11139/cj.30.2.226-251Johnson, D.W. & Johnson, R.T. (1999). Making cooperative learning work, Theory Into Practice, 38:2, 67-73. https://doi.org/10.1080/00405849909543834Kim, B., Tan, L., & Bielaczyc, K. (2015). Learner-generated designs in participatory culture: What they are and how they are shaping learning. Interactive Learning Environments, 23(5), 545-555. https://doi.org/10.1080/10494820.2015.1067974Kimmerle, J., Moskaliuk, J., Brendle, D. & Cress, U. (2017). All in Good Time: Knowledge Introduction, Restructuring, and Development of Shared Opinions as Different Stages in Collaborative Writing. International Journal of Computer Supported Collaborative Learning. 12(2), 195-213. https://doi.org/10.1007/s11412-017-9258-6Laferriere, T., Law, N. & Montaine, M. (2012). An International Knowledge Building Network for Sustainable Curriculum and Pedagogical Information. International Education Studies, 5(3), 148-160. https://doi.org/10.5539/ies.v5n3p148Montane, M., Amaros, C. & Gisbert, M. (2017). The COMknowledge project: evaluation of methodological aspects of the project based on pupils' perceptions. Unpublished conference paper.Moss, J. & Beatty, R. (2006). Knowledge building in mathematics: Supporting collaborative learning in pattern problems. International Journal of Computer Supported Collaborative Learning, 1(4), 441- 465. https://doi.org/10.1007/s11412-006-9003-zNami, F, Marandi, S.S., Sotoudehnama, E., (2018). Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers' online collaborations. ReCALL,30(3), 375-398. https://doi.org/10.1017/S0958344017000349Paavola, S., Lipponen, L. & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research. 74(4), 557-576. https://doi.org/10.3102/00346543074004557Scardamalia, M. & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1,37-68. https://doi.org/10.1207/s15327809jls0101_3Scardamalia, M. & Bereiter, C. (1994). Computer Support for Knowledge Based Communities. Journal of the Learning Sciences 3(3), 265-283. https://doi.org/10.1207/s15327809jls0303_3Scardamalia, M. & Bereiter, C. (2006). Knowledge building: Theory, Pedagogy, and Technology. In K. Sawyer (Ed.) Cambridge Handbook of the Learning Sciences, pp. 97-118. New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.025Scardamalia, M., Bereiter, C., Brett, C., Burtis, P.J., Calhoun, C., & Smith Lea, N. (1992). Educational applications of networked communal database. Interactive Learning Environments. 2(1), 45-71. https://doi.org/10.1080/1049482920020105Sun, Y., Franklin, T. & Gao, F. (2015). Learning Outside of Classroom: Exploring the Active Part of an Informal Online English Learning Community in China. 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Web 2.0 Tools Improve Teaching and Collaboration in High School English Language Classes

Web 2.0 tools, namely blogs, wikis, podcasts, and RSS were introduced to change teaching practices of in-service high school teachers to improve the collaboration of today\u27s students in the English language classroom. Two high school teachers of English language and their classes participated. The teachers were interviewed about their current teaching practices and provided with training to develop teaching units that use Web 2.0 to engage students as active collaborators in their learning. They integrated blogs, podcasts, wikis, and RSS into their teaching. Additional interviews were conducted during and after the implementation stage. Implementation strategies, changes in teaching practices, challenges encountered, and the impact on student interaction and collaboration were closely examined. Students were surveyed at the conclusion. Teachers found that Web 2.0 tools made them more efficient in teaching. Blogging was the most powerful tool for journal writing and sharing ideas. Wikis were more difficult to use but were useful to facilitate group planning and collaborative construction of knowledge. Podcasts were useful for publishing audio recordings of interviews, speeches, and poetry recitals. RSS feeds made it easy for teachers and students to track updates on websites, posts on blogs, collaborations on wikis, and audio recordings on podcasts. Both teachers and students enjoyed the interactions and collaboration that took place in the English classroom using Web 2.0 tools

The State of the ReCLes. pt CLIL training project

Content and Language Integrated Learning (CLIL), an area that has only recently been more thoroughly explored for appropriate use at higher levels of education, has been one of the research areas identified by the Association of Language Centers in Higher Education in Portugal (ReCLes.pt). ReCLes.pt members – administration and research professors are striving to make a difference in the paucity of scientific publications in this area with the creation of their national program for training content teachers in Portuguese higher education. To best learn from each other in a collaborative network and apply well-informed teaching and learning methodology to English-taught classrooms, the underlying concepts range from classroom management and scaffolding to learner autonomy and from Web 2.0 tools to terminology-based learning. As an update of the current state of the art as interpreted in this project, the outreach and reception will be described in full with attention to some detailed examples of the more successful aspects as well as others where we have found room for improvement. Recommendations will be made for other networks and individual schools aiming to effectively prepare their students for the market by using an integrated approach to content and language learning. This paper reports on the current state of the ongoing ReCLes.pt CLIL Training Project, financed in part by the FCT (the Portuguese Foundation for Science and Technology), with project members from a number of universities and polytechnics across Portugal.info:eu-repo/semantics/publishedVersio