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Pamela Arrarás,[object Object],July 17th 2010,[object Object],Opportunities for Authentic Communication over the Internet,[object Object]
Some concepts connected to CMCCMC and language learningPositive aspects of CMC	Types of CMCTelecollaboration: a. definitionb. types c. phasesd. the role of the teacher	e. models Telecollaborative projects:a. How to get startedb. Reliable sites with ready 	made projects & more info,[object Object],Agenda,[object Object]
Computer Mediated Communication (CMC),[object Object],Timeline:,[object Object],Until late 1990s: only e-lists and e-mail.,[object Object],2000: chat, IRC…internet becomes more popular,[object Object],2006: web 2.0,[object Object],2010: web 3.0?,[object Object],CMC vs. CALL ,[object Object],Who do you interact with?,[object Object],Important features of CMC:,[object Object],Synchronicity,[object Object],Persistence,[object Object],Anonymity,[object Object]
Role of CMC in language learning,[object Object],“In the field of foreign language education, it is often unclear whether the,[object Object],internet should be seen as a tool for learning foreign languages, or,[object Object],whether learning foreign languages is simply one of the tools that our,[object Object],students needs to work and communicate on the internet. In either case,,[object Object],the internet opens language teachers to a host of new tools and resources,,[object Object],including a vast amount of authentic materials in the target language as,[object Object],well communication tools that enable teacher-student or student-student,[object Object],communication in the same classroom or between classes at,[object Object],geographically different locations.” ,[object Object],(O'Dowd, 2008) ,[object Object]
Aspects to take into account,[object Object],The relationship between the learners' current online practices and the demands of  formal online language learning,[object Object],The increased possibilities for communication and learner participation that networked environments can offer.,[object Object],The new opportunities that online tools can offer to teaching methodology. NOT a new way of doing the same things, but NEW THINGS!!!!,[object Object]
What are these NEW THINGS?,[object Object],Online intercultural exchange with learners in different locations. (Little & Brammerts, 1996),[object Object],Student participation in public discussion forums based in the target language. (Hanna & de Nooy, 2003),[object Object],Collaborative creation and publication of websites or blogs. (Godwin-Jones, 2003),[object Object]
Positive aspects of CMC ,[object Object],more opportunities to interact than in a regular classroom.,[object Object],greater opportunities to come into contact and interact with native speakers /other learners of the target language,[object Object],asynchronous tools: give sts time to read their partners' contributions fostering reflection and a deeper sense of understanding.,[object Object],text-based nature of many interactions such as chat and forums provides more opportunities for noticing aspects regarding L2 structure.,[object Object],possibility of printing and re-reading, or even going back online to re-read different interactions in the L2 provides teachers with authentic input that can be recycled for use in the face-to-face classroom.,[object Object]
Types of CMC,[object Object],Asynchronous/synchronous,[object Object],Blogs / videoconferences,[object Object],One to many / many to many/ one to one ,[object Object],Blogs / chat rooms / e-mail,[object Object]
Classify the following tools:e-mailSkype (or VoIP)e-listsweb conferencingdiscussion forumsblogswikischat roomsinstant messagingWhat about…Facebook?	MySpace?	Fotolog?,[object Object],Exercise,[object Object]
Q & A,[object Object],Before we move on…,[object Object]
What is telecollaboration?,[object Object],“The use of Internet communication tools ,[object Object],by internationally dispersed students of language ,[object Object],in institutionalized settings ,[object Object],in order to promote the development of ,[object Object],foreign language linguistic competence and ,[object Object],intercultural competence.” ,[object Object],(Belz, 2003).,[object Object]
Types of telecollaborationWarschauer(1997) ,[object Object],One-to-one telecollaboration. ,[object Object],Eg. International Email Tandem Network.,[object Object],Many-to-many telecollaboration: ,[object Object],Shared students’ publications (such as is the case with wikis or newsletter).,[object Object],Comparative investigations involving both groups of students' cultures or issues of interest.,[object Object],Collaborative creation and exchange of folklore compendia, oral histories and other projects.,[object Object],E-forums (my field of research ),[object Object]
Phases of telecollaboration Muller-Hartmann (2008) ,[object Object]
Role of the teacher Hartmann (2008) and O'Dowd (2007) ,[object Object],Researcher: ,[object Object],Experiment, change activities and adapt models to contexts through observation in classroom and critical reflection (action research).,[object Object],Organizer: ,[object Object],Find appropriate partner classes, establish and negotiate activities with partner teachers, and find ways to integrate the projects to the curricula.   ,[object Object],Model and coach: ,[object Object],Provide students with models of what is successful intercultural communication, to guide them and help them overcome misunderstandings and communication problems while at the same time promoting their autonomy.,[object Object],Source and resource: ,[object Object],Help their students put the information they receive from their partners in context, as sometimes it is so specific or culture-bound that students struggle to make sense out of it. ,[object Object],Provide students access to other materials (websites, dictionaries, etc.) that will help them bridge that gap. ,[object Object]
Models of telecollaboration,[object Object],E-Tandem (European Union),[object Object],Reciprocity: both learner & expert role.,[object Object],Autonomy: high level of self-discipline and learning skills required.,[object Object],The Cultura Model (MIT),[object Object],Stage 1: Questionnaires designed to reveal basic cultural differences(native language). Results compiled and presented side by side.,[object Object],Stage 2: Analysis of questionnaires in the classroom (target language) with the teacher's guidance.,[object Object],Stage 3: Exchanges and forums. Students from both groups meet in online message boards accessible to all participants. (either language as long as they can get their message across). ,[object Object], Stage 4: Analysis of the forums in the classroom and analyze both the language and the content of the exchanges. ,[object Object],Stage 5: Broadening of fields of exploration and analysis. Students are provided with other related target language resources which allow them to better understand the culture of their partners. They later on discuss these new findings and conclusions with their partners online.,[object Object]
Q & A,[object Object],Before we move on…,[object Object]
Let’s think about all this together…How do you feel about doing something like this in your classroom?What are some of the foreseeable challenges of this type of project?Mention 3 things (don’t cheat, only 3!) that you would need to become more familiar/comfortable with in order to carry out such a project.,[object Object],Debate,[object Object]
Getting started…,[object Object],Spend time training yourself in the technological tools you are going to use. Choose tools based not only on your skills, but also on:,[object Object],those of your peer at the other school, ,[object Object],the skills of the students, ,[object Object],the technological capabilities of both schools and groups of students.,[object Object],Do not assume that your students will be able to handle the project just because they are supposed to be “digital natives”. The skills required for language learning are very different from the ones they have developed for social use. ,[object Object]
Getting started…,[object Object],When looking for partner classes, pick a colleague who…,[object Object], …shares your same technical skills,[object Object],…shares your overall objectives for the projects, ,[object Object],…is willing to spend time on the project. ,[object Object],Assign enough time for each stage of the project ,[object Object],make sure you include time before the interaction to prepare the students  for the project…,[object Object],…and after the telecollaboration itself in order to allow them to process and reflect on what they have learned. ,[object Object]
Getting started…,[object Object],Decide on how you will assess the project ,[object Object],Make sure that you set a minimum number of interventions for each student in order to promote interaction. ,[object Object],For example, if using forums you could establish that each student has to post three comments and that each comment needs to address another student’s questions as well as posting new questions to keep the conversation going. ,[object Object]
Getting started…,[object Object],If the other group is learning your students’ native language, decide on a method to ensure that both languages are used in the forum. ,[object Object],Separating forums is a possibility, but students tend to participate in their L1 forum most. ,[object Object],Another possibility is requesting that 50% of each message is written in each language, as the E-Tandem Network recommends. ,[object Object],If you’re mostly interested in developing your students’ reading skills, Cultura’s model of only L1 writing might be suitable.,[object Object]
http://www.epals.com,[object Object],http://flatclassroom09-3.flatclassroomproject.org/,[object Object],http://iearn.org,[object Object],http://iearn.org/projects/projectbook.html,[object Object],http://www.globalschoolnet.org/,[object Object],Good places to start looking for projects and partners…,[object Object]
While you listen…Take notes about which of the following websites and projects would be the most useful to youTake into account the criteria previously mentionedDon’t be afraid to ask questions and pleeeeeeeeease DO interrupt me with comments and doubts.,[object Object],Note taking,[object Object]
http://www.diigo.com/list/pamelaarraras/virtual-backpacking,[object Object],Slideshow of useful sites and projects,[object Object]
pamelaarraras@gmail.com,[object Object],Twitter: pamelaarraras,[object Object],If time…,[object Object],Let’s design a small website with the information you think you’ll need the most…,[object Object],Thanks for coming!!!!!,[object Object]

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