AZLA+Workshop

How do students learn today? How do they interact with information and each other? What skills do today’s students need in order to be successful tomorrow? What tools and environments do students have at their disposal? How can educators tap those tools and environments to provide opportunities for students to demonstrate what they know and can do in the target language? Come explore a variety of technologies that enable world language learners to experience the interpersonal, interpretive, and presentational modes of communication!
 * Description: It’s a Web 2.0 World – Engage, Interact, Learn, Publish!**

Discover ways to interact with others around the world, to interpret and provide feedback, to present information, and to create meaningful learning opportunities for today’s students while helping them acquire the skills they will need in order to be successful tomorrow. This fast-paced workshop will overview several different technology tools and platforms that enable teachers and students to organize resources, easily find new materials, create a learning community, become a publisher of content - all with a few clicks and a little imagination! Find out how today’s technologies can add a whole new dimension to student learning, your professional practice and your classroom! You are invited to bring your wireless-enabled laptop to the workshop.

Getting Started! The big picture.
So what skills do our students need? In what kind of world will they be living and working?

[|Did You Know 4.0] was released in fall 2009.

media type="youtube" key="6ILQrUrEWe8" height="340" width="560" 1. How has information changed over the past 5-10 years? 2. What can we do with information now that we couldn't do before? 3. This video overview the convergence of hardware, software, access to information, and creation of content. For the family - so what? For the school - so what? For the teacher - so what? For the student - so what? 4. How are relationships impacted/cultivated today?
 * Discuss**.

What are big thinkers thinking about with regard to technology and education? The [|Mobile Learning Institute’s film series “A 21st Century Education”] profiles individuals who embrace and defend fresh approaches to learning and who confront the urgent social challenges that are part of a 21st century experience.
 * Going Beyond.**

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==In the world language classroom, we want the students to be engaged, creating new content with the language. Thinking about the three modes of communication, how can we leverage the students' interest in creating new content using a variety of tools and options? And, how do we help the students build relationships with each other and with the teacher?==

Building the community and relationships.
Where is your presence online? How do you connect with your students? Your parents? Your colleagues? Your community?

What kind of candy jar do you want to have?

What is a wiki?
 * WIKIS**

media type="youtube" key="-dnL00TdmLY" height="313" width="384"

Examples:

Ah-Bon French middle school wiki [|David Warlick's CoLearners] shows how a presenter can put presentations, notes, handouts, and invite participants. FrauLyon high school German wiki Mme Mina Kim, French Teacher, has a fantastic wiki. Mme Thomas French class wiki Teresita Eldridge Spanish Wanglaoshi Wiki Chinese K-1 wiki Guy Dippolito has a wiki for each of his classes, brand new this year to wikis.(Private wiki, for Kendall demo only)

[|Flat Classroom Project] has new collaborative projects for 2009-2010 Youth Wiki is a collaborative project across several schools

LanguageLinks2006 and specifically the Intern Level Methods shows how wikis can be an interactive tool for World Language Methods courses

ISTE has a [|NETS Implementation site]

Educational Wikis provides a rationale and examples for K-12 TeachWeb20 is an interesting collaborative wiki evaluating Web 2.0 tools

If you have a wikispaces.com account, then login and "Request to join" this wiki. If you don't have a wikispaces.com account, then go to []

So if students are creating wikis, how can you assess them? [|Vicki Davis] has a [|wiki grading rubric] and [|Read*Write*Think] has a [|wiki rubric and interesting lesson on protest songs.]

Ready to start your own wiki? [|Visit this page to get the advertisement-free wikispace or click the image below]. media type="custom" key="4490992"

And, **need help**? Check out the [|video tours] of Wikispaces to learn how to begin editing your page, add images and media, and personalize your space.

The main page of the Wikispaces Help has quite an array of help topics to chose from. For more specific information that has been asked for by teachers, it can be found in the Teachers Section of the Wikispaces help. There are a few more resources about halfway down the page under heading number 8 (a couple PDFs and PowerPoints)

BLOGS
View the [|Blogs in Plain English] from Common Craft.

Thinking about blogging
• Instructional • Informational • Reviews • Lists • Interviews • Case Studies • Profiles • Link Posts • Problem Post • Contrasting Two Options • Rant • Inspirational • Research • Collaboration • Prediction and Review • Critique • Debate • Hypothetical • Satirical • Memes and Projects
 * What type of [|content is in a post]?**

• Promotional • Informational • Persuasive • Editorial • Provocative • Collaborative [|10 Ways to use your edublog to teach] [|How you can use your edublog to start conversations]
 * What is the purpose of the blog?**

[|Community of Learners] is a blog started just a few days ago out of necessity - school closed because of H1N1 and teachers expected to continue teaching online. An interesting companion site is [|Intrepid Teacher's] own blog! [|Daily French Pod] offers snippets of language, culture, audio and video! [|Kinderkids Classroom] is a kindergarten blog in a New Hampshire school [|More Spanish] by Sherry Amorocho looks at tech and world languages [|Nodehill Spanish] focuses on middle schoolers [|PMarriott] simply puts homework online
 * Examples:**

[|Spanish for the Masses][|Tamara Tendrop] - high school Spanish I blog - student entries on right [|The World A.T. Ways] blog highlights tech and world languages [|World Language Lab] from the University of Chicago Lab School highlights tech and world languages also

Who is your intended audience? What is the purpose of your blog? Personal? Professional? Instructional? Collaborative? What kind of media are you interested in using? What would you like your blog to be called?
 * Plan your blog**

[|Edublogs] - a free web-based blog service specifically for educators; [|video tutorials] and helpful [|support forums] make this a terrific site.

On the American Psychological Association website there is [|a brief article] about Bloom’s taxonomy. The website briefly discusses the original Bloom’s as well as recent iterations of the past 8 years. An interesting diagram is the Cognitive Taxonomy Circle developed by Clark (2002). This visual can provide ideas on products students can create and produce.


 * Can you identify how the activities and products of the Cognitive Taxonomy Circle relate to the three modes of communication?** Can the products above go across the different modes? Can they be used in assessment (both formative and summative)?



Interpretive and Presentational Communication
all of the authoring environments below create products that can stand alone (each will have its own URL) or can be embedded (using the super secret embed code) in a webpage.

1. [|Wordle]creates word clouds.
This is a neat tool - one idea for world language educators is to take a reading in the target language, paste the text into Wordle, thus creating a word cloud of the high frequency words for the text selection. Here is a Wordle based on [|an article from El País] //Hint:// after you create your Wordle, capture the screen and crop your image down to the Wordle, save as a JPG and you are ready to embed!



In the classroom: Current unit of study is healthy living. In El país newspaper (Spain) an article about a new kind of electric bike was published. The teacher would like to use the article with the class. As a pre-reading activity, the teacher creates a Wordle of the article’s text. Prior to reading the article online, the students will (1) individually skim the Wordle, then (2) with a partner guess what the article may be about. [|Tagul]is a similar service.

**2. [|Voki] allows you to create an avatar and give it a voice**

 * [|French example]
 * [|German example]
 * [|A French Voki Poems Group on Ning] [[image:http://counters.gigya.com/wildfire/IMP/CXNID=2000002.0NXC/bT*xJmx*PTEyMjcxOTYwNzk3NTAmcHQ9MTIyNzE5NjA4NTMxMiZwPTIwNjQyMSZkPWIyNjUxMzgmZz*yJnQ9Jm89NDQwNzBmNTA1ZGRmNDRiMDk3M2Y*MTc5ZjJmY2ViYWE=.gif caption="external image bT*xJmx*PTEyMjcxOTYwNzk3NTAmcHQ9MTIyNzE5NjA4NTMxMiZwPTIwNjQyMSZkPWIyNjUxMzgmZz*yJnQ9Jm89NDQwNzBmNTA1ZGRmNDRiMDk3M2Y*MTc5ZjJmY2ViYWE=.gif"]]
 * Japanese example - students had a print out of 8 backpacks, and had to listen and match the backpack to the Voki.

In the classroom: Classroom Example: The current unit of study is clothing and descriptions. The students create an avatar, then orally describe the avatar. Variations and expansions: The students can write a narrative description of their avatar. The students can write a narrative of a classmate’s avatar and then listen to see if their written description is similar or different to the recorded description. The avatar can be used as a matching listening exercise – where the avatar is describing something and the students have to choose which is being described.

**3. [|VoiceThread] is a flexible digital storytelling environment - be sure to get an ed account!**
Digital storytelling with the ability to have text, audio, video, or doodle commentary on each slide. You must have a VoiceThread account in order to create or comment.

You can set preferences to allow others to comment as well. [|VoiceThread] is an interesting, easy to use web-based environment for digital storytelling and there is an [|education portal].

[|Langwitches]describes how she used it with her students and how to get started.

(//Linked examples:)//

//(Embedded example: Added by using the super-secret embed code!)// media type="custom" key="4015703" [|This quick start guide can get you started] and [|this tutorial] is well done.
 * Spanish example - [|La familia] and [|a story about a horse].
 * Chinese - [|student example in Chinese,] a [|student sample about the zodiac animals], this [|example] has a teacher record a speech sample and the students repeat and record and here students can hear [|colors].
 * French - a simple use for [|French vocabulary on professions]
 * Even Kindergarten students can use VoiceThread
 * Read more about how educators are using VoiceThread - there are many examples here!

Like VoiceThread? Here is a [|VoiceThread Ning] you could consider joining!

[|Think VoiceThreads] is a wiki created by educators on the PBwiki platform - great ideas there too! = =

4. [|Glogster] facilitates creating multimedia posters
(info on Glogster gathered by Cherice Montgomery) This [|handout] will walk you through some of the key features of Glogster:

How?: Here are some examples of how language teachers are using Glogster in their classes:

[|All About Me Project (Spanish)] Note that students can include their own voices!

[|Music In Spanish & Italian] Teachers could use it to create extra credit activities, "culture capsules," or collections of materials that students can use for practice outside of class.

[|Linguistics Poster (University Level)]Glogster can be useful for helping university students prepare research for poster sessions at conferences

[|Ludwig Van Beethoven Project (German)] Students can use it to demonstrate their learning in the target language-the next few links are all "famous person projects" in different languages

[|Les freres lumieres (French)]

[|Antonio Machado Project (Spanish)]

[|Nicolas Guillen (Spanish)]

[|Practice Your German] Could be a great project for FL week!

[|Very Clever Use of Food] Wouldn't these make GREAT writing prompts?!

[|What I Like About Me] 1 and [|What I Like About Me 2]

Here are additional content-creating tools that allow the user to upload or add content, and personalize it. The end product is often embeddable as well.

[|Comiqs]can easily pull in your [|flickr] photos. [|Pikistrips] allow you to create comic strips from your photos. [|Scrapblog] takes scrapbooking online. [|Toondoo]allows you to create your own comic characters and comic strips. [|Xtranormal] is a web-based animated movie-making environment [|Make Beliefs Comix]

5. [|BubblePLY]
Allows you to add speech and thought bubbles to any online video. The teacher can draw students' attention to specific features of a video clip. Students can use their language skills to comment on the content of the video by inserting text, graphics, or analysis - they create their own mash-up! Here is [|an example] around the infamous First Semester Spanish Love Song.

Gathering and Presenting Information
Ever need to gather information about your students AND have it at your digital fingertips? Collect it through either a [|Google Docs Spreadsheet] form or a [|Survey Monkey] free survey.
 * 6.** [|**GOOGLE DOCS**]

Let's collect a little information about our group in this [|Google Form]! I can also embed it right here on the wiki.

If your students are going to collect and analyze data, here is a possible to evaluate their work.

Task - brainstorm ideas on using a Google form in the classroom.

Want to use Google Forms in your classroom? A Form is part of the Google Spreadsheet, which is part of Google Docs. You need a Google Account. You may use any email address as your login for a Google Account ID - and a confirmation will be required. Read more: Setting up a Google Account ID: Google is testing verification by text message instead of email - if you do not have a text messaging plan, follow the "contact us" link on the verification page to request account activation. Getting started with Google docs:

Take Google Forms one step further - turn your form into a self-grading activity (think quiz, exit ticket, quick comprehension check, etc.) - learn more with this [|9 minute video tutorial.]

Entering world language characters requires the use of ASCII characters - one option is to use ALT+ the number code you see on [|this table] (scroll down for the extended character table).

Google has a whole section dedicated to [|Google Docs for Educators.]Gmail address aliases (variations using "." or "+") - from [|gmail], or perhaps [|this explanation] or [|this explanation,]

Sometimes it is in the way the message is packaged. media type="youtube" key="zyGEEamz7ZM" height="344" width="425"