Teachers as Online Language Learners
An apprenticeship of experience in language learning with Information Communication Technologies (ICTs)
https://sites.google.com/site/teachersasonlinelearners/
Marie-Thérèse Le Roux 2009
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
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CONTENTS PART ONE: INTRODUCTION
4
1. Teachers as Online Language Learners?
4
2. Who the project is for
5
3. How to use the project
6
4. The learning process
7
5. Goals of the project
9
6. Vision
10
PART TWO: THE PROJECT
11
1. The Survival Language Kit (SLK) 2.
Some
uses
of
Web
2.0
11
for
language
12
learning 2.1. Blogs
13
2.2. Podcasting, video podcasting and vlogs
16
2.3. Wikis
17
2.4. Social bookmarking
18
2.5. Slideshow sharing
19
2.6. Groups and social networks for learning
20
2.7. RSS and the power of personalised information
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3. Fostering reflective practice
22
4. Collaborative learning
23
5. Full Circle: Using ICTs in Language Teaching
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PART THREE: CONCLUSION
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Surviving and thriving in a new medium APPENDIX
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The Survival Language Kit (SLK) Sample
27
References
28
Further Reading and Browsing
29
Acknowledgements
30
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PART ONE: INTRODUCTION 1. Teachers as Online Language Learners? Teachers as Online Language Learners, affectionately known as TOLL1, is a project to introduce teachers to the first-hand experience of learning with information communication technologies (ICTs). Teachers who have not used such technologies in their own learning, may not be aware of the potential – or the pitfalls – of these powerful media. The project will allow teachers to explore a range of online platforms in the process of exploring a new language. In this way, they will be better equipped to select and exploit educational technologies to support learners in their own classrooms. With perseverance, they can even master the basics of a new language of their choice drawing on online resources within a principled survival language system. A central principle guiding this project is the apprenticeship of experience2. This refers to the way that, regardless of their training, teachers tend to revert to teaching the way they were taught. For teachers who have not learnt with technology themselves, it can be difficult to fathom how profoundly ICTs can transform the learning process. By learning with technology themselves, teachers are better able to harness the potential of learning with technology in their own classrooms.
1 The acronym also happens to be the German equivalent of “excellent”. The phrase was coined by Lortie (1975).
2
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2. Who the TOLL project is for The TOLL project is for any teacher who would like to accomplish one or more of the following: 1. explore a new language, or even attain basic fluency in it 2. learn more about learning and teaching language using ICTs 3. develop a reflective professional practice 4. develop professionally by re-investigating language, learning and the way technology interacts with contemporary education. The project is specifically designed for use with online applications. For this reason, teachers will need access to a reasonably current computer with basic software and a reasonable internet connection. Basic computer literacy and familiarity with the internet use are assumed. The TOLL project has specifically been developed as a self-access training programme for professionals teaching English to speakers of other languages (TESOL). However, the principles can be applied to education in other languages, and even other subjects. TOLL will be especially beneficial to newcomers to the profession, but also to established teachers who would like to explore the possibilities of educational technologies for their personal and professional use. In addition, the project’s Survival Language Kit (SLK) can be of use to anyone wishing to learn the basics of a new language for travel, living abroad or personal interest.
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3. How to use the TOLL project TOLL is designed for self-access, and hence for flexibility to users’ personal needs. Teachers can and should determine their own goals, and tailor their use of the programme to meet them. This in itself is a vital aspect of learning with technology: harnessing the tools to meet one’s personalised goals. Teachers can successfully use TOLL in many ways. What suits any one teacher best could be anything from a cursory encounter with the TOLL e-book or podcast, to needs-based experimentation with any of the applications discussed, or full-scale language learning and in-class application of reflective and collaborative learning practices. The best way to use TOLL is the way that suits
you best. The central aim, however, is for teachers to meet their personally defined professional (and personal) development needs. It is up to each participant in the project to determine their personal goals. Success in this project can be defined as accomplishing that which the participant personally aims to achieve.
6
4. The Learning Process The TOLL project consists of two phases of using educational technologies. The first is the use of online resources for gathering information, while the second involves the use of online facilities for supporting and enhancing reflective learning.
Phase One: The Survival Language Kit The first phase guides teachers in compiling a personalised phrasebook for a language they would like to learn by sourcing, evaluating and using online resources. This phrasebook is known as the Survival Language Kit (SLK), and is based on linguistic research on universally essential communication needs in a new language3. Creating this phrasebook oneself is based on constructionist views, which consider a concrete embodiment of new knowledge a highly effective means of learning.
Phase Two: Educational Technologies In the second phase, teachers are introduced to various online platforms that can be used for reflection on the learning process, as well as interaction with others sharing the same interests. These applications belong to the so-called “Read Write Web”, or Web 2.0, which refers to the burgeoning spectrum of online applications where content is generated by users. Common examples of Web 2.0 applications include blogs, wikis, podcasts, social networking applications and video sharing. These are introduced in Section 2 of the Project chapter. Engaging in one’s learning by interacting online triggers the process of reflection on the learning. Reflection, in turn, engages metacognition, which is the process 3
The SLK is based on the Survival Language Syllabus designed by linguists Nation & Crabbe (1991).
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of thinking about one’s thinking. This metacognitive learning strategy has been identified as a key to effective learning4, and even as a factor that distinguishes the most excellent performers in all fields5. Reflective practice has been advocated among teachers to encourage professional development, but can also benefit students in their own learning. Reflection and metacognition embody the constructivist approach to learning, which is most concerned with the learner’s internal processing of information. Perhaps the most revolutionary implication of Web 2.0 applications is the way they stimulate interaction. This is a quality on which educators can capitalise with great success. However, since the exponential potential for interaction enabled by Web 2.0 platforms is new to many teachers, this can be unfamiliar and untamed territory. Therefore this interactivity is the area where first-hand experience may be most valuable to teachers hoping to harness the unbridled potential of educational technologies. Learning through interaction is the mainstay of the social constructivist approach to learning, and has been hailed as the most potent implication of current technologies for education. This social constructivist approach to learning may be particularly relevant to learners in emerging nations, where social ties often run deeper than the relatively recent culture of formal education.
4
Oxford (1990) identifies metacognitive learning strategies as the core of language learning success. 5
From outside the field of education, Colvin (1990) identifies metacognition and the resulting “deliberate practice” as the common denominator among achievers in all areas.
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5. Goals of the project
Exploring a new language The primary goal of the project is to compile a bank of survival language for a country teachers will visit or teach in. In this respect, it should be useful to any teacher who travels or works abroad. The TOLL e-book and companion website provide a framework for survival language, a programme for recording and reflecting upon this learning and a range of supplementary ICT activities that can enhance language learning.
Learning about language and the use of ICTs The underlying goal is to stimulate metacognition, both in language and in using ICTs. Learning about the language learning process deepens teachers' understanding of learners' classroom experiences. Using ICT for this goal can broaden teachers' instructional repertoires, allowing them to critically select appropriate tools for teaching.
Developing reflective practice The long-term goal of this project is to foster reflective practice among teachers. Reflecting on practice can enrich teachers' experience and promote best practice in the classroom. It also sets the trend for teachers to encourage reflective learning among students.
Developing professionally By reconsidering language, the learning process and their interface with technology, as well as reflecting on their own learning experiences, teachers are bound to deepen and develop their professional practice. Returning to the student’s seat is always a revelation to a practising teacher. Doing so in an apprenticeship of experience with a new medium can potentially be an epiphany. Used to its full potential, this project is a sound investment in a teacher’s development, personally as much as professionally.
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6. Vision Underlying these goals, there is a vision for the English Language Teaching profession: a grassroots movement towards professionalization through ongoing, autonomous professional development. This is a field where the standards are often set by our professional performance as teachers. This project aims to allow teachers an active hand in setting a standard of quality through expanded skills, reflection in practice and autonomous professional development.
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PART TWO: THE PROJECT
1. The Survival Language Kit The Survival Language Kit (SLK) is designed to include the most essential phrases that are needed for daily conversation in any language. It also gives users the freedom to add words and phrases that are important for their personal needs and interests. The document contains categorized lists of these essential words and phrases in English, and leaves space for users to add the translation and pronunciation in the target language they would like to learn, as well as notes, pictures or hyperlinks to relevant websites. The SLK can be completed using a computer, or printed out and completed by hand. Working on the computer is ideal when finding information online, since adjustments can be made with ease as the personalised SLK evolves. The wonders of computing mean that learners can do this by copying and pasting relevant extracts from websites. This may include pronunciation notes, usage and culture notes or even pictures. Hyperlinks in the document can allow instant access to resource materials – a further benefit of using the computerised list. The evolving list can always be accessed on the computer, or printed out in booklet form for quick study and reference. Creating the SLK requires more effort than buying ready-made language materials – yet this engagement with the new language is what makes the SLK potentially so effective. Dealing – and even grappling – with new knowledge is what makes it memorable. Of course, this alone does not guarantee learning, but it fosters an understanding of the new language, as well as the technologies involved. A sample of an SLK (for learning Korean) can be found in the appendix of this e-book. The full template can be downloaded from the TOLL website.
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2. Some Uses of Web 2.0 for Language Learning In addition to the Survival Language Kit, learners can take language learning further using the wealth of Web 2.0 facilities online. Web 2.0 basically means that learners are not only users of the web, but participants and even cocreators. Anyone can become a co-creator of the Web by posting online and interacting with other web users. Using the Web 2.0 resources is key to learning about language and technology in the TOLL project. Web 2.0 is growing by the day, but a few of the most popular applications are included here. Yet this is just the beginning. Learners are sure to discover valuable online learning mechanisms of their own as they continue to explore, and the Web continues to evolve. The activities suggested here allow each learner to co-construct language learning in collaboration with the web resources, but also with other users. Sharing the learning process with learning peers can be an extremely effective way to learn. A word of caution, though: ICTs can be rich, abundant and positively thrilling realms of discovery, but the many distractions they offer can also impede learning. It is important to stay sufficiently focused on the language learning task at hand.
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2.1. Blogs
Reflecting on the language learning process can benefit learning as well as teaching. Many learners (and teachers) reflect by thinking, or discussing the process with others. This is excellent, of course, but since it leaves no record, this reflection cannot be accessed again. To keep records for personal use, a journal can be useful. To keep records where anyone who is interested in this subject can access them, a blog (short for weblog) is a priceless tool. A blog is like a journal that can be accessed by anyone with an internet connection. It also allows users to add pictures, audio, video and hyperlinks to other websites, or network with others. Learners can easily get started with services like Blogger (www.blogger.com), which contains step-by-step instructions on how to set up a personal blog. The blogging interface is extremely user-friendly, and should be intuitive to anyone familiar with word processing software. Once a blog is set up, learners can add updates as frequently as they like. Blog entries do not need to be very long, and it is quite possible to add a brief entry every day or two if you make a habit of it. Of course this blog has a very specific focus: the language learning process. Learners can write about any topic related to learning their new language, but a focus on the Survival Language Kit words, phrases and themes will encourage learning optimally. The blog is also a good place to evaluate different language learning websites and how effective learners find them.
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Some topics to blog about... Why I am learning this language What I learnt today Word of the day Theme of the day (with vocabulary words) Tips for remembering new words A useful website for learning this language (and what makes it useful) A comparison of two websites A review of an online resource An interesting fact about the culture using the language What helps me learn What techniques help me practice the language to become more fluent My hobby (with terms and jargon in the new language) An interesting destination in my host country (with some relevant vocabulary words) A review of a film or video clip in this language (see the Activities) An interview with a native speaker of this language A brief biography of a speaker of this language, with survival vocabulary in the target language Cuisine from the host country A recipe from the host country A folk tale from the host country Scripts for situations I may encounter in the host country, with attention to my special needs (for example ordering my favourite food in a restaurant – or avoiding my least favourite food) Problems I may encounter in my host country Cultural differences between my home and host countries
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A reflective blog is a valuable way to keep track of learning and experiences. But a blog can be more than an online notebook: it can be a platform for networking with others with shared interests. Others can post messages to a learner’s blog, and vice versa. This can be a great way to meet others, share ideas and resources or find out how others learn. To find others blogging about a particular language of choice, open Google Blog Search (www.blogs.google.com) in a web browser. In the search bar, type "learning+(language)", e.g. "learning Korean". (Include the parentheses.) Google will present links to other blogs with the same theme. Learners can read and post to these blogs, and even sign up to follow them (see RSS feeds, in 2.7, below). This can allow other bloggers to visit learner blogs and post their comments. It also puts pressure on learners to keep their blogs - and their learning – dynamic. A sample blog for learning Korean with the TOLL project can be found at http://koreakast.blogspot.com.
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2.2. Podcasts, Video Podcasts and Vlogs Whereas a blog is a written account, a podcast contains audio or video information. Before starting a podcast, it is worth searching for podcasts related to one’s specific language learning (or other interests) online. Because podcasts are user-generated, the quality varies widely. Listening to existing podcasts is an excellent way to find out what works – and what doesn’t. Popular
gateways
to
the
podcasting
universe
are
Apple’s
iTunes
(www.itunes.com) and Podcast Alley (www.podcastalley.com). Podcasting does take a little bit of perseverance and technical know-how, but it is a font of inspiration. Learners may be hesitant to use the new language themselves at first, and might want to limit their podcasts to discussing the learning process and useful techniques and resources. Over time, they can use more of the new language, or invite a native speaker for an interview. One of the most user-friendly podcasting services online is Podomatic (www.podomatic.com), which also offers a personal web page to accompany each podcast. Video podcasts and vlogs (video blogs) can be shared on podcasting sites, as well as on the video sharing giant Youtube (www.youtube.com), where users can also view and comment on others' videos. If creating a video seems daunting, watching others’ videos first can offer an example of how simple this can really be. Many laptops and mobile phones now include a camera, which can be used for recordings and even direct uploads. Alternatively, learners may want to try out more creative options by using editing software such as Windows Moviemaker. A further alternative is simply to upload slideshows using software such as Microsoft PowerPoint, which can be displayed as videos.
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2.3. Wikis There are learning (and teaching) situations where a collaborative effort is vital to success. The power of collaboration has repeatedly been demonstrated in the use of wikis, or collaborative websites. Most internet users are familiar with Wikipedia (www.wikipedia.org), the free online encyclopaedia which is created, edited and maintained exclusively by the online community. Wikis allow users to edit and add to information contained on the website, keeping track of all changes. For those wishing to build a resource bank of their own (or their students’) language learning, a wiki can be an ideal platform for sharing, contemplating, developing and storing information. In the case of the TOLL project, a wiki can be used for sharing SLKs, or discussing different resources, the language learning process and the project itself. Wikis are also ideal for teachers wishing to create a resource bank for a particular course they teach, since all teachers can contribute, access, adapt and recommended supplementary materials. An
easy-to-use
wiki
hosting
service
(www.wetpaint.com).
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is
offered
by
WetPaint
2.4. Social Bookmarking As a learner’s bank of language learning resources continues to grow, it helps to have a way to keep track of them. Not only that, but they may also want to make these discoveries available to others, so they needn’t reinvent the wheel. Social bookmarking allows users to keep a record of useful websites – not only where to find them, but also what they contain, and how they are rated. What’s more, all this information is searchable and can be shared with other users across the globe. The iconic social bookmarking service is Delicious (www.delicious.com). Delicious allows users to record the address, comments on and ratings of websites. Not only that, but the use of tags (descriptive categorising words) makes the bookmarks of all users searchable, giving every user access to the discoveries of those who went before. For an example of the potential of Delicious bookmarking for language learning resources, see www.delicious.com/learningcoachm/korean.
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2.5. Slideshow Sharing Slideshow software like Microsoft PowerPoint is often associated with presentations. Truth be told, these applications have far greater potential than what is generally exploited. Presentation slides can be used to record and share all kinds of information, like vocabulary (with pictures, of course!), sample sentences and cultural notes about the new language. Learners can even add a soundtrack to engage listening and pronunciation skills. In this ways, slideshow presentations can engage learners with diverse learning styles, offering access to both the written and the spoken word, in combination with other audiovisual support such as pictures and sound effects. Once a presentation is perfect, learners can share it with others on websites like Slideshare (www.slideshare.com). In fact, it can help to seek out materials for learning one’s chosen language on Slideshare as examples of what can be done. This site can be a great resource for learning as well as teaching materials, both for the classroom and life beyond.
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2.6. Groups and Social Networking for Learning Communities Learning a foreign language was once a solitary journey for those who didn't have other learners around them. Distances are, of course, dissolved by the World Wide Web. Even if they are not surrounded by face-to-face classmates, learners can connect with other learners in an online group. Online groups share problems, solutions, tips and tricks, and can offer support when needed. There are numerous hosts for online groups. Learners may want to look for an existing group sharing their interests, or even start their own. A good place to start looking is Google Groups (www.groups.google.com). Social networking services like FaceBook (www.facebook.com) or MySpace (www.myspace.com) also host searchable groups sharing an interest in learning new languages. Better yet, learners can create a social network entirely their own at Ning (www.ning.com), tailoring the service’s functionalities (such as file sharing, photos, video, blogs and chat) to their unique language learning needs.
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2.7. RSS and the Power of Personalised Information Keeping track of new developments in one’s fields of interest can become a little daunting in the vastness of the Web. Unless, of course, there is a way to bring all those favourite blogs, podcasts, and other websites to one convenient place. Which there is, thanks to RSS feeds. RSS feeds are theme-based streams of information to which users can choose to subscribe according to their interests. RSS is like a digital information butler that delivers the requested information fresh and on demand. There are two main ways to use RSS. The first is simply to subscribe to one specific RSS stream, for example, a specific blog or podcast of interest. Updates are then automatically posted to the subscription. (This is what happens when subscribing to a podcast on iTunes, for example.) The second use of RSS is to create a personalised information channel around a
user’s
chosen
interests
using
an
application
like
Google
Reader
(www.reader.google.com). Google Reader displays updates to all your chosen feed subscriptions. Learners interested in following updates on a certain topic from across the Web, can also subscribe to a topic feed. All mentions of this topic will then be posted to their Google Reader account. The one danger of the constant abundance of RSS feeds is information overload. RSS is only valuable if one is extremely selective about which feeds to follow, constantly weeds out feeds that disappoint and, most importantly, ignores whatever is not useful.
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3. Fostering Reflective Practice Participating in the learning process through Web 2.0 applications stimulates reflection on language, the learning process and the role technology can play in this. Web 2.0 applications make these reflections accessible and searchable, both for the learner and others. Reflection is a form of metacognition, or thinking about one’s thinking. The metacognitive strategy is consistently identified as one of the characteristics of the most successful language learners (and, truth be told, top performers in other fields as well, as discussed earlier). For this reason, reflection is an excellent habit to develop as a teacher, and to foster among students. Developing the habit of reflection as a teacher models behaviour that students will be more inspired to follow in their own learning adventures.
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4. Collaborative Learning Many learners perform best as part of a support network of peers. When such collaborative learning is encouraged, learners take ownership of the process and the knowledge gained. They also discover their individual abilities – and responsibilities – as active contributors. Using Web 2.0, it becomes clear that a great deal of the information out there is created by ordinary – if passionate – people who often surpass themselves in the quality of what they deliver. Students, as active participants, can do the same. Web 2.0 is the collaborative creation of its users. The principles that underlie this are becoming increasingly prevalent in the contemporary world, and will be even more evident in the world for which we are equipping out students. Using Web 2.0 applications in our own learning as teachers, we can begin to come to grips with the staggering implications of this paradigm shift. More importantly, we can begin to prepare our students to be responsible collaborators in this online blueprint of the future.
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5. Full Circle: Using ICTs in Language Teaching Learning with ICTs gives new perspective on the way the learning process can be transformed by the new media. It can give learners – and teachers as learners – a deep sense of ownership and autonomy in their learning, stimulate reflection on the learning process and enable collaboration among learners within and beyond the classroom walls. On the other hand, the abundance of information and media can be overwhelming – and the quality often underwhelming. By learning with ICTs themselves, teachers as online language learners can become familiar with the strengths and weaknesses of these media, and ways to optimise them. This apprenticeship of experience can serve as a powerful guideline in teaching with technology – and perhaps even without. With the multitude of online tools available, it is important to remember that the teacher’s role is certainly not lost, but very much transformed. The principles to sound education have not changed. Selecting the most appropriate tools to support learning is as important as ever, and these may or may not include technology. In fact, the very hyperstimulating dynamics of learning with ICTs can highlight the value of the low-tech learning experience. Good education does not depend on technology, but rather on appropriateness to the learning needs of the moment. What is especially vital is to recognise the shifting role of the teacher. While technology may serve as a bottomless font of information, the teacher still has an essential role as a field guide in the learner’s educational – and personal – development. Having undergone an apprenticeship of experience in language learning with ICTs, teachers can better understand what guidance learners will need in this brave new world.
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PART THREE: CONCLUSION Surviving and Thriving in a New Medium The covert objective of the TOLL project is to give language teachers the chance to thrive – in a new language, a new, technology-enabled medium and a new realm of professional development. The experience of exploring a new language generates empathy for our students' learning dilemmas, but also provokes creative solutions to these dilemmas. Furthermore, actually using educational technologies as a student oneself points out both the potential and the pitfalls of technology, expanding a teacher's repertoire while elevating critical selection of appropriate materials. Web 2.0 applications offer boundless possibilities, establishing the habit of reflection on our learning and teaching, as well as collaborating with others to construct whole new dimensions in learning. The hope behind this project is that teachers will take advantage of this experience to imbue their teaching practice with new insight, passion, compassion and creativity. Teachers as Online Language Learners will be successful if they share the experience with other teachers and co-construct their expanding communities of practice, both in the workplace and among the international network of professionals online.
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APPENDIX
The Survival Language Kit (SLK) Sample The full SLK template can be downloaded in Word or PDF format from the TOLL companion website, https://sites.google.com/site/teachersasonlinelearners/. An example extract for learning Korean is attached here.
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KOREAKAST SURVIVAL LANGUAGE KIT*: * Adapted from Nation, P. & Crabbe, D. (1991). A survival language learning syllabus for foreign travel. System, 19, 191-201.
1. Greetings and being polite English
Korean
Pronunciation
Hello
안녕하세요.
[Annyeong-haseyo.]
Notes
Pictures, links http://www.youtube.c
+reply
om/watch?v=plujaKE G5pI&feature=PlayLi st&p=AA0B99286074 5417&index=0
Goodbye
Thank you
안녕히 계세요.
[Annyong-hi gyeseyo.]
*When leaving
안녕히 계세요.
[Annyong-hi gaseyo.]
*When staying
고맙습니다;
[Gomapseumnida.];
[gomawo] informal thank
+reply (e.g. “you’re
감사합니다
Gamsahamnida.]
you
welcome”)
천만에요.
[Cheonmaneyo]
Please
좀
?[konnkang]? 제
발 Excuse me
실례합니다.
[Sillyehamnida.]
Sorry
미안합니다;
[Mianhamnida;
죄송합니다.
Joesong-hamnida.]
It doesn’t matter
괜찮습니다; 괜찮아요.
[Gwaenchansseumnida.]
My name is…
저는 … 입니다
[jeo-neun … imnida)
Nice to meet you.
처음 뵙겠습니다
[Cheoeum boepgessumnida]
Forms of address: Mr, Mrs, Ms
[-ssi]
[mianhe] informal sorry
[gwaenchanno] informal
For any non-intimates. Attaches to given or full name.
Can I take your photo?
References Colvin, G. (2008). Talent is overrated: What really separates world-class
performers from everybody else. London: Nicholas Brealy. Lortie, D. 1975. School teacher: A Sociological study. Chicago: University of Chicago Press. Nation, P. & Crabbe, D. (1991). A survival language learning syllabus for foreign travel. System, 19, 191-201 Oxford, R. L. (1990). Language learning strategies: What every teacher should
know. Rowley, MA: Newbury House. Richardson, W. (2008). Blogs, wikis, podcasts, and other powerful tools for
classroom learning. Thousand Oaks (California): Corwin Press.
Useful Websites The TOLL Project https://sites.google.com/site/teachersasonlinelearners/
TOLL companion website. http://koreakast.blogspot.com TOLL Korean learning blog www.delicious.com/learningcoachm/korean Annotated Korean learning resources
Web 2.0 Applications www.blogger.com
User-friendly blogging application.
www.delicious.com
Searchable social bookmarking service.
www.google.com
Leading search engine.
www.groups.google.com
Interest groups portal.
www.itunes.com
Online music store hosting numerous podcasts.
www.ning.com
Social network creation service.
www.podcastalley.com
Podcast directory.
www.podomatic.com
User-friendly podcast hosting service.
www.reader.google.com
RSS feed reader, hosting personalised information.
www.slideshare.com
Slideshow sharing service.
www.wetpaint.com
Easy-to-use wiki host.
www.youtube.com
Video sharing platform.
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Acknowledgements
This project would not have come into being without the guidance of e-learning rock star and mentor Henrick Borger. www.henrickborger.net is a portal through the rabbit-hole into a scintillating mind and a staggering vision of the future of education. The insights and experiences of my social networks, both virtual and real, personal and professional, have also been instrumental to the process. Social constructivism R Us. And finally, my teachers and my students, and the sacred lineage of learning that we form, fuel the quest for the impossible.
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The Project Designer
Marie-Thérèse Le Roux has been a balloon vendor, poet, painter, décor designer, copywriter, signwriter, songwriter, travel writer, tour guide, ostrich handler, barmaid, nutritional advisor, marketer, personal chef, chanteuse, media analyst, radio presenter and lifelong language learner, in addition to teaching English in the Far and Middle East for almost a decade. This project was prompted by an assignment for the Language Learning and ICT module of the MA TESOL programme at the University of Leeds, UK. But of course, there is more to life than academia (or so it is rumoured). It is also a humble attempt to spur English teachers to plunge into language learning, explore the abundance of possibilities offered by technology, nurture reflective practice and reinvigorate themselves professionally. It is a vote for autonomous professional development and grassroots professionalization within the English Language Teaching profession globally. It is an experiment in what learning can be.
May your adventures never cease.
https://sites.google.com/site/learningcoachm/ http://learningcoachm.blogspot.com
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