Social Media, Gaming & Language Learning

Based on today's readings and podcast as well as your own personal experience, post a comment in response to the following questions. I also encourage you to provide links to any online sources or sites that are relevant to your answers.

 

1. How have you seen social media and/or gaming (MMOGs) used in language teaching?   
2. Could these serve a role in your classroom?
3. 2.What type of learning could students engage in through social media and MMOGs? How is this similar to or different from the type of learning they could achieve through more traditional means?

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Project II Check In

Please comment on this post with responses to the following questions concerning your progress in Project II. Feel free to reply to one another if you see a question someone has raised that you have a solution for: 

1. How did the data collection process go? 
2. What are some of the challenges you’re facing in data collection and analysis? What solutions have you devised?• 
3. Do you have any additional questions on coding, analysis or the project itself? (These will be shared with Jonas.)

Humlab day

 



FRAM students testing eye tracking in Humlab



Eye tracking with Roger

A couple of weeks ago we had the possibility to listen to four researchers within the fields of cognitive science, linguistics and phonetics. Our idea with the Humlab day was to take a sneak peek into the future of ICT and languages. The technologies that were presented during the day - keystroke logging, eye tracking, articulograph and teaching agents - are all cutting edge and with some exception at a laboratory stage. I for one thought this was an excellent day and it gave me a lot of food for thought about future uses of ICT for languages. Thanks to Victoria, Roger, Susanne, Agneta and Magnus who took the time to come and meet with FRAM!

A Question on Distance Learning

1.According to Nancy, one of the Spanish language distance education teachers surveyed by Sánchez-Serrano (2008), “the online curriculum should be designed to match, as closely as possible, the needs of the environment and of the students, while not attempting to imitate its face-to-face counterparts as the perfect model” (p. 157). This sentiment is echoed in the comments by Stickler and Hempel in Episode 5 of the CALLspot, who point out that putting powerpoints and lecture notes online is not enough for online instruction. 

 

How should a curriculum and lessons for online language instruction differ from a curriculum and lessons for  face-to-face language instruction?

TED-talk

Hello Everyone,
here's the link to the TED-talk on search limitations:

 
http://blog.ted.com/2011/05/02/beware-online-filter-bubbles-eli-pariser-on-ted-com/

It's called "Beware online “filter bubbles” and delivered by  Eli Pariser.

/Maria F

Welcome to the 2013 IKT Course at Lund

Welcome to the blog for the spring 2013 IKT Course at Lund. This blog is a space for the sharing of information as your work on your projects and as a space to post comments and reports for upcoming in-class activities.

In order to participate fully, you will need to accept the invitation sent to your email account. If you did not receive an invitation, please check your spam filters as invitations are sometimes treated as spam.

If you look around, you will see that this same space has been used by previous courses in computer-assisted language learning for ESL instructors in the United States. Scroll back through these prior posts and identify one that you find particularly interesting. Provide a link and comment on it in response to this post.