CLIL through Social Media: A Teaching, Learning and Research Tool (2013)

CLIL through Social Media:

A Teaching, Learning and Research Tool that empowers

students’ learning

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Congreso LatinoAmericano de Bilingüismo

Armenia, QuindioSeptember 19, 2013

Jermaine S. McDougald

[email protected]

mailto:[email protected]

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OUTLINE

1. Introduction to social media

2. CLIL Defined

3. How can social media contribute to teaching, learning and research in a CLIL classroom ?

4. Examples of Social Media in the CLIL classroom

5. Enhancing Foreign Language Learning through Facebook?

J. McDougald |

jermaine.mcdougald@unisabana.

edu.co

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Cole, R. (2009)

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What is social media?

“Software that enables people to meet

(in a given place), connect or

collaborate through computer-

mediated communication” (Futurelab)

• Group interaction

• Social networking sites,

social bookmaking sites,

blogs, wikis, instant

messaging

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Social Media Revolution

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CLIL DEFINED Content & Language Integrated Learning

• CLIL involves integration of language

teaching into the learning of other

subjects.

• Always involves dual-focused aims.

• In a CLIL class, attention is

simultaneously given to both topic and

language.

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CLIL DEFINED

An umbrella term describing both

learning another (content) subject

through the medium of a foreign

language and learning a foreign

language by studying a content-

based subject.

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Why CLIL? (1)

• Successful language learning can be

achieved when people have the opportunity

to receive instruction, and at the same time

experience real-life situations in which they

can acquire the language.

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Why CLIL? (2)

• Offers a more natural situation for

language development which builds on

other forms of learning.

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• Natural use of language

can boost a learner’s

motivation towards

learning languages.

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Why CLIL? (3)

• It is this naturalness which appears to be

one of the major platforms for CLIL’s

importance and success in relation to both

language and other subject learning.

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Why CLIL? (3)

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The 4C´s framework for CLIL (Coyle, 2005)

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How can social media

contribute to teaching,

learning and research?

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How can social media contribute to

teaching, learning and research?

• Enables communication between many people

• Can be used to give feedback and for peer evaluation

• Can be used to support the personalizing learning

agenda

• Can be used as a way of gathering and sharing teaching

and learning resources or research data

• Provides new tools for the creation of new knowledge.

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A good place to start:

key questions when planning to use

social media

1. Why do you want to use social media?

– start with a clear statement of purpose

2. Which tool (s) will you use?

– choose a tool that will best enable you to

collect the information you want/ to achieve

your desired outcomes

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Examples of the use of social

media as a teaching, learning

and research tool

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Using weblogs (‘blogs’) in the classroom (1)

• What is a blog?

– a type of website, usually

maintained by an

individual with regular

entries of commentary

– often used as personal

journals or diaries

– readers can comment on

postings so that authors

receive feedback on what

they have written.

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Blogs / Web Logs: Form of online journal (2)

Strengths of the Resource Potential Disadvantages

Encourage skills of writing and self

expression

Mixed views about the added-value

effectiveness

Connections with other students Public-may discourage student

contributions

Automatic feedback If not maintained, may be abandoned

Promote critical and analytical

thinking

Students become lurkers

Must have strong motivation on part of

users

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Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

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Blogger is a website designed to facilitate the creation and hosting of weblogs.

Click on the white panel to visit Blogger

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http://www.blogger.com/

http://www.blogger.com/

Using weblogs (‘blogs’)

in the classroom (3)

– start by providing students

with a ‘model blog’

– give students ownership of

their work

– ‘hit counters’ add fun &

engaging dimension

– can encourage parents to

play an active part in child’s

learning

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How could blogs be used?

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Using weblogs (‘blogs’) in

the classroom (4)

• What are the benefits of using blogs?

– Students can become better, more confident

writers

– can equip students with a sense of

responsibility to research and report

accurately

– Students are encouraged to work

collaboratively, sharing their new found skills

and knowledge.

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Using wikis in

the classroom (1)

• What is a wiki?

– a collection of web pages designed to enable

anyone who accesses it to contribute

or modify content

– one of the most well-known examples is

Wikipedia, an online encyclopedia.

– An example of a wiki http://en.wikipedia.org/

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http://en.wikipedia.org/

Using wikis in the classroom (2)

• How could wikis be used?

– Students can work in teams to produce

their own collaboratively generated

content

– assign responsibility for different pages

– benefits come from editing one another’s

work (peer correction)

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Using wikis in the classroom (3)

• What are the benefits of using wikis?

– Encourages teamwork through collaborative editing of an article or document

– Students can create their own learning resources and share them with others

– Students can take responsibility for theirown learning goals and identify gaps intheir knowledge

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Wikis:

Collaborative web-based site for sharing text and other resources (4)


Easy to generate and alter or amend the

text for collaborative purposes

Ease of editing and unmonitored

environment may lead to low level of

content

Can be closed or open Lack of accuracy of wiki content—educate

learners

Requires little skill or training Complexity of site requires care in the

construction of the navigation

Encourages users to work in groups

Great for brainstorming, problem solving,

etc.

Creates group cohesiveness

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Rudestam, K. & Schoenholtz-Read (2010). Handbook of

Online Learning.

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Podcasting: Audio file that can be downloaded


Listen to material multiple times Shortcomings in providing complex

and/or detailed information

Flexibility and portability Not good at conveying details and

facts

Sight impaired students Difficult to browse

Low-cost, low-barrier tool Copyright and searchability as number

of podcasts increase

Ideal for short, pre-class listening

Great for “dead time”

(walking, bus rides & traveling)

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Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

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Using social bookmarking

& tagging (1)

• What is social bookmarking?

– allows you to store, tag and share links to

websites

– these links can then be shared with

colleagues and students who can also add

their own links and comments

– provides an innovative means of

organizing and categorizing.

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and tagging (2)

• How could social bookmarking be

used?

–can be used to build ‘personal

libraries’

–allows sharing of lesson materials

or teaching resources

–can review & comment on

resources bookmarked by others.

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and tagging (3)

• What are the benefits of using social

bookmarking?

– Students can share & build upon one another’s

web-based resources

– Encourages students to work together to

develop common language and understanding

– Teachers can review & comment on websites

being used by students

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Del.icio.us

• The website del.icio.us (pronounced as

"delicious") is a social bookmarking web

service for storing, sharing, and

discovering web bookmarks.

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Click here to go to the del.icio.us web site

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https://next.delicious.com/jsmcdougald

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• Twitter is a social networking and micro-blogging service that enables its users to send and read other users' updates known as tweets.

• As of September 2013 Social Networking Site Reviews blog entry ranks Twitter as the 2nd

largest social network (followed by Google +) Facebook being the largest, & puts the number of unique monthly visitors at roughly 6 million

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http://social-networking-websites-review.toptenreviews.com/

https://plus.google.com/

http://en.wikipedia.org/wiki/Facebook

in the Classroom?

Why? Why not?

• A backchannel for in-classcommunication

• Enables continuation ofdiscussion outside of class

• Everyone can participate

• Easy, fast mode ofreminding students ofhomework or tests

• The 140 character limithelps to focus thoughts.

• Builds vocabulary, improvesgrammar

• Creates an open forum

• It’s fun!

• Texting costs?

• Multiple email accounts

• Class interruption (so tweet after hours!)

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Teacher + Student Accounts

Interact with your students….

• Give them a prompt and have them

tweet responses (quiz/lecture

response)

• Lesson summaries

• Tweet vocabulary words/definitions

targeted in a reading passage

• Split the class to evaluate

resources – half find and tweet sites

on an assigned topic while the other

half evaluate sites, then switch

roles

• Write a story – together

• Follow current events and tweet

reactions

• Solve a problem, step-by-step,

together

• Hypothesize – all at once

• Discuss a movie while viewing

• Tweet a homework question and

have students respond

• Tweet in character when reading

a novel

• Offer homework help

• Foreign Language- follow people

from target language country. It’s

easier to tweet 140 characters in

another language than it is to

write a full letter.

• Twitter = modern day pen pals.

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PROJECT

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Enhancing Foreign

Language Learning through

Facebook?

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Facebook

Facebook is a

social

networking

website started

in 2004 and has

more than 1.15

billion users

worldwide

(Facebook Sept

2013)

Click on the

Facebook page

to go to the

web Facebook

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Average time spent on Facebook per day 20

billion minutes (DMR - Digital Marketing

Ramblings Sept 2013)

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https://www.facebook.com/



http://expandedramblings.com/index.php/by-the-numbers-17-amazing-facebook-stats/

Intermediate English & Global

Simulation

Global Simulation: Students create a

fictive yet culturally grounded world,

assume the role of a self-developed

character, and collaborate with

fellow community members (Magnin,

1997)

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Description of Global Simulation Project

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PROJECT TASK

“For this project, you will become thestudents of an apartment building orcollege dorms, located in Charleston,S. C. and you will write a book of yourmemoirs of the events in the building.

As such, you are going to pretend tobe a College Student living in the U.S.

You will develop your own characterand tell the story of your college life inthe first person.”

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Intermediate English Course

Objectives

• By the end of this course, you should be able to

communicate well enough in English to discuss

and describe yourself, your immediate

surroundings, your personal life & interests

and some of your opinions about the world at

large.

• You will also have the tools to function in a

variety of social situations such as ordering a

meal, finding an apartment, giving advice, asking

questions & making plans.

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Intermediate English Course

Objectives

• You will have the tools to tell stories using the

past tenses and discuss and analyse films and

literature.

• You will increase your confidence in

understanding spoken English

• Can expect to be able to get some of the main

points of conversations by native speakers on

familiar topics.

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Project Development

Workshop (accompanying handout) (20 students)

• Creation of an email address on www.gmail.com for thecharacter

• Creation of a Facebook account for the character onwww.facebook.com

• Creation of the Facebook profile for the character– Completing general information, address, education,

experience, job– Photo– Updating Status

• Collection of classmates’ English email addresses (list sentvia email) and request that students add their neighbors totheir list of friends

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http://www.gmail.com/

http://www.facebook.com/

• As part of their participation and homework grade,

students were asked to interact on Facebook at

least 3 times per week

– Status updates

– Wall postings

– Other?

• Every other week, they were also asked to post their

revised compositions (4 chapters from their

memoirs from life in the Dorms) as “Notes” on

Facebook

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Project Development

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Resources

• 6 Examples of Using Twitter in the

Classroom

• Twitter in the Classroom: 10 Useful

Resources

• 25 Twitter Projects for the College

Classroom

• How Twitter Promotes a Social Sixth Sense

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http://www.emergingedtech.com/2009/06/6-examples-of-using-twitter-in-the-classroom/

http://janeknight.typepad.com/socialmedia/2009/08/twitter-in-the-classroom-10-useful-resources.html

http://www.onlinecolleges.net/2009/08/10/25-twitter-projects-for-the-college-classroom/

http://www.wired.com/techbiz/media/magazine/15-07/st_thompson

Additional free technologies…o MERLOT: www.merlot.org Repository

o Questionform: questionform.com Survey

o Voki: www.voki.com Speaking Avatar

o Go2Web20: www.go2web20.net/ Applications

o Jing: www.jingproject.com Screen capture

o Wiggio: wiggio.com/ Collaboration

o Google Docs: Google---More Collaboration

o PB Works: www.pbworks.com Collaboration

o Concept Map: cmap.ihmc.us Concept mapping

o Camstudio: www.camstudio.org Streaming video software

o WebQuest: http://webquest.org/index-create.php WebQuest

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http://www.merlot.org/

http://www.questionform.com/

http://www.voki.com/

http://www.go2web20.net/

http://www.jingproject.com/

http://wiggio.com/

https://www.google.com/accounts/ServiceLogin?service=writely&passive=true&nui=1&continue=http://docs.google.com/?hl=en&tab=wo&followup=http://docs.google.com/?hl=en&tab=wo&ltmpl=homepage&rm=false

http://www.pbworks.com/

http://cmap.ihmc.us/conceptmap.html

http://www.camstudio.org/

http://webquest.org/index-create.php

Some Not Skype: www.skype.com Videoconferencing

Groupboard: http://www.groupboard.com/products/ Whiteboard

Basecamp: http://basecamphq.com/ Project collaboration

Loosestitch: http://loosestitch.com/ Online outliner

Zapr: https://www.zapr.com/ File sharing

Slideshare: http://www.slideshare.net/ Share PowerPoint

Creately: http://creately.com/ Draw diagrams & create outlines

Podcast Blaster: http://www.podcastblaster.com/podcast-feed Create podcast

Survey Monkey: http://www.surveymonkey.com/ Create survey

Scribd: http://www.scribd.com/ipaper Document viewing on web

Gogrok: http://www.gogrok.com/en/index.html Live screen sharing

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http://www.skype.com/

http://www.groupboard.com/products/

http://basecamphq.com/

http://loosestitch.com/

https://www.zapr.com/

http://www.slideshare.net/

http://creately.com/

http://www.podcastblaster.com/podcast-feed/

http://www.surveymonkey.com/

http://www.scribd.com/ipaper

http://www.gogrok.com/en/index.html

Taken from

http://janbierens.com/2012/09/23/your-

social-network-profile-is-like-a-resume/

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http://janbierens.com/2012/09/23/your-social-network-profile-is-like-a-resume/

Thanks

Questions and Closing

Jermaine S. McDougald

September 19, 2013

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Skype: jsmcdougald

Twitter: jsmcdougald

[email protected]

J. McDougald |


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mailto:[email protected]

CLIL through Social Media: A Teaching, Learning and Research Tool (2013)

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