Comunicación n mediada por ordenador (CMO): prácticas de competencia escrita

Transcripción

1 Comunicación n mediada por ordenador (CMO): prácticas de competencia escrita Amparo Lallana, Esther Lecumberri, Marcelo Paolucci & Victoria Pastor Gonzalez Regent s College, Junio

2 Comunicación n mediada por ordenador (CMO) oral (chat de voz) / escrita ( , blogs, wikis, chats, redes sociales, foros de discusión, Second Life, etc.) sincrónica / asincrónica NS-NNS / NNS-NNS Internet / Entorno Virtual de Aprendizaje (EVA/VLE) La mejormanerade enseñary aprenderunalenguaextranjeraesa través de la interacción (Blake, 2008) Ventajas o mayor atención a la lengua o estimulo para producir más o entorno más igualitario, menor ansiedad (Blake, 2008) Tecnología o relativamente fácil de usar o relevancia y eficacia para la actividad de aprendizaje (Irons 2002)

3 Spanish for Business

4 EVA: Mutiplicar oportunidades de práctica escrita

5 EVA en la práctica escrita

6 Stage 2 Práctica escrita/refuerzo gramatical

7 Stage 2 Práctica escrita/refuerzo gramatical

8 EVA en la práctica escrita

9 Stage 3 Práctica escrita/elaboración de corpus léxico

10 Stage 3 Práctica escrita/elaboración de corpus léxico

11 EVA en la práctica escrita

12 L3A Práctica escrita/intercambio de ideas

13 L3A Práctica escrita/intercambio de ideas

14 L3A Práctica escrita/intercambio de ideas obligatorio (participar) / voluntario (elegir) lengua no evaluada corregida (mínimo 1 por semestre / ) Participación AS2009 SS2010 A2010 SS2011 social / informal 23% 70% 69% 84% content-based / formal 28% 38% 88% 97%

15 EVA en la práctica escrita

16 L3B Práctica escrita/crear contenido

17 L3B Instrucciones de la wiki

18 L3B Ejemplo de pregunta

19 L3B Datos de participación

20 ..mayor atención a la lengua? I used all resources available as we got unlimited time to produce the work and the more effort we put, the more chance we have to improve our Spanish I used dictionary especially since most of the times it was topics that I did not know about so I improved my vocabulary and checked for the right word, expression. I did try to use more sophisticated vocabulary, as conversations were about serious real-life topics. Since the language was not assessed I did not pay that much attention to correct grammar and vocabulary while using the foros.

21 ..entorno más igualitario, menor ansiedad? Foros are a good idea because they are a good way for shy students to interact with the others I had time to correct my mistakes and I could say what I wanted and I didn t mind others seeing the fact that others will check my work pushes me to make more effort and check my work before put it on the wiki. However I think this influence is positive and pushes the student to produce a better work I feel that if others see that I make an effort, then they will feel a bit of "peer pressure" or motivation to do so too and that this could improve everyone's Spanish.

22 .eficaz para la actividad de aprendizaje? It was very important for me to produce correct written Spanish, especially about current affairs topics which seems very useful and this exercise helped me gain more confidence in my Spanish skills I found the foros very useful for me. On the one hand you practice your own Spanish, and on the other, u also could look at what others have said, and more importantly how they ve said it. Although the fact that board was not marked, i still put as much effort in it as if it had a mark; for me it was important since i wanted to improve on my writing and practice for the exams Of course my intention was to produce good and correct Spanish but I mainly just wanted to participate (whether it was incorrect or not)

23 Claves y dilemas (CMC) familiaridad con la tecnología profesor/alumnos - accesible, estable, fácil de usar objetivos concretos y explícitos, (destreza escrita ----> LOs, conocimientos, léxico, etc.) instrucciones detalladas & expectativas claras (frecuencia, cantidad y/o extensión de contribuciones, lo que cuenta, lo que no ) propiedad (ownership): responsabilidad, flexibilidad, alternativas fijar requisitos mínimos y razonables de participación cantidad / calidad timing / carga de trabajo evaluación: participación / corrección (Focus on form) Importancia del feedback / disponibilidad de tiempo

24 References Ball et al. (2009). Effective use of VLEs; Joint Information Systems Committee (JISC) Infonet. Available from [18 July 2010] Blake, R.J. (2008) Brave New Digital Classroom: Technology and Foreign Language Learning Browne, T, Jenkins M, Walker M, (2006). A Longitudinal Perspective regarding the use of VLEs by Higher Education institutions in the United Kingdom, Interactive Learning Environments, Volume 14, Issue 2 August 2006, , Routledge. Available from [3 August 2010] Irons LR, Keel R,. Bielema CL (2002). Blended Learning and Learner Satisfaction: Keys to User Acceptance?, USDLA (US Distance Learning Association) Journal, v16 n12 Dec Available from [10 August 2010] Lorenzo, George (2007). A Research review about online learning: are students satisfied? why do some succeed and others fail? what contributes to higher retention rates and positive learning outcomes? Educational Pathways (EdPath), October Vol. 6, Issue 9. Available from [7 August 2010]