Blogs and the teaching of culture: ELT teachers … · Data collection materials & analysis...
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Mónica S. Cárdenas Claros Katharina Glas Pontificia Universidad Católica de Valparaíso Carrera de Pedagogía en Inglés IATEFL-Chile, July 20-21 2012 Blogs and the teaching of culture: challenges and responsibilities for ELT teachers
Transcript of Blogs and the teaching of culture: ELT teachers … · Data collection materials & analysis...
Mónica S. Cárdenas Claros
Katharina Glas
Pontificia Universidad Católica de Valparaíso
Carrera de Pedagogía en Inglés
IATEFL-Chile, July 20-21 2012
Blogs and the teaching of culture:
challenges and responsibilities for ELT
teachers
Outline Situate the study
Context
Course characteristics
Why blogs
Activity
Blogging platform characteristics
Guidelines & assessment rubrics
Data collection materials & analysis procedures
Findings
Students´ samples
Challenges and responsibilities
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Context of the study
Research leading university
The program is more than 50 years old
90 new graduates in the last three years.
MECESUP UCV0610 project
Redefinición del Proceso Formativo del Profesor de Inglés
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New program of studies (Malla 2012)
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Introduction to the Cultural Diversity in
English Speaking countries
First semester course
16 weeks
Compulsory
3 parallel sessions with about 30+ students each
4 pedagogical hours per week per parallel + 2 hours on
Fridays (movie sessions)
Taught in English
Different language proficiencies
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Course syllabus
Unit 1: What is culture
Unit 2: Geography
Unit 3: History Elizabethan era
Civil rights movement
Stolen generation
Unit 4: Ethnic minorities in English speaking countries
Unit 5: World Englishes
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Why blogs
Culture is a “slippery term”. (Terry Eagleton)
Give opportunities to expand on particular topics and share
them with classmates
Give a “voice” to shy students
Extend our teaching/ assessment repertoire
ICT implementation
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Why blogs Blogs offer a ‘space’ to facilitate reflection, shifting our role to one
of creation rather than consumption of information and news
Blogging can be ‘empowering’ – no sense of ‘information control’
as in the past
Blogs, either individualistic or collaborative, are ‘unique platform’
to discuss and reflect in the target language
Attempts to define blogs have moved from what they are (e.g.,
writings and media collections) to what they do (ways of relating
and communicating) amongst many Web options (Murray, and
Hourigan 2008)
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Why blogs
Requires self-directed study
Needs ‘a great deal of flexibility and time’ to establish
suitable tasks
Requires keen awareness of student levels, interests and
abilities
Needs an appropriate assessment scheme
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Blogging platform
Free platform linked to Google
Collaborative blogging project
Blogspot.com
www.icd1.blogspot.com
www.icd2.blogspot.com
www.icd33.blogspot.com
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Blogging task: Group guidelines
Procedures Responsible When
1. Blogging task briefly
introduced
Each professor First day of class
2. Blogging guidelines Professor with expertise in
ICT´s
First group session
3. Blogging training Teaching assistant Second group session
4. Students required to post
their first entty
Professor with expertises in
ICT´s
Third week of classes
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Blogging guidelines
Students were required to:
Initiate a minimun of two entries
Reply to a minimum of two classmates.
Guidelines printed for each student
Included in the welcome page of the blog
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Blogging assessment rubrics
7 different criteria: language, involvement and media
Assessment weight:
10 % Peer-assessment (assigned by each class instructor)
10% Teacher-assessment
Rubrics printed and given to each student
Rubrics uploaded to the LMS (Moodle)
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Reflections
Mid-semester informal reflection of the success of the
blog…
Learners behaviours varied among parallel sessions
Patterns of use and frequency started to emerge
Reflection on roles and level of engagement
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Professors attitudes and reported level
of involvement
Criteria Professor 1 Professor 2 Professor 3
Area of interest Autonomy &
culture
Literature ICT´s & L2 listening
Guidance: topic
selection
some no Frequently
Reminders on
blogging
rarely rarely The first day of
classes eveyweek
In class feedback rarely never About once a month
Reply to entries never only on first posts only interesting
posts
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Research questions
How does teachers´guidance affect student involvement with
the blogging task?
Number of page views
Number of entries
Length of entries (word count)
Posting frequency
Posts quality
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Participants
Criteria Parallel 1 Parallel 2 Parallel 3
Sts. enrolled 37-33 33-30 41-37
*Beginners 17 0 17
Pre-intermediate 14 14 0
Intermediate 2 11 14
Total 33 25 31
•111 Students enrolled for the class
•100 Students completed the course
•89 Students completed the survey
•66 Female 33 male degree program.
*Level determined after students took the Oxford Placement Test Online.
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Data collection materials
Embedded tracking device in the blogging platform
10-item online survey
Blog entries themselves
Sts reflections from a reflective journal
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Procedures
Blog
Blog started March 15th- posting began March 22nd
Blog ended June 15th
Last week in April sts should have posted their first entry
June 1 sts should have posted their second entry
Questionnaire
Link sent online June 23-26
Anonym, but students required to send an email to be awarded an
attendance mark
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Findings: Number of page views
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Percentage of students posting
0%
20%
40%
60%
80%
100%
120%
Post 1 Post 2 Post 3 Post 4 Post 5
Percentage of students posting
Parallel 1 Parallel 2 Parallel 3
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Length of entries
0
50
100
150
200
250
300
350
Parallel 1 Parallel 2 Parallel 3
Average word count
Post 1 Post 2 Post 3 Post 4 Post 5
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Posting frequency
0
2
4
6
8
10
12
14
16
18 N
um
be
r o
f p
ost
s
Parallel 1 Parallel 2 Parallel 3
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Groups engagement
0%
10%
20%
30%
40%
50%
60%
70%
Parallel 1 Parallel 2 Parallel 3
Checking frequency
One or more times per week Once every forthnight Once a month
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Groups engagement
0%
10%
20%
30%
40%
50%
60%
70%
I read most entries I read a few entries
Engagement
Parallel 1 Parallel 2 Parallel 3
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Groups engagement
0%
10%
20%
30%
40%
50%
60%
70%
Self-initiative Curiosity To get ideas of what to write about Only when requested by the teacher
Reasons to check blog
Parallel 1 Parallel 2 Parallel 3
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Posting quality
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Topics parallel 1 Topic Topic Topic
Question on Elizabeth Five Questions Lucky man - Th Verve Question on Elizabeth
Question on Elizabeth Native Americans Bend it like Beckham
Five Questions: Tides of Time - Epica Homosexuality Writen reflection on Elizabeth
Five Questions: Monsters - Rush Smith Australia Hawaii
Question on Elizabeth Five Questions: Why does it always rain on me Bend it like Beckham
Pixar's Day and Night Five Questions Five Questions
Five Questions: Who I am Tolerance Question on Elizabeth
My name is Khan Question on Elizabeth Question on Elizabeth
Five Questions: A strange thing 2 say Stereotypes Question on Elizabeth
Five Questions: Today my life begins India: Sheila Ki Jawani Question on Elizabeth
Civil Rights Question on Elizabeth Question on Elizabeth
Five Questions Pixar's Day and Night
Five Questions Five Questions
Question on Elizabeth Five Questions: Call it what you want
Five questions Tolerance
Question on Elizabeth Five Questions
Maori integration as a model Gender discrimination
Five Questions Question on Elizabeth
India Five Questions
Question on Elizabeth
Racial segregation
Five Questions
Five Questions
Culture
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Parallel 1: Sample entries
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Topics parallel 2 Topic Topic Topic
Sherman alexie Question on M. L. King Question on Australia
Queen Elizabeth Question on Australia Australia
The tempest Five questions Bend it like Becham
Five questions: Bruno Mars Hawaii: A Beutiful Island We Day
Question on Elizabeth Question on Elizabeth Question on Elizabeth
Questions on Elizabeth Nigga Aboriginal Poples Choice Music Awards
Questions on Elizabeth Thunderheart Native Americans
Queen Elizabeth Queen Elizabeth Tempest
Question on Elizabeth Bend it like Beckham Native Americans
Questions on Elizabeth M. L. King Natives
A little sneak peek of our presentationRabbit-Proof Fence The last of the Mohicans
Stereotypes Stereotypes Midnight oil
Question on Elizabeth lovely Irene Native Americans
Education The Help Questions on Elizabeth
Segregation in America Comment on the movie:Elizabeth Question on Elizabeth
Natives Hawaii Aboriginal Poples Choice Music Awards
Questions on Elizabeth Native Americans The Hopis
Five questions: Phil Collins My name is Khan Elizabeth Golden Age
Alaska Natives and Chileans : Something in common.Hawaii Five questions Jeremy Pearl Jam
Five questions: Cat Stevens Alaska Natives Segregation in America
Questions on Elizabeth M.L.King Five questions
Questions on Elizabeth Comment on the movie:Elizabeth Bend it like Becham
The Chilean Mapuche-Proof Fence Hawaii Presentation on Oneness
Natives Five questions Question on Elizabeth
The last of the Mohicans Bend it like Becham Redbone
Midnight oil Presentation on Oneness Dances with Wolves
Native Americans Question on Elizabeth MLK
Questions on Elizabeth Redbone Thunderheart
Question on Elizabeth Dances with Wolves Education and Indian Boarding School.
Aboriginal Poples Choice Music Awards Question on Elizabeth
The Hopis Thunderheart Bend it like Becham
Elizabeth Golden Age Education and Indian Boarding School.Dances with Wolves
Five questions Jeremy Pearl Jam Question on Elizabeth The Chilean Mapuche-Proof Fence
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Parallel 2: Sample entries
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Topics parallel 3 Topic Topic Topic
Green Lantern Other customs The very low minimum salary in Chile
Let's Talk about Auto-Stereotypes:"stuff spanish girls say"Middle East war Martin Luther King "A legend who left footsprints"
Latinos: we are a minority too! Nick Vujicic an Extraordinary man No quality in education, No progress in society
Make Goals nor War Christopher Marlowe the "Shadow" of William ShakespeareViolence in Schools - bullying
Different word, same meaning Discrimination in Tom and Jerry? How eating disorders affect our society
Illegal Inmigrants The Indian Culture Famine in Africa
Mapuche Conflict Indigeneous Influence on the Chilean Language Kony 2012
Australian fauna Hawaiian Language What's really important in life, let's appreciate good things
The human impact on this Earth Children's abuse in kindergartens Immigrant people in Chile
The Beatles: part of the small "c" culture or the big "C" culture?Educational Inequality in Chile Femicide: A global harm
Animal Abuse About Racism Arranged Marriage…culture shock?
Discriminated that Discriminate Documentary about Elizabeth's life Entering to the USA through the back door
Free Education Consumerism Underground Railroad - Slaves follow the Big Dipper
Bend it like Beckham Racism and Indigeneous Quake Red Alert
Impact of journalism Territories and blood Let's take care about our health
When escape is hurt ourselves Discrimination in the 1960s The difference bewtween social classes in Chile
Adoption System in Chile Buddhist Lifestyle Dear Classmates! My question about the film is . . . Do you think that if England had not been led by Elizabeth, the British Empire would have passed into history?
Child Abuse The influence of facebook in our society Rabbit Proof Fence The Movie
HIV/AIDS Africa's Stolen Generation Reality of India - Slumdog Millionaire My question about the film
Law of the stronger one Why are hindu gods in the form of animals? Does discrimination and stereotypes come naturally?
Never is too late The Mehndi or Henna Tattoo The Untouchables
WHOF Kids react to . . . Drug traffic
Why are we so tolerant towards intolerance?why would I upload a boxing match here? Welcome to the Future!
Creepypasta Disney's Influence Indian Henna Tattoo (Mendhi)
Differences make the difference Stereotypes in South Park32
Parallel 3: Sample entries
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Future…
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
No Yes
Would you repeat the experience of blogging?
Parallel 1 Parallel 2 Parallel 3
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Students´ sugestions for the future
0%
10%
20%
30%
40%
50%
60%
70%
more weight in the assessment Spanish only Sts reminded about the blog Teacher guidance
Changes for the future
Parallel 1 Parallel 2 Parallel 3
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Strengths: students´voice “Las personas con nivel de inglés principiante podían
expresar ideas que durante la clase no podían; tenían tiempo, calma, vocabulario y mejor organización” (parallel 1, intermediate)
“Se incrementa notablemente el vocabulario si la persona es lo suficientemente responsable para buscar todas aquellas palabras que desconoce”. (Parallel 1, beginner)
“Fundamentalmente, permite ampliar los contenidos de la clase, ya que las sesiones son muy acotadas y la Diversidad Cultural demasiado vasta como para abordarla solo en el aula”.(Parallel 2, intermediate)
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Strengths: students´voice Da espacio para poner en práctica todo lo que hemos aprendido en
clases y ademas relacionar los temas vistos con cosas que conozcamos (noticias actuales, musica, peliculas, etc.).
Es importante el pensamiento crítico desarrollamos al exponer nuestras entradas en el blog. Hay temas muy interesantes para desarrollar. (Parallel 3, Intermediate)
Permite estar mas conectados con tus compañeros de clases y saber sus opiniones sobre temas diversos. (Parallel 3, beginner)
“Usar la tecnología como herramienta para trabajar los temas abordados en clases, con el motivo de ahondar en los temas un poco más y de sacar conclusiones personales que ayudaran en la asimilación de los contenidos más que del aprendizaje. A veces no todo es memoria sino que aplicación, y es en las reflexiones donde pudimos asimilar más cercana y profundamente los tópicos impartidos.” (Parallel 3, Intermediate)
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Challenges: students´voice “Más que debilidad del blog, yo diría que los alumnos necesitan
educación en aspectos de formato de escritura y presentación de contenidos. Selección de colores, fuentes de texto, ubicación de las imágenes. No se puede negar que el blog es una herramienta altamente visual, por ende, de haber 'contaminación' y 'desorden' en él, -al menos a mí- me daban muy pocas ganas de leer varios post”. (Parallel 2, intermediate)
Como el blog era entre compañeros no había alguien que corrigiera los posts. Muchas personas escribían posts con muchos errores gramaticales y de deletreo pero no existe alguien quien corrija. Para esa persona el post está bien escrito y de seguro aún no sabe los errores que cometió. El profesor debió haber intervenido en ese sentido. ( Parallel 2, Intermediate)
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Challenges: students´voice El que no todos los alumnos tengan claro la importancia para
nuestro aprendizaje el uso del blog. Tiene como consecuencia que
algunos a "última hora" realicen sus entradas y comentarios.
(Parallel 3, intermediate).
Las fechas. Todos esperabamos hasta las deadlines para postear, y
blog se llenaba de post y muchos se perdian en la multitud. Una
recomendacion para mejorar esto puede ser que se designen los
post por semana, o por mes, a distintos estudiantes, de esa forma
no van a postear todos el mismo día. (parallel 3, intermediate)
Demandaba mucho tiempo elegir un tema, averiguar de el y
apoyarlo con algún elemento audiovisual. (parallel 3, beginner)
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Reflection: challenges
Blogs easy to establish, but “The main challenge lies in the
teacher firstly integrating an appropriate blog assessment
framework which matches the needs of the particular
learners.” (Murray & Hourigan, 2008, p. 95)
Amount of assesment at the end of the semester
Redefinition of topics
What to do if sts write off topic??
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Responsibilities
Guidance, guidance, guidance, guidance and more guidance
Give students more guidelines with regards to formatting
and style
Group training not enough. Find other instances for training
for novice technology users.
Teacher must be flexible but re-enforce goals of the tasks
without alienating learners
Constant assessment: peer-teaching assessment different
times of the semester
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Conclusions
Does teachers´guidance affect student involvement with the
blogging task?
Number of page views : Yes!
Number of entries: Yes!
Length of entries (word count) Yes!
Posting frequency: Yes!
Posts quality : Yes!
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Questions???
Contact info: [email protected]
