M.Y. Wish Lists: Crazy Paving or Stepping Stones?

Looking back to the beginning of this semester, I found my wish list (i.e., the course objectives), which included

1. Students will be able to understand the nature of online learning and its potentials for the study of English;
2. Students will be able to critically use and evaluate online texts, learning tools, and resources; and
3. Students will be able to design online activities and produce multimedia content to support English learning.

As online treasure hunters, we explored and scrutinized weblogs, webquests, and websites of our own and others. We kept logs of precious experiences, thoughts, and visions in order to develop in-depth understandings of online English learning. Trained to collect and evaluate information in a systematic way, fortunately (or unfortunately?) we do not become archaeologists because, in part, the Web is evolving. Putting aside categorization, you are creating and constructing Something with various styles and formats in the realm of Web 2.0. These quirky crazy paving or stepping stones in your collaborative experiences may make further exploration possible.

Perhaps someday I will see Celia Angel & Julie Rabbit become as popular as The Simpsons with all age groups around the world. Perhaps someday Cherrie's EFL students in Taiwan will explore Online Language Learning 3.0 with Anita's CFL (Chinese as a Foreign language) students in the U.S. through the newest technologies. Oh, I have a new wish list now. Hope you let me know when your dreams come true.

Young English Storywriters

This weblog aims to teach ESL children at the age of 10~12 to write their own stories. We design two routes for learners to choose which one they prefer: one is to write about the character first, and then the plot; the other one is to write the plot first, and then the character later. We make use of multimedia tools, such as video clips, lovely pictures, and PowerPoint files. We also introduce some relevant websites, which we believe can complement our teaching to train children's story writing ability. Just come and enjoy it! Please click here: I am young but I can write in English (by Celia and Julie).

The Simpsons webquest

This webquest is about the cartoon series-The Simpson's in the U.S. and is aiming for the 9-12th high school students. The sutdents need to proceed an unfinished story based on the understanding of the Simpson's. They have to understand the personality of each character well and even get to know the social context this cartoon series implies by visiting the websites we provide first, then continue the situation we provide. They can create a very simple story happening only on the main characters we mention or they can extend the story by adding more characters and current social context in the U.S.. As a result, the task of this webquest is a rather flexible. The students can make it simple or complicated, and the teacher can get to know the language proficiency of each student out of their works. enjoy:) http://www.freewebtown.com/boucicaut/

JazzzzzZZZZZ(webquest for final project)

This webquest for final project focuses on the western culture, Jazz. With some creative and collaborating activities, this webquest is aimed at high school students. After completing tasks we designers assign, we expect students to not only gain relevant knowledge of Jazz, but also by fostering four language abilities enjoy their English learning with an active attitude.

Click it and find it out

From Abby, Cherrie, Christina and Vercy

Party Fun--A Multimedia ESL Flash Website

This is our final project, it's a Multimedia ESL Flash website (or more like a Flash Project) designed for children age from 8 to 12 with very limited English ability. By following the directions in this site, they will have a chance to practice their listening and spelling skills through interesting tasks. Read a more detailed description by Anita.

View fullscreen version with audio.

Comment to inform us if you find any bug in it.

(We are Anita, Eleanor and Mandy +@+)

Final Project Share Fair!

In your final projects, you were required to design online activities and produce multimedia content to support English learning. Share and evaluate group projects based on the following guidelines!

1. Think of a fun title that relfects the content of your project. (Don't use "final project" as a title).
2. Give a brief description (100-120 words) of the content knowledge or skills, target users, learning objectives, learning tasks or activities, technology use or online environments, etc.
3. Add a link to the project file(s) or website(s).
4. Leave your responses to other group projects as Comments. (Don't leave comments before group projects are posted).

Your projects (i.e., descriptions, links, peer comments) will be evaluated based on your postings on Tuesday, July 3, 2007 at 12 noon.

From Blog Administrator's Desktop

You might notice that I saved some of your postings as drafts or posted them as comments. As an administrator, I have some principles in organizing this blog.

1. Group learning outcomes are posted on this group blog. Instead of long postings and detailed descriptions, summaries and links to posts in individual blogs or files in other websites are preferred.
2. Individual students' learning outcomes and evaluation forms are supposed to be posted on BB or your own weblogs.
3. Individual students' responses to specific blog postings are posted as comments rather than as main posts.

Reflection and Questions for Thought

Reflection is an active process of exploring your blogging experience in some depth. You were required to write a reflection from the three perspectives--engagement, learning, and language learning. Your reflection will be evaluated based on your posting on Thursday, June 28, 2007 at 12 noon. Here are some questions for thought.

1. Engagement and participation
*How often did you blog? How did you like to participate in different blogging activities?
*What role(s) did you take in support of your peers' blogging? Why?

2. Learning
How did you connect your blogging experiences with different aspects of learning (e.g., learning goals/objectives, previous experiences, technological features and functions, success/failure in learning, preferred learning styles, and other social and affective information, etc)?

3. Language learning
How did you connect your blogging experiences with different aspects of English learning (e.g., problem-solving, communication and collaboration, creativity and production, reading, writing, speaking, and listening, etc.)?

A Message from Summer

Are you interested in sharing your writing in other ESL blogs? For more information, see below.

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Hello,

One of your students, Christina, enthusiastically selected my site as a Favorite ESL site! I was very honored.

I was wondering: What is the full name of their school - "NCU" - and where is it located?

Also, would your students like to each chose a piece of writing they did in English, for me to post on my site -- so that others can enjoy their work? I have been looking for student writing to post and share.

I am an ESOL certified teacher. I have a new blog where you can post their work if they want to share it, and you can write back to me if you like: CLICK HERE.
I am guessing you are their teacher. If not, please let their teacher know I wrote this message. Thanks!

Have a great day! :)

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For more information about this weblog, see Christina's post.

Christina--Stuff in English Learning: My three favorite ESL Blogs