Evaluation of Evidence-Based Practices in Online Learning

Here is a very good meta analysis on distance learning.
I particularly appreciated this table that has some great ideas.
http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Free Chat on TH, Sept. 3 at 9 am on Mobile Devices in the Classroom

Hi All,

Cell phones and other devices are high on the radar screens in education. For a free chat session with panelists who are following these developments, join this session via the internet, TH, Sept. 3rd at 9 AM.

http://www.edweek.org/ew/events/chats/2009/09/03/index.html

Best, Alice

TESOL 2009 Brain-based Language Acquisition Research

Editor's Note: Thanks to Pam Hogan for posting this account to share back the opportunity funded by the CMC Faculty Professional Development Fund.

Report from Denver TESOL 2009 - Language Acquisition Research
by Pam Hogan, Associate Professor of ESL Roaring Fork

This professional development summary outlines the latest developments in Language Acquisition and how the process happens in the brain according to Neuroscientists and Researchers with implications for CMC language instruction from Denver TESOL 2009Plenary speaker, Dr. Janet Zadina’s presentation: “Language Learning and the Brain;
Creating New Pathways” on March 28, 2009.

1. Key concepts of Mechanics of Learning:

“Learning is the formation of new synapses and dendrite branching in the brain” (Zull 2002)

• Neurons hold information in the form of chemicals. Cognition takes place through neurotransmitters that communicate with other neurotransmitters. A gap where the neurotransmitters do not meet is called a synapse and “thinking” occurs through firing across the gap.

• The more groups of neurons fire together, the more potential they have to do it again. We need to “Fire it to Wire it” and thus create pathways in the brain. Practice does make perfect, and it takes approximately 5 to 20 minutes to grow new dendritic spines.

• Researcher Eric Kandel: “Cells that fire together, wire together”.

Implications for instructors are that cognitive skills are wired into our brains through meaningful practice.

2. Key concepts of The Perceptual Magnet Effect:

Dr. Zadina presented Dr. Pat Kuhl’s research on Native Language Magnet/Neural Commitment Theory (P Kuhl 2008):

“Language learning involves creating maps in the brain.”

• This mapping of Native Language sounds occurs by age 6 to 9 months through “Motherese” which uses elongated sounds with emphasis on pitch changes unique to infants’ native language. All cultures share this feature of Motherese.

• Speakers of Japanese can not distinguish “R” sound from “L” sound because they are in the same section of the Japanese language map and there is no boundary distinguishing them. The differences in those two sounds carry no meaning in the Japanese language.

• To learn a second language one must create a second map for sounds in the brain. See: http://ilabs.washington.edu/kuhl/research.html#Native

· Infants also recognize the Speech Motor link, when their audio input is affected by visual clues, the brain may hear something different (McGurk effect).

The implication for second language learning is that teachers should exaggerate sound contrasts during pronunciation practice with students (McClelland, JL 1999). This can be done by using what are called “minimal pairs”.

3. Key concepts of Brain Plasticity:

The brain contains Gray Matter and White Matter, and the White Matter enables communication. Newest research from Gage, F. and Battro:

“The brain is plastic; it can change as a result of experience.”

Bilingualism makes your brain better; it requires more cognitive load initially. Remember your students are working harder than you are. (Pettito 2003)
There has been a recent paradigm shift: old theory: second language learning was stored in a different part of the brain, now researchers have ascertained that L-2 is stored in the traditional areas of the brain for language. (including the Brocas area).

Dr. Zadina’s concluding message was: “Teachers, remember when you teach, you are changing the actual structure of your students’ brains.” jzadina@uno.edu

Online "Twitter as Assessment" Session Wed. July 1 at 11 AM

Hi All,

I just happened to see this notice from the Teach Paperless faculty blogger-- He's providing a "Twitter as Assessment Tool" online today at 11 our time. Here's the link to join.

http://teachpaperless.blogspot.com/2009/07/twitter-as-assessment-tool-necc-20.html

Best, Alice
Posted by Alice Bedard-Voorhees at 7:46 AM 0 comments

Web Site Story: A College Parady

Hope this musical parody brings a smile to your face about the use of Social Networking:

See more funny videos and funny pictures at CollegeHumor.

Getting Ready for The Translator

Greetings,

Many of us are getting ready to use The Translator and there are a plethora of tools available to us. I've been playing with a few that will hopefully add some interactivity to my lessons.

Zoho Creator offers the ability to create input forms and pull the information out in a variety of ways: spreadsheet, summary, calendar, rss feed, .pdf, and HTML. In their Free Account version, they allow you to create five (5) applications; however, within those, you can have as many forms as you like.

For this project, I've chosen to embed using the summary layout. Here, I can filter by book section or see all the comments at once. The data has been set to sort by "time added" in a descending order so that we can see the latest entries on top.
To give an idea of how this works, I've entered comments in the following sections: Introduction, Chapter 4, Chapter 7, Chapter 26, and General Comments. I've written "Nothing yet" in all other sections just to make sure I pulled data correctly.

Instructions

Add an Entry: There is a small "Add" link direclty below the word "Translator". When you click this link, a small entry form will open. Use the pull-down menu to select a section of the book about which you will write. The tag for "General Comments" is at the bottom of the menu.

View Entries: Use the Filter pull-down menu to view the comments for the section in which you are interested.

Let me know if you think these instructions require clarification.

NOTES:

• Twitter might be a good choice, but it limits the user to 140 characters and I haven't learned to set it up for filters correctly.
• In using Pageflakes to transfer widgets to this blog, I discovered Pagecasts which allow you to pull together information from given sources for your topic. Here is an example. This might allow us to pool our resources campus-wide or college-wide. Heather Sullivan, on EdTechTopia explains how to set up a class. Read her article, "Pageflakes for Education"
• One university seems to have chosen Pageflakes over Blackboard. Hmmmm. Click here to see an HTML version of their PowerPoint presentation.

Here is my attempt at a Pagecast for The Translator.

If you have time, please enter some thoughts about the book into the widgets--think of yourselves as Beta testers--and let me know what you think. Questions, comments, and critiques are always appreciated.


Aggie

Stephen Colbert Reads James Joyce on Bloom's Day

Hi All,

I couldn't pass this up--today is Bloom's Day, big observance of Joyce's Ulysses. The post contains a link to a free audio reading: Colbert Reads Ulysses

But look at all the other resources too.

Best, Alice