Showing posts with label iatefl-2010. Show all posts
Showing posts with label iatefl-2010. Show all posts

The History of English

Have you ever wondered where our language came from?  The following poem which  I've been asked to post up so very many times... was done as a pechua kucha at IATEFL 2010.  I hope you'll enjoy it:



The History of English
Karenne Joy Sylvester
(cc-sa-nc-nd) 2010


I'm going to take you on a journey through time
from the shores of Friesland
to Norway, Normandy and Ireland.
Raiding Latin, Greek & French
adding new words from new worlds
I'm going to take you on a journey through history
to tell you the story
of our global language.


4000 years ago a movement of people began
travelling west from India
crossing Eurasia
and settling on a cold, wet island.
But it was not these people
nor their language which determined English's fate.
In fact, they left us with few words with which to perpetuate.


In the fifth century,
Germanic warrior tribes arrived 
- like a fury from hell
divvying up the spoils of the departed Roman Empire,
battling the Celts for a hundred years.
In the end,
it was they who made the language theirs.

But Rome came back
this time with a cross instead of spears.
and the missionaries' alphabet
unleashed on us
an intellectual fire
Random signs and symbols
suddenly gave us
voices
and stories
histories
and philosophies
and pushed our imaginations ever higher.

It was English's first
but not its last invader of thought.
There lies a hidden power in words:
they create visual maps in the mind
provide hope, leave memories behind.
In emotions bought
they tell where fears are fought
and lessons taught.

Just as English
had come from over the seas
in the late eighth century, a destroyer gathered his ships
and armies
The Viking warriors tore through our manuscripts
ripping out their jewels
and in multiple raids
threatened to wipe out the languages of this age.

It took a young king -
Alfred the Great -
to defeat the Danes.
He intuitively understood
Guerrilla tactics are no good
and set out to teach the English
English
sure that unified
they would flourish
When Guthrum came again in 878
the Vikings were made to subjugate.

But some of them stayed
to indulge in trade
leaving us their names in
towns, villages and valleys.
Most of all, they caused
the Great Grammar Shift:
Word endings fell away
Word order in disarray
Prepositions had come to play.

Although Alfred's victory had saved English
Harold's defeat almost annihilated it.
After William was crowned in 1066,
three centuries of French rule followed:
their language
their culture
English spoken by
only those under indenture.

In 1348
a ship docked in Weymouth.
On board, the most unlikely savior
it's cargo
the deadliest of plagues.
The rats scurried East
then North
killing a third
of England's population
Priests, politicians and princes could not be cured.

Those untouched by the Black Death suddenly had leverage.
Wages rose.
Properties fell.
Serfs moved into farms and abandoned mansions.
By the late 14th century, English was the language of the classrooms
appeared before the magistrate,
when Henry the fourth took his crown
the home language was finally resurrected,

yet
the Bible was still in Latin.
A philosopher and theologian
who believed that knowledge belongs to the people
and not to a religion
started his translation
transforming Oxford into
the most dangerous place in all the nation.

The Holy Roman Catholic Church
struck a heavy hand.
Wycliffe's Bible damned.
All were banned.
Were it not for the greatest technological advance of all time:
The Printing Press.
Now even God was on English's side.

A renaissance swept across Europe
bringing with it
a tide of immigrant words.
Zealots arose to protect her
to keep her pure.

But language is a woman who knows no master
and she refused to obey.
Instead, painting herself in the tapestries of thought
she gave birth to a honey-tongued bard.
Shakespeare slammed his words together:
synonyms and antonyms forever to be wed.

But darkness lay ahead.
The American continent conquered,
the people humbled
their lands adopted.
The masters were those of religious philosophies
which condoned the sacrifice of human dignities.
Nothing so singularly characterizes English's abilities
as the absorption of those
they traded and sold.

The rise of the novel began to influence our sense and sensibility.
Suddenly everyone wanted to tell English how to be.
Dictionaries compiled
Grammars written
Coarse words removed
Body parts forbidden.
The language of the street
locked out
Spelling and pronunciation locked in.
Telling others of your class
and the status of your kin.

But then
Sound began to travel through the air
Lights shone brightly
Nightly
The industrial revolution
put Greek and Latin in cahoots
as new words sprung out from old roots.

English didn't only look backwards,
it reached outwards
Hungry navies trawled the oceans
from Malaysia to Australia
bringing home an Empire's devotions
and... Hong Kong's magic potions.
After colonization grew globalization.

And now,
just as in Alfred's day
we are united
by common words recited.
Through Hollywood, Radio and Television we are delighted.
Poetry reignited
by men who make up words to fit their beats -
the rappers are the Shakespeares of our streets.

Today we google, text
we send out tweets.
We blog and surf on waves
so there are those who fear
who think English will disappear
but
English is a survivor.
She is a traveller
a trader
a writer
a poet -

English is a warrior.


And if you feel that your students would enjoy reading this and would like to use it in class, here's the link!  The slides, if you'd like to do this as a digital storytelling exercise, can be downloaded from  here.

Best,
Karenne



At the top of Maslow's Pyramid

Wow, I am finally surfacing and trying to get my head in gear this afternoon - upon opening up my google reader  and quickly browsing through the ELT blogosphere, I notice many excited reports and reflections on the IATEFL conference which took place in Harrogate this year.

It was, quite simply, one of the best educational events I've ever attended: mega kudos to the organizers, online team headed by Julian Wing and Gavin Dudeney plus the numerous  IATEFL committees  and volunteers who worked so hard at putting something like this together incredibly successfully.   One of the best parts of it all, in my opinion, was Graham Stanley's LT-SIG pre-conference event which was held live, via twitter and also within 2nd Life - I'll blog separately about that later.  But first,


one of the things which struck me most profoundly at IATEFL was something I've been musing on for a while now - covered briefly in my crowd-wise discussion but actually got to see happen in real-time, confirming my thoughts on the process.

It has to do with Maslow's pyramid of needs, so apologies that in just a moment, I'm going to go all deep with you here.

But first allow me tell you a couple of stories:

On the first official day, climbing up the stairs to the conference, I bumped into Jeremy Harmer.  For those few of you who don't know who that is, Jeremy is one of the most influential  and widely  read authors and editors in the field of ELT.  The man who wrote the book on teaching English.  He is also an accomplished poet and edu-blogger.

I apologized to him that I wouldn't be able to attend his session (I was totally gutted) because we were scheduled at the same time.  Jeremy apologized back, saying that he would have loved to attend my talk and   he was interested in the development of e-communities.

Side Bar Confession:
I didn't think he was serious, let's face it: why on earth would the Jeremy Harmer want to attend my swap-shop and musings on the historical, evolutionary and psychological aspects/practical issues involved in setting up e-communities?

But as the conference raced on and all the evening events took place, here is what became immediately obvious: Jeremy was absolutely everywhere.   He attended most of the sessions of his PLN,  attended the LearningTechnologySIG's preconference event, via 2ndLife, tweeting back like the rest of us towards the external twitter community and was very much, not just a professional guru in our field but authentically interested in what we had to say, think and how we teach:  he was above all, an engaged, active, excited member of the Educational Community of Practice.



The second story has much more to do with me and my decisions about which sessions to attend and it wasn't just me I saw doing this...

There were, at the IATEFL conference, a number of very, very famous and important speakers.

Presenters, globally renowned for their years and years of contributions to ELT, prize-winning authors and glorious trainers who I couldn't believe I'd actually get the chance to see live... and then there were people like me who do what we can, train teachers on a small scale, spend most of our time in the classroom  but many, many of us there were spending  hard-earned pennies on an educational event (some presenting, others only attending): money which would normally be earmarked as holiday funds.




In just about every case, whenever there was a clash between one of my PLN (whether from Twitter or from an educational yahoo!group or Ning I belong to) and a famous author, I found my feet walking me towards the member of the community.

One morning, after staying up 'til 4am, there was an 8.20 session.

A slap of ice-water on the face, deep breaths to wake up and a quick jog took me down to the conference centre on time.   There was simply no question that we would be there and his room quickly filled out as the rest of us, bleary-eyed, twitterers and blog-readers stumbled in - some without our first coffee.   When he asked us why, didn't we already know what he was talking about (it was on PLNs) the answer was simple.



Nik Peachey is someone who has provided us, for free, for years, with so much content and ideas through his blogs and explorations of the web2.0 that we were there to thank and support him.

He is a member of our PLN.  Wild horses wouldn't have kept us from going to see him live.

A couple of days later, when schedules began to severely clash, I missed two community members' sessions back-to-back, sessions that I really very much wanted to attend - I got grabbed into a conversation I couldn't get out of - I was genuinely sad and upset about that.  Still am, so they better be at Brighton next year :).

So, anyway, what has all this got to do with Maslow and when am going to stop gushing and get serious?

Lindsay Clandfield's Pechua Kucha discussed his worries about the me, me, me aspect which just about everyone sees when they enter Social Media but undoubtedly, that is for me, just one minor step along this journey.   

When Maslow made his pyramid, he forgot the top of the triangle.  And as it has been missing, through this blog post, am putting it on now.

Beyond personal self-actualization lies the actualization of community.


(cc)Karenne Sylvester, 2010:  adaptation from http://en.wikipedia.org/wiki/File:Maslow%27s_Hierarchy_of_Needs.svg by factoryjoe on wikimedia commons)


What social media and the web 2.0 is doing, most profoundly is that it is working on the we, we, we.

The IATEFL 2010 conference in Harrogate confirmed it: there is a deep need within humans to support a community they co-create.



http://www.flickr.com/photos/shellyterrell/4519170550/sizes/m/in/set-72157623849013638/




The conference was very much not just about only saying hey to our old-new friends and sharing hugs (how quickly we all knew each other) nor was it about how wonderful, wonderful it was to smile in real time at Vicky Saumell and giggle with Jamie  from China, to talk blogging with Nik Peachey over a beer (how cool) or to listen to Shelly and Ozge as they went through their presentation in the apartment for the 20th time (fantastic, fantastic -best presentation of the conference) or to bossily tell Marisa and Shaun to pay attention to our real-life discussion too, not just to one with the 2ndLifers, or to share a cigarette with Emma  Herrod and Scott Thornbury; to find out how nice Luke Medding is in real life, to attend Candy van Olst's presentation of dogme in Business English settings or to get one of Ken Wilson's massive bear hugs, to  rehearse my PK with Sue Lyon Jones, to congratulate Lindsay Clandfield on his mega launch of Global,  to play with Tamas' little Sophie and break bread with Amanda, to have Jamie Keddie profusely worry about me and whether or not I'd make it up to the stage without fainting beforehand; to quickly converse with storyteller Jan Blake and  with Herbert Puchta on the value of non-self-promotion via twitter... but also, also more importantly

how we did not forget our twitter friends 

and how we felt connected to the PLN members who could not there  in person.

We truly didn't want them to miss out on a single moment of the excitement we were going through;  we really didn't want them to miss out on the learning we were receiving so we let them know what was going on... we didn't want them to miss out on how well our fellow community members were doing as they stood up, sometimes for the first times, in front of large crowds and shared their knowledge so....

we shared and shared and shared. And we tweeted and we tweeted.

Collectively, both inside and outside the IATEFL conference, we continued to work at building and strengthening our amazing global community of educational practitioners and I'm so incredibly proud to have witnessed this and in my small way, been a part of all that growth.


Useful links related to this posting:

Best,
Karenne

Crowd Wise 10: What to read next

Diversity and independence are important because the best collective decisions are 
the product of disagreement and contest, 
not consensus or compromise.
James Surowiecki



Where can we find research and more information about working in e-communities?  Are there any courses you can take online or in person? 

Have you read a great book or can you recommend a helpful website or ebook helpful to those new at creating e-communities?

Best,
Karenne

This posting is the final part of the series, Crowd Wise, and is, in part, preparation for the swap-shop on web based communities at the IATEFL conference in Harrogate, April 8th, 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!  To subscribe to all the posts within this specific series, copy and paste this url:  http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 9: On the dirty subject of money

"Dogs have no money. Isn't that amazing? 
They're broke their entire lives. 
But they get through. 
You know why dogs have no money?  
No Pockets." 
Jerry Seinfeld


I remember tweeting a while back that I pay to have the ads on my online platform (with students) removed and the response I got back was "I'd rather find something for free."



Now, I don't pay for the community where I work with other teacher-bloggers - I see it as a place where we're all in the same boat together, however, my student community is part of my job where naturally, I earn a salary therefore I'm actually quite happy to pay for it (it makes my work better).

I tend to think if the software developers and companies who produce these platforms never ever earn any money for their time, energy and creativity then eventually they'll be forced to shut up shop.

Yet... most people tend to agree with my co-tweeter, why?

Best,
Karenne


This posting is part of a series, Crowd Wise, and is, in part, preparation for the swap-shop on web based communities at the IATEFL conference in Harrogate, April 8th, 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!  To subscribe to all the posts within this specific series, copy and paste this url:  http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 8: Working with Learners vs Working with Teachers


Educational e-communities can contain groups of students, groups of learners or both.  In your experience which is easier or more comfortable?

Are the activities the same?  Why/why not?

What are some of the differences you've noticed in ratio of participation, collaboration and communication?

Best,
Karenne

Crowd Wise 7: Building the team

"Never doubt that a small group of thoughtful, committed people can change the world. 
Indeed it is the only thing that ever has." 
Margaret Mead

Throughout the world we can see - in towns, cities, countries and companies that to create anything of any real value takes much more than one mind and one pair of hands.  We know, intuitively, that the many are hundreds of times smarter than the few.  

But is it easy to find others to collaborate with? 

And once we've found them, how do we transfer off-line team-building skills into an online environment?


Are there specific activities which we can use to help build strong groups which actively work together towards a common goal?

Are you and your e-community working on a collaborative project right now?  What are you doing? How did you find or make the right people to adopt your project and take on important responsibilities?

Best,
Karenne

This posting is part of a series, Crowd Wise, and is, in part, preparation for the swap-shop on web based communities at the IATEFL conference in Harrogate, April 8th, 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!  To subscribe to all the posts within this specific series, copy and paste this url:  http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 6: Threats to e-communities

He wondered what the man's name was and where he came from; 
and if he was really evil at heart, or what lies or threats had led him on the long march 
from his home; and if he would not really have rather stayed there in peace.
J.R.R. Tolkein


Every community has its darker side and the virtual world contains its seedier side too.  Sometimes they can become even more emotionally challenging, due to the anonymity of parties involved.   These are just a handful of the things that may crop up when you run or participate in an e-community - knowing about them helps you to deal with them so I've listed a few below:


The Door-to-Door Salesman
Sole purpose for joining an e-community is to advertise pharmaceutical products, commercial services and generally talk about what they have on offer and only what they have on offer.

Will directly spam your members and generally make a real pest of themselves.


The Troll
Primary purpose for joining an e-community is in order to spread their self-hate on to others.  Will start fights.  Highly difficult to recognize - not all argumentors throw flames and most debators are not trolls.

It's also important to note that conflicting opinions within communities often help members bind better together!


The Cold-Shoulder
Moderators who don't understand the psychology behind the actions of those who are brave enough to add to a discussion, for the first time,  ignore ego-boo which in turn stops other members who were not brave enough to yet, from adding anything further: collaboration dies.


The Pirate
Sole purpose for joining an e-community is to steal content and ideas for their own commercial ventures.  Will trawl through your archives until they find what they want, copy/steal it and obviously not attribute this work appropriately.


The Kidnapper
Sole purpose for joining an e-community is in order to find new members for their own e-community.  Will spend time getting to know your members and then spam the core with invitation links:  often convincing them to take on moderator positions etc within the other community.  


The Predator
Sole purpose for joining an e-community is for sexual purposes.  Will seek out your young, principally female members, and spam them with invitations to connect outside the virtual world.  Sometimes only mildly irritating -at other times highly dangerous, especially if you're working online with young children.


The Drop-Out Leader
Gives up on his or her community before allowing it to reach critical mass.


The Lost Leader
Primary purpose of starting an e-community was out of self-love.  Tires of the work involved and abandons his or her tribe leaving members unsure of future direction and lost.




If you run or participate in an educational community, have you had any experience with the above?   How did you deal?

Have I missed any other threats?


Best,
Karenne


This posting is part of a series, Crowd Wise, and is, in part, preparation for the swap-shop on web based communities at the IATEFL conference in Harrogate, April 8th, 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!  To subscribe to all the posts within this specific series, copy and paste this url:  http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 5c: Why do people join e-communities?

An ant can carry a leaf
but a colony of ants can carry an elephant.
African proverb

From the dawn of time, or better said, from the dawns of civilization we divvied ourselves up and created tribes.  We roamed in groups across vast plains, colonized nations overseas and settled down in towns only to then construct cities.  We joined football clubs and today we join e-communities.



But why?

What is this driving force, this need which makes us want to team together - aren't we all innately selfish beings with the primary concerns of home, food, shelter and our own genetic prolongation?

Why do some of us lead and others choose to do a Ruth, to make other people our people, other traditions our traditions?   Why do we protect, admonish, support, love, help, reject, compete with, collaborate with, fight with, laugh with...

people that we do not even know?

Share with me your thoughts, musings or opinions on this issue.

Best,
Karenne


This posting is part of a series, Crowd Wise, and is, in part, preparation for the swap-shop on web based communities at the IATEFL conference in Harrogate, April 8th, 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!  To subscribe to all the posts within this specific series, copy and paste this url:  http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 5b: My culture, your culture, our culture

People of different religions and cultures live side by side in almost every part of the world, and most of us have overlapping identities which unite us with very different groups. We can love what we are, without hating what – and who – we are not. 

We can thrive in our own tradition, even as we learn from others, and come to respect their teachings.   Tolerance, inter-cultural dialogue and respect for diversity are more essential than ever in a world where people are becoming more and more closely interconnected.  
Kofi Annan



Cultural differences have been noted in groups of monkeys which live in different regions so it's hardly surprising to note culture becoming an issue within e-communities.

Some of this might have something to do with rules set or not set right from the outset, sometimes it has a lot to do with recognition and egoboo, sometimes it is made up of professional  partnerships and other times competition and jealousies.    Sometimes it springs directly out of the leader's own approach to leadership and his reasons for creating the group in the first place.

What happens when the tribes' needs change?    What does a community do when it realizes it has leaders who are autocratic  or it begins to suspect that shady politics, raw ego or financial gain may be in the background of every message sent?   

What can a community do when its leader feeds off its members by asking for more and more and never really giving back?  How does it butt in and interrupt, asking for a new tone?

Why are some e-groups nothing more than deserted ghost-towns, others a warm safe nest and still others warring battlefields made up of various splintered tribes?  

When working with a global group of human individuals, be it with teachers or students, can culture online ever be agreed upon and defined?

Best,
Karenne


This posting is part of a series, Crowd Wise, and is, in part, preparation for the swap-shop on web based communities at the IATEFL conference in Harrogate, April 8th, 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!  To subscribe to all the posts within this specific series, copy and paste this url: http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 5a: R u U online?

I first started asking this question long before I entered the world of the web2.0.



It was based on what I'd heard about second-life, way before I even knew teachers taught there, and I wondered if a person could 'exist' in 3D, as an Avatar, ultimately more beautiful and dynamic than their real selves and still maintain their personal sense of identity.   I never really did get into second life, in the end, I s'pose because that question never really went away for me.

Some people believe personality is static, something you're born with and that's that: neither changing nor evolving, not influenced by circumstances or location, no matter where you are or what you are doing.   Others believe that we are constantly and consistently changing in order to adapt to new environments. 

I'm not sure what I believe.

Having traveled all over the world and been part of so many different kinds of societies and real life communities I would be lying if I didn't say that I have witnessed my phraseology, body-language, accents and mannerisms change many times - adapting to fit- and it was hardly surprising to see me evolving once I embraced the culture of the web2.0.

Unquestionably, I'm bolder and friendlier online than I am in person.

Much more likely to approach strangers and say hey and much more likely to "friend" and randomly chat to others than I do in real-life.  In real-life, if we want to be honest here, unless I am in the classroom then I'm the one sitting nursing her glass of wine in the back of the room, on the comfy sofa and the one who goes back to her hotel room early while others sit around to drink 'til dawn - 

Online I tend not to lurk.

And yet...

Hmm...

In life, I love introducing like-people to like-people, adore the thrill of finding someone else in this big fat world who thinks similar to the way I do about a certain subject and boy do I get a kick out of that in my online life. In real life, I delight in having a good philosophical debate, even arguments- a toss of ideas which lead to me learning something brand new / gleaning a different perspective on an issue I might have once felt passionately the opposite about... and of course, we won't even begin to go into giggles I get out of taking the p* out of certain members of the twitterverse, just for the.. the fun of it.

In life, I take risks: try out things which are way too hard for me to really do (like climbing into volcanoes, like riding elephants, like swimming in shark-filled seas)  because to be honest,  I don't really care that much about the consequences...  I just don't really take my self all that seriously (says she the blogger reflecting on her serious thoughts on-line).

Am I different?

Dunno. Dunno.

As above all else, most importantly, in my real-life I don't suffer fools gladly and most surely do not online either.   So how is it that certain things change in virtual realities and other things become more pronouncedly the same?  Why those things?

What do you think?
 
Are you... U when u're online?

Best,
Karenne


This posting is part of a series, Crowd Wise, and is, in part, preparation for the swap-shop on web based communities at the IATEFL conference in Harrogate, April 8th, 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!  To subscribe to all the posts within this specific series, copy and paste this url:  http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 4b: Lurkers are..? (Roles)

You are not one of the myriad of interchangeable pieces,
but a unique human being, and if you've got something to say,
say it, and think well of yourself while you're learning to say it better.
David Mamet

I do not participate or contribute to every online educational group I belong to.  I do not comment on every blog post I read: sometimes I feel intimidated by the other contributors, sometimes I am not sure that I have anything of value to add to the conversation, sometimes I do not know what is expected or appreciated...

 


And sometimes, I just don't have the time to write out a response.

As discussed in 3d, Does size play a role, Jack McGee puts the ratio of lurkers to non-lurkers at  90:10  |edited 02.03.10, previously read 90%, see comments|   

I debunk that theory - when it comes to educational communities - because I have noticed that it tends to be platform and purpose determined, however, agree that it is the larger percentage of any group, even when educational.

So my question is, who are the people we do not see on our platforms, our blogs, on Twitter?

What is their role and how does it compare to their roles in real-life?  Are they the quiet ones in the staff room, the silent listeners at a party? 

If you run an online educational group yourself, what do you do to encourage these members to contribute the value of their wisdom to the community?

If you are what is popularly termed as a lurker (silly word), would you mind breaking the silence just for today (you can do it anonymously) to let us know why you stay silent? 
Thank you!

Best,
Karenne


This posting is part of a series, Crowd Wise, and is, in part, preparation for the swap-shop on web based communities at the IATEFL conference in Harrogate, April 8th, 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!

To subscribe to all the posts within this specific series, copy and paste this url:

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Are you ELT's newest TV Star?

For the first time ever, in the long History of Teaching English as a Foreign Language, an opportunity to go glam has come up.

You can become a TV Star.

Seriously.




So what do you have to do?

Read through these guidelines and enter a video of yourself by March 1st, 2010.


Who do you have to be?

A teacher and member of the English Language Teaching Community who has secretly always dreamed of reaching the stars... (oh alright then, who fancies having a bit of fun, doesn't feel too silly about loading up a video into Youtube and who thinks it's a smashing opportunity to share professional development and what we'll be learning there about teaching English with other global trainers).

Best,
Karenne

p.s. The video above is available on youtube here -if you'd like to share the video with your own blog readers - if you have one - you're welcome to.  To do a video response of your own, click on the line that looks like this:




and follow the instructions there - you can also use your webcam to enter.

p.p.s. (My entry is there - if I can try it, you can too!).

Crowd Wise 3d: Does size play a role? (Group Identity)

Friendship is a plant of slow growth
Mark Twain  


According to popular statements regarding the ideal size of a community, the number 150 pops up frequently, however many, if not most, groups aimed at global teachers exceed this number.  

However, many, if not most, blended-learning communities made up of students fall significantly short of this.

When it comes to the e-communities you run or have joined, which do you prefer?  Why?



What happens when the online community is too big?




What happens when the online community is too small?




Is there a just right?




How about the speed of growth?

When a tribe grows rapidly do you feel ignored, your needs unmet or unnoticed?  Alternatively, have you even been frustrated by communities which seem to be growing slowly?  Why?

Best,
Karenne

Update 15.02.10
Nice link, hat tip @lclandfield: Seth's Blog, Viral Growth trumps lots of faux followers

This posting is part of the Crowd Wise series and is in part my preparation for the swap-shop I will be hosting on web-based communities at the IATEFL conference in Harrogate, April 8th 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!

To subscribe to all the posts within this specific series, copy and paste this url:

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 3b: Rules, Rules, Rules (Group Identity)


The golden rule is that there are no golden rules
George Bernard Shaw

Some groups have protocols set in place for when one of their members turns into a troll, becomes overly aggressive, spams or generally threatens the community's ecology. 

Yet most of the time the idea of setting and following lots of rules makes us shiver and think of... school or worse:




Many think rules spoil fun.

Others are threatened by chaos - anyone doing whatever it is they'd like to on their site.

In your experience, do you think community members can create and define rules themselves, organically, or should the community leader(s) state these right from the offset/after a specific conflict occurs?  How rigid do these need to be?   What do you do when a rule is broken?   Do you step in each time?  Does there need to be a person with this specific responsibility?  

If you run a site which has avoided setting rules, did you discover unspoken norms somehow setting in over time?   Are your newcomers expected to develop their own sense of how things are done 'round here?

And, 'fess up, have you ever broken a rule or a norm yourself?
What were the consequences?

 


Best,
Karenne

This posting is part of the Crowd Wise series and is in part my preparation for the swap-shop I will be hosting on web-based communities at the IATEFL conference in Harrogate, April 8th 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!

To subscribe to all the posts within this specific series, copy and paste this url:
http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 3c: Going Public vs Staying Private (Group Identity)

People have less privacy and are crammed together in cities, 
but in the wide open spaces they secretly keep tabs on each other a lot more.Sara Paretsky


Deciding to make a group accessible to anyone in the world vs taking the decision to restrict membership to only a specific type of educator, people who belong to a teaching association or to your own personal group of students is one of the toughest decisions online community leaders make.



If you are your group's moderator what did you decide to do?  Why did you opt for this? 

If you don't run a community yourself however you belong to one (or many), which do you prefer - those with anonymous members or spaces where you can easily read the profiles of the participants, see what they look like, what sort of things they're interested in?

How do you personally feel about sharing your very private details with others?

When running e-communities with students, have you noticed a marked difference in activity on public, google-searchable-sphere groups vs private groups?   Does the culture and country of origin make any difference?

If you have noticed this, why do you think this is?

Best,
Karenne


This posting is part of the Crowd Wise series and is in part my preparation for the swap-shop I will be hosting on web-based communities at the IATEFL conference in Harrogate, April 8th 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!

To subscribe to all the posts within this specific series, copy and paste this url:

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 3a: Mission's vision (Group Identity)

Data is not information, information is not knowledge, 
knowledge is not understanding, understanding is not wisdom.
Clifford Stoll


Amy Jo Kim refers to online communities as:
A group of people with a shared interest, purpose or goal, who get to know each other over time.



Do you agree?  Should online communities have a specific purpose for gathering?  Is it important to state the mission and/or vision for being together publicly or privately, right up front?   If you run a e-community what was your approach - how did you articulate this ability to meet their unmet needs?

Are any of the groups you belong to made up of people from a specific niche?

Think about some of the groups you belong to versus others, was the function made immediately clear to you or did it look like they were just collecting people?  Can you give any concrete examples?   
 
Knowing how to reach people is not the same as knowing the membership's needs nor is it knowing why they are there with you, nor even if you're providing them with what they want.  

And on a slightly different note but similar theme, how about badges or the various other ways members show their team colors to the world - are these good for developing group identity? 


Best, Karenne


This posting is part of the Crowd Wise series and is in part my preparation for the swap-shop I will be hosting on web-based communities at the IATEFL conference in Harrogate, April 8th 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!

To subscribe to all the posts within this specific series, copy and paste this url:
http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 2: Online Community Platforms


 I think it's fair to say that personal computers have become the most empowering tool 
we've ever created. They're tools of communication, they're tools of creativity, 
and they can be shaped by their user.Bill Gates


 Do you run, co-moderate or belong to a community of like-minded educators or learners online? 

Which platform(s) do you use?

Yahoo!Group, Moodle, Ning, Drupal, Elgg, Wiki, Twitter, Facebook, MySpace, Jamendo, Slideshare, LinkedIn, Xing, Flickr, Diigo..?


Which do you think is the best one?


How'd you rate it for things like the

- ease of use
- cost
- ability to find and communicate with other participants
- ability to share documents
- ability to share photos, media
- ability to gather opinions
- ability to collaborate on projects
- keep track of and follow threaded conversations

And
- things which really irritate you
- things you really miss from a different platform
- anything else?

Best,
Karenne

This posting is part of the Crowd Wise series and is in part my preparation for the swap-shop I will be hosting on web-based communities at the IATEFL conference in Harrogate, April 8th 2010.  Your answers, as brief or as in-depth as you'd like to be, is very much appreciated!

To subscribe to all the posts within this specific series, copy and paste this url:
http://kalinago.blogspot.com/feeds/posts/default/-/crowd-wise  into your reader.  

Note: if you would like to participate in this conversation anonymously, please do feel free to do so.  Alternatively, if you would like to specifically mention an online educational community when making reference to your experiences, adding your group's name and/or its URL, you are most welcome to!

Crowd Wise 1: Introduction to this series

Computers are magnificent tools for the realization of our dreams, 
but no machine can replace the human spark of spirit, 
compassion, love, and understanding.
Louis Gerstner


On Thursday, April 8th 2010,  I'll be hosting a discussion, a share-meet if you will, as my first presentation at the IATEFL conference in Harrogate

The title:
Crowd Wise


The participants

Anyone running an online community with students, teachers or other educators.

The blurb

A brief presentation of psychological, historical and evolutionary aspects of real-life tribal communities followed by a swap-shop reviewing the key roles of e-participants; discussing group life cycles, net-i-quette issues and conflict resolution; a comparison of web platforms and sharing tips for accessing the wisdom of the crowd.



Anyway, basically, I thought I'd do a swap-shop and open discussion, rather than a workshop or lecture.

Many of us who run e-communities have paths that cross frequently (on Twitter, Facebook, LinkedIn or even in each others communities) however, we very rarely get an opportunity to sit down  face-to-face and say

"Hey, xyz works really well in my community but you know, I tried abc - which I saw mnopq do well, but oddly enough it didn't for us... what about in your group, did you try?   Oh you did fgh instead?  Great concept..."


So, in a series of posts running from now until end March, I thought I'd begin to explore some of the subjects we'll be chatting about, on this blog, and that way I can get  to know more of  your thoughts and access your wisdom; see what's most pressing, what's not such a big deal (limited time there and all that) and then feed these into the session... plus your comments would also help to create the discussion cards!


Topics include:

The 10min Presentation
  • Animal/human evolution and the move towards the creation of tribes
  • The psychology and historical implications behind forming tribes and creating tribal roles
  • The relationship between community positions in Real Life versus roles in our Online Lives.

The 45min Swap-Shop
  • Online platforms
  • Group identity
  • Individual identity 
  • Roles
  • Collaboration, invention and working together
  • Life cycles of Groups
  • Differences in working with learners vs educators
  • Tribes and cash

In my next postings, I'll be highlighting each of the above as individual postings and I'll link back as I go through each for a more concentrated discussion.

Have I missed any core topics?  Got a question?   Don't hesitate to add your thoughts!


The process

1. Blog posts from today until end March
2. Discussion at IATEFL
3. Summary based on swap-shop
4. Free pdf available: blog posts (selected comments included + notes from conference


Best,
Karenne


updated 13.02.10
The video mentioned by Elizabeth Anne below in the comments is
PBS Frontline, Digital Nation: Life on the virtual frontier

2 more IATEFL scholarships!

Dear Latin American Readers,

You might be in luck... IATEFL have one more scholarship available, check the link(s) below and apply ASAP!


The award consists of:

  • conference registration
  • £1800 towards accommodation, expenses and travel costs
  • a year's IATEFL membership if applicable

To qualify you must:

  • be a native of and resident in a Latin American country
  • be a practising teacher or teacher trainer in primary, secondary or tertiary education
  • agree to write a 500 word report of your conference experiences by June 2010
  • not have attended an IATEFL annual conference before
Deadline: 1st March 2010
http://www.iatefl.org/scholarships/latin-american-scholarship

and...

The Consultants-E have another scholarship for teachers (anywhere in the world*) unable to attend the annual conference in person but who participate actively in the online conference Moodle by making relevant and thoughtful postings.


You do not have to be a member of IATEFL for this scholarship.

The award consists of:

To qualify you must:

  • live and work in a developing country
  • have 5-6 hours per week available to study for the duration of the course
  • have a reliable Internet connection for the duration of the course
  • be able to undertake the course within one year of winning the award

Deadline: 25th April 2010.
http://www.iatefl.org/scholarships/the-consultants-e-online-iatefl-scholarship

Best,
Karenne

Wanna be a fly on the wall?


COMPETITION ANNOUNCEMENT:

BRITISH COUNCIL IATEFL CONFERENCE ROVING REPORTERS 2010

The IATEFL Online Project is a British Council / IATEFL partnership established to provide online conference coverage of the Annual IATEFL Conference.

Now in its fourth year, IATEFL Online returns in 2010 for the Annual IATEFL Conference, April 7- 10, in Harrogate, UK.

IATEFL Online will showcase the best of the conference providing interactive web coverage for remote participants around the globe with live video, interviews with presenters, dedicated forums, photo galleries and much, much more - so that ELT professionals can abreast with the conference even if they're not able attend in person.

IATEFL Online are currently looking for two Roving Reporters (RRs) to report on the major debates, news and 'coffee bar gossip' at IATEFL Harrogate as it happens.

Using laptops to produce quick-fire reports, mini-interviews and live personal impressions during each day, published on the Harrogate Online website, the RRs will communicate the excitement of the IATEFL conference and key points of the debates happening in Harrogate.

The two Roving Reporters will be ELT practicioners who have not had the chance to attend the IATEFL conference yet and who have dreamt of attending but would find it impossible, or almost impossibe, to fund themselves to do so.

The selected RRs will have their full conference fee, flights and connecting travel, hotel accommodation, meals and subsistence paid for (arranged by the British Council in London).

In order to apply to become one of 2010's Roving Reporters, complete the Writing Challenge below and send it IATEFLHarrogate2010 Reporters@ britishcouncil. org or by Fax: + 44 (0) 207 389 4464. .

COMPETITION INSTRUCTIONS - COMPETITION INSTRUCTIONS:

Imagine that you have been commissioned by your Teachers' Association or local teachers' group to write a report or article of an EL teacher development event - a report that will be uploaded to the TA or group website to be read by teachers worldwide.

  • Give your article an engaging title.
  • Base your report on a real event you've attended as a participant, trainer or organiser, preferably during 2008-2009.
  • This can be a meeting, seminar, workshop, debate, conference, webinar or similar. The teachers can be from the private or state sector; and can be from any level - primary, secondary, vocational, higher education, etc.
  • Produce a piece of writing that is both interesting as well as informative.
  • Imagine that your article will be read by those who attended as well as many other teachers who didn't get the chance to attend this time. You need to capture the 'flavour' of the event (what was it like to be there? who was there?*) as well as the key activities and discussions. Also reflect on the event in your article (was it successful? was it special? why?). (*Feel free to use fictitious names if you wish to protect your colleagues' privacy.)
  • WORD COUNT: The maximum word count is 500 words.

Remember that you are not writing an academic or bureaucratic report.

  • Your article should be informative, interesting, clearly structured and not too formal. It must be your work.
  • IATEFL Online want to hear your 'voice', and sense how well you can reach out to other teachers through your words.
  • Your readership covers the full range of EL teachers, from the nervously newly qualified to the 'old hands'.
  • Keep technical terms and abbreviations to a minimum so that your piece is as accessible and easy to read as possible.
Applications from previous competition entrants are welcomed but you must submit a new piece of writing.


Please write your name, job title and institution, email address, snail mail address plus any fax and telephone numbers at the end. Confirm that you would be available to be in the UK from 6-13 April 2010 inclusive, and to attend the entire conference, including the Pre-Conference Day (7 April).


WHERE TO SEND YOUR ARTICLE:

Send your article, plus your CV, by email or fax to:
Penny Trigg and Julian Wing, British Council; Graham Hall, IATEFL

IATEFLHarrogate2010 Reporters@ britishcouncil. org or Fax: + 44 (0) 207 389 4464.


DEADLINE FOR ENTRIES - DEADLINE FOR ENTRIES:

The deadline for receipt of entries is end Friday 11 December 2009 (UK time).

Entries received after this deadline will not be considered. We will not be able to return or comment on any of the entries. (Please note that British Council members of staff are not eligible to take part in this competition. )

The two winners chosen to be 2010's Roving Reporters will be notified by late January.


NB: The two Reporters will need to arrive in Harrogate on 6 April; and will depart from the UK on 13 April. Laptops will be supplied for the duration of the conference.

And by the way, those sending complete entries will receive a DVD containing resources for EL teachers.

Good luck!!


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