Facebook and the Edu-Marketers

Am I the only person out there in social-media-land who really, really does not want to be friended by companies on Facebook?

I get random invitations, quite frequently, popping up with the accompanying "34 mutual friends" peer-pressure type inspired messages.

So, what - how does the strategy go, exactly... did they comb through their profiles,  saw me flash up in their friends' friends lists and thought to themselves: oh hey, she's a blogger! 



If I friend her then she can promote my business for me because she just loves writing about education so she's bound to notice our wonderful amazing products and become just absolutely passionate about our company, and, and... and with a relative glee, clicked on that add as a friend button - with no need for any type of accompanying message.

But who are they: 

is it a Jennifer, Janey or Jeremy behind their logo?   

I presume that I won't suddenly be having some kind of level access to their own photo albums, movie genre preferences or their deep and darkest private thoughts.  They'll have individual private profiles for that sort of stuff or are they hoping to share great TED videos with me?  

Going to be sending me the latest rap songs, which they know I'll be loving?

Doubt it.


The upside: 
I probably won't have to scroll through their Mafia War, Farmville or Jewel-thingie transactions.

The downside:  
They'll get to see me having a whinge or a moan about whatever is going on in my life that isn't all roses on whatever day that it isn't all roses.  They'll see the music I like and if a friend (you know, a real friend) or a family member (you know, a real person who is connected to me via flesh and blood) is going through something and I comment on their lives' passing by then they'll see my thoughts in whatever comment it is that I want to leave behind.  In whatever way I openly communicate within my intimate circle they'll see...

OOOOOOOOh.  Nooooooo.....

This gives me the hiiii biii jiiiiibies and I don't doubt that would give my friends and families the hiiii biiii jiiiibies too if I were to allow this sort of access to these edu-marketers.  Eee-yuck.

Now, if the desire for the connect is not because I'm an edublogger, is it simply that I am just some random teacher especially selected to receive their spam..?  I mean why not simply invite me to an official group page 'cause Facebook is about 

a) friends 

b) family 

c) professional colleagues who I've allowed into my life and thoughts and intimate circle in order that we may become friends: real friends.   

It is not random.



Why are these companies opting for the "friend" route - why the let's have access to everything you think route?   Why haven't they opted for a page or a group?  I join Groups.  I don't mind groups, check on them too, sometimes, when I have time.

Please don't tell me that these educational companies don't or won't spam us via Facebook.  Let's face it, usually, as a general rule, on the whole, they have done absolutely no research into web2.0 best practices,  (they have a Ph.D in Marketing from 1972 so they don't need to read up on what the self-prescribed gurus have declared best practices) and aren't interested in how social-networking works at all... they've just seen the numbers amassing and gotten wind of that ephemeral concept with its esoteric acronym... and with tongues a-salivating and dollar-signs a-blinking have felt a temptation way too yummy to resist and have come on in a-braying as they enter. 


You think I'm just ranting?

In the last two weeks, one of my PLN decided to tag me in a painting, not of me, but basically, essentially this piece of her art would now show up as my face when someone decides to google  image search me.  I tried to explain this to the artist as I felt that it was not actually an intended offense but she simply couldn't see the problem because, basically, she is in love with her art and has absolutely no problem with my name lending her some kudos.   

I'm not stupid, she wanted my friends list to see her art.

I have a problem with that.

I think it is dishonest and blatant marketing within my private space.

I untagged myself.

One of my PLN befriended one of my real friends.   My real friend since I was 14, wrote to check if this person was  an okay person to become friends with...  so I told her that yes, I thought so but honestly, it does make me feel a little weird, silly and nervous.    I'm crossing my fingers that it was actually okay, that the interest is genuine and that they can become real friends too. 

One very dear person in my PLN wrote a blog article - a very good blog article - but she tagged  me in it and wrote as a header that read This Article is about You.   Now it wasn't about me.  It was about her and about  her development of her PLN which is great, but basically, by doing this, tagging me in this way drove my curious real friends and my  wanting-to-know-what's-going-on-in-my-life-real-family to her blog page to find out just what had been said about the Karenne they love. 

These people are not potential members of her PLN.  

These people aren't my 

Personal or Passionately Loving 

or 

my Professional Learning Network.

These people are my Friends and Family. 

Not cool.  

Seriously.  

I untagged myself.
So what's next:  Mr company-who-wants-to-be-my-friend?  What will you be tagging me in? 

Sigh, I guess, I suppose instead of ranting and whingeing about all this, with you on my blog page, I could of course, just click on the ignore button whenever I receive these requests.  Actually I do do this, but after seeing the 34-mutual-friends on the last one, I just really had to put it out there and ask:


Why would anyone let a random company 
have access to one's private 
photos and thoughts?

To The Wall?


Doesn't anyone else feel like this is a total invasion of privacy?



Update 31 May 2010
hat tip to Petra Pointer for sharing this with me on Facebook



Useful related links

Finding this blog on Facebook:
via Facebook, Networked Blogs
to receive regular updates on what I've been posting on this blog, go Kalinago Group
If you want to be my friend on Facebook, it is okay, just do a search on my name and write me a personal message saying who you are, don't just click on the add as a friend button and for blessed sake, respect my world, my life...  :)

Best,
Karenne
imagecredit: I want privacy by bejealousofme, flickr





(There's a poll going on the Lexiophiles site to determine a list of the best language blogs, see my post about that here so if you haven't yet voted and you don't this is really totally tacky of me to ask, do please click and visit the site to let them know :-) thanks muchly).

I, um, hate to ask but...




I gotta confess, it really is super duper embarrassing to write a blog post which has the sole purpose of asking my readers for a favour and to be honest, it sends me into this sort of deep, reflective identity crisis as I question whether or not I write to explore best teaching practices, to share my learning or if I just really need to get applause, awards and all that jazz...

'cause if I'm true to me and all I've got to say (e.g. very not a fan of the EduBlogs awards) nor generally, about all that hullabaloo type of nonsense like holding up a plaque that says I'm a good writer or not...  then why on earth would I ask

you 

to
vote for me to say I am?

um, 'cause I'm human.

I sort of like to know that what I do (i.e. write articles about teaching and all the things you find on the menu bar above) has some intrinsic or extrinsic value to you as my reader or...

my friends or family members
or well to someone else out there.

...dunno. shrug.

Right, am really scurring off my computer now,  so, um, if you don't have a blog - which has been nominated in my specific category, which is language teaching, and you wouldn't mind kindly nipping off for about 5 seconds

to click on this button below and





Vote the Top 100 Language Teaching Blogs 2010



voting for me,

I'd be super grateful.

:-)
Karenne
photo: http://www.flickr.com/photos/lemonhead1632/2690712243/sizes/m/

I'm Not Afraid: Banish the Word and U give it its Power

Ooooh, I'm musing on a Tuesday.



That's, in my editorial calendar, not allowed (did you know that I have one of those?  For a private edu-blog, yeah...) because I save my deep thinking for Sundays.

But, see... thing is, I tweeted out this fantastic link to Enimem's lastest video:













If you are reading my blog in a country where this youtube video is not accessible, 
the song I am discussing is I'm Not Afraid by Enimem


and many of the teachers who saw the link immediately saw it's potential because the song is so fuckin' rich: each line filled with delicious collocations and examples of real life and its real life street pronunciation; subliminal messages in idioms which almost make a joke of the listener.  

It's backed by a solid, deep, belly-hitting beat which is powered by rhythmic personal storytelling as Enimem begs his fans for their forgiveness, like a gambling man promising to never pick up the cards again.   There is so much here for teachers to exploit  (the language / the story of his past: his despair, depression, obsessions: predictions for his future; the business of fame and how it wears on those who reach it)  sparking off numerous authentic conversations.  

Can Shakespeare reach teenagers or young adults like this piece could?

Oh...wait, are you still reeling - did you stop to blush in horror at the use of my phrase above, the so fuckin' rich, each..?  Are you sitting in front of your computer gob-smacked, in shock, that OMG, you saw me just use that word, out-loud and in-public, on my blog? 

Why?

Don't worry, though, it's probably for exactly the same reason that this absolutely amazing poetic resource won't get used by many teachers and it sucks.  Really, it does....

Because if you listened to this song (and to the majority of Rap) and you don't ever use it because you're worried your students' parents and/or your DOS will raise wagging fingers at the inappropriate language - can I just say: please - you think they don't know those words anyway?  Check out Chaucer desalinated, take a good ole gander at Shakespeare's insults:

Our language may have been cleaned and spruced up around the 18th Century, but you know what, those words only attained power as a result.


Without a doubt, undoubtedly
And all those who look down on me
I'm tearing down your balcony
Enimen, 2010


Thoughts? 


Useful links related to this posting:

Best, Karenne
image credit: http://www.flickr.com/photos/smileham/3543823314/sizes/m/

p.s. follow the hyperlinked links in the text too :-)
p.p.s see Practical English Usage, Swan, page 573-578
p.p.p.s. thanks to my bro' Martin for sharing the vid with me on Facebook

20 Top Tweets in #TEFL: 2010-May-12

Tweets I've favorited, visited, commented on, enjoyed and/or recommend in some way...


Teaching English as a Foreign Language:  

Issues/News in our industry


RT @iateflonline: Clicks & bricks help Congo teachers join the global ELT conversation http://bit.ly/cA0hL1Sat May 01 12:31:58 via TweetDeck



RT @MacmillanELT: We have completed a full overhaul of our anti-bribery compliance policies and procedures. http://ow.ly/1HIatThu May 06 14:24:53 via TweetDeck



RT @paulmaglione: How English erased its roots to become the global language of 21st century. #efl #elt #esl #tesol http://bit.ly/aq7kNiSun May 09 12:23:38 via TweetDeck



@hoprea Every Sunday we discuss ideas related to language learning and teaching #ELLCHATSun May 09 18:42:53 via TweetGrid



Lake School of English, Oxford, is recruiting EFL teachers for July and August summer courses https://www.englishinoxford.com/Sun May 09 12:50:15 via web





Teaching English Issues, Tips /Lessons

Young Learners + Teens




Nice games to teach Internet Safety http://bit.ly/rwZS9Sun May 09 12:48:25 via TweetDeck



Newsround: Outstanding news resource site for learners aged 9-15 http://bit.ly/cvNESIThu May 06 15:16:46 via TypePad




General English Adults




New intermediate English lesson on our blog: UK Politics/General Elections http://esolcourses.blogspot.com/ #esl #esol #beltfree #englishSun May 09 17:31:31 via web



Darfur is Dying - Critical thinking/educational game for change: http://su.pr/1BU4MD #games #education (via @missiontolearn)Thu May 06 17:04:25 via Su.pr



RT @vale24 Teacher zones: Dictionaries zone #ELT CUP @CambridgeWords: Lesson plans, worksheet etc for... http://bit.ly/943C0ESun May 09 17:59:38 via web


Business English




BESIG Webinar: The best teaching resource? Our students? http://ht.ly/1IMx3 Online mini-conference for business English teachers #besigSun May 09 16:00:10 via HootSuite


Tech Tools + Teaching





Top 10 Wordle Lessons for the Classroom http://goo.gl/fxml #eslMon May 03 14:20:51 via web



via @NikPeachey Create Quick Interactive Activities http://bit.ly/bZMDYK #beltfreeSun May 09 09:56:35 via twitterfeed



RT @tombarrett: 28 Interesting Ways to Use Audio in your Classroom http://bit.ly/9L2D9t <-Love the "Interesting Ways" Series!Sun May 09 18:49:36 via TweetDeck




Social Media




Tell-All Generation Learns to Keep Things Offline via #NYT http://ow.ly/1IM46 #facebookSun May 09 15:16:15 via HootSuite



RT @livesofteachers RT @OzMark17: The Guardian:'Why Twitter is the quickest way from Q 2 A' http://bit.ly/8ZT0YP (very interesting research)Sun May 09 19:57:38 via web




Mainstream Educational Links of Interest




Podstemic: Changing the Face of STEM Education with iPods http://bit.ly/aDf65u #edtechSun May 09 20:45:27 via TweetDeck



"(One of) The Duality(ies) of #Edtech " ( http://bit.ly/cUsFgR ) #edchatSun May 09 21:06:06 via twitthat




Frowns /+ Smiles


Twitter sometimes makes me feel like this - http://bit.ly/b5wKXKSun May 09 12:49:21 via web



=)RT @JordiJubany: The mediocre teacher tells. The good teacher explains. The superior demonstrates. The great teacher inspires. W. A. WardSun May 02 20:28:50 via TweetDeck



You may also be interested in:

Panagiotis Anagnostopoulos interviews Nicky Hockly

Nicky Hockly is the Director of Pedagogy at The Consultants-e which is an online language teacher training and development consultancy. She has worked in the field of face-to-face and distance education since 1987, as a teacher, teacher trainer and consultant and holds an MA in TEFL from the Universidad de Granada ( Spain ), a CTEFLA (1987) and a DTEFLA (1991). Nicky has worked as a teacher trainer on Cambridge-ESOL CELTA courses, and has given seminars, in-service workshops and teacher training courses for practising language teachers in the UK, South America, South Africa and in many European countries. She has also been involved in materials development, for both EFL course books and online learning.   Awards include: British Council Innovation Award - Winners 2007; Ben Warren International House Trust Prize 2007; David Riley / MacMillan / BESIG Prize - shortlisted 2008; British Council Innovation Award - shortlisted 2009. 

Nicky blogs @ E-moderation Station and tweets from @TheConsultantsE



Nicky kindly agreed to do an interview with Panagiotis for the She-in-ELT series.

1. Why did you decide to pursue a career in English Language Teaching?

The weather is what made me into a language teacher. That may sound a little odd. Born in Cape Town South Africa, I was used to decent weather, and after spending six years in the UK, I was desperate to move to warmer climes. The easiest way to move to Greece/Portugal/Italy/Turkey/Spain was by becoming a language teacher. The minute I got my British citizenship, I jumped on the first plane heading south, armed with a four-week teaching certificate, and got a job in Barcelona. I then discovered that I loved both teaching and Barcelona, and haven't looked back since.




2. Can you expand on your experience using technology in teaching?

I am first and foremost a teacher and teacher trainer. That's what I love doing. I'm definitely not a technical person by nature. I ended up using technology in my teaching quite by chance. I was offered a job as the Academic Director on an inter-university online MA programme in 1997, which was run entirely online. These were the very early days of online teaching and training. I cut my teeth on WebCT (a VLE), producing MA materials, designing online tasks, and tutoring groups of MA students online from Spain, the UK, and Latin America.

Although I had plenty of experience teaching face-to-face, I had none teaching online. After about six months of online tutoring, the turning point came when I myself was an online student on a course with a UK university in 1998. As an online learner, I learned more in six weeks than I had learned as an untrained tutor in six months. It was a real eye opener.

It made me realise just how important experiential training is for the online tutor. Not so surprising really: we all know that learning a foreign language gives a foreign language teacher invaluable insights into the process of learning a language; taking an online course gives one invaluable insights into online learning and tutoring.

I worked on the online MA programme for six years, until setting up an online training and online consultancy (The Consultants-E) with my colleague Gavin Dudeney in 2003. I now work about 80% online, training and tutoring, and managing a variety of online projects and consultancies. About 20% of my time is spent on f2f training and giving conference talks.

Using technology in my work has the obvious advantage of working in a cutting-edge field which is constantly evolving, and which I find interesting and stimulating. Fringe benefits to working online include avoiding rush hour traffic, and working in my pyjamas until 2pm if I feel like it.

3. Today we all witness the education world change and transform into something new through the use of technology. What do you think the future of education holds for us? How do you see online learning developing?

I think it's already the case that more and more educational institutions are offering both blended and online learning. Learners expect increased flexibility, and teachers need to be able to harness the potential of new technologies in order to meet these needs. This means that teachers need to be trained in how to effectively create and deliver both online and blended courses. In my experience the great majority of teachers are still woefully under-prepared for this, and many teacher training courses still persist in ignoring new technologies, whether in face-to-face teaching or in blended and online teaching. I personally find that infuriating! I think it is unfair on teachers.


4. Online learning, while becoming increasingly popular is still faced by many with skepticism and fear. What do you think are the steps needed to overcome these obstacles?

Online learning is not necessarily inferior to face-to-face teaching -- it's different. The problem is that there are plenty of bad online courses out there, with poor course design, and untrained facilitators. This gives online learning a bad name. I personally know teachers who have already taken poorly designed online courses and have had such a negative experience, that they can't imagine online courses ever working effectively. This is another thing that infuriates me! :-)

Good online courses, in which effective online tasks are combined with effective online community building , and effective tutoring, can be immensely rewarding, and highly developmental. In my own experience, excellent online courses can be even more effective than face-to-face courses.

The steps needed to overcome fear of online teaching or learning? Take a good online course as a participant!

5.  How can a teacher make a successful transition from the offline to the online world?

I'm now going to start sounding very repetitive. In my opinion (and experience), teachers need effective training in e- moderation skills, and they need to experience online learning themselves as participants. Only then is the teacher really ready to consider how to design and facilitate his or her own courses online.

6. What do you think about the certification of online teachers? Do you consider it important and valuable for a teacher?

Absolutely!

7. What do you think makes ELT teaching a successful and rewarding experience?

Without doubt the students. Working in online teacher training means that my ‘students’ are teachers from all over the world, from Azerbaijan to Zambia. That is an incredibly enriching and rewarding thing!


8. For many, ELT is still a male dominated field. You’ve had a very successful and accomplished career. However, did you as a female ever felt pressure or limits on your development? Did you feel a sort of “glass ceiling” in the field?

Well, it's very flattering that you think I've had a successful and accomplished career!  I think there are plenty of women out there who have done a lot more than me, a lot more effectively, than I have! As to the glass ceiling debate, my only comment is this: of all the conferences that I have attended or spoken at in the last 12 months, the great majority of plenary speakers were male. In two of the conferences, all of the plenary speakers were male. I find that surprising in a female dominated profession.





Useful links related to this posting:
Nicky's very funny Pechua Kucha from IATEFL Cardiff 2009








This interview was conducted by Panagiotis Anagnostopoulos of Myngle.com - Myngle brings together language teachers and students from all over the world enabling live lessons over the Internet. Myngle offers the possibility of teaching or receiving live one-on-one lessons from the comfort of your home for practically any language, level or type of teacher.  To learn more about Myngle, visit their LinkedIn page.
Myngle also tweet from their handle @Myngler


Do you have a question for Nicky?  Don't hesitate to ask and if you'd also like to contribute a guest-article on one of the amazing woman in our field of English Language Teaching, please don't hesitate to get in touch!

10 ELT bloggers who turned me on to blogging

I'm a wee bit late... (I will be saying that a lot in the next few weeks)

There's this really fun blog-meme going 'round the 'sphere at the moment called Vale a pena ficar de olho nesse blog (it's worth keeping an eye on this blog) and I've been very nicely mentioned/included by:
Thank you very much for your luv!
    Now, it's my turn to do this spreading of the goodwill and pointing out great blogs to put in your reader but thing is, we're not supposed to mention blogs which have been mentioned by other people and all the goodies have been listed and listed and relisted.   

    Darren on Lives of Teachers made a very valid call out to shake things up a bit so I tossed around doing a post entitled the 10 Blogs About Blogs which Taught Me How to Blog... 


    Jason, don't you dare gazump me... got-it?  
    :-)

    then decided, nah, that'd be way better saved for the promised series of guest-posts I'll be doing on other people's blogs about becoming a blogger- more on that series to start soon, however no dates, so that I won't have to write even more sorry I'm lates :-)  

    Did I mention my computer crashed - did I? did I? 
    Just as I was supposed to be relaxing after a lot of 
    stressful months... :-( 


    So... instead I thought I'd tell you all about the ELT blogs I was reading and learning from back in 2007 and 2008 before I tried dipping toes in myself.

    So the He who Probably Doesn't Remember being one of my biggest influences - the one who got me off my butt & filling blank blog pages (as like everyone else I'd started a blog and then didn't know what to do with it for ages...)

    was none other than the Dude from That'SLife:  

    Gavin Dudeney

    Yup, Gavin - it's your fault. 


    See, prior to his NetVantage workshop at ELTAF where Gavin was holding a talk in Frankfurt about the various web2.0 tools implementable by companies for marketing one's business, I'd mostly been rather an awestruck reader and very occasional blogger on my own website.   

    A reader of non educational blogs, yet not really sure how to blog, like most good people spent a good time trawling through the 'net trying to find others doing it well in our field  to learn from, Gavin made it seem so easy in our discussion over a cafeteria lunch so I looked around and found some good sites: to be honest it simply blew me away, the thought that there were actually teachers out there who wrote about whatever they wanted to (and not always politely and sometimes completely crazily and sometimes they made me laugh and sometimes they made me angry and sometimes they motivated me... and I was so intrigued by the way it looked like they were actually having conversations with their readers)...

    Sometimes what they wrote about had absolutely absolutely ZILCH to do with teaching and sometimes they were  oh-so-very-full of how amazingly wonderful they were as human beings but sometimes there were gems:  filled with extraordinary teaching tips and ideas for using technology in the classroom and I wanted in... 

    Boy, I wanted in...

    Here's a list of the nine other bloggers who influenced me to join in on the ELT Blogosphere

    When I first found his site (actually pre-Dude) I was terribly confused - I mean why did his most recent articles appear at the top instead of like a book, in order, right? I had to read a lot about blogging and a lot of blogs before I realized that's the way they're supposed to go.   

    He often took the piss out of methodology, still does, and he made funky lists of things teachers should do  to be more effective and surely that wasn't allowed? I mean TEFL is serious teaching.  To be frank, no matter how modest he is, you are not an ELT blogger until you have studied this blog.   The man is a genius, dive through his archives: go, learn.  

    I used to simply stare at Nik's blogs and wonder how and why anyone in the whole world would write that much and be that dedicated to doing something for education just for the sake of it.  He was enormous influence and I caught the bug from him.

    Ditto.  But to be honest, he still does this to me - when working with my students reading blogs and looking at our reader I see up-close just how often he posts and how varied and far-reaching his work is.   Sometimes I suspect he does all of this in one giant batch - it's mind-blowing.

    Ditto.  He posts every single day and many, many times and he knows absolutely everything about anything related to EFL and current themes and events and teaching tips and technology advice and whenever you find yourself in a bind and you don't know what to teach tomorrow : visit his blog, you will walk away with many, many ideas.  

    This was the first serious-about-teaching, ELT blog which I found and although The ELT Notebook is no longer updated, there is an enormous wealth of posts there ranging from how to teach different skills, working in one-2-one scenarios, teacher development and loads of lesson ideas.

    She didn't manage to turn me on to Second Life but like Sue, she did turn me on to the idea of talking about lessons and sharing one's own professional development via a blog.

    In the beginning, I tried to maintain two blogs - one for teachers and one for my students.  In the end I couldn't manage both and gave up How to learn English.  However, Clare's blog was an inspiration for how to write in short bursts providing readable and easily digestible text for language learners.

    I will always, always be fond of Sandy:  he put the edge on edublogging.  He deals with real issues in his own particular way, on his own terms - sometimes I might raise an eyebrow at the way he writes or the words he uses but he tackles what is not tackled openly elsewhere and has thus, earned my absolute respect.


    And last but not least...

    10. David Deubel
    Well, by the time I got serious about my blogging and started really delving into the theories of the blogosphere, the concepts behind communicating in this fashion, the sheer immediacy of it all, the greatest lesson I carried away from brilliant writers like Darren Rowse, Liz Strauss and Chris Brogan was that who you share your 'sphere with is of incredible importance - you need to reach out to them and you need to work with them.  

    The blogosphere is not about single people writing articles, it's about a community conversing.  

    So I started looking for people who understood this.  And it goes without saying that Mr EFLClassroom2.0 is all about the love of sharing and the gift of community. :-) Thanks, David.

    Best, Karenne


    If you're an edublogger too - who was it that convinced you to start a blog, who influenced your style and approach, taught you the ropes?


    p.s. Sorry, was limited to only ten blogs but if there were more allowed here are 10 more (!) who've been in my reader since the 'early' days :   Seth,  Ronaldo, Jamie, Mike, DaveESL, Graham, Pete, David V, Troy, and Aniya


    p.p.s. As often occurs, Alex and I have similar ideas at more or less the same time - read his history of ELT blogging here.

    EFL Carnival of Lessons Prezi

    I'm a whole month and a day late.  

    Sorry... if you submitted a post and have been wondering where on earth and when on earth it'd be posted - really many, many, many apologies for taking so long to put the lesson carnival together... it has been very busy round Kalinago's way: presentations, conferences, computer-crash, eeee....

    Anyway, thing was... see, you wouldn't believe the quantity and quality of absolute creativity, inspiration and sheer brilliance which exists out there in the blogosphere - your peers, well they have some mean ideas and put together challenging and dynamic lessons for our students... and the first version of this  blog post and carnival was well, it kind of resembled one of those supplementary activity books - you know, all dry methodological facts and information in orderly boxes and it dully ran on for a whole eight pages, completely bypassing all the energy put in by my fellow ELT blogging teachers.


    So I went stop.  

    I had to respond in kind...

    So I put together a Prezi - (and um, had to learn how to put together a Prezi)... and it's below.  

    To use it, click through in sequence from blogger to post or randomly select wherever you want to go, midstream.  Whenever you see a lesson you'd like to do with your students or you'd like to zoom in to something in particular, scroll in/out with your mouse and whenever you want to get on over to a specific post mentioned on the canvas, click on the links near red arrows...  You can also download it onto your own desktop or embed it within any community website to click to the links from there.

    Have fun and enjoy this roller-coaster ride through the ELT blogosphere!











    Thank you very much to the teachers, materials writers and bloggers who participated in this ESL/EFL Carnival:

    Best,
    Karenne
    image credit: Venice carnival by Neomodus photos - http://www.flickr.com/photos/7935996@N04/4392393813/sizes/m/

    NB:  Larry Ferlazzo, King of the ELT bloggers is the organizer of the EFL/ESL carnivals.  He keeps track of the carnivals and spreads the news throughout the blogosphere inviting submissions and hosts.  The next ESL/EFL carnival will be on June 1st, 2010 and will be hosted by Mary Ann Zehr.

    You can also use this link to make your submission to the next carnival.

    Coming soon...

    I've decided to do a Ken Wilson on you because as I trawl through my draft posts and glance at the whiteboard near my desk, my heart sinks under the weight of everything that needs to be done ASAP (namely the final week of my Blended Learning project, feedback to 30 students; changes to our (ELTAS) tech-tools day in July and other stuff like that)...

    I'm simply not moving fast enough, sorry...

    So, here's a quick look see at what's coming as soon as there's time!

    • newly recorded version of the History of English poem which I did at the IATEFL Pechua Kucha Night (complete with slides and a webquest activity to do with your students if you'd like to) - Shelly Terrell was an absolute doll and met up with me the other night to do this again.
    • the ESL/EFL carnival which looks like I'm going to have to transform this into a Prezi,  because the blog post is just too long (but very much worth the wait).
    • a report on the IATEFL LT-SIG day
    • a report on the blended learning/dogme project I've been working on for the last 5 months
    • a series of e-tivities which worked with my adult BE students on Ning
    • an explanation regarding the cost breakdown of coursebooks, written by a major international publisher!!
    • an interview with the incredible Nicky Hockly as part of the She-in-ELT series
    • a series on edu-blogging in which I will be guest-posting on various other bloggers' blogs rather than my own!
    • a summing up of the crowd-wise series plus downloadahle e-book

    and there's probably more but can't bring it all to mind right now.


    See you soon,

    Karenne
    p.s. don't forget you can subscribe to my blog via RSS feed or get email versions - see the side bar or ask if you're not sure how -  in the meantime, thanks so much for your patience.

    image credit:
    Prague Clock by Kainet

    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.


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    Best,
    Karenne
     

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