Actfl presentation 2010 for lb

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Introducing Personal Learning NetworksIntroducing Personal Learning Networks
to Future World Language Teachersto Future World Language Teachers
 What is a Personal Learning Network?What is a Personal Learning Network?
 Value of PLNs for world language teacher candidatesValue of PLNs for world language teacher candidates
 Introducing PLNs into an NCATE-accredited SpanishIntroducing PLNs into an NCATE-accredited Spanish
Education program curriculum and assessment planEducation program curriculum and assessment plan
 Sharing strategies for incorporating the use of PLNs intoSharing strategies for incorporating the use of PLNs into
language education programslanguage education programs

For this presentation and all resources used in itsFor this presentation and all resources used in its
preparation, seepreparation, see
http://livebinders.com/play/play_or_edit/41715http://livebinders.com/play/play_or_edit/41715
http://livebinders.com/http://livebinders.com/

 Community of mentors and peers with whom youCommunity of mentors and peers with whom you
collaborate to learn, share, and reflectcollaborate to learn, share, and reflect
 Utilizes one or more social networking tools such asUtilizes one or more social networking tools such as
Twitter, blogs, wikis, bookmarking sites, WebTwitter, blogs, wikis, bookmarking sites, Web
aggregators, and RSS readersaggregators, and RSS readers
 Also known as a Personal Learning Environment or aAlso known as a Personal Learning Environment or a
Professional Learning NetworkProfessional Learning Network
What is a Personal Learning Network?What is a Personal Learning Network?

 EDUCAUSE Learning InitiativeEDUCAUSE Learning Initiative
 Horizon ReportsHorizon Reports
 KnowledgeWorks Foundation’s 2020 ForecastKnowledgeWorks Foundation’s 2020 Forecast
 Thoughts on ThirdspaceThoughts on Thirdspace
Perspectives on the Future of EducationPerspectives on the Future of Education

Horizon ReportsHorizon Reports
 Collaboration between The New Media Consortium and theCollaboration between The New Media Consortium and the
EDUCAUSE Learning InitiativeEDUCAUSE Learning Initiative
 Annual reports on emerging technologies with impact on teachingAnnual reports on emerging technologies with impact on teaching
and learningand learning
 2009 report refers to the personal web, the set of technologies2009 report refers to the personal web, the set of technologies
that allows content management and “that explicitly supportsthat allows content management and “that explicitly supports
one’s social, professional, learning and other activities via highlyone’s social, professional, learning and other activities via highly
personalized windows to the networked world” (para. 3)personalized windows to the networked world” (para. 3)
The New Media Consortium. (2009). Two to three years: The personal web.The New Media Consortium. (2009). Two to three years: The personal web. 2009 Horizon Report2009 Horizon Report..
Retrieved fromRetrieved from http://wp.nmc.org/horizon2009/chapters/personal-web/http://wp.nmc.org/horizon2009/chapters/personal-web/

EDUCAUSEEDUCAUSE
 Association promoting use of information technology in higherAssociation promoting use of information technology in higher
educationeducation
 7 Things You Should Know About…Personal Learning7 Things You Should Know About…Personal Learning
EnvironmentsEnvironments
 “…[PLE] puts students in charge of their own learning
processes, challenging them to reflect on the tools and
resources that help them learn best” (2).
EDUCAUSE Learning Initiative. (2009). 7 things you should know about…Personal learningEDUCAUSE Learning Initiative. (2009). 7 things you should know about…Personal learning
environments. Retrieved fromenvironments. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7049.pdfhttp://net.educause.edu/ir/library/pdf/ELI7049.pdf

KnowledgeWorksKnowledgeWorks
 KnowledgeWorks Foundation’s 2020 Forecast: Creating theKnowledgeWorks Foundation’s 2020 Forecast: Creating the
Future of LearningFuture of Learning
 Identifies “Amplified Organization” as one of the DriversIdentifies “Amplified Organization” as one of the Drivers
of Changeof Change
 ““Educator literacy in social media is a must in the nextEducator literacy in social media is a must in the next
decade. Social media provide ways to connect withdecade. Social media provide ways to connect with
today’s students and release the collective creativity andtoday’s students and release the collective creativity and
intelligence of various learning agents globally.”intelligence of various learning agents globally.”
KnowledgeWorks Foundation. (n.d.) Driver of change: Amplified organization (organizations).KnowledgeWorks Foundation. (n.d.) Driver of change: Amplified organization (organizations). 20202020
forecast: Creating the future of learningforecast: Creating the future of learning. Retrieved from http://www.futureofed.org/driver/Amplified-. Retrieved from http://www.futureofed.org/driver/Amplified-
Organization.aspxOrganization.aspx

EDUCAUSEEDUCAUSE
 Jonathan Mott’s article “Envisioning the Post-LMS Era: TheJonathan Mott’s article “Envisioning the Post-LMS Era: The
Open-Learning Network”Open-Learning Network”
 Contrasts Learning Management Systems (LMSs) withContrasts Learning Management Systems (LMSs) with
Personal Learning Environments (PLEs)Personal Learning Environments (PLEs)
 Teacher- and course-centric LMSTeacher- and course-centric LMS
 Student-centric, open-ended, privacy concernsStudent-centric, open-ended, privacy concerns
 Suggests creation of an Open Learning Network combiningSuggests creation of an Open Learning Network combining
elements of bothelements of both
Mott, J. (2010). Envisioning the post-LMS era: The open-learning network. EDUCAUSE Quarterly Magazine,
33 (1). Retrieved from
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/Envisioningth
ePostLMSEraTheOpe/199389

ThirdspaceThirdspace
 From geographer Edward Soja’s work (1996):From geographer Edward Soja’s work (1996):
interdependence of the spatial, the social, the historicalinterdependence of the spatial, the social, the historical
 Theme of Kevin Gaugler’s plenary at spring 2010 MAALLTTheme of Kevin Gaugler’s plenary at spring 2010 MAALLT
conference, “Teaching … in Thirdspace”conference, “Teaching … in Thirdspace”
 The physical or virtual “space” away from the classroomThe physical or virtual “space” away from the classroom
or dorm roomor dorm room where learning takes placewhere learning takes place
 A PLN could also be viewed as a thirdspaceA PLN could also be viewed as a thirdspace
Soja, E.W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Oxford:
Basil Blackwell.
Gaugler, K. (2010). Teaching … in thirdspace. Plenary address from the April 2010 MAALLT
Conference. Retrieved from http://maallt.org/

Standard 1. Language, Linguistics, ComparisonsStandard 1. Language, Linguistics, Comparisons
Standard 2. Cultures, Literatures, Cross-Disciplinary ConceptsStandard 2. Cultures, Literatures, Cross-Disciplinary Concepts
Standard 3. Language Acquisition Theories and InstructionalStandard 3. Language Acquisition Theories and Instructional
PracticesPractices
Standard 4. Integration of Standards into Curriculum andStandard 4. Integration of Standards into Curriculum and
InstructionInstruction
Standard 5. Assessment of Languages and CulturesStandard 5. Assessment of Languages and Cultures
Standard 6. ProfessionalismStandard 6. Professionalism
ACTFL Program StandardsACTFL Program Standards
ACTFL (2002).ACTFL (2002). ACTFL program standards for the preparation of foreign language teachersACTFL program standards for the preparation of foreign language teachers. Retrieved from. Retrieved from
http://www.actfl.org/files/public/ACTFLNCATEStandardsRevised713.pdfhttp://www.actfl.org/files/public/ACTFLNCATEStandardsRevised713.pdf

Standard 6.a. Engaging in Professional Development.Standard 6.a. Engaging in Professional Development.
Candidates engage in professional development opportunitiesCandidates engage in professional development opportunities
that strengthen their own linguistic and cultural competence andthat strengthen their own linguistic and cultural competence and
promote reflection on practice (p. 35).promote reflection on practice (p. 35).
ACTFL Standard 6: ProfessionalismACTFL Standard 6: Professionalism
Highlighted criteria of Standard 6.a.Highlighted criteria of Standard 6.a.
 Awareness of professional communityAwareness of professional community
 Life-long commitment to professional growthLife-long commitment to professional growth
 Reflection as a critical tool for growthReflection as a critical tool for growth
 Dispositions for seeking professional growth (p. 36)Dispositions for seeking professional growth (p. 36)
ACTFL (2002).ACTFL (2002). ACTFL program standards for the preparation of foreign language teachersACTFL program standards for the preparation of foreign language teachers. Retrieved from. Retrieved from
http://www.actfl.org/files/public/ACTFLNCATEStandardsRevised713.pdfhttp://www.actfl.org/files/public/ACTFLNCATEStandardsRevised713.pdf

Challenge for world language teacher education programs:Challenge for world language teacher education programs:
Institutional resources and economic constraints can limitInstitutional resources and economic constraints can limit
professional development opportunities available to future worldprofessional development opportunities available to future world
language teachers and hinder their growth as educators.language teachers and hinder their growth as educators.
Future teachers also need to know how to use the toolsFuture teachers also need to know how to use the tools
predicted to have an ever greater role in teaching and learningpredicted to have an ever greater role in teaching and learning
and which may result in an entirely new type of learningand which may result in an entirely new type of learning
environment.environment.
ACTFL Standard 6: ProfessionalismACTFL Standard 6: Professionalism

 Learning outside the classroom or the PK-12 schoolLearning outside the classroom or the PK-12 school
internshipinternship
 Global community of mentors engaged in continuousGlobal community of mentors engaged in continuous
professional developmentprofessional development
 Opportunities to improve proficiency and cultural knowledgeOpportunities to improve proficiency and cultural knowledge
 Develop digital literacy skillsDevelop digital literacy skills
 Gain experience in use of new learning environmentGain experience in use of new learning environment
 Preparation for using emerging technologiesPreparation for using emerging technologies
Value of PLNs for Future WorldValue of PLNs for Future World
Language TeachersLanguage Teachers

Northeastern State UniversityNortheastern State University
 Comprehensive regional university with three campusesComprehensive regional university with three campuses
in northeastern Oklahomain northeastern Oklahoma
 Modifying Spanish curriculum to include distanceModifying Spanish curriculum to include distance
education, with emphasis on blended courseseducation, with emphasis on blended courses
 Planning expansion from original campus to Tulsa metroPlanning expansion from original campus to Tulsa metro
area campusarea campus
 Incorporating PLN development into the revisedIncorporating PLN development into the revised
curriculumcurriculum
 PLNs will be part of both degree programs, but emphasisPLNs will be part of both degree programs, but emphasis
here on Spanish Educationhere on Spanish Education

Introducing PLNs: ObjectivesIntroducing PLNs: Objectives
In addition to previously mentioned benefits, to addressIn addition to previously mentioned benefits, to address
issues specific to our program:issues specific to our program:
 Place-bound students, generally not digital nativesPlace-bound students, generally not digital natives
 Need additional opportunities to develop language andNeed additional opportunities to develop language and
cultural skillscultural skills
 Financial hardship to attend conferences outside stateFinancial hardship to attend conferences outside state
 Low rate of conference/workshop participation amongLow rate of conference/workshop participation among
mentor teachers in internship placements in the areamentor teachers in internship placements in the area
 Graduates often employed by districts with only one or twoGraduates often employed by districts with only one or two
Spanish teachersSpanish teachers

Introducing PLNs: StrategiesIntroducing PLNs: Strategies
 Introduce technology use in lower-level courses through useIntroduce technology use in lower-level courses through use
of CMS/LMS tools, Flickr, YouTube, Google Mapsof CMS/LMS tools, Flickr, YouTube, Google Maps
 Teach, model, require use of one or two social networking /Teach, model, require use of one or two social networking /
Web 2.0 tools in each advanced courseWeb 2.0 tools in each advanced course
 Identify tools appropriate for content and objectives of courseIdentify tools appropriate for content and objectives of course
 Course-embedded technology training through screen-captureCourse-embedded technology training through screen-capture
tutorials and brief class presentationstutorials and brief class presentations
 Include projects in which students have choice of tools to useInclude projects in which students have choice of tools to use
 Use the LMS/CMS for collection and assessment of studentUse the LMS/CMS for collection and assessment of student
artifactsartifacts

 Also link to internships and checkpoints in professionalAlso link to internships and checkpoints in professional
education course sequenceeducation course sequence
 Web aggregator or RSS reader to use throughoutWeb aggregator or RSS reader to use throughout
programprogram
 Education-, language, and content-related blogs/Education-, language, and content-related blogs/
websiteswebsites
 Revise our ACTFL Assessment Seven, ProfessionalRevise our ACTFL Assessment Seven, Professional
Development, to include use of PLNsDevelopment, to include use of PLNs
 Survey graduates to determine level of continuedSurvey graduates to determine level of continued
participation in PLNparticipation in PLN

 Core social networking and Web 2.0 tools for creating PLNsCore social networking and Web 2.0 tools for creating PLNs
 Web aggregators such as iGoogleWeb aggregators such as iGoogle
 Social bookmarking sites such as DeliciousSocial bookmarking sites such as Delicious
 Social network sites such as Twitter and FacebookSocial network sites such as Twitter and Facebook
 Video/photo sharing sites such as YouTube and FlickrVideo/photo sharing sites such as YouTube and Flickr
 Presentation sharing sites such as SlideSharePresentation sharing sites such as SlideShare
 Collaboration and reflection tools such as blogs and wikisCollaboration and reflection tools such as blogs and wikis

CurrentCurrent Assessment Seven: ProfessionalAssessment Seven: Professional
DevelopmentDevelopment
 Documented membership in state organizationDocumented membership in state organization
 Documented participation in two conferencesDocumented participation in two conferences
 Reflective essay on immediate and future professionalReflective essay on immediate and future professional
development needs and impact of conference attendancedevelopment needs and impact of conference attendance

FutureFuture Assessment Seven: ProfessionalAssessment Seven: Professional
DevelopmentDevelopment
 Conference with student and use of checklist at variousConference with student and use of checklist at various
points in professional education sequence to verify:points in professional education sequence to verify:
 Membership in state organization, attendance in conferencesMembership in state organization, attendance in conferences
 Participation in other language-related activitiesParticipation in other language-related activities
 Creation of and increasing use of PLN and its toolsCreation of and increasing use of PLN and its tools
 Reflective essay on immediate and future professionalReflective essay on immediate and future professional
development needs and impact of various learningdevelopment needs and impact of various learning
environments, including the PLNenvironments, including the PLN

Topics for ConsiderationTopics for Consideration
 Your views on professional development for teacherYour views on professional development for teacher
education candidates and new teacherseducation candidates and new teachers
 Professional development-related activities and/orProfessional development-related activities and/or
assessments at your institution or in your experienceassessments at your institution or in your experience
 Advantages and disadvantages of PLNsAdvantages and disadvantages of PLNs

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