Web 2.0 and CMS for Second Language Learning

Web 2.0 and CMS for Second Language Learning

Samuel Holtzman (Nagoya University of Commerce & Business, Japan)
Copyright: © 2009 |Pages: 20
DOI: 10.4018/978-1-60566-190-2.ch028
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The process of technological inclusion begins with an analysis of the features and functions of the specific tool in consideration. Pedagogy should then be evaluated and evolved in the light of possibilities inherent in the new technology. The process is essential because tools are not neutral entities, and they must be integrated in a thoughtful manner consistent with “best practice” standards. This chapter contains an examination of E-Folio, a Web 2.0 application, and a case study focusing on the process of technological inclusion to determine how to promote portfolio creation in the acquisition of second language writing.
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Several features separate Web 2.0 from the previous generation of web-based applications and programs. Most noticeable is the emphasis on concepts such as participant-generated production, open-source systems that encourage instructor interaction at the site administrator or developer level (or at least, contact with these involved parties), increased communication and collaboration, and online identity formation (Green, 2004; Lecourt, 2001).

The ubiquitous nature of courseware inclusion in educational environments raises many questions about the tools and interaction with existing pedagogical models (Synder, 2001). A central component of ensuring proper tool selection and effective use is the process of inclusion, involving the evaluation and adaptation of pedagogy. This is essential to make sure pedagogical decisions are being made by the instructor, and will ultimately benefit the students in the desired way (VanDerKlink & Jochems, 2005). This process is so important because these tools aren’t neutral entities. Intrinsic to each CMS (Courseware Management System) are assumptions about teaching and learning. Yet, since they became commercially available in 1997 (Ullman & Rabinowitz, 2004) CMS have been developed and introduced into academia, a venue traditionally slow to change, and embedded into existing curricula at a rapid rate, despite the lack of proven pedagogical models. As Ullman and Rabinowitz (2004, p. 1) indicate:

Given the increased adoption of the CMS as an instructional tool, it’s important to address how instructors are to make use of this technology. A review of extant literature shows that many articles have been written comparing the functionality of different systems … how to incorporate this functionality into an existing course, however, rarely has been addressed.

Very often these are tools that are derived from models outside of academia and for all their much-vaunted possibilities have the potential to disrupt existing curricula and established pedagogical models. Tool inclusion is a process that is best viewed over time, and should be approached with the ideas of longevity and course evaluation uppermost in the developer’s mind. When faced with the task of teaching advanced writing instruction in a Japanese university the first year was spent considering aspects of pedagogy and technological integration while preparing to incorporate an online component in my course. My intention is to promote portfolio writing to supplement classroom instruction through guided personal reflection and increased communication between peers and teacher to student (Bridwell, Nancarrow & Ross, 1984). To accomplish these aims the Web 2.0 courseware tool E-folio will be integrated for second language learning through English writing instruction. E-folio makes use of electronic portfolio systems, based on the performance support model adapted from the business world.

E-folio is an example of a Web 2.0 technology because of its teacher-centered design, which encourages teachers to engage with the components of the tool in terms of features and appearance. It is also a prime example of Web 2.0 technology because, while the instructor creates assignments and conversation topics, and sets the parameters for community, scope, and scale, the site is ultimately populated through participant-generated production and content.


Web 2.0 Courseware Management Systems

The question these tools and their ubiquitous presence raises is: do Web 2.0 CMS offer the opportunity to radically alter existing pedagogies, or do they afford the chance to make what instructors already do easier? This distinction, in practice, ultimately lies in the method and manner of technological inclusion. A carefully integrated CMS application can help make what instructors already do easier, and offer the chance to expand pedagogy in new and exciting ways that will promote the development of skills necessary for life-long learning, by giving students the tools to process the wealth of information they will uncover on a daily basis.

Key Terms in this Chapter

Best Practice: Standards that are often set by the instructor or institution, for effective teaching methods, incorporating curriculum and pedagogy review and evaluation.

Inclusion: The process of technological component integration into existing curricula.

Teacher-Centered Design: Refers to courseware management systems that support instructors’ needs for course and curricular administration, management, and development.

Tool Neutrality: The concept that technology is not neutral or transparent, but comes with embedded assumptions about operating procedures, often derived from a different context.

D.A.R.E (Description, Analysis, Reflection, Evaluation): A model for guided self-reflection that divides responses into four sections, asking authors to describe an event or experience, analyze its components, reflect on significance, and evaluate effect or impact.

Electronic Performance Support Systems: The electronic version of performance support, EPSS are training programs used to bring participants to a uniform level of knowledge and achievement.

Participant Generated Production/Content: Material students produce through interaction with a CMS or online curricular component. Web 2.0 CMS are primarily populated by student production.

Guided Self-Reflection: A writing process (like journaling) that encourages students to reflect on personal experiences. Often written in response to assigned topics.

Complete Chapter List

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Editorial Advisory Board
Table of Contents
Mark Warschauer
Michael Thomas
Michael Thomas
Chapter 1
Michael Vallance, Kay Vallance, Masahiro Matsui
The grand narrative of educational policy statements lack clear guidelines on Information Communications Technology (ICT) integration. A review of... Sample PDF
Criteria for the Implementation of Learning Technologies
Chapter 2
Mark Pegrum
This chapter discusses the application of a range of Web 2.0 technologies to language education. It argues that Web 2.0 is fundamentally about... Sample PDF
Communicative Networking and Linguistic Mashups on Web 2.0
Chapter 3
Bernd Rüschoff
Current thinking in SLA methodology favours knowledge construction rather than simple instructivist learning as an appropriate paradigm for language... Sample PDF
Output-Oriented Language Learning With Digital Media
Chapter 4
Infoxication 2.0  (pages 60-79)
Elena Benito-Ruiz
This chapter reviews the issue of information overload, introducing the concept of “infoxication 2.0” as one of the main downsides to Web 2.0. The... Sample PDF
Infoxication 2.0
Chapter 5
Margaret Rasulo
The aim of this chapter is to discuss the effectiveness and the necessity of forming a community when engaged in online learning. The Internet and... Sample PDF
The Role of Community Formation in Learning Processes
Chapter 6
Tony Mullen, Christine Appel, Trevor Shanklin
An important aspect of the Web 2.0 phenomenon is the use of Web-embedded and integrated non-browser Internet applications to facilitate... Sample PDF
Skype-Based Tandem Language Learning and Web 2.0
Chapter 7
Gary Motteram, Susan Brown
Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an... Sample PDF
A Context-Based Approach to Web 2.0 and Language Education
Chapter 8
Lut Baten, Nicolas Bouckaert, Kan Yingli
This case study describes how a project-based approach offers valuable new opportunities for graduate students to equip them with the necessary... Sample PDF
The Use of Communities in a Virtual Learning Environment
Chapter 9
George R. MacLean, James A. Elwood
Prensky (2001) posited the emergence of a new generation of “digital natives” fluent in the language of cyberspace and familiar with the tools of... Sample PDF
Digital Natives, Learner Perceptions and the Use of ICT
Chapter 10
Steve McCarty
In a cross-cultural educational context of TEFL in Japan, the author sought to enhance the integrative motivation of students toward the target... Sample PDF
Social Networking Behind Student Lines in Japan
Chapter 11
Antonie Alm
This chapter discusses the use of blogs for foreign and second language (L2) learning. It first outlines the suitability of blogs for language... Sample PDF
Blogging for Self-Determination with L2 Learner Journals
Chapter 12
Revathi Viswanathan
Training ESL students in soft skills and employability skills with the help of Web 2.0 technologies is the current trend in Indian educational... Sample PDF
Using Mobile Technology and Podcasts to Teach Soft Skills
Chapter 13
Andy Halvorsen
This chapter looks at the potential use of Social Networking Sites (SNSs) for educators and second language learners. It views SNSs broadly through... Sample PDF
Social Networking Sites and Critical Language Learning
Chapter 14
Nicolas Gromik
This chapter reports on an ongoing project conducted at Tohoku University in Sendai, Japan. A mixed group of seven advanced EFL learners produced... Sample PDF
Producing Cell Phone Video Diaries
Chapter 15
Thomas Raith
This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0... Sample PDF
The Use of Weblogs in Language Education
Chapter 16
Nat Carney
This chapter gives a comprehensive overview of blogs in Foreign Language Education (FLE) through reviewing literature, critically analyzing... Sample PDF
Blogging in Foreign Language Education
Chapter 17
Pete Travis, Fiona Joseph
In particular, this chapter looks at the potential role of Web 2.0 technologies and podcasting to act as a transformational force within language... Sample PDF
Improving Learners' Speaking Skills with Podcasts
Chapter 18
Volker Hegelheimer, Anne O’Bryan
The increasing availability of mobile technologies is allowing users to interact seamlessly with a variety of content anytime, anywhere. One of... Sample PDF
Mobile Technologies, Podcasting and Language Education
Chapter 19
Jenny Ang Lu
This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language... Sample PDF
Podcasting as a Next Generation Teaching Resource
Chapter 20
Matthias Sturm, Trudy Kennell, Rob McBride, Mike Kelly
Web 2.0 tools like blogs, Wikis, and podcasts are new to the vocabulary of language acquisition. Teachers and students who take full advantage of... Sample PDF
The Pedagogical Implications of Web 2.0
Chapter 21
John Paul Loucky
This study describes a task-based assessment (TBA) approach to teaching reading and writing online. It then analyzes key factors emerging from the... Sample PDF
Improving Online Readability in a Web 2.0 Context
Chapter 22
Jaroslaw Krajka
This chapter contrasts the use of corpora and concordancing in the Web 1.0 era with the opportunities presented to the language teachers by the Web... Sample PDF
Concordancing 2.0: On Custom-Made Corpora in the Classroom
Chapter 23
Darren Elliott
This chapter looks at the ways in which teacher training and teacher development are taking place online. It seeks to address the ways in which... Sample PDF
Internet Technologies and Language Teacher Education
Chapter 24
Sarah Guth
This chapter discusses the potential of social software and Web 2.0 tools to enhance language learning in a blended learning context. It describes... Sample PDF
Personal Learning Environments for Language Learning
Chapter 25
Shudong Wang, Neil Heffernan
This chapter introduces the concept of Mobile 2.0, a mobile version of Web 2.0, and its application to language learning. The chapter addresses the... Sample PDF
Mobile 2.0 and Mobile Language Learning
Chapter 26
Euline Cutrim Schmid
The first part of this chapter discusses the transformative potential of Interactive Whiteboards (IWBs), by analyzing the opportunities of using... Sample PDF
The Pedagogical Potential of Interactive Whiteboards 2.0
Chapter 27
David Miller, Derek Glover
This chapter summarizes the work underway to chart, critically evaluate, and systematize the introduction of interactive whiteboards (IWB) into... Sample PDF
Interactive Whiteboards in the Web 2.0 Classroom
Chapter 28
Samuel Holtzman
The process of technological inclusion begins with an analysis of the features and functions of the specific tool in consideration. Pedagogy should... Sample PDF
Web 2.0 and CMS for Second Language Learning
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