Friday, February 13, 2015

WSBlog Bedtime + Best Biblio's and PFs

Eight years I plugged away at chronicling, filtering, modelling, showcasing, recycling, reflecting, and reviewing in posts for students on the Writing Studio Blog (WSBlog). During that time, I learned a lot about blogging with students, and there have been several satisfying advances in Blogger blog affordances as well, for example the advent of pages, and the threading of comments on posts.

Blogger renamed widgets gadgets, and baked many new ones in, which made them easy for casual bloggers such as English-as-an-additional-language learners to use. The link roll on the WSBlog has grown to almost a page in length, and the label cloud, to almost a page and a half (actual size). Embeddable external-source gadgetry like Cluster Maps and Flag Counter indicate[s] that the WSBlog had over 7,000 (perhaps not unique) visitors in the four years up till November 2014, and that there have been well over 18,000 page views since August 2010.

Though I'm relatively certain that those aren't the largest numbers in the blogosphere, they're large enough to reflect on with a certain degree of satisfaction. Regrettably, however, RSS services that colleagues and I had adopted to concatenate feeds of independent learner blog entries for inclusion in our teaching blogs went the way many free or inexpensive services do, and workarounds never quite made it back to the stage of single feeds to display posts from multiple blogs in now standard RSS gadgets–so much to do, and so little time to do it.

Before I put the WSBlog into suspended animation (from which it might snore itself awake from time to time), I'd like to do one more little bit of showcasing–this time not for students in successive cohorts, but rather for those in classes which finished meeting last month. They sat exams on January 28, 2015.

To wrap things up for now, I'd like to point out to class members and their near-peers a few of the best bibliographies–modified APA-style lists of books that individual students reviewed, and the most reflective portfolios (PFs) in pages that students added or linked to their blogs.
  • Students, please remember that if you aren't logged in to your university accounts, Google documents and spreadsheets stored on the university site will be invisible. 
  • Please also note that for the PFs themselves, the writing before, between and after the iframes was more important than the activities and progress represented within the iframes.
Without further adieu, ...

Best biblio's (book listings):

  1. Takahiro's, 
  2. Nana's, and
  3. Rina's (includes a good first go at a movie listing, too); and 

Best PFs:

  1. Misaki's
  2. Miri's and Nana's (tie), and
  3. Kazuyo's.
Many thanks to all!

[445 words]

Sunday, February 1, 2015

Thursday, January 8, 2015

More Practically Perfect Predecessors' Portfolios

As you are developing your own portfolios, I'd like to ask you to do the following. Please:
  1. View the slides in the presentation embedded below, 
  2. Follow the instructions on slide two and slide three, and 
  3. Review the portfolios that you find via the links on slide four. 
Then please return to this post, and add a comment explaining which of your predecessors's portfolios you think is the best from each section (§1A and §1C), and why you think so.

Thank you in advance for you cooperation.



__________
Note: This post reuses and revises text from a previous post (Practically Perfect Predecessors' Portfolios, 2013.07.13) with the original author's permission.

[110 words]

Wednesday, December 3, 2014

Collective Maps and [Rough] Outlines . . .

First off, I'd like to thank everyone who shared topic suggestions in class today to build into the maps and outlines in this post. I'd also like to point out that the two maps and corresponding outlines in this post cover some divergent, some similar, and some overlapping topics and sub-topics.

Neither the maps below nor the outlines farther below completely cover the topic for your next essays. Since the maps and outlines below cover only a few of the ideas upon which you may wish to focus in your essays about learning with computers, I want to encourage all of you to feel free to draw ideas for your draft essays (2-03a) from both sets of shared ideas (§1A & §1C). You also are welcome to combine those ideas with others from your individual outlines and essay prep. posts, as well as from previous posts on the Writing Studio Blog including outlines or about computers.

For convenience, I arranged the main ideas (in blue) in alphabetical order during and just after class. However, as you compose your draft essays, I hope you will find better ways to organize your main ideas than that. Moreover, some of the topics in green may be just as important as the main ideas in blue. So I expect you to demonstrate flexibility in composing important and related ideas into unified paragraphs that will enable readers to follow your thinking easily from one main point in your essays to the next.

§1A, 2014.12.03

§1C, 2014.12.03 

Outline from §1A

Learning with Computers
  • Applications
    • PowerPoint
    • Other
  • Challenges
    • keyboarding
  • Convenience
    • Google
      • Drive
      • Gmail
    • Search
      • Google
        • Images
      • Yahoo!
      • Other
    • Recording
      • Microphones
        • Built-in
        • Attached
    • Playback
      • CDs
      • DVDs
  • Economy
    • Paper-less materials
      • Homepages
      • Other
    • Other?
  • Importance
    • School
      • English
        • Keyboarding
          • Numeric keypad
          • Typing
        • Classes
          • Listening
            • Classwork
              • Pronunciation practice
              • Viewing
                • News programs
            • Homework
              • Pronunciation practice
          • Reading
            • Websites
              • News articles
              • Other?
          • Speaking
            • Classwork
            • Homework
              • EnglishCentral
                • speaking points
                • (pronunciation practice)
          • Writing
            • Book reviews
            • Comments
            • Extensive writing
              • Essays
              • Reports
      • Homepages
    • Society
      • Communication
        • Commentary
        • Other
      • Information
        • News
        • Publicity
          • Homepages
          • Other
      • Internationalization

Outline from §1C

Learning with Computers
  • Applications
    • Computer-based
      • Search function
      • Typing programs
    • Cloud-based (online)
      • Sharing
      • Typing practice
      • Language learning
        • PowerWords
        • EnglishCentral
  • Benefits
    • Ease of correction
      • written work
        • reports
    • Exposure to vocabulary
    • Increase in typing speed
  • Coursework
    • Listening Classes
      • Classwork
        • CDs
      • HW
    • Reading Classes
      • Classwork
        • Online texts
          • news articles
      • HW
        • PowerWords
        • Reports
    • Speaking Classes
      • Classwork
      • HW
        • EnglishCentral
          • speaking points
    • Writing Classes
      • HW
        • typing
        • blogging
          • reviewing
      • Classwork
        • Mapping
        • Outlining
        • Peer-reviewing
  • Disadvantages
    • Time loss
      • computer set-up
    • Dependencies
      •  
    • Diminished skills
      • calculating in your head
    • Physical strain
      • Eyes
      • Neck
      • Shoulders
  • Other activities
    • job-hunting
    • ???

If you have concerns or questions about those maps or outlines, or how to use them, please feel free to spell them out in comments on this post, or voice them in person during the next class meeting.

[586 words]

Tuesday, November 25, 2014

Do you know what day it is?

On the United Nations' calendar, it's the International Day for the Elimination of Violence against Women, and the beginning of the UN Secretary General's campaign for over two weeks of activism on related themes.

Image source: United Nations
End Violence Day

On the main page about the day, you'll find rationales for international activities and observations, alongs with facts and figures about violence against women and its consequences. There's more info. about the Secretary General's campaign here, including a poster on "school-related gender-based violence (SRGBV) in [the] Asia-Pacific" region:

Image source: United Nations
School-Related Gender-Based Violence
(SRGBV)

On the Orange Day page is a call for business, governmental, institutional and social action. Want to find out what you can do? Grab the toolkit (PDF) and get started!

[129 words]

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