A Webinar on content curation

Although we won’t see the topic related to digital curation, I invite you all to attend this webinar based on the talk given last WordCALL 2013 about it. Its presenter, Philip Hubbard, is a very well known and respected professional in the world of CALL.

SUNDAY Dec 8 1500 GMT Phil Hubbard on Content Curation

Time where you are: http://www.timeanddate.com/worldclock/fixedtime.html?msg=Learning2gether+with+Phil+Hubbard+on+Content+Curation&iso=20131208T15&ah=1

Philip Hubbard presented this 45 min Research and Development paper on 10th July at the 2013 WorldCALL conference in Glasgow, Scotland.

Title Digital content curation for CALL


To date, CALL work has focused on four major and sometimes overlapping areas: tutorial CALL, use of technological tools for CALL, CALL tasks, and CALL environments. The first two are linked to Levy’s (1997) tutor-tool framework, CALL tasks are most comprehensively acknowledged in Chapelle’s (2001) framework, and CALL environments have been defined by Egbert & Hanson-Smith (2007), as well as through work in Activity Theory and ecological approaches. To these foundational domains of the field I propose adding a fifth: curated digital content. Digital content—text, audio, video, and multimedia—is growing almost exponentially, especially in commonly taught languages and others with large bases of Internet users. This volume can be overwhelming to both teachers and learners. Aimed at imposing order on this chaos, CALL content curation can be defined as the collection and organization of digital content with value added by a language learning expert who serves much the same role as a curator of exhibits in a museum. In this talk, I first present the concept of curation and distinguish it from related concepts such as simple content aggregation, tagging, crowdsourcing, content adaptation, and lesson development. I then offer a preliminary framework for identifying

promising sources for curation and for desirable characteristics of curators and curated material. As an example, I describe a curation project from my advanced ESL listening class, built around videos of TED talks (Technology, Entertainment, and Design) curated from http://www.ted.com

and designed to support autonomous learning. This section includes a discussion of how the effective use of curated content by language learners requires informed use of a range of technology tools for extracting form and meaning in the pursuit of language learning objectives. I conclude by emphasizing the importance of content curation as a long-term priority ripe for further Research and Development.



Program: http://www.worldcall2013.org/programme.asp 

Proceedings: https://dl.dropboxusercontent.com/s/p3853ngyb94dazq/Short%20Papers.pdf (link broken)


Social Networking for Language Education | Marie-Noëlle Lamy | Katerina Zourou | Palgrave Macmillan

Social Networking for Language Education | Marie-Noëlle Lamy | Katerina Zourou | Palgrave Macmillan.

A new book has just been published about Social Networking for Language Education.

These are the contents:

1. An Ecological Analysis of Social Networking Site-Mediated Identity Development; Jonathon Reinhardt And Hsin-I Chen
2. Architecture Students’ Appropriation of Avatars – Relationships Between Avatar Identity and L2 Verbal Participation and Interaction; Ciara Wigham and Thierry Chanier
3. Online Reading Groups and Network Dynamics; Chris Lima and Marie-Noëlle Lamy
4. Bridging Design and Language Interaction and Reuse in Livemocha’s Culture Space; Katerina Zourou, Mathieu Loiseau
5. Profiles in Online Communities; Richard Harrison
6. It’s Not Just the Tool; Carolin Fuchs and Bill Snyder
7. A Study of the Use of Social Network Sites for Language Learning by University ESL Students;
Liu, M., Evans, M., Horwitz, E. K., Lee, S., Mccrory, M., Park, J.-B., and Parrish, C.
8. On-Line and Off-Site; Meei-Ling Liaw And Kathryn English
9. Formative Assessment within Social Network Sites for Language Learning;
Paul Gruba and Cameron Clark
10. Social Media-Based Language Learning; Marie-Noëlle Lamy and François Mangenot

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