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Making it relevant: Dogme, the Web and business English materials
- 1. Making it relevant: Dogme, the Web and business English materials Nick Robinson, York TESOL France 5th November 2011
- 2. @nmkrobinson
- 3. A career though Dogme
- 4. "The Thornbury/Meddings - Soars Continuum" ©
- 5. Some definitions Dogme / Web 2.0 Teaching unplugged
- 6. “Dogme language teaching is considered to be both a methodology and a movement. Dogme is a communicative approach to language teaching that encourages teaching without published textbooks and focuses instead on conversational communication among learners and teacher.” http://en.wikipedia.org/wiki/ Dogme_language_teaching
- 7. “The common conception (or misconception) is that unplugged teaching requires eschewing all forms of convenience, such as coursebooks, broadband internet access, mobile devices, Web 2.0 tools etc.” http:// teachertrainingunplugged.wordpress.com/ 2011/05/16/tdsig-unplugged-countdown-five/
- 8. 'Language learning and use are situated, contextualised, social and personalised... ...and this should reflect on the way that we teach it'. http://iasku.wordpress.com/2011/06/08/scott-
- 9. ... it’s all “about teaching that focuses on emergent language” (Meddings & Thornbury, 2009, p.8).
- 10. A Web 2.0 site allows users to interact and collaborate with each other in a social media dialogue as creators (prosumers) of user-generated content in a virtual community, in contrast to websites where users (consumers) are limited to the passive viewing of content that was created for them. http://en.wikipedia.org/wiki/Web_2.0
- 11. The Web started out as a ‘pipe’.
- 12. Where did Web content come from? Top-down, expert-created, static, passively consumed
- 13. The web has evolved into a platform ... where we all work together to create, share, discuss, learn.
- 14. How is Web content generated now? Bottom-up, active user-generated, dynamic content
- 15. How is Web content generated now? Bottom-up, active user-generated, dynamic content
- 16. How is Web content generated now? Bottom-up, active user-generated, dynamic content
- 17. How is Web content generated now? Bottom-up, active user-generated, dynamic content
- 18. How is Web content generated now? Bottom-up, active user-generated, dynamic content
- 19. How is Web content generated now? Bottom-up, active user-generated, dynamic content
- 20. How is Web content generated now? Bottom-up, active user-generated, dynamic content
- 21. Facebook use in France
- 22. Facebook use in France 23,190,260 users
- 23. Facebook use in France 23,190,260 users 51.97% of online population
- 24. Facebook use in France 23,190,260 users 51.97% of online population 35.80% of total population
- 25. Facebook use in France 23,190,260 users 51.97% of online population 35.80% of total population 49% male / 51% female
- 26. What do Dogme and Web 2.0 have in common?
- 27. A Web 2.0 site / An unplugged classroom allows users to interact and collaborate with each other in a [social media] dialogue as creators (prosumers) of user-generated content in a [virtual] community, in contrast to websites / coursebook-led classrooms where users (consumers) are limited to the passive viewing of content that was created for them. Adapted from http://en.wikipedia.org/wiki/Web_2.0
- 29. The ten key principles of Dogme (Thornbury, Scott [2005])
- 31. Group task Discuss the following questions: What does this principle mean in relation to Dogme? Is this principle also apparent in Web 2.0? If so, how? How does/could this principle influence your teaching and your students’ learning? Give examples of classroom activities; use of (published) materials; and Web 2.0 tools.
- 32. Four guiding principles (and one law) 1. Whoever comes is [sic] the right people. 2. Whenever it starts is the right time. 3. Whatever happens is the only thing that could have. 4. When it’s over, it’s over. 5. The “Law of Two Feet”: “If at any time during our time together you find yourself in any situation where you are neither learning nor contributing, use your two feet, go someplace else.”
- 33. What does this principle mean in relation to Dogme? Is this principle also apparent in Web 2.0? If so, how? How does/could this principle influence your teaching and your students’ learning? Give examples of classroom activities, use of (published) materials, or Web 2.0 tools.
- 36. ‘360 °content creation’ Student Publisher School Business Teacher World
- 38. Merci et au revoir!
Hinweis der Redaktion
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- the Internet was created in my lifetime, and has come a long way, too\n originally, top-down\n text-based content provide by the few for mass consumption\n
- used for reference / research / fact-finding\n no interactivity between users\n Analogy: like reading a book quietly, by yourself, in the library…\n
- Web 2.0 – from the early ‘noughties’ - 2003/4\na platform which offers new possibilities for connecting and interacting with others\n instead of working on the Net, we can now network\n Analogy: unlike the solitary Net experience of the early days, interaction enabled by Web 2.0 could be likened to participating in a reading and writing circle!\n
- far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
- far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
- far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
- far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
- far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
- far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
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- Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.\nEngagement: students are most engaged by content they have created themselves\nDialogic processes: learning is social and dialogic, where knowledge is co-constructed\nScaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills\nEmergence: language and grammar emerge from the learning process. This is seen as distinct from the ‘acquisition’ of language.\nAffordances: the teacher’s role is to optimize language learning affordances through directing attention to emergent language.\nVoice: the learner’s voice is given recognition along with the learner’s beliefs and knowledge.\nEmpowerment: students and teachers are empowered by freeing the classroom of published materials and textbooks.\nRelevance: materials (eg texts, audios and videos) should have relevance for the learners\nCritical use: teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases.\n
- Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.\nEngagement: students are most engaged by content they have created themselves\nDialogic processes: learning is social and dialogic, where knowledge is co-constructed\nScaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills\nEmergence: language and grammar emerge from the learning process. This is seen as distinct from the ‘acquisition’ of language.\nAffordances: the teacher’s role is to optimize language learning affordances through directing attention to emergent language.\nVoice: the learner’s voice is given recognition along with the learner’s beliefs and knowledge.\nEmpowerment: students and teachers are empowered by freeing the classroom of published materials and textbooks.\nRelevance: materials (eg texts, audios and videos) should have relevance for the learners\nCritical use: teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases.\n
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- Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.\nEngagement: students are most engaged by content they have created themselves\nDialogic processes: learning is social and dialogic, where knowledge is co-constructed\nScaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills\nEmergence: language and grammar emerge from the learning process. This is seen as distinct from the ‘acquisition’ of language.\nAffordances: the teacher’s role is to optimize language learning affordances through directing attention to emergent language.\nVoice: the learner’s voice is given recognition along with the learner’s beliefs and knowledge.\nEmpowerment: students and teachers are empowered by freeing the classroom of published materials and textbooks.\nRelevance: materials (eg texts, audios and videos) should have relevance for the learners\nCritical use: teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases.\n
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- there are many more sources from which we can and do pull in content from variety of sources – current, has currency with learners, too (= motivating) as is relevant to them\n fresh, flexible and dynamic\n addressing the needs of each individual learner\n working together with colleagues\n
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