Promoting Reading Through Web Engagement

PROMOTING READING THROUGH WEB ENGAGEMENT
Dr.Thadthong Bhrammanee : thadthong@gmail.com
The 33rd Thailand TESOL International Conference “E” novation and Communities in ELT Pullman Khon Kaen Raja Orchid Hotel, Khon Kaen, Thailand 26-27 January, 2013
Outline
•Existing problems
•About the work
•Details
•Future work
•Information System (database, e- commerce, …)
•English for IT

1. Existing problems
Promoting reading through Web engagement : Dr.Thadthong Bhrammanee : The 33rd Thailand TESOL International Conference
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Non-native speaker learners
Undergraduate level
Information technology field
English for a specific purpose
Low reading proficiency
B = f(P,E)
Behavior is a function of the Person and his or her Environment
Kurt Lewin's equation

2. About the work
3
Teaching reading to non-native speaker learners can be enhanced by using an engagement technique
To build emotional attachment in order to drive online communication and draw attention to reading (both offline and online reading)
To foster self-directed reading and collaborative reading
Digital reading resources (aks digital resources)
= “components which are identifiable on the Web e.g. a document, a part of a document, a single word, or a video clip” [Bhrammanee, 2009]
Participation
Knowledge sharing
Paper- based
Digital

3. Framework overview
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UnawareInterestedAwarenessSign-upReturn visitsEmotional attachmentFirst-time useRegular usePassionate useSocial Web: Usage Lifecycle(Porter, 2008) Social software, Social web applicationCommunication approachOne-wayTwo-way using filterMany-way based on various inputs and public decision Key points to improve reading skill · Semi-automatic feeds (external and internal content) · Automatic content discovery (internal content) Virtual worldReal world DetailsSentencesReferenceVocabularyEyes movement, reading in phrases

4. Web-enable access
Promoting reading through Web engagement :
Dr.Thadthong Bhrammanee : The 33rd Thailand TESOL International Conference
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 ICT-mediated environment
Source: Chai and Wang, 2010
Social software,
Social web application

5. Usage lifecycle (social Web)
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•Attention
•Making decision (for oneself & for others)
•Trust (giving personal information)
• Fee?
• Support of social interaction
•…
Related --Customer stage (in marketing field)
UnawareInterestedAwarenessSign-upReturn visitsEmotional attachmentFirst-time useRegular usePassionate useSocial Web: Usage Lifecycle(Porter, 2008) Virtual world

5. Usage lifecycle (social Web) (2)
7
Concept of “fun”
Interaction, engagement, goal fulfillment
Available social software/tools
Blogger (blog)
Wikipedia (encyclopedia)
Twitter (short message)
Digg (pinned content)
Youtube (video_
Facebook (flash story)
…..
• “I like what you read.”
• “Did you read this last night?”
• “What is this!!?”
• “Tag me, please.”
• “Any Thai translation?”
• “Quiz?”

6. Usage lifecycle (social Web) (3)
8
•?
•To be designed

7. Reading skill key points & KM
9
 Knowledge management techniques
 Favorites-and-Flags model (explicit vote
or implicit notification (tell a friend or
report abuse))
 This-or-that voting (choose the most
attractive option)
 Reviews
 Revisit
 Rating
 Tag
 …
Details
Sentences
Reference
Vocabulary
Eyes
movement,
reading in
phrases

8. Core requirements (features)
Functional features
Support of the psychology of persuasion –influence
Allow interaction when read
Support reading competition
Allow using avatar
Community specific
Allow for a communication/reading manager
Read more, be more
Enforcement right
Time tracking (reading speed)
Privacy
Non-functional feature
Content sorting
Storage space
Security
10

9. Models of instruction
11
Inspired from the 3rd ICT master plan (mp3: 2009- 2014) of Singapore ministry of education*
Self-directed learning
Collaborative learning
Video conference, e-mail, bulletin board, forum, social media, group and announcement, resource sharing, newsfeed, …
•Behaviorism
•Cognitivism
Computer as a TUTOR
•Constructivism
•Social constructivism
Computer as a TOOL
*Source: Chai and Wang, 2010

10. Other course instruction issues
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Facilitator
Details
A digital resource: Who, What, When, Where, Why, How
Dealing with new words – is(are) like, is(are), is(are) similar to, making good guess
Reading an email/message
Reading with a pen nearby
Paper-based note taking –portable, hybrid-model
Skim reading VS Rapid reading –comprehension

10. Other course instruction issues (2)
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Independent-reading engagement
Personal background knowledge
Speed
Students in the Cyber Law class  100 WPM –pleasure reading
A shared e-portfolio
Based on topic related to main course contents

14
Stuck
Skip
Sense
Search
Speed
Image source: http://www.thai2english.com/dictionary/1263137.html
Ask question
Social network
Answer
Query
Image
Understand
Search patterns adapted from Morville and Callender, 2010

15
English for IT students
E-Commerce
Cyber law

16
SVIR: scanning, vocabulary knowledge, inference making, and response
Some Issues in a Convergence between Internet Reading and Semantic Web Technologies (Bhrammanee, 2009)

11. Content organization
17
Knowledge segmentation
User-based segmentation
· Low reading skill
· Intermediate reading
skill
· High reading skill
· Good general
knowledge
· Poor general
knowledge
Content-based segmentation
· General knowledge in
legal systems
· Personal jurisdiction and
the Internet
· Computer-related crime
act (Thailand)
· Privacy and data
collection
· Intellectual property:
copyright, patents,
trademarks, and trade
secrets
· Modern licenses
Content categorization
General knowledge tagging
· Activity
· Domain
· Form
· Type
· Product and services
· Time
· Location
Course content
Rules
NxET engine
ODD-enabled
Structured and semi-structured resources
*Source: Farmer and Glass, 2010
Great, Good, OK, Poor, Violate TOS, Illegal*
For example:
• Activity
• Iterative
process
• Exercise
• Query

11. Content organization (2)
18 “ ‘literary work’ means any kind of literary work such as books, pamphlets, writings, printed matters, lectures, sermons, addresses, speeches, including computer programs”* Can moderate the Copyright issueContent areaActivityStatementCyberLaw:CopyrightKm:partOfCyberLaw:StudentTypeKm:endorseByCyberLaw:ActiveActivity_intervalKm:interval….. ….. ….. ….. Rules:If X appears in Y (count >= 5) And Karma = 7) Then ZElse AImplicit reputation….. ….. *Source: http://www.stop.in.th/webdatas/download/copyright_act_2537.pdf

11. Content
organization (3)
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Interface Layer Browser
Access & Authentication Laye User classification
Collaborative Intelligence
and Filtering
Content personalization,
terminology search, OWL
Decorative Description tool
Application layer
Video conference, forum,
personal inbox, shared space
Transport layer TCP/IP, streaming
Legacy Integration Layer
Scripts to integrate
legacy data
Repository Database, reading object
Website staff, infotmant
A web-based system architecture
Adapted from: [Tiwana, 2002]

12. Usability testing
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Participant observation
Engaging (stay duration, visits, sharing)
Reading skills
Grad (per course content)
Details
Sentences
Reference
Vocabulary
Eyes movement, reading in phrases

13. Future work
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Computing the reader reputation
Implement the decision support system to generate an inference result and enhance current tools

Promoting Reading Through Web Engagement

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