In pairs, answer the following questions
1) List at least three teaching implications. Mention possible 1) pre-computing, 2) computing, and 3) post-computing activities.
2) Will screens ever replace books? Why or why not?
3) How can we foster critical hypermedia?
Who said it? Read the statements below and decide which of the following perspectives they reflect: technologist’s, social pragmatist’s and/or critical analyst’s. Explain why. 1) The Internet could be looked at as one giant “garbage dump”. 2) Working with technology is difficult and frustrating. 3) The notion of “communicative competence” should be expanded to include the interactions that take place through oral and written communication with a computer. 4) “Data” is viewed as a degraded form of knowledge. We tend to accept or view Internet sources uncritically. 5) We take into account the context in order to examine the reality of day-to-day technology use. 6) Our ultimate goal was to create a person. We look at communication between humans and computers.
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ReplyDelete1) Teaching implications:
ReplyDelete- Hypermedia empowers students by giving them the control on the information they are reading. They get to decide where to go next in a text.
- Hypermedia challenges students in the sense that it breaks with the expected linearity found in texts and adds interactivity to the reading itself.
- Furthermore, hypermedia is inclusive in the way that accepts all kinds of interpretations. “… No reading can be considered the ‘correct’ one…” (Claudia Ferradas Moi, 2002). In this sense, students feel more secured and enthusiastic since their “work” is as valid as the ones produced by the rest.
- Pre-computing activity: the teacher gives students eight cards with different paragraphs corresponding to a story. In groups, students have to organize the cards and decide what comes first and what comes next in their story. The condition is that they only use five cards (five paragraphs) to create it, thus, leaving three cards out.
Computing activity: in pairs, students will choose a story they like and create a hyperfiction. The teacher will give students options for which story to choose in order to guide them.
Post-computing activity: students will group according to the story they have chosen. Each pair will share their story with the rest of the group so that everyone gets to know the different versions a story may have.
2) Computers have a major role as an information resource today. Hypertexts, which bind related documents together on a computer, has removed constrains of print media and allowed for a new method of distributing and reading documents. With hypertext, highlighted texts in a document represent a reference and links to other documents. When the reader selects highlighted words with the mouse, the computer displays the document of reference. Computers will fulfill our needs for information storage, and will be a very good way to hold more information in less space than today’s book. But in spite of all this, computers will never completely replace books. .
3) If we can find ways of training students to use the hypertext program and give them enough time, we could begin to throw light on some of their hyper-reading and hyper-writing operations. Simple word processors can be used today to establish links from one word to another or from one text to another (this can help students write their own creative hyper textual pieces). This can be uploaded on to a class web page for other readers to share. Also, readers should be discouraged from a simple consumer orientation to the Web, to learn to distinguish simple information from linked information, and for this id advisable to learn about the mechanics of Web design.
1) Teaching implications:
ReplyDelete-Hypermedia encourages learner autonomy: hyerfiction reading involves commitment on the part of the students. They will have to retell their version and support their views with references to the reading they have saved.
-The lack of correct version may be particularly encouraging for the more insecure students.
-Reading hyperfiction and writing comments contributes to the development of metacognitive strategies: the learner is encouraged to reflect upon his or her own hypotheses.
*Pre-computer activities:
-We can start with reading a “choose your own adventure story” in paper for them to get used to the new format.
-Another possibility could be to give them a story that won’t be in order and it can end in the way they want it to end.
*Computer activities:
-We can ask them to choose their own hypertext adventure story (it could be the same or another one)
-We can let them access a hypertext and let them experiment with it.
*Post- computer activities:
- We can ask them to answer questions about the task in order to know how they felt about other stories or their own
- We can ask for written feedback
2) No, screens will never replace books entirely.
The fact that reading screens is not as comfortable as reading a book, the fact that books are more durable than screens, the fact that Internet is not as trustable as books, makes it impossible for us to think that this will ever happen.
3) We have to find ways of training students to use hypertext programs and give them enough time in order to throw light on some of their hyper-reading and hyper-writing operations. The use of wordprocessors are just early attempts to develop the literacies demanded by new technologies. Hyperwriting can help students reflect on and assess the new technologies, thus contributing to the development of critical technological literacy. Students should recognize simple information from linked information. This is a crucial aspect of developing this capacity for critical hyperreading.
1- Teaching implications.
ReplyDeletea) Hypermedia allows the reader to make decisions constantly as they read. (Where to go or when to put an end to the story.) In this sense they would feel the owner of a certain story.
b) Hypermedia will change the understanding of the students when it comes to reading something several times. “...in the third or fourth encounter with the same place, the immediate encounter remains the same as the first, but what changes is our understanding.” (Joyce, 1995, p.3).
c) Hypermedia let us go beyond the linear, bounded and fixed characteristics of a traditional written text, as Landow put it.
Pre-computing activity: The teacher gives the sts a story. She will let them read it but they will realize that the story is not complete. She gives them the introduction so that they can think of many ways the story can develop and end.
Computing: In small groups of three or four students, they create their own hyperfiction so that each group gets a completely new story.
Post-computing activity: Each group take turns to show the rest of the class how their own story developed.
2) Will screens ever replace books? Why or why not?
Long are gone the days in which we required multiple books in order to fulfil our thirst for answers; now we just need one screen to have access to all the information needed. Flexibility, order and accessibility are, after all, some of the features that characterize digital material. As a result, printed materials have been displaced by electronic devices. However, as Landow, G. proposes, “the reader always encounters a virtual image of the stored text and not the original version itself”, which leaves the reader with an incomplete picture of the digitalized information.Consequently, in many cases, users may collect some pieces of information without bothering to read the complete digital material thoroughly first. It is only logical to suggest that technology should be used in a critical way; we can admit that technology promotes a more sophisticated way to reach information, but it may not, however, fully replace printed materials.
3) How can we foster critical hypermedia?
The first step in order to make students aware of the usefulness of hypermedia is to provide accurate examples of it. Only after students understand the reasons why we use hypermedia in different situations, can they start exploring it through, for example, different basic software programs, such as word processors. Students should be able to perceive how information can be linked and accessed more easily, as Jean Baudrillard explains: “Whereas analogue recording of sound and visual information requires serial, linear processing, digital technology removes the need for sequence by permitting one to go directly to a particular bit of information.”
COLOMBO-CAZABAT
Delete1)
ReplyDelete- Hypermedia implies there is no "right" to read a text: that is to say, students have the autonomy to build their own path while studying and can compare with others.
- The learners become the center instead of the teacher: the class becomes focused on how students work with a text rather than the teacher presenting it.
- Learners from this new generations process text in a more different way than us.
-Pre-computing: teacher sticks a board game on the blackboard where the paths are branched. The teacher will ask one student per turn to choose a path, then the whole classroom will analyse how they got to the end.
-Computing: Students will form groups and read a "Chooe your own adventure" story in a computer. All members have to make a choice at least once.
-Post-computing: Whole class disscussion between the groups and the teacher.
2) No, because I think books are still important because traditional text is still an effective way of organizing our thoughts.
3) In order to foster hypermedia, we as teachers have to teach students how they can organize information in word processors such as Microsoft word so that they learn to link information for easy access.
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ReplyDelete
ReplyDelete1) Teaching Implications
• For learners:
- Hyperfiction empowers students since it gives them the possibility of choosing their own reading path and, for once, they are ‘in control’ of their reading experience in the foreign language.
- Hyperfiction also encourages learners’ autonomy in the sense that they are responsible for their own reading and, as there is no ‘correct’ version of the story, they no longer rely on their classmates’ or the teacher’s contributions. Thus, they need to be ready to retell their version and support their views with reference to the version of the story they have read.
- Hyperfiction may be highly motivating for students in many ways. First, it requires the use of a technological device such as a computer, a tablet or a smartphone which students love using, especially at school where they are not usually allowed. Second, as hyperfiction is an out-of-the-ordinary way of presenting and working with a story, students may be eager to give it a try. Finally, since each student has read a different version of the story, they will feel more excited about exchanging ideas and discussing about the story with their classmates; this will, in turn, foster collaborative learning and communication skills.
- As there is no ‘correct’ version of the story, students who are shy or insecure will feel free to share their opinions and views, without fearing mocks or negative feedback.
- Some students may find it difficult to get used to hyperfiction for two main reasons: fist, they may not be used to manipulating technological devices or they may even lack those devices at home. Second, as hyperfiction is completely different from the type of literary texts students tend to read, they may feel insecure, anxious or even frustrated when working with it. As Ferradas, C. puts it: “… [Hiperfiction] reading experience is a challenge to the stability of the traditional concepts of text, author and reader.”
• For teachers:
- Teachers may lack the necessary resources to use hyperfiction in Argentinian schools, such as a computer lab, internet connection, procedural knowledge on how to operate the technological devices, among others.
- Teachers will be able to apply this tool only with more advanced students whose knowledge of the English language system is greater than the elementary students’ one. Moreover, there are not many hyperfiction materials available in Argentina, especially for EFL students.
- The use of hyperfiction in class will make it possible for the teacher to bring attention to metacognitive strategies learners use when they encounter a literacy text, such as their ability to make hypothesis, express their varied interpretations, draw conclusions, among others. In the words of Delany and Landow (1991), “[Hypertext] can also provide a revelation, by making visible and explicit the mental processes that have always been a part of the total experience of reading.”
- The implementation of hyperfiction may take up too much time since the teacher may need to explain, not only the task to perform, but also how to go about these new texts or even technological tools.
- Hypertexts may serve as an excellent trigger for many different language tasks. Teachers will be able to design many meaningful classroom activities based on the hypertext read; for instance, role-plays, debates, writing tasks, retelling sessions, etc.
A) Pre-computer activity: The teacher will ask the students to form groups of four and she will give out a piece of paper containing half of a story. The instruction will be the same for each group: write the ending to this story taking into account the title given. Students will take 15 minutes to come up with the ending and they will write it down. Once they have finished, one member of each group will share the ending they invented with the class. This activity will help students realize the multiplicity of endings the same story may have depending on the personal choices each group made.
ReplyDeleteB) Computer-based activity: The teacher will take the students to the computer lab. She will ask the groups to split in half and take seats. She will give all the students the link to a blog where they will find the story whose half they have already read. She will ask the students to read the other half and she will explain that, as in the previous exercise, the story will be different depending on the choices they make when reading it. The students will read the text and experiment with this new format. They will also have to make some notes on the plot of the story.
C) Post-computer activity: Once the students finish reading, the teacher will ask them sit forming a U-shape. She will ask some open questions as regards the nature of the characters in the story, the consequences of their actions, the ending, etc. These questions will serve as triggers for a whole-class debate in which each student will have to account for their opinion based on the version of the story they have read and the notes they have made.
2) Will screens ever replace books? Why or why not?
No, screens will never replace books; at least, not entirely. Even though there are plenty of advantages that can be mentioned in relation to electronic texts, such as their accessibility and practicality, I personally believe that an e-book/text will not entirely offer us what books do. The physicality of the book, the smell of it, the notes we have made, the person who bought it for us, the quotes we have marked, make a book something unique. Though it may sound romantic, I do think that we emotionally connect with books, which is something we will never do with short-lived objects such as a kindle, tablet, computer or smartphone.
3) How can we foster critical hypermedia?
I believe that only by means of exposure and practice will students develop critical hypermedia. We, as teachers, should present them with a variety of hypertexts and guide them in the process of exploring this new format. In addition to this, I think that we should always have a reason for bringing hyperfiction or hypertext into the classroom. Since working with and getting used to this type of electronic texts requires a great deal of effort on the part of the students and the teachers, we should not do it just because we want to innovate; there should always be a valid reason behind.
TEACHING IMPLICATIONS
ReplyDeletewe need to make reading more interactive.
we need to create activities that include hypertext and give options for the kids to choose different pathways.
Teachers need to create learner-centred lessons
Teachers need to capacitate and be able to teach their students how to use new technologies
PRE- COMPUTING ACTIVITY:
show them a picture where something is happening. Tell them a story about it. Do not provide the ending
COMPUTER- BASE ACTIVITY
ask them to open a ready-made word document and encourage them to think about different endings for the story that you have previously told and write them down in a new documents. save them in a new folder.
teach them how to create a hyperlink in the ready- made document
POST- COMPUTER DOCUMENT:
Hand out a photocopy with a quiz that includes different question to evaluate the activity
2) Will screens ever replace books?
“(…) Instead of laying out a straight path, hyperfictions set you down in a maze, give you a compass, then let you decide where to go next” (Melrod, 1994, p. 163). With hyperfiction, the reader is empowered and is not only able to make decisions such as where to go next or when to “put an end to the story” but is in control of the process of appropriation (the interaction with the text that leads the reader to “own” a certain reading of the text) in ways which are hard to achieve within the print technology.
Despite the advantages mentioned above it is important to remember that screens will never replace books – reading a screen is not as comfortable as reading a book, books are more durable, they do not need maintenance and not all digital media replaces its older versions.
3) How can we foster critical hypermedia?
It is important to find ways of training students to use the hypertext program and give them enough time; were this to be done, we could begin to throw light on some of their hyper-reading and hyper-writing operations. Creative hypertextual pieces can be written by using simple wordprocessors. In addition to this, students can even develop critical insights into other texts they have read by establishing intertextual relationships between texts or with their own comments. These can then be uploaded on to a class web page for other readers to share.
Readers should be discouraged from a simple consumer orientation to the Web, to learn to distinguish simple information from linked information.
INES DELL'ORO AND JULIETA CEPEDA
1) Teaching implications:
ReplyDelete- Nowadays, children count with an almost innate capacity to understand and perform different tasks using technology, even without having to think much about it. Technology advancement has become an accessory to these kids: they were "born" with technology. Hypermedia takes the best of both worlds: new generation's pre-equipped desire to learn and their wish to apply technology during the process.
- Hypermedia is more appealing to learners and it provides them with a potentially huge amount of external and referential culture almost instantaneously. For instance: a passage from a text could be hyperlinked to another one from a different author with the same style. With a few clicks, students are able to access a plethora of choices within the same class to keep their motivation up.
- Considering the following as a drawback, hypermedia is dependent on the access to a minimum quantity of technological equipment (a certain number of computers available for the same group of students, for instance.)
Pre-computing act: The teacher would choose a hypertext that resembles a traditional story (for example Cinderella) and she would give the students the link to read it at home. For the following class, they would have to discuss what differences they found in the text as regards to the original and how they felt reading this kind of text (Was it easy? Confusing? Exciting?). Also, they would have to think different endings and events that would be possible to add at certain points in the story- and share them in groups.
Computer-based act: This is going to be done in groups. The T will give the groups the same traditional story to work on (a different one from the homework). In groups, they will have to retell the story having in mind this hypertext layout they had read. Including changes in the story, events that aren't present in the original has to be a must for this kind of writing. As they probably don't have the hypertext writing program available, they would do it in Word and create hyperlinks.
Post-computing act: The groups will share their creations and the rest are going to read each version. After that, the whole class could compare the differences in the description of the characters, the events that take place in each story and the endings.
2) Will screens ever replace books? Why or why not?
The new technologies and the internet in all its splendor will try to shift the conventional ways of enjoyment we have concerning certain products. Even when the future is constantly around the corner for us, humans, we believe - as a team - that there are some inventions/objects that are simply irreplaceable. But, objectively, we can say that even though it's part of the readers tradition to have a full bookcase, nowadays, ebooks are having quite the rise in the market since they are cheaper, eco-friendly and there is no need to carry a heavy book in your bag but rather read it from any device. Therefore, it may be probable that one day ebooks will replace real books. It will be easier to carry out activities using hypermedia texts if we have these kinds of devices.
3) How can we foster critical hypermedia?
To foster critical hypermedia, different examples of interesting uses of it should be encouraged and presented in as many formats as possible and including different topics and applications, in order to allow students the chance to actually learn how to work with hypermedia, find it useful and apply all their knowledge of this format in their work in class.
AGUSTÍN MÓNACO, MICAELA ARNEST AND MARÍA BELÉN TAYLOR
Hypermedia is a fundamentally innovative means of thinking and communicating
ReplyDeleteThe associative, nonlinear nature of hypermedia mirrors the structure of human long-term memory.
The capability of hypermedia to reveal and conceal the complexity of its content lessens the cognitive load on users of this medium, thereby enhancing their ability to assimilate and manipulate ideas.
The structure of hypermedia facilitates capturing and communicating knowledge, as opposed to mere data. Hypermedia’s architecture enables distributed, coordinated interaction, a vital component of teamwork, organizational memory, and other “group mind” phenomena.
Pre-computer activity: The T gives the students flashcards with different images for them to create a story. They analyze the cards and think of a possible story without the end.
Computer-based activity: In threes, they have to look up more images online in order to give their story two different endings. Once they all created their stories, the T will give them access to a blog where they have to upload their stories and share them with their classmates. Also, their classmates have to get online and comment upon other people’s stories.
Post-computer activity: After everyone has finished commenting and the creators of the stories have read the comments they got, they get together forming a semicircle and ask each other different questions to check if everyone understood the actual meaning of the pictures or what the authors really wanted to transmit through them. Every group is going to eventually find out about their classmates’ real thoughts.
Books will mostly not be replaced, for the following reasons:
Convenience. We should bear in mind that devices can run out of battery and are ultimately dependent on energy; books aren't. This makes books especially valuable in situations in which electronic devices become a burden, such as on airplanes or in open-book examinations during which the use of electronic devices is not allowed.
Cost. In general, books are less expensive than devices. The value of this is especially significant in libraries. Although many libraries today stock ebooks, this is usually treated as complementary to the physical hardcopy.
Ease of reading. Books are less taxing on the eye than digital screens. Granted, advances in modern technology has allowed for reading on screens that are less glaring, but scrolling a mouse or swiping a screen simply feels different to many readers, myself included. This also applies to many textbooks, especially for subjects in which diagrams and drawings are important, such as large geographical maps or huge detailed drawings of the human body. Some of the other answers have also mentioned this factor as an anecdote.
3) How can we foster critical hypermedia?
Definitively by practicing it
Candela Carballo and Franco Latella
1) TEACHING IMPLICATIONS
ReplyDelete- HYPERMEDIA: It is the reader who decides where to click. There is no fixed way out of the labyrinth, the student builds it as he/she chooses his/her way down the paths.
- HYPERFICTION is open-ended. This empowers the reader, who is not only able to decide where to go next, he/she can put an end to the story as well (controls the process of appropriation).
- HYPERFICTION offers multiple readings. This means that no reading can be considered the “correct one” or the “wrong one”. Hyperfiction readers are aware that they can change the story.
PRE-COMPUTING ACTIVITIES
The teacher can choose a traditional story like Cinderella or Beauty and the Beast. The class gets divided into several groups. Each group receives a part of the story to read.
COMPUTING ACTIVITIES
The students read the text they`ve got. Each group decides how to act out their part of the story in front of the class. They can use songs if they want.
POST-COMPUTING ACTIVITIES
Students decide how the story starts and ends. They can change the traditional storyline. They should create their own hyperfiction piece using text and videos.
2) No, screens won´t replace books entirely. The credibility of authors in the Web is continually open for questions. Furthermore, we know that in books we will find the original version of the story or text thay we want to read.
3) Teachers should discourage students from consuming the Web without a critical view. They should learn to distinguish information from linked information and to resist the seductive character of multimedia Web design.
ANDREA BRIEL
1) Teaching implications:
ReplyDelete- Hypermedia empowers students to interact with technology in a way that makes them feel more comfortable and in control of the situation.
- Hypermedia encourages the learner’s autonomy if they have easy access to online files from where to read the material
- Hypermedia also is more appealing to students in the way that as they are very technologically aware and skillfull they feel more comfortable using it.
- Hypermedia also makes students think critically. We as teachers have to help them be aware of the “fake” information in internet teaching them how to recognize it and how to surf the internet for reliable sources.
- Pre-computing activity: We can work with printed cards in the board. The T will stick them in front of the class at random and they individually will have to put them in the order they want. After having a complete story they will share their “new” stories and group with the ones that have chosen the same order.
- Computing activity: After doing that, in their groups students will create a hyperfiction based on their own stories.
Post-computing activity: Finally they can send the hypertext version to their partners for them to have them on their screens and present them with any tipe of multimedia (a PPT, a play, a poster or some drawings) to share their choices and to foster interaction between text and reader.
2) No, we think that this would never be possible. There are several reasons to believe this. The first and maybe one of the most importants is that digital media is less trust worthy than actual books. Anyway, this doesn’t mean that there are not reliable sources in the net, only that we have to know where to look for information. Secondly, not only is reading more comfortable in books, but also the latter ones are most durable than computers. So, in conclusion, screens will never replace printed books because of book’s authenticity and reliability which is far more accurate than digitalized information.
3) In order to foster critical hypermedia we have to make our students aware of the whole hypermedia information problem. This is, that we are just one click away from tons of information that cannot be verified so easily, and that can be fake and not trustworthy. In order to do that, we have to give them the tools to recognize a reliable source, and also a non reliable one which is as important as the first task. Anyway, to do this, we as teacher have to be capable of doing that so we need to first become skillfull enough so we can pass it on to our students. As regards hypertexts, we need to show them how to use them (we can start with a simple wordprocessor) and also how not to click on everything they see because nowadays some links can lead to harmful websites.
MELISA BASTINO, MARCELA BORRÁS, PALOMA REBASTI