The document discusses how various social media platforms and online technologies can be used for language learning. It describes how social media allows for real-time communication in the target language through interactions with other users. Examples of social media that are discussed include blogs, online games, social networking sites, and interest groups that provide opportunities for immersive language practice. Videos, writing exercises, and communication tools on these platforms help develop language skills in a contextualized manner.
1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.
The document compares and contrasts blogs, wikis, and forums for use in educational contexts. It provides definitions and descriptions of each: blogs are owned by an individual and allow one-to-many communication through posts and comments; wikis facilitate collaborative content creation through many-to-many communication; forums allow asynchronous many-to-many communication through discussion threads. Each tool varies in terms of media used, access levels, and common uses - for example, blogs are well-suited for publishing work and seeking feedback, while wikis enable group editing and knowledge-building. The document advises selecting the tool best able to help students achieve desired learning outcomes.
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
This document discusses creative teaching and explores ways to foster creativity in the classroom. It identifies several key characteristics of creative teachers, including having a questioning stance, making connections across disciplines, promoting student autonomy and ownership, and modeling creativity. Creative teaching is seen as an art that involves developing personal qualities like curiosity, taking risks with new ideas, and having a flexible teaching style. The document provides tips for teachers to develop creativity in their students, such as rewarding creative ideas, allowing mistakes, and teaching self-responsibility. Overall, the document advocates for teaching approaches that encourage curiosity, flexibility, and student-driven learning to bring out creativity.
Dr. Michael West developed a new method for teaching English to Indian children that focused on developing reading ability through silent reading of controlled vocabulary texts. Some key principles of the method included emphasizing reading comprehension over writing, using "passive" silent reading to build vocabulary before "active" writing, and introducing a minimum of 1,158 words to allow for everyday conversation. However, critics argued that the method overemphasized passive reading, did not teach all four language skills, and could become monotonous by neglecting oral work, grammar, composition and idioms.
Social-Media Assisted Language LearningKee-Man Chuah
This document summarizes a study on using social media to assist language learning (SMALL). 102 English students used social media tools on a university e-learning portal. YouTube helped improve speaking skills, while Twitter and Wikis encouraged vocabulary learning and writing. Students enjoyed sharing ideas on Facebook. While social media can facilitate learning, tools must be properly integrated and have clear guidelines to maximize benefits and minimize drawbacks like unreliable internet. The study found social media a positive way to support collaborative English learning.
The document discusses how various social media platforms and online technologies can be used for language learning. It describes how social media allows for real-time communication in the target language through interactions with other users. Examples of social media that are discussed include blogs, online games, social networking sites, and interest groups that provide opportunities for immersive language practice. Videos, writing exercises, and communication tools on these platforms help develop language skills in a contextualized manner.
1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.
The document compares and contrasts blogs, wikis, and forums for use in educational contexts. It provides definitions and descriptions of each: blogs are owned by an individual and allow one-to-many communication through posts and comments; wikis facilitate collaborative content creation through many-to-many communication; forums allow asynchronous many-to-many communication through discussion threads. Each tool varies in terms of media used, access levels, and common uses - for example, blogs are well-suited for publishing work and seeking feedback, while wikis enable group editing and knowledge-building. The document advises selecting the tool best able to help students achieve desired learning outcomes.
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
This document discusses creative teaching and explores ways to foster creativity in the classroom. It identifies several key characteristics of creative teachers, including having a questioning stance, making connections across disciplines, promoting student autonomy and ownership, and modeling creativity. Creative teaching is seen as an art that involves developing personal qualities like curiosity, taking risks with new ideas, and having a flexible teaching style. The document provides tips for teachers to develop creativity in their students, such as rewarding creative ideas, allowing mistakes, and teaching self-responsibility. Overall, the document advocates for teaching approaches that encourage curiosity, flexibility, and student-driven learning to bring out creativity.
Dr. Michael West developed a new method for teaching English to Indian children that focused on developing reading ability through silent reading of controlled vocabulary texts. Some key principles of the method included emphasizing reading comprehension over writing, using "passive" silent reading to build vocabulary before "active" writing, and introducing a minimum of 1,158 words to allow for everyday conversation. However, critics argued that the method overemphasized passive reading, did not teach all four language skills, and could become monotonous by neglecting oral work, grammar, composition and idioms.
Social-Media Assisted Language LearningKee-Man Chuah
This document summarizes a study on using social media to assist language learning (SMALL). 102 English students used social media tools on a university e-learning portal. YouTube helped improve speaking skills, while Twitter and Wikis encouraged vocabulary learning and writing. Students enjoyed sharing ideas on Facebook. While social media can facilitate learning, tools must be properly integrated and have clear guidelines to maximize benefits and minimize drawbacks like unreliable internet. The study found social media a positive way to support collaborative English learning.
This document contains a lesson plan for an English class focusing on expressions for inviting, accepting, and declining invitations. The plan outlines competencies, objectives, materials, teaching steps, techniques, and assessments. Students will identify, state, understand, and use inviting expressions through activities like arranging dialogue jumbles and making conversations based on situational cards.
Edutainment combines education and entertainment to make learning more engaging and memorable. There are several types of edutainment including educational broadcasts, computer games, and interactive television. Edutainment is supported by learning theories like behaviorism, cognitivism, constructivism, and connectivism. When designing edutainment, user-centered design and learner-centered design approaches are recommended to ensure the content meets learners' needs and supports different learning styles. Effective edutainment considers goals, target audience, content, and interactivity to create an enjoyable and effective learning experience.
This document outlines a presentation on the flipped classroom. It begins with objectives for the session, which are to define the flipped classroom, appreciate its importance, identify implementation techniques, criticize flaws, and demonstrate a well-structured flipped classroom plan. It then outlines an activity where attendees will discuss what education is, who educators are, students today, and trends in education. Finally, it provides information on the flipped classroom approach, advantages and disadvantages, and tips for planning an efficient flipped classroom.
This document discusses effective methods for teaching vocabulary with technology. It begins with warm-up questions about what it means to know a word and how many exposures are needed to learn it. Then it outlines a six-step process for teaching vocabulary involving explaining words, having students restate meanings, showing visual representations, engaging students in activities, discussing words, and playing vocabulary games. Various free or low-cost technology tools are provided as examples for each step, such as using videos, images, flashcards, and games. It emphasizes the need for multiple exposures, practice in context, and review to support vocabulary learning.
Teachers should encourage students to engage with and enjoy reading by selecting interesting texts on topics like health facts or global warming. Students should be encouraged to respond to what they read by discussing what it meant to them and how it made them feel. Prediction is an important reading skill, so teachers can provide clues from materials like book covers and headlines to help students anticipate the content. Reading assignments should match students' ability levels and fully make use of reading material by continuing discussion and related tasks beyond just the initial reading.
The document discusses different patterns of classroom interaction and how to classify them. It identifies five forms of interaction ranging from teacher-dominated to student-active. These include: teacher very active with students receptive (TT); teacher active with students mainly receptive (T); balanced interaction between teacher and students (TS); students active with teacher mainly receptive (S); and students very active with teacher receptive (SS). The document also provides discussion questions about analyzing patterns of interaction in classroom observations.
The document describes the Think Pair Share (TPS) teaching strategy. TPS involves 3 steps: students first think independently about a topic or question, then pair with a partner to discuss their ideas, and finally share their ideas with the larger group. The document provides guidance for implementing TPS in the classroom, including explaining the process to students, modeling it, monitoring pairs, and concluding with a full class discussion. TPS is presented as a collaborative strategy that actively engages all students.
Class activities for developing speaking skillsNourin Arshad
This document discusses class activities for developing speaking skills. It identifies four types of activities: drills, performance activities, participation activities, and observation activities. It provides examples for each type, including drills that involve repetition of phrases, student speeches, discussions on topics, and students observing something and presenting a summary. Commonly used activities discussed are short speeches, gap activities, role plays, and discussions, along with examples of how they work.
Classroom interaction refers to the interaction between teachers and students, and among students, in a classroom. It involves conversations between teachers and students, as well as collaborative, interactive, and discussion-based activities that aim to meaningfully communicate ideas in the target language. Studies show that classroom interaction enhances listening and speaking skills, but that students often do not get adequate opportunities to talk in teacher-centered classrooms, speaking for less than 30% of the time on average.
Interactive Teaching Methods Based on ITguest7c5a7d
This document discusses interactive teaching methods based on IT tutor theory and constructivist learning approaches. It outlines various interactive methods that can be used in the classroom, computer lab, and online spaces. These include methods like brainstorming, mind mapping, role playing games, and panel discussions. It also discusses the use of technologies like PowerPoint, wikis, forums, and virtual worlds to facilitate interactive learning both synchronously and asynchronously. Communal constructivism and network learning are highlighted as educational philosophies underlying the approach.
Wikipedia is a free online encyclopedia created and maintained by users as an open collaboration project. It was launched in 2001 by Jimmy Wales and Larry Sanger. Wikipedia comes from the Hawaiian word for "quick" and "pedia" from encyclopedia. It started in English and is now the largest English encyclopedia with over 290 million articles in 301 languages and 500 million monthly visitors, making it one of the top 10 websites. Users can freely edit, add comments and their own articles from different perspectives.
Integrating Technology in a Classroom Lesson: Step-by-Step instructions on ho...maganharrell
The document provides step-by-step instructions for integrating technology into classroom lessons. It outlines 6 steps: 1) plan the lesson without technology; 2) identify available resources; 3) research relevant technology standards; 4) write learning objectives incorporating technology; 5) determine how technology use will be assessed; and 6) finalize the lesson plan integrating technology. Examples are given for each step using a sample 6th grade social studies lesson on influential minorities. The goal is for educators to create lessons enhancing instruction through appropriate technology use.
This document discusses how to teach reading to students. It recommends that students practice different reading skills like scanning, skimming, and detailed comprehension. When selecting texts, teachers should choose topics that engage students and consider students' level. Authentic texts from everyday life are best. Predicting content before reading helps students understand better. The tasks given should match the topic. Good teachers fully exploit reading texts by integrating them into class discussions and follow-up activities that study the language and activate usage.
1. Speaking is an interactive process that involves constructing meaning through producing, receiving, and processing information that depends on context.
2. There are three stages of speaking: pre-speaking involves planning and organizing ideas, speaking involves actively engaging with audiences, and post-speaking is a time for reflection and goal setting.
3. During the pre-speaking stage, students choose topics, determine their purpose and audience, and decide on a format. The speaking stage has students communicate their ideas through formal and informal situations. In the post-speaking stage, students reflect on their performance and set goals for improvement with teacher and peer feedback.
Visible thinking routines and ATL in ibdpShirin Bagchi
Students in a 5th grade class were introduced to arthropods like spiders and asked about their initial thoughts. The students came up with observations like them being creepy or hairy. They then generated questions about how arthropods move or produce webs. The teacher used a thinking routine called "think-puzzle-explore" to have students share what they think, identify questions, and explore topics that may not seem complex. Visible thinking involves making thinking visible through speaking, writing or drawing so students can direct and improve their thoughts. It emphasizes documenting thinking for later reflection.
The document discusses the history and development of Computer-Assisted Language Learning (CALL) in three phases: behavioral CALL from the 1960s-1980s focused on drills and practice; communicative CALL from the 1980s-2000s emphasized using language in context; and integrative CALL from the 2000s onward aims to integrate language skills into multimedia tasks.
Technology is now widely used as an instructional tool in classrooms rather than just a subject of instruction. It can engage and motivate students by allowing them to collaborate, access current information online, and make learning more fun through virtual lessons and tablets. However, teachers still struggle to integrate various technology tools into the curriculum and there are challenges like student distraction, safety issues, lack of face-to-face interaction, cost and time concerns, constant software updates, and technology problems. Careful implementation is needed to maximize the benefits of technology in education.
This document discusses the benefits of incorporating technology into the classroom. It argues that technology prepares students for today's world, allows them to learn in new interactive ways, and experiences content through simulations and videos. However, it also notes students must be taught proper technology use to avoid issues like cyberbullying and plagiarism. The document then provides examples of how teachers can overcome barriers to tech adoption through resources like training groups, mentors, and online tutorials. Finally, it lists specific ways teachers can incorporate technologies like audio, recordings, and digital projectors to enhance lessons.
Edgar Dale was an educational theorist born in 1900 who made significant contributions to the use of audiovisual materials in teaching. He is considered the "Father of Modern Media in Education". Dale wrote three influential books on audiovisual instruction and developed the Cone of Experience model to show how learners comprehend information through more concrete to more abstract experiences. The Cone of Experience is still used today in instructional design. Dale was also active in educational organizations and worked to promote the use of emerging audiovisual technologies to enhance teaching and learning.
Top technological tools for English language teaching and learningSaima Abedi
This webinar aims to emphasize the impact of top technology tools that strengthen learners’ engagement and facilitate entry-level-tech teachers. It will highlight the learning strategies that developed a suitable context for instruction through the incorporation of technological tools.
Este documento ofrece consejos para ser un buen comunicador. Recomienda clarificar las ideas principales antes de hablar y practicar su presentación. También aconseja hacer preguntas sobre el contexto y los otros participantes. Además, sugiere usar un lenguaje y mensajes positivos para dejar una buena impresión en el público. Finalmente, advierte no dejar que terceros interpreten sus palabras sin su consentimiento.
This document contains a lesson plan for an English class focusing on expressions for inviting, accepting, and declining invitations. The plan outlines competencies, objectives, materials, teaching steps, techniques, and assessments. Students will identify, state, understand, and use inviting expressions through activities like arranging dialogue jumbles and making conversations based on situational cards.
Edutainment combines education and entertainment to make learning more engaging and memorable. There are several types of edutainment including educational broadcasts, computer games, and interactive television. Edutainment is supported by learning theories like behaviorism, cognitivism, constructivism, and connectivism. When designing edutainment, user-centered design and learner-centered design approaches are recommended to ensure the content meets learners' needs and supports different learning styles. Effective edutainment considers goals, target audience, content, and interactivity to create an enjoyable and effective learning experience.
This document outlines a presentation on the flipped classroom. It begins with objectives for the session, which are to define the flipped classroom, appreciate its importance, identify implementation techniques, criticize flaws, and demonstrate a well-structured flipped classroom plan. It then outlines an activity where attendees will discuss what education is, who educators are, students today, and trends in education. Finally, it provides information on the flipped classroom approach, advantages and disadvantages, and tips for planning an efficient flipped classroom.
This document discusses effective methods for teaching vocabulary with technology. It begins with warm-up questions about what it means to know a word and how many exposures are needed to learn it. Then it outlines a six-step process for teaching vocabulary involving explaining words, having students restate meanings, showing visual representations, engaging students in activities, discussing words, and playing vocabulary games. Various free or low-cost technology tools are provided as examples for each step, such as using videos, images, flashcards, and games. It emphasizes the need for multiple exposures, practice in context, and review to support vocabulary learning.
Teachers should encourage students to engage with and enjoy reading by selecting interesting texts on topics like health facts or global warming. Students should be encouraged to respond to what they read by discussing what it meant to them and how it made them feel. Prediction is an important reading skill, so teachers can provide clues from materials like book covers and headlines to help students anticipate the content. Reading assignments should match students' ability levels and fully make use of reading material by continuing discussion and related tasks beyond just the initial reading.
The document discusses different patterns of classroom interaction and how to classify them. It identifies five forms of interaction ranging from teacher-dominated to student-active. These include: teacher very active with students receptive (TT); teacher active with students mainly receptive (T); balanced interaction between teacher and students (TS); students active with teacher mainly receptive (S); and students very active with teacher receptive (SS). The document also provides discussion questions about analyzing patterns of interaction in classroom observations.
The document describes the Think Pair Share (TPS) teaching strategy. TPS involves 3 steps: students first think independently about a topic or question, then pair with a partner to discuss their ideas, and finally share their ideas with the larger group. The document provides guidance for implementing TPS in the classroom, including explaining the process to students, modeling it, monitoring pairs, and concluding with a full class discussion. TPS is presented as a collaborative strategy that actively engages all students.
Class activities for developing speaking skillsNourin Arshad
This document discusses class activities for developing speaking skills. It identifies four types of activities: drills, performance activities, participation activities, and observation activities. It provides examples for each type, including drills that involve repetition of phrases, student speeches, discussions on topics, and students observing something and presenting a summary. Commonly used activities discussed are short speeches, gap activities, role plays, and discussions, along with examples of how they work.
Classroom interaction refers to the interaction between teachers and students, and among students, in a classroom. It involves conversations between teachers and students, as well as collaborative, interactive, and discussion-based activities that aim to meaningfully communicate ideas in the target language. Studies show that classroom interaction enhances listening and speaking skills, but that students often do not get adequate opportunities to talk in teacher-centered classrooms, speaking for less than 30% of the time on average.
Interactive Teaching Methods Based on ITguest7c5a7d
This document discusses interactive teaching methods based on IT tutor theory and constructivist learning approaches. It outlines various interactive methods that can be used in the classroom, computer lab, and online spaces. These include methods like brainstorming, mind mapping, role playing games, and panel discussions. It also discusses the use of technologies like PowerPoint, wikis, forums, and virtual worlds to facilitate interactive learning both synchronously and asynchronously. Communal constructivism and network learning are highlighted as educational philosophies underlying the approach.
Wikipedia is a free online encyclopedia created and maintained by users as an open collaboration project. It was launched in 2001 by Jimmy Wales and Larry Sanger. Wikipedia comes from the Hawaiian word for "quick" and "pedia" from encyclopedia. It started in English and is now the largest English encyclopedia with over 290 million articles in 301 languages and 500 million monthly visitors, making it one of the top 10 websites. Users can freely edit, add comments and their own articles from different perspectives.
Integrating Technology in a Classroom Lesson: Step-by-Step instructions on ho...maganharrell
The document provides step-by-step instructions for integrating technology into classroom lessons. It outlines 6 steps: 1) plan the lesson without technology; 2) identify available resources; 3) research relevant technology standards; 4) write learning objectives incorporating technology; 5) determine how technology use will be assessed; and 6) finalize the lesson plan integrating technology. Examples are given for each step using a sample 6th grade social studies lesson on influential minorities. The goal is for educators to create lessons enhancing instruction through appropriate technology use.
This document discusses how to teach reading to students. It recommends that students practice different reading skills like scanning, skimming, and detailed comprehension. When selecting texts, teachers should choose topics that engage students and consider students' level. Authentic texts from everyday life are best. Predicting content before reading helps students understand better. The tasks given should match the topic. Good teachers fully exploit reading texts by integrating them into class discussions and follow-up activities that study the language and activate usage.
1. Speaking is an interactive process that involves constructing meaning through producing, receiving, and processing information that depends on context.
2. There are three stages of speaking: pre-speaking involves planning and organizing ideas, speaking involves actively engaging with audiences, and post-speaking is a time for reflection and goal setting.
3. During the pre-speaking stage, students choose topics, determine their purpose and audience, and decide on a format. The speaking stage has students communicate their ideas through formal and informal situations. In the post-speaking stage, students reflect on their performance and set goals for improvement with teacher and peer feedback.
Visible thinking routines and ATL in ibdpShirin Bagchi
Students in a 5th grade class were introduced to arthropods like spiders and asked about their initial thoughts. The students came up with observations like them being creepy or hairy. They then generated questions about how arthropods move or produce webs. The teacher used a thinking routine called "think-puzzle-explore" to have students share what they think, identify questions, and explore topics that may not seem complex. Visible thinking involves making thinking visible through speaking, writing or drawing so students can direct and improve their thoughts. It emphasizes documenting thinking for later reflection.
The document discusses the history and development of Computer-Assisted Language Learning (CALL) in three phases: behavioral CALL from the 1960s-1980s focused on drills and practice; communicative CALL from the 1980s-2000s emphasized using language in context; and integrative CALL from the 2000s onward aims to integrate language skills into multimedia tasks.
Technology is now widely used as an instructional tool in classrooms rather than just a subject of instruction. It can engage and motivate students by allowing them to collaborate, access current information online, and make learning more fun through virtual lessons and tablets. However, teachers still struggle to integrate various technology tools into the curriculum and there are challenges like student distraction, safety issues, lack of face-to-face interaction, cost and time concerns, constant software updates, and technology problems. Careful implementation is needed to maximize the benefits of technology in education.
This document discusses the benefits of incorporating technology into the classroom. It argues that technology prepares students for today's world, allows them to learn in new interactive ways, and experiences content through simulations and videos. However, it also notes students must be taught proper technology use to avoid issues like cyberbullying and plagiarism. The document then provides examples of how teachers can overcome barriers to tech adoption through resources like training groups, mentors, and online tutorials. Finally, it lists specific ways teachers can incorporate technologies like audio, recordings, and digital projectors to enhance lessons.
Edgar Dale was an educational theorist born in 1900 who made significant contributions to the use of audiovisual materials in teaching. He is considered the "Father of Modern Media in Education". Dale wrote three influential books on audiovisual instruction and developed the Cone of Experience model to show how learners comprehend information through more concrete to more abstract experiences. The Cone of Experience is still used today in instructional design. Dale was also active in educational organizations and worked to promote the use of emerging audiovisual technologies to enhance teaching and learning.
Top technological tools for English language teaching and learningSaima Abedi
This webinar aims to emphasize the impact of top technology tools that strengthen learners’ engagement and facilitate entry-level-tech teachers. It will highlight the learning strategies that developed a suitable context for instruction through the incorporation of technological tools.
Este documento ofrece consejos para ser un buen comunicador. Recomienda clarificar las ideas principales antes de hablar y practicar su presentación. También aconseja hacer preguntas sobre el contexto y los otros participantes. Además, sugiere usar un lenguaje y mensajes positivos para dejar una buena impresión en el público. Finalmente, advierte no dejar que terceros interpreten sus palabras sin su consentimiento.
Profesora disculpe que la moleste a traerla aquí pero fui mi única opción de subir mi presentación. muchas gracias y si tengo errores por favor hágame saber para mejorar buenas noches.
Flickr es un sitio web gratuito para almacenar, ordenar, buscar, vender y compartir fotografías y videos. Los usuarios pueden etiquetar sus imágenes y explorar y comentar las imágenes de otros. Servicios como Delicious, Reddit y Digg permiten a los usuarios almacenar, anotar y compartir enlaces web. StumbleUpon integra una red social que permite a los usuarios intercambiar páginas de interés a través de una barra de herramientas.
fournisseur de services en matière de technologies de l’information, Cortexia établit un partenariat avec ses clients afin de répondre à l'ensemble de leurs besoins. Nos Services
Développement Web, Mobile et Grpahisme
Ingénierie et intégration
Formation (Certification JAVA, gouvernance SI, Management de projets, etc...)
Conseil en recrutement IT
El reggaeton tiene sus orígenes en la mezcla de los estilos musicales panameño y puertorriqueño en los años 80. Algunos de los artistas pioneros del género fueron Héctor el "Father" y Tempo, mientras que Daddy Yankee y Don Omar lo popularizaron a nivel mundial. El documento también define términos clave del lenguaje del reggaeton como "perreo", "malianteo" y "tiradera".
El documento resume la Defensa Ortodoxa en el ajedrez. Esta defensa involucra que las negras sacrifiquen el control del centro a cambio de solidificar su posición. Esto deja a las negras con movimientos restringidos pero planeando romper el centro más adelante. La Maniobra Liberadora de Capablanca permite a las negras simplificar el material y liberar su alfil, equilibrando la posición. La Variante Alekhine surge de una jugada alternativa de las blancas. Finalmente, la Defensa Ortodoxa puede llevar a
Este documento discute el problema continuo del terrorismo y la delincuencia armada en España. Explica que las principales organizaciones terroristas en las prisiones españolas son ETA, GRAPO y grupos islamistas. Estas organizaciones mantienen una fuerte influencia sobre sus miembros incluso en prisión y usan tácticas como el chantaje y la violencia para lograr sus objetivos políticos. El documento argumenta que las prisiones juegan un papel clave en la lucha contra el terrorismo.
Dans le cadre des rendez-vous technologiques de l'espace d'animation multimédias de TVT, j'ai fait decouvrir au grand public ce qu'est le web 2.0 : qu'est ce qui est nouveau ? quels sont les nouveaux sites à connaître ? ...
2007 06 07 Les Usages Et Les Outils Du Web 2.0 Au Service De La Formation Et ...novantura
Le support de présentation de ma conférence à la Cité des Sciences et de l'Industrie. Paris, le 7 juin 2007, pour le compte du FFFOD
A cette présentation est associée une navigation sur les sites pédagogiques web 2.0, à votre disposition sur demande
Blogues, Communautes Web, Reseaux Sociaux pour atteindre vos publics ciblesGeoffroi Garon-Épaule
Cette conférence a été présenté par Geoffroi Garon lors du 5e Sommet sur les communications et relations médias de l'Institut canadien
le 7 novembre 2007.
Partie théorique :
1 : le web2.0 : histoire du web, les générations, son évolution, sa place dans les usages informatiques aujourd'hui.
2 : les différentes familles de réseaux sociaux : selon les CSP, les âges, les cultures, les objectifs, les intérêts.
3 : les passifs et les actifs sur le web, le "moi" et l'identité numérique : significations. Le gratuit et le payant du web.
Questions la dernière demi-heure.
Partie pratique :
4 : inscription, prise en main des interfaces des réseaux les plus connus : facebook, twitter, google +, viadeo, flickr, deezer, youtube... les points communs et différences.
5 : retour sur Facebook et ses fonctionnalités : création et utilisation de groupes, de page fan (exemple avec ma page "ambiances photos"), les applications (jeux, photos,…)
6 : Intégrations de contributions, partages, par le "réglage" des paramètres de confidentialité pour la protection des données (choix du partage de contenus aux "amis", "fans", géolocalisation…), le gestionnaire de publicités…et partage sur les autres réseaux sociaux et la blogosphère.
Présentation d'éléments de la recherche "WIKIS, BLOGUES ET WEB 2.0. Opportunités et impacts pour la formation à distance" du REFAD (http://www.refad.ca/nouveau/Wikis_blogues_et_Web_2_0.pdf )
2. Objectifs
I. Comprendre le fonctionnement et les différences
Forums
Blogs
Wikis
II. Etudes de cas sur les réseaux sociaux
3. Forums, blogs, wikis: les points communs
Ces trois plateformes
permettent
une publication sur le web
une participation collective
de poster des opinions, idées…
de commenter les publications
des autres internautes
4. Forums, blogs, wikis: les différences
Forums Blogs Wikis
Centrés
autour de
SUJETS
Centrés
autour d’un
AUTEUR
Centrés
autour d’un
CONTENU /
DOCUMENT
5. Notre identité en ligne est façonnée par notre
participation.
Chaque forum auquel nous contribuons, chaque blog
que nous créons, chaque commentaire que nous
postons et chaque profil que nous créons contribuent
à faire notre réputation.
(George Siemens)
7. Définition
Un forum est un espace de discussion sur Internet qui
permet aux internautes d’échanger, de poser des
questions ou de poster des réponses sur les
thématiques proposées.
7
8. Historique
1979 : Newsgroup
un site de petites annonces créé par des étudiants
(Steve Daniel et Tom Truscott). Abonnement par
groupes de nouvelles, suppression des anciens
contenus, pas de modérateur.
1983 : Delphi Forums (encyclopédie, email, chat primitif)
Juin 2000 : phpBB
logiciel de création de forum
8
9. La structure
Une structure similaire à un
ensemble de répertoires
comme autant de thématiques
9
Des sous-répertoires qui
correspondent à des sujets
(topics ou threads) sur
lesquelles les internautes
initient des discussions à partir
de posts
10. Les acteurs
Les participants:
les membres (registered)
les guests
les lurkers
10
Les modérateurs:
assurer le bon
fonctionnement du forum
(suppression de messages,
banner, charte d’utilisation
Godwin, trolls…)
Les administrateurs (admins):
gestion technique et
opérationnelle du forum
11. Le fonctionnement
Un thread démarre avec un
premier post (thread starter)
Les posts suivants complètent le
thread ou y répondent de manière
asynchrone
Une hiérarchisation chronologique
ou par sujets
Une communication par textes,
enrichie d’avatars et
potentiellement modérée
Prévalence de la règle du 1%
(princpe 90-9-1)
12. Les plus gros forums en France
+151 millions de messages
+ 66 millions de messages
+ 65 millions de messages
13. Monétiser un forum
Automatiser les liens d’affiliation
13
Petites annonces payantes
Donation
Topics promotionnels
Publicité
16. Définition
Un blog est un journal web issu d'une initiative
personnelle ou collective, mis à jour régulièrement
sous forme d'articles datées, signées, avec la
possibilité pour les visiteurs de commenter.
16
17. Historique
1994 : 1er blog personnel - Justin Hall
1998-1999: Plateforme de création de blogs
(Livejournal – opendiary – livejournal)
2004: Primaire des élections américaines : Blog
politique Howard Dean et Wesley Clark
17
18. La production d’informations au XXème siècle
International
Politique
Economie
Culture
Sports
Une production professionnelle et généraliste
19. La production d’informations au XXIème siècle
Cuisine
Bricolage
Régimes
Les pires films au monde
Conspirations
Lil Wayne
…
Une production professionnelle, personnelle et ultra-spécialisée
20. Le fonctionnement
Un blog est un site organisé par
« posts »
Chaque post correspond à une
nouvelle information
Un fonctionnement
antéchronologique
La possibilité de commenter
Une collaboration entre
bloggueurs fréquente
21. Pourquoi Le Blog s’est imposé ?
Pour le particulier :
Un espace d’expression interne,
exprimer une vision, gagner en
visibilité, intéresser les médias, vivier
d’interactions et de discussions.
Pour une entreprise :
Valorisation de son domaine
d’expertise, informer de son activité, se
différencier de la concurrence, devenir la référence dans son
secteur d’activité, écouter et comprendre ses clients et une
matière à forte valeur ajoutée pour l’animation
communautaire.
22. Un développement exponentiel
Le saut
3 millions de blogs en juillet 2004 à 14,2 millions en
août 2005.
Monde :
+ de 200 millions de blogs actuellement
22
24. Monétiser un blog
Etre un expert reconnu par le marché
(édition de livres, speaker, consulting)
24
Le modèle freemium
Vente de contenus
Modèle d’affiliation
Brand content
Publicité
26. Définition
Un wiki est un système de gestion de contenu de
site web qui rend les pages web librement
modifiables par tous les visiteurs qui sont autorisés
26
27. Historique
1995 : WikiWikiWeb
Crée par Ward Cunningham
(« wiki » signifie « vite » en
Hawaiien)
Wiki: What I Know Is
2001: Wikipedia
Crée par Jimmy Wales et
Larry Sanger
2014: Wikipedia le plus consulté
de tous les wikis
27
28. Le fonctionnement
Permet l'élaboration de documents
par différentes personnes dites
« contributeurs »
Ouvre collaborative d'un ensemble
d'utilisateurs qui ont participé à
l'élaboration du contenu
Evite les problèmes de versions
différentes de document que l’on
s’envoie par email
Tous les utilisateurs contribuent à
la construction de connaissances
29. Les avantages
Les informations sont publiées
très rapidement
Plusieurs personnes peuvent
travailler de façon commune un
même texte
Les contenus sont validés
grâce à la communauté
Les données effacées peuvent
être récupérées grâce à
l’historique
30. Un modèle économique basé sur le « don »
Bénévolat
Dons financiers
Contenus gratuits
Dons technologique (bande passante,
hébergement)
30
La publicité est possible mais le plus souvent, les wikis reposent sur:
31. Forums, blogs, wikis: résumé
Forums Blogs Wikis
Centrés autour de
SUJETS
Centrés autour
d’un AUTEUR
Centrés autour
d’un CONTENU /
DOCUMENT
Organisés par threads
N’importe qui peut
démarrer un topic
Tous les membres
peuvent s’exprimer
Hiérarchisation par
admins et modérateurs
Contenu généré par une
personne
Les visiteurs peuvent
poster des commentaires
Ordre antéchronologique
Forte monétisation
possible
Contenu généré par un
groupe
Version éditée et
historisée
Consensus recherché
Le contenu est l’objectif,
pas ses auteurs
Pas de discussions sur
les wikis
39. Résumé
1/ Constituer un groupe de 5 étudiants
2/ Choisir une plateforme dans la Social Media Map
3/ Décrire le service
4/ A quel besoin répond-il ?
5/ Quel est son business model ?
6/ Présenter votre service en 10 minutes