Teaching is not a spectator sport!

Welcome to the new normal, but first we must take a trip down the not too distant memory lane.
The Genesis of “The Web”
In the beginning there was an expansive void….
Web 0.0
From a historic point of view 1990/1991 is the official birth of the
(commercial) Internet, which was available to the general public. From this date on you see a lot of technical and infrastructural evolution.

Web 1.0
– The static web & shopping carts
Experts call the Internet before 1999 “Read-Only” web. The average internet user’s role was limited to reading the information which was presented to him or her. The best examples of this 1.0 web era are millions of static websites which mushroomed during the dot-com boom. There was no active communication or information flow from consumer (of the information) to producer (of the information). But the information age was born!
But wait there’s more
The first shopping cart applications, which most e-commerce website owners use in some shape or form, basically fall under the category of Web 1.0. The overall goal was to present products to potential customers, much as a catalog or a brochure does — only through a website retailers could also provide a method for anyone (anywhere in the world) to purchase (their) products.

Web 2.0…
The lack of active interaction of common users with the web lead to the birth of Web 2.0. This era empowered the common user with a few new concepts like Blogs, Social-Media & Video-Streaming. Publishing your content is only a few clicks away! A few remarkable developments of Web 2.0 are; Twitter, YouTube, EzineArticles,
Flickr, and Facebook.
And then…..
Web 3.0
– The semantic executing web
Web 3.0 will be a “read-write-execute” web. It seems we had everything we had wished for in Web 2.0, but it is way behind when it comes to intelligence. Perhaps a sixyear-old child has/had better analytical abilities than existing search technologies! The keyword based searches of web 2.0 resulted in an information overload. The following attributes are going to be a part of Web 3.0: Contextual searches, tailor made searches, personalized searches, evolution of 3D Web, and deductive reasoning.

Web 4.0
– Open, Linked and Intelligent Web
Although Web 4.0 still is in developing mode and the true shape is still forming, first signals are in that Web 4.0 will be about a linked web which communicates with us like we communicate with each other (like a personal assistant). Web
4.0 is called the “symbiotic” web. This Web will be very powerful and fully executing. Web 4.0 will be known as the read-write-execution-concurrency web.
What does this imply for you as teachers, administrators, and course designers?

Creating Significant Learning Experiences for Digital Native
Students
Questions to ask yourself
 What is the key information?
 What are the key ideas?
 What kinds of thinking are important? Critical thinking, Creative thinking, Practical thinking?
 What skills do the students need to learn?
 What complex projects do the students need to manage?
 What connections do the students need to make among ideas in this course?
 What should students learn about themselves? Others?
 How are you going to engage inquiry and skill in developing self-directed learning?

For an entire class: eClicker – free application features a means of polling classes during lectures by send a signal via wi-fi to any enabled device in the room.
i-Prompt Pro – free app that acts as a teleprompter for location reporting, infomercials, video blogs etc.
For the learner:
To keep students engage while learning, be sure to include the following components:
Listening,
Speaking
Reading
Writing
These strategies are helpful for
Native English Speakers and Language Learners

http://www.eslcafe.com/ – free tools such as hint-of-theday, idioms, phrasal verbs, pronunciation power, quizzes, slang and student forums
Educreations – free app turns the iPad into a recordable whiteboard. Uses voice recording, realistic digital ink, phots and text while learning a concept http://www.mylanguageexchange.com/ – provides language partners to improve your English skills, online practice lessons, chat rooms and other resources

http://www.englishmedialab.com/ – free online lessons and videos ranging from beginner to advanced, grammar exercises, vocabulary, and pronunciation activities http://www.educanon.com
– free interactive video site what permits you to bring in your own videos and create stopping points with questions/answers along the way http://learnenglishkids.britishcouncil.org/en/make - free website that includes kids games, listening activities, reading games, online writing practice, and grammar games

https://storybird.com/ – free interactive website that provides tools to write books while teaching media literacy and online social interaction. You can create assignments and lesson plans for monitoring.
WorldLingo – app that provides several online translators used to translate text, documents, websites and emails http://www.parapal-online.co.uk/ - free online English lessons for improving writing, listening, reading, vocabulary, and grammar

http://livemocha.com/ – free language learning tool with online interactive lessons, language partners, user created courses. You can submit text and audio files to native speakers for corrections and edits.
https://cramberry.net/ – free online flashcard site which records your progress so you can study more effectively
Popling – free app makes flashcards that pop up on your computer throughout the day.

Students will develop an understanding of how fairly tales originate and modify according to different cultures while learning from another’s perspective via ePals.

Activity
Students will listen to the classic
Cinderella story online or read by their teacher.
Students will discuss the story elements with their classmates. Also, videoconference other students, if available.
Students will read the traditional
Cinderella from the country of their Epal.
Students will collaborate in writing via email to compare details of the story

Story name
Name of main character
Family members
Magic in the story
Animals that helped the main character
How main character proved her identity
Whom the main character loved
What happened to evil characters
How the story ended
EXTRAS
Pick favorite version and write about it
Create a new Cinderella story
Discuss the collaboration components

Preparing Millennials for
Self-Paced and Collaborative Learning
Assess teaching methods.
Collaborative experiences, role playing, case studies, brainstorming, discussions, simulations, experiential and group projects with real life purposes.
Focus on continuous improvement and enhancements to meet individual needs.
Increase student autonomy.
Examine resources and content formats.
Online, flexible, and self-paced resources.
Short, multi-media based presentations.

Preparing Millennials for
Self-Paced and Collaborative Learning
Any time, any place learning through the use of
Learning Management Systems – Blackboard, Moodle,
Schoology, cloud-based, and open-source resources.
Smart phones and mobile devices.
Tech Trends for learning
Tech-based monitoring of student progress.
Web-based assessments.
e-Portfolios.
Educational gaming.
Social networking for learning and collaboration.
Adaptive environments.
Electronic, interactive textbooks.
Simulations.

Preparing Millennials for
Self-Paced and Collaborative Learning
Generation Z Trends which may influence teaching and learning:
Social Media.
Human connections viewed as important.
Skill gaps with technical skills.
Global mindset, local reality.
Infinite diversity.

Peters, L. (2009). Global education: Using technology to bring the world to your students. Eugene, OR:
International Society for Technology in
Education.
Wiseman, J. (2013, March). ELLs as digital natives: 21 st century tools for sheltered ESL classrooms. Paper presented at the Teachers of English to Speakers of Other Languages, Dallas, TX. Retrieved from http://www.mastersinesl.org/blog/instructionaltechnology-tools-in-the-esl-classroom/

Dr. Kathryn Baur katie.baur@lamar.edu
Dr. Jennifer Butcher jbutcher@lamar.edu
Dr. Babette Eikenberg beikenberg@lamar.edu
Dr. Diane Mason diane.mason@lamar.edu
Lamar University
Beaumont, TX
United States