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(C)opyright 2004 Vance Stevens

Webheads in Action:
Proposal for a PCI for Long Beach, 2004

Click here to see: the Timetable of Events planned for the actual session
YahooGroup URL: http://groups.yahoo.com/group/wia2004pci
Elizabeth's Wiki: http://www.quicktopic.com/25/D/NcqMdUdigU8B.html

On this page: Professional Development Proposal Form page 1 with presenters listed and page 2 with details of site preferences and Abstract | Summary | Organizer's presentations and 3-page cv | original schedule of events at proposed PCI and here, the actual plan | Presenters' qualifications | TESOL PCI info

The Professional Development Proposal Form was filled in and faxed to TESOL May 1, 2003. A copy of the information below was copied and pasted to Word document vstevens_form.doc and emailed to Lou Leto same day. It was received but there were two discrepancies between the two, noted below.

The proposal is for [X] PCI

Name: Vance Stevens E-mail: vstevens@emirates.net.ae
Postal address: CALL Coordinator, AMIDEAST UAE/MLI Project Office telephone: (International to UAE) +971-2-618-6514
1730 M Street, NW, #1100 Home telephone: (International to UAE) +971-2-632-6972
Washington, DC, USA 20036 Fax number: (International to UAE) +971-2-632-6972

Presenters

  Family name, other names Institutional affiliation, city, state, country E-mail
Freed, Arlyn www.eslhome.com, Philadelphia, PA, USA aiteachesl at Yahoo dot com
Gonzalez, Dafne Universidad Simon Bolivar, Caracas, Venezuela dygonza at Yahoo dot com
Hanson-Smith, Elizabeth Computers for Education/Command Performance Language Institute, Sacramento, CA, USA ehansonsmi at Yahoo dot com
Jones, Christina Arizona Western College, Yuma, AZ USA cjones at azwestern dot edu
Stevens, Vance AMIDEAST Military Language Institute Project, Abu Dhabi, United Arab Emirates vstevens at emirates.net.ae
Yeh, Aiden National Kaoshiung First University of Science and Technology, Taiwan, Kaohsiung County, Republic of China aidenyeh at Yahoo dot com

Title of proposal (7-word max, no colon or dash in the title):
Enhancing online communities with voice and webcams

Scheduling preference:
[_] Monday
[_] Tuesday
[_] Wednesday evening
[_] Saturday afternoon
[_] No preference
[_] half day (4 hours)
[X] full day (six hours): Monday and Tuesday only

I would like to hold this PCI in the CALL EV room, preferably on the Tuesday as it's likely that it would be set up by then. Alternatively Monday or Tuesday at some institution nearby where chat clients, voice and webcam enabled, will work without firewall hassles (strong preference for EV room which I think would be set up by Tuesday, as there are no firewall issues and it's a network that's been pretty easy to deal with last couple of years).

It would also be possible to adapt this PCI to a 4-hour format if that would help facilitate scheduling.

Room setup:
[_] Theater style
[_] classroom style
[_] Rounds of ________
[X] Other (provide diagram) - we need to have at minimum 6 computers available to participants but much preferably a lab setup with 12 to 30 computers. Six computers would enable each presenter to monitor one, but ideally there should be a computer for each 2 or 3 participants, if not one for each participant. Computers need to be networked, and any firewall should allow delivery each way of voice and video enabled chat packets.

Abstract for the preliminary program (50-word max)

Experience hands-on use of chat (text only, and voice and webcam enhanced) in safe, educator-friendly online environments. Participants receive information on free software, explore techniques and resources for community-building, create lesson plans for their students, and learn the most appropriate uses of synchronous communication resources for language learning. (48 words)

Title of proposal: Enhancing online communities with voice and webcams

Content area (check one) [X] Technology in Education

Minimum and maximum number of participants: Will leave minimum to TESOL
Cancel if it does not have at least _____ participants
Maximum number should be __30___ participants, or max 3 per Internet connected computer available
The annotation "Will leave minimum to TESOL" was written in on the hard copy of the Professional Development Proposal Form which was faxed to TESOL office but never received May 1, 2003. The above annotation was not included in the Word version of the file sent to Lou Leto by email on the same day

AV Equipment: All large rooms will have a microphone, and no add'l equipment can be provided w/out charge after Oct 1, 2003

Check all that apply:
[_] No A/V equipment needed
Computer packages:
[X] Presenter(s) will provide own laptop [X] IBM base system: IBM compatible (3.5 in.)
(Check one) [X] IBM [_] Mac <-- don't understand this at all, what's the purpose of this question?

Presenters will bring presentation computers with Ethernet cards and expect to configure them to LAN, and expect that firewall should allow delivery each way of voice and video enabled chat packets. Participants will also need IBM computers in any LAN networked computer lab configuration.

Audio
[_] Audio cassette player
[_] CD Player and mixer
[X] Additional microphones* (what's the asterisk for?)

Visual
[_] Flip chart with markers
[X] White (dry ink) board

Projection
[_] OHP /screen
[X] LCD projector/screen (IBM compatible)

Videotape and DVD (not needed)

Computer packages:
[_] IBM base system: IBM compatible (3.5 in.) Pentium/200 MHz, 32 MB RAM, Windows 95, mouse, and color monitor
[X] Same as above with CD ROM
[X] Other: Please specify. Fees will be indicated in the invitation to present
The specifications on the above computers are obsolete. 64 meg minimum (would be slow) with 128 meg RAM preferred, Windows 98 or 2000 or XP. Computers should be equipped with headsets (headphones, mic in one unit). Video cam installed on each computer or at minimum some computers would help presenters accomplish objectives, though we can still do it without webcams provided by TESOL (we'd have to bring our own web cams and install them to lab computers)

Software required: IE6 browser, Yahoo Messenger, MSN Messenger, PureVoice
PureVoice was written in on the hard copy of the Professional Development Proposal Form which was faxed to TESOL office but never received May 1, 2003. It was not included in the Word version of the file sent to Lou Leto by email on the same day

Internet access:
[X] YES

Complete and mail three copies of the above form (or fax one, it appears, to Lou Leto at 703-836-7864). Completely answer all questions on the form and include a 250-350 word summary with the following information top left:

Title of workshop: Enhancing online communities with voice and webcams
The proposed session is a PCI
Target audience: anyone who wants to learn to utilize chat with text, voice, and webcams in teaching online using free tools from the Internet
Target audience's technical experience and capability: basic computer competency, e.g., familiarity with keyboarding, e-mail, working with files and folders; familiarity with browsing the Internet; a willingness to ask questions and figure it out when stuck. It would be helpful if participants had a Yahoo ID and password.
Optimal size of audience: One or two per Internet-connected computer available

Summary
This version of the summary in the box below was sent to Lou Leto in file vstevens_summary.doc May 1, 2003
Elizabeth in California revised the summary before the deadline her time and sent a copy to Vance who was by then asleep in Abu Dhabi. Vance found the revision next morning and is attempting to have it replace the original via email attachment to Lou May 2, 2003.

Language teachers around the world incorporate online components into their classes offering students opportunities to interact authentically with target language speakers. This PCI will help teachers improve skills needed to meet this challenge by providing opportunities to experience voice- and webcam-enhanced chat hands-on under the guidance of seasoned online teachers experienced in instructional technology. PCI organizers will arrange for overseas collaborators to assist with online chat components live, in real-time.

Practitioners with experience in a wide range of chat modalities will provide evidence of the value of chat and its compatibility with curriculum goals. Discussion of theory is deferred until after participants have had opportunities to explore ways to use chat with peers online and have some idea of its potential uses with students.

Objectives, participants will:

Presenters will show sample class projects demonstrating a wide range of potential uses of chat for language learning. These case studies will show how much students and teachers enjoy participating in such projects, meeting other students and educators online, and entering an environment that fosters community support and out-of-class language development.

Hands-on activities include:

Handouts will be distributed detailing the steps involved as well as resources for further exploration and practice utilizing synchronous CMC (computer-mediated communication) tools in the context of developing effective and productive communities of practice devoted to language learning and grounded in constructivist principles.

(348 words)

Language Teachers around the world are incorporating online components into their classes to offer students opportunities to interact authentically with speakers of the target language. This session will help teachers improve skills needed to meet this challenge by providing opportunities to experience voice and webcam enhanced chat hands-on.

In this PCI, practitioners with experience in a wide range of chat modalities will introduce a rationale for use of chat by presenting case studies providing evidence of the value of chat and its compatibility with curriculum goals. Theory will be discussed after participants have had opportunities to explore ways to use chat with peers online and have some idea of its potential for use with students.

The main objectives of this PCI are:

· Familiarize participants with a modest level of technology (e.g.Tapped In) and show how easy it is to interact with nearby and remote participants in text-based chat augmented with voice and webcam (e.g. using Wimba and Yahoo Messenger).

· Extrapolate from interactions with peers in a professional development context to pedagogical advantages of using media-enhanced chat with students.

· Raise awareness of the importance of developing a sense of solidiarity among students online using community building techniques involving use of images and voices, with YahooGroups as a example of a community portal.

· Help participants devise projects that can be implemented on return to work/school. Participants will work in groups to develop such projects utilizing chats in their classes.

Presenters will show example class projects to demonstrate a wide range of potentials for exploitation of chat in language learning. Students and teachers enjoy participating in the projects, meeting other students and educators online, and entering an environment that fosters community support and out-of-class language development.

Hands-on activities include: using voice and webcams in chatting with online partners worldwide, creating or joining YahooGroups, and preparing photos and sound files for upload to shared web space. Handouts will be distributed detailing resources for further exploration and practice utilizing synchronous CMC tools in the context of developing effective and productive communities of practice devoted to language learning.

(346 words)

A list of related presentations that the organizer has given in the last two years
This information sent to Lou Leto in file vstevens_qualifications.doc May 1, 2003

Title: Co-presented: Student Perspectives on Participating in Webheads, a Community of Online Language Learners and Teachers
Location: Eighth Annual Teaching in the Community Colleges Online Conference http://tcc.kcc.hawaii.edu
Date: April 22, 2003
Audience: Teaching practitioners from around the world meeting in conference mode online - several Webheads members collaborated on a distance presentation, and many other community members joined in the online event
URL: http://sites.hsprofessional.com/vstevens/files/efi/papers/tcc2003/proposal.htm
Title: Invited presenter: Electronic Village Internet Fair Classics session - demo of chat interactivity of Webheads students and teaching peers
Location: TESOL 2003 Convention March 25-29, 2003 Baltimore, Maryland, USA
Date: March 28, 2003
Audience: Conference goers at annual TESOL conference interested in experiencing hands-on interaction live online with Webheads members present at the conference and joining us online from locations around the world
URL: http://darkwing.uoregon.edu/~call/ev2003/classics.html
Title: Organized and co-presented a colloquium: "Case study of a community of practice"
Location: TESOL 2003 Convention March 25-29, 2003 Baltimore, Maryland, USA
Date: March 26, 2003
Audience: Convention delegates: TESOL teaching practitioners
URL: http://www.tesol.org/conv/t2003/pp/program/iss/call_1.html
Title: Organized and co-presented in EVOnline workshop: Communities of practice online: Reflection through experience and experiment with the Webheads community of language learners and practitioners
Location: One of the Electronic Village (EV) Online Sessions held annually prior to each TESOL Conference, http://academics.smcvt.edu/cbauer-ramazani/TESOL/EVOL/evol2003.htm
Date: Jan 20-March 7, 2003
Audience: Teaching practitioners worldwide interested in enhancing skills in pedagogical use of CMC tools by developing them as part of an online community of practice
URL: http://www.vancestevens.com/papers/tesol/baltimore2003/copractice.html#workshop
Title: Co-presenter at Education Technology Special Interest Group of EgypTesol Electronic Oasis: A visit with Webheads online community of practice for language learners and teachers
Location: EgypTesol Conference, Cairo, Egypt http://www.egyptesol.org
Date: December 14, 2002
Audience: Conference goers at annual EgypTESOL conference interested in interacting live online with Webheads members present at the conference and joining us online from locations around the world
URL: http://sites.hsprofessional.com/vstevens/files/efi/papers/egyptesol2002/fayed00.htm
Title: Pretraining for EVOnline moderators
Location: Preparation for Electronic Village (EV) Online Sessions held annually prior to each TESOL Conference, http://academics.smcvt.edu/cbauer-ramazani/TESOL/EVOL/evol2003.htm
Date: Oct. 21 - Nov. 29, 2002
Audience: I was part of a team providing technical training for the moderators during the 2003 EVOnline sessions. This entailed providing pointers in running online courses as well as introduction and training in use of numerous synchronous online computer-mediated communications tools.
URL: http://www.vancestevens.com/papers/tesol/baltimore2003/ev2002training.html
Title: Vance Stevens and Webheads presented A visit with Webheads online community of practice for language learners and teachers
Location: Global Learn Day 6 - http://www.bfranklin.edu/gld6/
Date: October 13, 2002
Audience: Educators who meet as part of a 24-hour conference using voice and text chat
URL: http://users.voice-alert.com/gld6/6151.html in the European (UK) part of the program
Title: A visit with Webheads online community of practice for language learners and teachers
Location: e-Learning Conference at Higher Colleges of Technology Men's College, Abu Dhabi, UAE, http://www.admc.hct.ac.ae/admcinternet/eeconference/ee2002/Program.asp
Date: September 8, 2002
Audience: University level teachers from the local colleges and universities meeting with Webheads members who appeared online from all over the world
URL: http://sites.hsprofessional.com/vstevens/files/efi/chat2002/wfw020908.htm
Title: I presented a paper, event number #4945, titled Overcoming the CALL firewall in the mind
Location: TESOL 2002, Salt Lake City, Utah
Date: April 11, 2002
Audience: Convention delegates: TESOL teaching practitioners
URL: http://www.vancestevens.com/papers/tesolarabia2002/outcomes.htm
Title: I presented Writing for Webheads and Webheads in Action: Community Formation Online and its Role in Language Learning
Location: TESOL 2002, Salt Lake City, Utah special Internet fair session for Classic ("tried and true, reliable, amazing, memorable, etc.") previous Internet Fair presentations
Date: April 12, 2002
Audience: Conference goers at annual TESOL conference interested in experiencing hands-on interaction live online with Webheads members present at the conference and joining us online from locations around the world
URL: http://darkwing.uoregon.edu/~call/ev2002/ifclassic2002.html
Title: I was an invited panelist on the CALL-IS Academic Session, event number #1952 entitled "Theory Meets Practice in CALL"
Location: TESOL 2002, Salt Lake City, Utah
Date: April 10, 2002
Audience: Convention delegates: TESOL teaching practitioners, as well as a live audience reached through webcast using free voice and webcam instant message software: http://www.vancestevens.com/papers/evonline2002/academic.htm
URL: http://www.vancestevens.com/papers/tesolarabia2002/academic_gvs.htm
Title: "Webheads: online community building since 1998" was demonstrated on site but with online participants assisting from throughout the community
Location: CALICO 2002 Annual Symposium: Creating Virtual Language Learning Communities - http://calico.org/, March 26 - March 30, 2002, University of California, Davis
Date: March 30, 2002
Audience: On-sight conference delegates, language teaching professionals, meeting with Webheads members who appeared online from all over the world
URL: http://www.vancestevens.com/papers/tesolarabia2002/calico2002.htm
Title: I moderated a session "Webheads in Action: Community formation online and its role in language learning" for the 8 week period and was (for 2 weeks) co-moderator with Elizabeth Hanson-Smith in her 8-week online course titled "The Human Face of CALL"
Location: One of the Electronic Village (EV) Online Sessions held annually prior to each TESOL Conference, http://personalweb.smcvt.edu/gsl520/TESOL/ev_online02_TESOLblast.htm
Date: January 25 - March 25, 2002
Audience: Teaching practitioners worldwide interested in enhancing skills in pedagogical use of CMC tools by developing them as part of an online community of practice
URL: http://www.geocities.com/vance_stevens/papers/evonline2002/syllabus.htm
Title: I presented a demonstration at the Technology Fair entitled "Webheads in Action: Community development online"
Location: TESOL Arabia 8th Annual International Conference: "Critical Reflection and Practice" http://tesolarabiaconference.org/main/default.asp - March 20-22, 2002, Hilton Hotel, Abu Dhabi, United Arab Emirates
Date: March 21, 2002
Audience: I had a web cam set up at a table in an Internet fair and invited conference delegates to interact with any Webheads who come online
Title: My presentation entitled "Planning And Designing CALL For Serendipitous Outcomes"
Location: TESOL Arabia 8th Annual International Conference: "Critical Reflection and Practice" http://tesolarabiaconference.org/main/default.asp - March 20-22, 2002, Hilton Hotel, Abu Dhabi, United Arab Emirates
Date: March 22, 2002
Audience: Onsite conference delegates: Ministry of Education and UAE college and university teaching practitioners
URL: http://www.vancestevens.com/papers/tesolarabia2002/outcomes.htm
Title: I was an invited panelist in an online voice enabled panel discussion, The Internet & English Language Teaching
Location: The ELT online conference (ELToc) - http://www.eltoc.com November 10 & 11 2001, NetLearn Solutions
Date: Nov 11, 2001
Audience: Online conference delegates and other panelists all meeting online in a voice enabled chat room
URL: http://www.eltoc.com/panels.shtml
Title: I co-presented a paper presented online, Webheads in Action: Community formation online and its role in language learning
Location: The ELT online conference (ELToc) - http://www.eltoc.com November 10 & 11 2001, NetLearn Solutions
Date: Nov 11, 2001
Audience: Online conference delegates and other panelists all meeting online in a voice enabled chat room
URL: http://sites.hsprofessional.com/vstevens/files/efi/papers/eltoc2001/webheads00.htm
Title: The Webheads Community of Language Learners Online, a demonstration by Vance Stevens (onsite presenter) and Arif Altun (online presenter)
Location: Teacher to Teacher 2001 conference, http://www.mli.ac.ae/conference November 7 & 8 2001, Abu Dhabi, UAE
Date: Nov 7, 2001
Audience: Onsite conference delegates: Ministry of Education and UAE college and university teaching practitioners
URL: A written proceeds: http://sites.hsprofessional.com/vstevens/files/efi/papers/t2t2001/proceeds.htm
Transcripts and webcam shots: http://sites.hsprofessional.com/vstevens/files/efi/chat2001/wfw011107.htm
Handout here: http://sites.hsprofessional.com/vstevens/files/efi/papers/t2t2001/webheads00.htm
Title: I gave a plenary address: Implementing Expectations: The Firewall in the Mind; The plenary was audio webcast
Location: May 5th - 6th, 2001 – “Implementing Call in EFL: Living up to Expectations” - IATEFL CALL-SIG conference at the University of Cyprus, Nicosia
Date: May 5th, 2001
Audience: Onsite conference delegates: Ministry of Education and Cyprus college and university teaching practitioners, and online listeners and interactants in the chat-enabled online audio webcast audience
URL: http://www.vancestevens.com/papers/cyprus2001/plenary/index.html
Title: I gave a 2-hour workshop Internet Applications in Foreign Language Learning
Location: May 5th - 6th, 2001 – “Implementing Call in EFL: Living up to Expectations” - IATEFL CALL-SIG conference at the University of Cyprus, Nicosia
Date: May 5th, 2001 and May 6, 2001 (I gave it twice)
Audience: Onsite conference delegates: Ministry of Education and Cyprus college and university teaching practitioners who signed up for the workshop
URL: http://www.vancestevens.com/papers/cyprus2001/workshop/index.html

Other presentations

Recent publications

A "3-page" CV for the organizer has been abstracted from Vance's most recent CV
The 3-page CV was sent to Lou Leto in file vstevens_3pgcv.doc May 1, 2003

Timetabling
This information sent to Lou Leto in file vstevens_lessonplan.doc May 1, 2003

Here is a detailed schedule of the workshop showing what participants will be doing and how they will achieve the proposed objectives.

Prior to actually meeting face to face at Long Beach, this group will sponsor a pre-conference EVOnline session (during the time designated from January to March) whose purpose will be to meet (and perhaps recruit) candidates for this PCI. The format for this session could be along the lines of the "Community Building" workshops we did January to March, 2002. The syllabus for these sessions is archived online here: http://www.vancestevens.com/papers/evonline2002/syllabus.htm. This session would familiarize participants with the CMC (computer-mediated communications) tools and community-building techniques we would be developing at the proposed PCI. However, it cannot be assumed that more than a few participants at the actual PCI will have availed themselves of the opportunity to prepare online beforehand, or that participants in the EVOnline session will all be coming to Long Beach for the PCI.

The following timetable extrapolates from previous PCIs and assumes the session will run from 9:00 to 4:00 with an hour lunch break at noon. The proposed activities and timings are in any case tentative an will be developed and fine-tuned considerably following acceptance of our proposal. Times are given as clock time in bold and time elapsed in session in normal font.

09:00-09:30
00:00-00:30		 Topic Intros and Ice-breaker (small groups reporting to whole-group)
Objective Start on developing sense of community within group to facilitate conditions for scaffolding, get comfortable asking questions
Activity Get settled/set up, introduce ourselves and get people to say who they are and what they use CMC for currently (or why they want to in future). Plan and schedule for the workshop is introduced.
Notes no small groups yet, as participants will meet in groups later in chat areas
09:30-10:00
00:30-01:00		 Topic How we use chat (brief presentations by two or three presenters)
Objective Introduce rationale for use of chat inductively through preview of example case studies, so that participants can be aware of evidence of the value of chat before embarking on these sessions, and see that our presenters are experienced with applying the tools we will show creatively. Another purpose of this section is to dispel notion that chat is frivolous and establish that it can fit in well with curriculum goals.
Activity Several of our presenters have engaged students in creative online chat projects, richly documented on the Internet. The presenters will introduce themselves and their projects, and invite participants to turn to their computers and follow along online. Handouts will include case studies and documentation of communities of practice for both professional development and language learning which participants can explore at greater leisure later.
Notes As presenter's projects will be shown in greater depth later in the session, this is simply a preview, though these pages will remain projected for group reference as participants work on the following activities. The idea here is to establish perspective and credibility as well as foster an atmosphere conducive to scaffolding in the first hour of the session. After that we want the participants online and engaged in interacting through chat enabled computers.
10:00-10:45
01:00-01:45		 Topic Text Chat with Tapped In (hands on)
Objective Get participants familiar with a modest level of technology in the form of Tapped In and show how easy it is to interact with nearby and remote participants in text based chat. Extrapolate from interactions with peers in a professional development context to pedagogical goals in focused chat with students.
Activity Introduction to text chat via Tapped In. Participants go to their different computers (ideally each to his/her own, but pairs at computers would work too). With presenter guidance they log on to Tapped In and go to their assigned areas (the presenters' offices). It could be arranged for an online visitor to be waiting in each or some of the offices. Their task on arrival is to interview each other for 15 min in order to then turn away from the computers and report back to the group on anything of interest they found out about each other, and also introduce any remote participants found online during the exercise. They might also comment on any differences in interviewing each other through chat as opposed to doing it face to face in small groups.
Notes Remote participants will be invited members of the online Webheads community of practice joining us from all over the world. We can usually rely on such participation at special online events such as this one.
10:45-11:00
01:45-02:00		 Break Participants will be informed that the next activity will require someone at their computer to have a Yahoo ID (they will have been asked to have obtained one before coming to the PCI either through the EVOnline session, or email to registered participants beforehand. Many participants can be expected to have a Yahoo ID anyway.
Alternately Anyone who wants to sign up for a Yahoo ID for the purpose of greater involvement in the next activity can be helped with that during this break.
11:00-11:40
02:00-02:40		 Topic Voice and video conferencing using Wimba and Yahoo Messenger (presentation and hands on)
Objective Get participants familiar with a higher level of technology by showing how easy it is to interact with nearby and remote participants in voice and web-cam activated text chats using the conferencing features of Wimba and Yahoo Messenger (YM). Extrapolate from interactions with peers in a professional development context to pedagogical advantages of using media-enhanced chat with students.
Activity Voice chatting at the Wimba site is pretty straightforward, but we are using a Wimba beta product whose free availability is perpetually in doubt, so there needs to be a brief explanation of voice and video with YM. Vagaries of contacting each other via Yahoo ID and conferencing using YM need to be anticipated. Voice chat requires mention of mic adjustment and troubleshooting, which can be explained in a few minutes and then monitored by presenters as the activity unfolds.

Hands on: participants will contact each other online using voice and video, and locate, talk to, and observe any remote participants joining us. Activities can include: (a) identify an unusual mystery background noise and after speculation on its source have it revealed on web cam; (b) enjoy a rotated web cam tour of remote location premises; (c) info gap activities where answers depend on view in webcam; (d) or construct such an exercise for online participants viewing our webcam(s). Here we can start anticipating here how participants might themselves prepare lesson plans utilizing text, voice, and video enabled CMC tools in synchronous chat. Last 15 minutes of this activity participants will be brought back into whole-group mode (facing away from computers) to report and discuss results of experimentations.

As well as explaining what participants need to know about YM, our handout will detail other options to voice and video besides Yahoo Messenger. These can be discussed, and other chats shown briefly to any of the participants wishing to experiment during the hands on time.
Notes If there are only two or three webcams, then these can pan different groups, each broadcast through a different person's Yahoo ID. If each workstation has a webcam then anyone with a Yahoo ID can broadcast. Participants should also be able to see webcams of remote participants. Webcams will have to be set up on computers before participants arrive.
11:40-12:00
2:40-03:00		 Topic Introduction to community building (presentation)
Objective Inculcate notion that sense of community can be fostered through use of easy to use, free interfaces to create online portals for students
Activity

The presenter will introduce the importance of developing a sense of community among online groups. Techniques for doing this will be mentioned, and YahooGroups will be introduced. Handouts will contain a description of YahooGroups features and provide details on other easy ways to make web pages and set up web sites or web presences.
Notes The timing of this presentation allows presenters to consolidate the morning's achievements and anticipate activities that will follow lunch, which will be along the lines of: 'now you know what it is, what do you do with it?' Participants will be able to mull over their handouts during lunch.
12:00-13:00 Break During lunch, presenters will photograph participants with digital cameras and have photo files ready for afternoon activities.
Alternately As chat lines will be open and familiar to online participants by now, some participants in these sessions may wish to explore further the tools introduced so far or experiment with other chat environments mentioned in the handouts.
13:00-13:20
03:00-03:20		 Topic Community building continued - how we do it (presentation)
Objective Familiarity with socialization process in an online environment; show through example how a web presence can be created to give students sense of pride, ownership, and community
Activity

Our presenters will show the best of their class projects developing sense of community; e.g. Aiden and Michael's Fear of Being Too Good project (with voice and video), "What's In a Name", Aiden's project with Arnold Muhren on TPR. It will be evident from viewing these projects that chat has many potentials for exploitation in language learning, and that students and teachers enjoy participating in these projects and meeting other students and educators online, and that they enter an environment that enjoys community support and fosters out-of-class language development.

Notes There are many other examples which we can identify once our proposal is accepted, such as bravenet map tool, etc. Our handouts will document samples of our work that we might not present due to time constraints and desire to involve participants with as much hands-on as possible.
13:20-14:00
03:20-04:00		 Topic Community building continued (presentation and hands on)
Objective Understanding goals of community building process; show techniques for use with students that help them get to know each other in an online environment
Activity

The presentation will elaborate on techniques for helping people know each other through pictures (a little bit on image manipulation, cropping, resizing) and recorded voice (Windows sound recorder, Wimba email, PureVoice). As a hands-on activity, participants will create or join a YahooGroup and upload their photos to it. They can also create a sound file and store it in the files area of that YahooGroup. The more experimental participants can create and send Wimba voice mail or PureVoice files by email. Handouts will detail photo manipulation techniques as well as options for creating and sending voice across communities synchronously and asynchronously.
Notes  
14:00-14:20
04:00-04:20		 Topic Theoretical issues (presentation)
Objective How do we justify using this with students? Becoming aware of pedagogical justifications for online community creation
Activity We can prepare a cogent and well referenced handout covering this topic in some detail, but will in presentation overview salient points, drawing on our experiences in and reflections on our Webheads in Action EVOnline sessions, as well as PhD studies of communities of practice in general (and Webheads specifically) conducted by Webheads members John Steele and Chris Johnston. Of particular value in this presentation are websites where Webheads members have documented benefits from learning through scaffolding in a constructivist online environment utilizing synchronous and asynchronous CMC tools.
Notes We have conscientiously decided to handle theory after participants have experiential grounding in what chat is and an idea of its potential.
14:20-14:30
04:20-04:30		 Break For those who need one.
Alternately Participants may get started on the hands-on activity suggested below.
14:30-15:00
04:30-05:00		 Topic Theoretical issues (hands on)
Objective Explore arguments pros/cons and pitfalls/advantages of using synchronous CMC with students. Exercise and develop skills in what has been learned in working in a synchronous online environment
Activity Participants meet in small group CMC tool of choice (offices at TI or Wimba voice or YM voice/text conference - or as we often do, a combination of these) to discuss pedagogical uses of CMC with onsight and online participants and record findings. The groups should be "mixed ability," including both novices and those currently using CMC. Our handout could include a chart for them to fill out suggesting a final 'report to group'. Participants gather ideas from each other and interpret these in context of what they are learning from practice working with topics online. In the last 15 min. of this activity participants face away from computers and report back from each group their list of reasons for using CMC with language students as well as possible drawbacks and how they might be faced.
Notes  
15:00-15:45
05:00-05:45		 Topic Project development (brainstorming in small groups)
Objective Help participants come up with projects that could be implemented on return to work/school
Activity Participants can work in a mode they feel most comfortable with. Some might wish to sit in small groups with one or more presenters. Others might by now want to discuss via the online chat forums with other participants, presenters, and remote guests. In whatever mode is most comfortable and productive for them, this activity allows time for brainstorming and planning and initial set-up for their respective projects. Last 15 min the groups come together to report on their plans.
Notes

Arlyn comments: "I'm not sure how productive we can really be in getting people to create lesson plans in this environment. More likely participants will ask questions related to how they can adapt the activities shown to their personal situations/populations, given the equipment/limitations available to them. So we'll be offering creative problem-solving, and looking for ways... (truncated email)" Vance: "We will have to provide guidelines in foregoing segments to prepare conditions for facilitation of this activity"
15:45-16:00
05:45-06:00		 Topic Closure and continuity
Objective Wind down on charged note and suggest ways of proceeding with community online after session ends
Activity

We will recap the advantages of pursuing both language learning and professional development as a member of a community of practice. The Webheads projects will be used as examples, which leads to an invitation to continue working with the presenters through these communities using the tools just learned. Handouts will be distributed giving details and sources for further exploration and practice utilizing synchronous CMC tools in the context of an effective and productive community of practice.
Notes  

Experience and qualifications of presenters
This information sent to Lou Leto in file vstevens_presenters.doc May 1, 2003
Dafne is working on a revision of her qualifications, May 2, 2003

Arlyn Freed

7+ years experience, ESL/EFL education; 6+ years experience, multimedia production: additional information available at http://www.eslhome.com/FreedCV.html

Dafne Gonzalez

Experience

Conferences

Research in Progress:

Elizabeth Hanson-Smith

Work in Progress:

Other:

Christina Jones

For 10 1/2 years I've taught ESL students the following computer skills: keyboarding, typing a composition, how to use email. For 5-6 years my students have participated in an email cultural exchange (keypals) with another class somewhere in the world, including Japan, Canada, and Dubai. I also taught those students how to search for information on the Internet, write up a report about it, and present it to the class using images they found on the Internet. In addition, each class has made a videotape to send to their partners to show our campus and interesting aspects of their culture. We've done Dave's ESL Chat. Next year I'm going to request that YM be put on the computers in my classroom

List of presentations from http://www.azwestern.edu/esl/cjones/

Other

Aiden Yeh

MSc in English Language Teaching Management, University of Surrey, UK; PhD student, University of Birmingham, UK. Research Focus: Teacher Professional Development in English Language Teaching and Educational Policies in Taiwan

Aiden has designed and carried out hybrid learning projects in collaboration with Webheads in Action over the past year:

Professional Development Proposal Form page 1 with presenters listed and page 2 with details of site preferences and Abstract | Summary | Organizer's presentations and 3-page cv | Schedule of events at proposed PCI | Presenters' qualifications | TESOL PCI info

The proposal ends above the line. What follows is just notes.

TESOL covers cost of a/v equipment listed on the Professional Development Form only

The following information was found here: http://www.tesol.org/edprg/pcis.html

About PCIs Pre- and postconvention institutes (PCIs) are 4- and 6-hour intensive workshops that offer you the most practical continuing education at the convention. Whether you are a teacher, administrator, linguist, or curriculum developer, there's at least one PCI for you. The workshop leaders are experts in their field and strive to minimize the lecture and maximize the practice. TESOL offers intensive PCIs as part of each year's annual convention. Visit the Annual Convention pages for information on the upcoming (or previous) year's PCI program.

Submit a Proposal to Present a PCI Use the 2004 Call for Professional Development Proposals to submit proposals either to present a 4- or 6-hour pre- or postconvention institute (PCI) at TESOL 2004 in Long Beach, California, USA, or to present an intensive workshop at a 2004 TESOL Academy. http://www.tesol.org/pdfs/advcareer/pdccall.pdf - The Call for Proposals process is open for submissions between January 1-May 1 of each year.

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Notes on further development:

Webheads - Main Page | Join us | Welcome | Students | Virtual Community | Software for Meeting Online | Chat Logs | Reports and Studies | Grammar | Tutorials | Games | Teaching for Webheads
Time conversions - http://www.timeanddate.com/worldclock/full.html: fixed and Webheads version
Chats – Tapped In version 2 | Tapped In-classic - /join VanceS in Office N2201, North Wing, 22nd Floor | Wimba Voice Direct beta | Homestead text chat or leave a message | GroupBoard text chat, whiteboard, and guestbook | Palaces – avatar text chat at plantation.chatserve.com and mycorner.xsia.com, both on port 9998 | Active Worlds – animated avatar 3D text chat | Discussion forums – efiwebheads | Instant Messengers – ICQ | Yahoo! Messenger | MSN Messenger Service | Gloss this page - http://www.voycabulary.com/ | Translate this page - http://world.altavista.com/ | Proxies - http://www.guardster.com | https://proxy.autistici.org/ | Shanghai Guide | http://www.safeweb.com (more info)


Comments and suggestions on this page to Vance Stevens
Last updated: February 20, 2004 in Hot Metal Pro 6.0