Esta secuencia de actividades se puede utilizar como una tarea preliminar para la organización de grupos de colaboración. Se trata de conseguir ‘ una lluvia de ideas’ que se consensuan entre los participantes colaborativos virtuales.
Se ejemplifica aquí como parte de una secuencia de tareas entre estudiantes de enfermería y estudiantes de enseñanza que estaban escribiendo, en colaboración, un boletín virtual
This task outlines collaborative writing over a period of several sessions. It aims to help students learn the importance of writing drafts, revising drafts, providing peer feedback as well as practicing specific writing competences.
The example that is given belongs to a larger task sequence between Nursing students and Teaching students who were writing an online newsletter together.
Cada día todas las profesiones se ven con más necesidad de mantener informado su público por vía virtuales, los estudiantes en formación de cualquier carrera necesitan aprender cómo producir y publicar materiales en línea pertinentes a su profesión. El objetivo global de esta secuencia de tareas es guiar a los estudiantes de IPE (Inglés como Propósito Específico) a aprender a crear un boletín de noticias virtual.
Esta secuencia de tareas tiene como objetivo ayudar a los estudiantes a entender los diferentes géneros de la escritura (en particular el periodismo) y para mejorar las habilidades de escritura en la lengua meta. La secuencia también tiene como objetivo ayudar a los estudiantes de idiomas " aprender a aprender" (promoción de la autonomía del estudiante), haciendo hincapié en la habilidad metalingüística observar y reflexionar sobre elementos lingüísticos de la lengua meta.
Esta secuencia de actividades se puede utilizar como una tarea preliminar para la organización de grupos de colaboración. Se trata de conseguir ‘ una lluvia de ideas’ que se consensuan entre los participantes colaborativos virtuales.
Se ejemplifica aquí como parte de una secuencia de tareas entre estudiantes de enfermería y estudiantes de enseñanza que estaban escribiendo, en colaboración, un boletín virtual
As more and more professions increasingly move to information online, students in formation need to learn how to produce and publish online materials pertinent to their profession. The global aim of this task sequence is to guide ESP students (English as a Specific Purpose) through the creation of an online newsletter.
This task sequence aims to help students understand different genres of writing (particularly journalism) and to improve writing skills in the target language. The sequence also aims to help language students ‘ learn to learn’ (promoting learner autonomy) by emphasizing the metalinguistic skill of ‘ noticing’ language features and reflecting on them.
The sequence is made up of collaborative writing tasks involving shared online writing of newspaper sections, followed by peer editing of each section. The process includes collaborative drafting and refining of articles, images and editorial pieces, followed by collaborative final revision and formatting. The collaboration leads to the final output of an online newsletter.
This task organization can be used as a preliminary organizational task for whenever collaborative groups need to brainstorm together and then narrow down their decisions.
It is exemplified here as part of a task sequence between Nursing students and Teaching students who were writing an online newsletter together.
This task sequence involves creative writing and focuses on literacy skills. The task sequence, based on creating ‘ Mash-Up Literature’ is designed for upper level language learners and includes some analysis of writing genres.
It is designed principally for philology courses, creative writing courses and upper level language courses but may be adapted to other disciplines.
Students are introduced to classic texts (required reading) while learning to apply discourse analysis and literary analysis. Because the students are allowed to approach the texts with ' irreverence' the students will be more engaged with the ' classic' reading lists than through more traditional teaching approaches.
This is the last activity which is part of a larger task sequence that involves creative writing and focuses on literacy skills. The task sequence, based on creating ‘ Mash-Up Literature‘ is designed for upper level language learners and includes some analysis of writing genres.
This activity goes through several sessions. In these sessions, students are asked to compile the knowledge they have acquired thus far to create their own ' mash-ups' .
This iactivity is part of a larger task sequence that involves creative writing and focuses on literacy skills. The task sequence, based on creating ‘ Mash-Up Literature‘ is designed for upper level language learners and includes some analysis of writing genres.
This task is focused on reading comprehension and some genre analysis (especially looking at narrative techniques used by different writers). Students are asked to read the assigned literature and to then meet in groups to discuss ‘ guiding questions’ . These meeting can take place synchronously or asynchronously (depending on schedules, time zones, etc.)
This is the first activity which is part of a larger task sequence that involves creative writing and focuses on literacy skills. The task sequence, based on creating ‘ Mash-Up Literature‘ is designed for upper level language learners and includes some analysis of writing genres.
This activity is an ‘ ice-breaker’ that allows the online partners to get to know each other. Because the overall sequence is about literature, each student is asked to introduce themselves via their favorite book.
The students create presentations (e.g. using voicethread) that combines a description of who they are with their favorite book. Teachers should encourage their students to be creative (this will be a requirement throughout the task sequence).