Team 2s Technology-Based Task: Using Facebook to Enhance Interaction with Texts Aya, Michael, Michael, Meghan 1) Target student

population and teaching context Intermediate/Advanced Adult ESL/EFL at the University Level Three possible teaching contexts: English literature class, or any type of class in which novels or other types of fiction are read extensively. The best use would be a class in which a work of fiction (or several works) are read over the course of a semester. EFL/ESL (FL/SL) classes using graded readers (Reference to graded readers, http://www.eslreading.org/readers/whatarereaders.html) EFL/ESL (FL/SL) classes using a movie as its language text (popular in Japanese University ESL classes).

2) Rationale for how the tool(s) can enhance teaching and learning Students would read texts or watch movies and then explore them more fully by playing the characters on Facebook. The tool can enhance teaching since it provides a platform for the teacher to: monitor student progress individualize learning: help struggling students/challenge advanced students utilize inductive learning while making key language/target structures more salient scaffold the text create teachable moments The tool can enhance learning by: promoting greater depth of character understanding by interacting and negotiating with others (Egbert, Chao, & Hanson-Smith, 2007) promoting more cognitive interaction with the text (Egbert, Chao, & Hanson-Smith, 2007) providing an authentic platform on which to interact with the text (Egbert, Chao, & Hanson-Smith, 2007) creating opportunities for greater/longer student processing of vocabulary and language creating opportunities for language and identity play using varied and creative language (Belz & Reinhardt, 2004; Egbert, Chao, & Hanson-Smith, 2007; Vandergriff & Fuchs, 2009). develop and integrate print literacy (if using books) with participatory literacy (Pegrum, 2009) develop elements of information and search literacies as students learn about their characters (Pegrum, 2009)

develop technological literacy, especially in the target language (Pegrum, 2009)

3) Description of the content of the task Purpose: To interact with literature or a movie using Facebook as a Web 2.0 platform Goals: 1. Use facebook as a learning tool to scaffold, explore, and interact with the text. 2. Develop skills needed to interact in English through social media. Objectives: By the end of this unit students will be able to: 1.1 Create a Facebook account 1.2 Demonstrate understanding of text and the relationship between its characters 1.3 Use vocabulary and language that appear in the text 2.1 Use Facebook to interact in the L2 2.2 Understand social conventions of using social media in English Procedure: 1. At the beginning of each book or movie, the teacher assigns each student one of the characters of the book/movie the class is about to read/watch. Alternatively, students could be given the chance to choose their own characters. If needed, multiple students can have the same character. The teacher would also take on the identity of character in order to scaffold, clarify questions, and encourage/police discussion when necessary. 2. Each student creates a Facebook account and profile for their respective character. 3. For books: as the students read the book, each student updates the status of their character based on what is happening in the book. For movies (option 1): Movies are divided into sections for each class period (if needed) and watched continuously. After students watch a section of the movie, each student can update the status of their character based on what is happening in the movie. For movies (option 2): The teacher selects and then shows the class several clips from the movie. This is done to create teachable moments for listening, pronunciation, vocabulary acquisition, etc.). After watching the clips and completing the activities, the class watches the movie in its entirety. Being familiar with the plot, and using the clips they studied as milestones to re-orient themselves, should better equip students to follow and understand a long movie. 4. The students can also post materials (e.g., photographs, videos, and other Facebook conventions) to their Facebook wall. Other characters/students may comment or like the status and photographs accordingly. 5. In groups of 3, students participate in a live chat using Facebook chat features to chat live with each other. The teacher can either present a prompt to discuss with other group members, or assign a chapter of the book or section of the movie to role play. A transcript of their discussion will be submitted to the teacher as a part of the final

assessment. This activity can be done either in or outside of the class. If done outside of class, students could be responsible for scheduling and attending one group Facebook chat. Alternatively, students can send messages instead of participating in a live chat. 6. To encourage participation and creativity, the teacher may choose to begin class each week with a Status of the Week and reward an individual (assuming individualist culture), or a Discussion of the Week and reward a group of status updaters and commenters (assuming collectivist culture). Specific Instructions for Updating the Status and Posting Comments After creating your account and the profile page for your character you will join the class group. Instructions for how to do this will be given in class. Each week, after reading the assigned chapters, you will update the status of your character by midnight on Saturday following class. Your character must also comment on at least two (2) additional posts by Monday at midnight--more is certainly encouraged. You are free to like as many other status updates or comments as you want. Status updates should be thoughtful, well-developed, and relevant to the text. Comments should extend meaningful discussion by building or elaborating on previous posts. Addendum to Course Syllabus: In addition to reading the book for class, you will also be required to participate in online discussions about the readings on Facebook. Because you will assume the identity of and become one of the characters, your personal account cannot be used for this class. You will create a separate Facebook account for this activity. The purpose of this task is for you to have fun while interacting with the text and communicating in English on Facebook. Although, your grade will not be affected by spelling or grammatical errors, it is important for your posts to be clear and accurate so that others can easily understand their meaning. Product: A Facebook profile page giving a complete overview of one literary character that includes a Facebook timeline (on the profile page) that serves as a record of the sequence of character development and inter-character activity as the book or movie progresses. Assessment component: Since this is largely a platform for promoting greater understanding of characters, this is a primarily formative task. If students are struggling with comprehending the reading (as demonstrated through status updates and comments), the teacher may provide additional interventions for comprehension before students continue in the task. Since the teacher is involved in both the in-class and online interactions, teacher feedback can be given in multiple forms:

The teacher may message a student directly, post on the group discussion page or on a specific comment in order to scaffold the task, clarify information, refocus the conversation, or provide feedback. In class, the teacher may address aspects of formal or informal grammar, such as netiquette, or grammar or vocabulary points that distort the intended meaning. The teacher may like posts or comments, perhaps changing the focus each week from content to creativity to use of new vocabulary, etc.

It is assumed that more summative assessments will be provided in class, and assessment (in terms of grades assigned) for this activity within the class will largely be based on students active participation. To assess how well participants are understanding and interacting with the text as well as the content, the following will used: quality and completeness of character profile page quality and quantity of status updates, comments, and chat

Sample Rubrics for Facebook Group Participation

Rubric for Status Updates and Comments Criteria Unacceptable 0 Points
No Participation Posts no assignment.

Acceptable 1 Point
Participates 1 time a week . Adequate post, with superficial thought or not relevant to the text.

Good 2 Points
Participates 2 times a week. Well developed post, that are somewhat thoughtful and somewhat relevant to the text.

Excellent 3 Points
Participates 3 times a week. Well developed post that are very thoughtful and relevant to the text.

Frequency Initial Assignment Posting

Follow-Up Postings

Posts no followup responses to others.

Posts shallow contribution to discussion (e.g., agrees or disagrees); does not enrich discussion. Repeats but does not add substantively to the discussion.

Elaborates on an existing post with further comment or observation.

Demonstrates analysis of others posts; extends meaningful discussion by building on previous posts.

Content Contribution

Posts information that is off-topic, incorrect, or irrelevant to discussion.

Relevant posts; lacks full development.

Substantive contribution that advances discussion.

Adapted from: http://www.udel.edu/janet/MARC2006/rubric.html Rubric for Character Profile Unacceptable 0 Points Interpretation
Interpretation of the character is inaccurate and based on random textual references The evidence does not clearly support the interpretation. Citations are random or not included to support the interpretation

Acceptable 1 Point
Interpretation of the character is mostly accurate but may be based on insufficient textual references The evidence somewhat supports the interpretation. Citations are sometimes included to support the interpretation and connection to the interpretation is not always clear. Some details are not in a logical or expected order, and this distracts the reader.

Good 2 Points
Interpretation of the character is accurate and based on logical textual references

Excellent 3 Points
Interpretation of the character is accurate and is based on logical and insightful textual references The evidence strongly and insightfully supports the interpretation. Evidence is clearly stated and citations to the text is included.

Supporting Evidence

The evidence accurately supports the interpretation. Citations are included, but not always clearly connected to the interpretation

Organization of Ideas

Many details are not in a logical or expected order. There is little sense that the writing is organized

Details are placed in a logical order, but the way in which they are presented / introduced sometimes makes the writing less interesting.

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Adapted from: http://www.rcampus.com/rubricshowc.cfm?code=U56677&sp=true Sample activity: Students will read one chapter of Harry Potter and the Sorcerer's Stone each week and explore it the following week by posting updates and comments on Facebook as a character of their choice. Popular characters will be assigned by lottery. Tentative Schedule
Week 1: Ch 1 - The Boy Who Lived Week 2: Ch 2 - The Vanishing Glass Start thinking about which character you want to play on Facebook Start profiles

Week 3: Ch 3 - The Letters from No One Week 4: Ch 4 - The Keeper of the Keys Week 5: Ch 5 - Diagon Alley Week 6: Ch 6 - The Journey from Platform Nine and Three-quarters Week 7: Ch 7 - The Sorting Hat Week 8: Ch 8 - The Potions Master Week 9: Ch 9 - The Midnight Duel Week 10: Ch 10 - Halloween Week 11: Ch 11 - Quidditch Week 12: Ch 12 - The Mirror of Erised Week 13: Ch 13 - Nicolas Flamel Week 14: Ch 14 - Norbert The Norwegian Ridgeback Week 15: Ch 15 - The Forbidden Forest Week 16: Ch 16 - Through the Trapdoor Week 17: Ch 17 - The Man with Two Faces Week 18

Post updates and comments for Ch 3 Post updates and comments for Ch 4 Post updates and comments for Ch 5 Post updates and comments for Ch 6 Post updates and comments for Ch 7 Post updates and comments for Ch 8 Post updates and comments for Ch 9 Post updates and comments for Ch 10 Post updates and comments for Ch 11 Post updates and comments for Ch 12 Post updates and comments for Ch 13 Post updates and comments for Ch 14 Post updates and comments for Ch 15 Post updates and comments for Ch 16 Post updates and comments for Ch 17 Character profile due

Student/TC Group Instructions: Context for TC simulation: High Intermediate EFL class in an Asian university using authentic texts as extensive reading. Instructions/Procedure: 1. Create a separate Facebook account from the one you already have. Youll need a different email account for this, but just sign up from the main facebook.com page. Use your real name or something close to it (For example, Meghan Bratko, Michael Hora, Michael TC Amory, or Aya TsuchieEdu). Use your own birthday and gender on the sign up page. 2. Search for the group name in the search bar on the top (for the simulation TC Team 5 Task). Click to be added to the group. The teacher will confirm you later on.

3. Do the assigned reading (For the simulation, students read Chapter 2 of Book 1 - Harry Potter and the Sorcerer's Stone. Links to the texts are below, or read the brief summary if you just need a memory refresher) 4. Become your character by using Facebooks Alternate Name feature (Account Settings, Name, under Alternate Name, put the name of your character (or something close to it-Facebook blocks some famous character names)) You can choose a character of your preference. For popular characters, characters will be assigned by lottery or by teacher. 5. Update your profile picture and cover page (See Meghans Hermione profile for examples). 6. Fill in some of the About Me page with what you know about your character. Youll do this more as you learn more about your character. 7. Update your status based on what you know about your character so far. (Though you probably have already read Harry Potter, try to assume that youve only read Chapter 2). 8. Post your status update as a wall post on the Group Page: TC Team 5 Task. (Since we want all group interaction to be contained to the group page, status updates must be posted here. You may also post this as an actual status update on your profile, but comment and reply to status posts on the group page.) Feel free to be literal, sarcastic, creative or express what youre thinking or feeling. Feel free to use English text conventions or emoticons. 9. On the group page, like or comment on some of the statuses of the other characters. Remember, think like your character and what your character would like or comment on! 10. (For the TC simulation--During the week, send a private message to all of the other characters. Some suggested questions are below. You then must reply to ones you have received. Paste a copy of the transcript of the discussion on a document on the group page. Use the create a document feature to do this. )

Materials: Harry Potter and the Sorcerers Stone Chapter 2 by J. K. Rowling Full Text: http://harrypotterebooks.blogspot.com/search/label/CHAPTER%2002%3A%20THE%20VANISHING%20GLASS Chapter summary: http://www.sparknotes.com/lit/harrypotter/section2.rhtml

Audio/Video Scaffolding for Chapter Full Reading (20:00): (1) http://www.youtube.com/watch?v=aB1UeTgmKyc (2) http://www.youtube.com/watch?v=b5KE6hwv5NA Cartoon (1:39): http://www.youtube.com/watch?v=9X9SlbJx4pg Sims (3:47): http://www.youtube.com/watch?v=Wv1YGCo5Yyc Movie Clip (snake scene): http://www.youtube.com/watch?v=2TB5hrE1NvU Character List Harry Potter - The protagonist of the story, who is gradually transformed from timid weakling to powerful hero by the end. Dudley Dursley - Harrys cousin, a spoiled, fat bully. Annoying and loud, Dudley manipulates parental love to get what he wants. Petunia Dursley - Mr. Dursleys wife. Petunia is an overly doting mother to her spoiled son, Dudley, and a prison-keeper to Harry. She is haughty and excessively concerned with what the neighbors think of her family. Source: http://www.sparknotes.com/lit/harrypotter/characters.html Potential question to ask in private messages: Harry to Mrs. Dursley : Can you tell me about my mother? I miss her. Can I go to the zoo with you? Harry to Dudley: Can you introduce me to your friends? Why dont you like me very much? Dudley to Mrs. Dursley: Why does he have to live with us? What did you get me for my birthday? Harry made that snake attack me! Dudley to Harry: Why didnt you get me a birthday present? Did I see you talking to that boa constrictor? Why do you have that scar on your forehead? Mrs. Dursley to Harry: You need to treat Dudley better! What did you do at the zoo today? You made that glass disappear!

4) Post-project Reflection Benefits and Challenges of Tech Tool - Facebook

Benefits Since the majority of students are familiar with Facebook, no elaborative instruction was needed for using the tool. Hence, students felt that procedures for completing the task using the tool were easy to follow. Challenges The biggest obstacle we faced in conducting this project was getting so man y peoples Facebook accounts flagged. In the future we would still have students set up separate accounts for this activity, but use their real names at first, and then changing them with some sort of designation later on. Another challenge we might have using Facebook as a platform for future use is the restriction some school or country has on the use of Facebook. There is a need to find alternative platforms that are user friendly and have similar functions as Facebook such as posting status and comments, chat and message functions. Experience Collaborating with Our TC Group (Team 5) This activity worked very well in producing interesting dialogue, web interaction, and language play. Students were quite interactive with each other and remembered to interact through the perspective of their respective characters. Many issues were raised during this activity such as the use of British English, slang, and language/identity play that could easily be incorporated into classroom instruction. As expected, some students were quite engaged and checked the site daily, while others posted a few times and then didnt return. This didnt seem to affect the integrity of the task, however, as there was ample evidence that students had understood the text and were being creative in their discourse. Task Design/Implementation The task met the majority of the Egberts Conditions for Optimal Language Learning. Through posting and commenting, as well as chatting and messaging, learners had opportunities to interact and negotiate meaning using the target language in an authentic task of role playing a character. Since they were role playing, they were encouraged to produce varied and creative language. They might even have had the opportunity to create language they would not usually produce. In every activity, learners had enought time to produce language. Feedback as well as guidance were provided to the learners by a teacher who is role playing as one of the characters. Students stress level/anxiety level was assumed to be ideal since the task was learner-centered and they had some control over what to post on Facebook. Finally, learners autonomy was supported through encouraging learners to become very familiar with the character. Though most of the conditions were met, learners did not have the opportunity to interact with the authentic audience. They were able to interact with people inside the class but not the outside of the classroom. This can possibly be accomplished by joining book clubs available on Facebook. Some of the Pegrums multiliteracy skills such as participatory literacy, search literacy, virtual world literacy technological literacy, remix literacy are met. Facebook Multimodal literacy was

limited since Facebook does not allow video chatting, therefore, learners were not able to engage in synchronous oral communication. Though Facebook allows video post, majority of the communication was conducted in written text when it was implemented to TC partner group. but some such as information literacy and intercultural literacy were not met for this particular task and book we chose. Intercultural literacy can be met using this technology task if a teacher chooses a book that addresses cultural issues. Though we designed this task for intermediate and advanced level learners, it was pointed out to us that the task might also be effective for lower level learners due to the nature of Facebook posts. Another suggestion we received was taking advantage of book clubs on Facebook for advanced level learners to join. This way, learners are able to discuss the book outside the class for more critical analysis. In terms of implementation of the task, since the task was a combination of a familiar task (role play) and a familiar tool (Facebook), students did not have any problem completing the task. Experience Working with Partner Group in Spain Although the feedback from our Spanish counterparts was quite positive, there was little substantive feedback on which to further develop our project. In hindsight, we wished we had explicitly asked them to comment on how this might have operated in a Spanish context, so that we could better anticipate any problems or additional issues that might have arisen. Webliography Neomillennial User Experience Design Strategies Baird, D.E. & Fisher, M. (2006) Neomillennial User Experience Design Strategies: Utilizing Social Networking Media to Support Always on Learning Styles. Journal of Educational Technology Systems 34(1): 5-32. Retrieved April 30, 2013, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=785ff430-d3b4-4ac2-b31bd62c00859dc5%40sessionmgr113&vid=2&hid=120 This paper examines the role of social media in the neomillennial (digital native) classroom. An excellent theoretical and practical justification for including digital media in the classroom, this article delivers a pithy summary of the pedagogic uses of social media and educational technology. Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning Chen, B. & Bryer, T. (2012) Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning. The International Review of Research in Open and Distance

Learning. 3(1): 87-104. Retrieved April 30, 2013, from http://www.irrodl.org/index.php/irrodl/article/view/1027 This survey study examines university faculty members perceptions of social media to facilitate learning. In addition to exploring educators use of social media tools, strategies, and concerns for their use, this paper offers a theoretical perspective on social learning and its relationship to the use of social media to foster learning in the classroom. Social Relationships and Facebook Ellison, N. B., Steinfield, C., & Lampe, C. (n.d.). The Benefits of Facebook "Friends:" Social Capital and College Students' Use of Online Social Network Sites . Journal of ComputerMediated Communication. Retrieved April 28, 2013, from http://jcmc.indiana.edu/vol12/issue4/ellison.html This article discusses the benefits of Facebook as it relates to social relationships and interactions, especially among college students. The article was written by three university professors of the Department of Telecommunication, Information Studies, and Media at Michigan State University. Pros and Cons of Facebook Feldman, B. J. (n.d.). Pros and Cons of Facebook : Internet Safety. Surfing the Net with Kids: Educational site reviews and kids games . Retrieved April 28, 2013, from http://www.surfnetkids.com/go/safety/752/pros-and-cons-of-Facebook/ This article discusses some of the pros and cons of Facebook. Issues such as keeping up with old friends and privacy are discussed. The author of this website, Barbara Feldman, has a B.S. in Information & Computer Science from the University of California. Children and Facebook Francis, E. (n.d.). Is Facebook Bad for Kids? Psychologist Talks Social Media's Pros and Cons ABC News. ABCNews.com - Breaking News, Latest News & Top Video News - ABC News. Retrieved April 28, 2013, from http://abcnews.go.com/Technology/Family/Facebook-bad-kidspsychologist-talkssocial-medias-pros/story?id=14271651

The article discusses the viewpoint of Dr. Larry Rosen, a psychology professor at California State University. While he sees some benefits to children using Facebook, he also identified some problems, such as an increase in narcissism. Being Online, Living Offline Ploderer, B. (2008). Howard. Steve Thomas, Peter., Being online, living offline: The Influence of Social Ties Over the Appropriation of Social Network Sites. Retrieved April 30, 2013, from http://dl.acm.org/citation.cfm?id=1460618 This study explores the effects of passion-centric (organized around a common interest) social media sites on users social ties and the influence they have on performance. Results suggest that social media sites such as Facebook may help not only in educating and guiding learners, but also in increasing motivation for members to continue in the progressive realization of their worthy (in the EFL context, pedagogic) goals.

Strategies and Struggles with Privacy in an Online Social Networking Community Strater, K., & Lipfort, H. (2008) Strategies and Struggles with Privacy in an Online Social Networking Community. British Computer Society. Retrieved April 30, 2013, from http://dl.acm.org/citation.cfm?id=1531530 This survey of US undergraduate students use of Facebook examines awareness of online privacy strategies, and overall trends in privacy setting use. The findings indicate that when it comes to online privacy settings, student users of Facebook may be doing too little too late. The question for teachers using social media in the classroom remains, how can students maintain a level of security that protects sensitive information without stifling social interaction. References Belz, J.A. & Reinhardt, J. (2004). Aspects of advanced foreign language proficiency: Internetmediated German language play. International Journal of Applied Linguistics, 14 (3), 324-362. Egbert, J., Chao, C.-C., & Hanson-Smith, E. (2007). Introduction: Foundations for Teaching and Learning. In Egbert, J. &, E. Hanson-Smith (Eds.) CALL environments: Research, practice, and critical issues (2nd edition). Alexandria, VA: TESOL.

Pegrum, M. (2009). From blogs to bombs: The future of digital technologies in education. Perth: University of Western Australia Press. Vandergriff, I. & Fuchs, C. (2009). Does CMC promote language play? Exploring humor in two modalities. Calico Journal,27(1), 26-47.