ESL
PROJECT
Free Online WEBM@STER @PPRENTICESHIP
Within
the @rtistic
ESL PROJECT,
yet
under
Construction!,
as
hornets who
build nests up to 9 honeycombs high,
and the
Sun who gave birth to the 9 planets,
the @pprentice,
mostly with Yahoo!, Word, and Netscape
Composers 4.8 and 7.1,
builds a
Hive
@malgam of 9 Web p@ges, in her,
his personal FREE Web sp@ce.
Throughout
the project, the @pprentice may use and discover
in her(him)self
the
9 Muses' 9 Intelligences.
After the macroStructure of
the
pedagogical scenario, the
ESL project is thereafter
briefly
explained, through the CATWOE,
:
its clients,
its actors,
the transformations
aimed, worldwide
Works
in
the wider
World
that
ressemble it, its owner,
organizer,
and
finally its ecological
relation with the environment;
it ends
with the evalution
element.
M@croStructure
has 12
modules,
of which the first three introduce
1) the project's structure, 2) the Web and Web Sp@ces, 3) the
technological
prerequisites.
Each of the following 9 main modules has a Muse, an Intelligence,
a
color, a region of the body.
Each module is a micro project, during which the constructing
@pprentice
designs a Web p@ge, solves new problems, discovers, uses and
familiarises
with Wise Webm@ster's @bilities and @ttitudes.
The
clients
The clients aimed within this project are
firstly
high
school, first cycle, ESL or EESL, Enriched English Second
Language, students
and implicitely their teachers and /or teachers in formation.
Of
course, the learning environment may also be used by anyone who
may wish
to acquire the competencies, abilities and attitudes aimed by
the CBB project.
The
actors
The actors of the project will be the
(eventual)
clients themselves, plus myself, Djeault, the designer of the
CBB project.
Although digital learning environments (environnements
d'apprentissage
informatisé) are usually constructed by a team, I mostly worked
alone on this project, thus assuming the functions of content
specialist,
pedagogical designer, interface designer and builder, and
Webm@ster...
The
transformations, or pedagogical objectives.
The transformations aimed throughout the CBB
project are within the learners who become familiar with the
Structures
of a Web sp@ce, and of a Blog system, by having them build their
very own
Web Sp@ce, with 9 p@ges, and their very own BLOG.
Thus the learner may acquire practical and
theorical
knowledge on:
The following list doesn't present the objectives
as they
are distributed through the modules,
but rather regrouped as the titled paragraphs present
them...
The
Enneagonal
Analogy on which sits
, namely:
The
9 Muses nurish the nine Intelligences of
Gardner's Multiple
Intelligence Theory.
9 Muses; 9 intelligences; 9
honeycombs;
9 planets; 9 main modules.
The triangular
Analogy
To each Muse, Djeault offers a Chromatic
color.
Each Intelligence relates to her
region of
the the Human Body,
and thus to her
region(s) of the
brain system.
the Logics
of
The Web.
Yahoo! Web Servers, Haut et Fort Blog
System,
Proboards Forums.
Security principles within Web sp@ces,
Blogs
and Forums.
N@vigation Systems.
Visual
Elegance and the
Aesthetic and digital principles within
Web sp@ces.
Types of im@ges, their weight, their
copyrights.
Paint and gifworks.com programs.
Linguistic
Communications as
Fairy Tales and /or Short Stories.
Sonnets and /or Haïkus. Linguistic
&
Musical
Interview & Presentation of a partner
in
a Forum.
Telling a Dream in your Blog.
Webmaster's
Interpersonal Abilities within
Home p@ges.
Web sp@ce pl@ns.
M@trices.
"Composer 4.8 Tables".
Webmaster's
Personal
Tools like
PageBuilder.
Composer 4.8.
Composer 7.1.
PowerPoint presentations.
Webmaster's
Handy
Tricks
as
UBB coding.
HTML coding.
JavaScripts.
The
World Wide Works in the Wider World
Since Web sp@ces have only existed for about
10 years, we can say that it is a fairly new phenomena, just as
teaching
to high school students to build themselves their very own
Sp@ce. I insist
on "very own", because I have observed thet even at University
level, Web
sp@ces are often built in teams and pairs; though I am an
enthusiastic
believer in the socio-constructivist approach, I suggest that we
must not
forget its second word: constructivist. I tend to think that
constructivist
has a very intra personal connotation, meaning that although we
may, and
should, work and learn with others, in the end, the very
individual has
to give sense to her, his learning, and also to acquire for
(her)himself,
competencies, attitudes, abilities...
The
organizers
As I wrote above, I've been mostly been
working
alone on this project, and that within my master's degree in
educational
Technology, at Laval University. This summer 2004, I will be
putting the
last finishing touches to my essay and to the CBB project,
secretely hoping
for that moment when I'll be officially allowed to add "Me"
before my n@me
Djeault.
The
environment
I am actually building the CBB project
within
12 modules x two: 12 modules for ESL teachers (including myself)
who may
lead the project with their students, plus 12 modules directed
to the students.
The first three modules introduce the project's structure, the
Web's and
Web sp@ces' structure, and Security matters, within Yahoo! or
not. The
last nine modules are structured through the nine Intelligences
of Howard
Gardner's Multiple Intelligences Theory, meaning to say that I
distributed
the competencies to develop throughout the nine modules, trying
to tinge
each module with an Intelligence, though not exclusively. In
order to favor
the understanding (and thus the memorization) of the nine
intelligences,
I also reorganized them, according to the region of the body to
which they
relate the most, as shown in the im@ge on top of this text; I
will explain
why and how within my essay, and also the implications I think
it should
have on learning programs...
Another environment that
influences
the CBB project is the last data of the newest Reform of
Education that
applies to high school's first cycle in general, but also,
specifically
to the ESL and EESL domains; the new Reform does encourage
students to
publish on the Web and I thus suggest that the students should
be encouraged
to cre@te their very own Blogs, Web sp@ces, and /or dom@in, so
that later
on, when they don't go to a particular school anymore, they may
come back
to their sp@ce and improve it and /or build onto it, and /or
flush it,
if that's what they wish.
I here try to improve the
actual
temporary existence of Web sp@ces built during courses at
University Laval;
up tp recently, those Web sp@ces were flushed after each
session, even
though they could keep on existing if the students would use a
server of
their choice, whether free or not.
Yet another pedagogical
design environment
that shapes
is the MISA, (méthode d'ingénierie d'un système
d'apprentissage).
As proposed through the MISA, were therefore built some gr@phs
to better
explain knowledge and that, with the programs MOT and Paint.
Evaluation
Evaluation of learning objectives in
is based on the MISA scale:
Sensitisation; familiarisation;
mastering;
expertise