Entry 3: The semantic web technologies

The Mad Hatter :

" I`m investigating things that begin with the letter M." 

Two weeks ago I`ve been contacted by a major online company by email.

I registered my resume a month ago on their website but I didn’t apply for any position.
The terms of the email were very enthusiastic: “Your background really caught our attention” and “We think you’d be a great fit for [position]”.

We scheduled a phone interview. After the background assessment the recruiter asked : “And what makes you feel that you`re a good fit for this position?”.
The question clearly showed a lack of transparency of the recruitment process. I answered “ I was going to ask you the same question. I didn`t apply for the [position]. [name] contacted me by email and I`ve been invited to interview with [company].”
The recruiter didn`t answer. I could clearly hear the noise of the computer keyboard for a few seconds.

This incident makes me wonder about the streamlined process which may apply to the use of a particular application of the semantic web technologies (e.g. : typing keywords in a database). Chances are that the intermediaries involved lack the skills to analyze the implemented technology.

Entry 2 : When I use a word […] it means just what I choose it to mean -- neither more nor less.

 "The question is, " said Alice,"whether you can make words mean so different things."

 "The question is," said Humpty Dumpty, "which is to be master- that`s all."

The computer mediated communication has its limitations. Even in a desktop videoconferencing your audience doesn`t receive much information about your environment. Therefore an important part of the context is missing. The 3D graphic applications for Web and multimedia in education will most certainly improve those aspects.

But thinking back on my previous experiences as an online student, one thing that strikes me most is the power of words. I was stunned by the way some of my tutors writing opened my eyes to new discoveries. How did they proceed to enhance students` interest?

When you speak or when you write, the words you choose can help your audience to focus on the substance of the ideas you want to share.

Strength: verbs can be powerful engines of your speech. They are the fire which lights the readers` interest. Strong verbs capture emotions and can ignite tremendous engagement. They can be used to enhance students` autonomy rather that to control it. Motivation energizes and directs behavior (Deci & Ryan, 1985). Think about intrinsic motivation. If you help your students to initiate actions by themselves and feel good about it, then you have set a very powerful motivation in place.

Grace: nouns can carry on the burning substance of the verbs with effortless beauty. They are the little sparks which give proportion, form and elegance to the structure of your speech. Refinement comes from the art of using quality nouns. Emotions, personal values gently nurture learners` efforts: why is worth reading, or trying, or thinking about what you say? Relatedness is an important element of human motivation (Deci & Ryan, 1985). When your students believe in an idea or align their values, they are driven by something that is interesting and important to them (Eccles, 2005). Most importantly, they feel competent.

Humor: recent studies show the importance of positive mood on learning (Anderson, 2009). Humor has a direct influence on creativity (Anderson 2009, Corson 2006, Hänze& Meyer 1998). The positive mood enhances learning, problem solving and supports online collaboration. How many of you are going to work in good spirits and willing to share your passion for teaching and learning with your students?

The power of three: This is the craft of skillful, successful teachers who know how to kindle the passion for learning.

I`ve read recently the comment of one tutor : " [...] learner has only one strategy, to succeed in his studies" .
As an online tutor and a former online student I beg you to consider your students` needs. And the first one is the need for education. It is only when you consider the psychological needs of your students that you can help them to achieve motivation. Think about the effect of your words on your audience. They can either constraint their liberty of action, or set free their own creativity.
Ask yourself those simple questions: could you learn in the online environment that you set up for your students ? do you find your words motivating ? do you show your students that you are sincerely interested and committed to the online activities that you create for them ? 

Bibliography:
Anderson, K.A. (2009): « Seeing posituve, positive mood enhances visual cortical encoding», APA
Cohen, I & Mauffrey, A (1978) : « Lexique et pédagogie (Lexicon and Pedagogy), Etudes de Linguistique Appliquée », n32 p85 - 109
Corson, Y (2006) : « Émotions et propagation de l'activation en mémoire sémantique », Canadian journal of experimental psychology, vol. 60, no2, p. 127-147
Deci, E. L & Ryan, R. M (1985): « Intrinsic motivation and self-determination in human behavior», New York, Plenum
Deci E.L & Ryan R.M (2008) : « Favoriser la motivation optimale et la santé mentale dans les divers milieux de vie » allocution de la Présidence honoraire – 2007, à la Société canadienne de psychologie, prononcée par Edward L. Deci
Eccles, J.S (2005):« Subjective Task Value and the Eccles et al. Model of Achievement - Related Choices », in Elliot, A. & Dweck, C. (Ed), «Handbook of Competence and Motivation» (105-121), New York, Guilford Press
Hänze, M & Hesse, F. W (1993): «Emotional influences on semantic priming». Cognition and Emotion, 7, p. 195-205
Hänze, M & Meyer H.A (1998): « Mood Influences on Automatic and Controlled Semantic Priming », University of Illinois Press
Worth, L.T., & Mackie, D.M. (1987). «Cognitive Mediation of Positive Affect in Persuasion »,Social Cognition, 5, 76-94.

Entry 1 : Why is an e learn platform like a writing desk?

One of my students told me a few months ago that he didn`t find any big differences between my online class and a yahoo discussion forum. He said the only thing he was allowed to do was just posting messages and uploading files.

Well, this is kind of online writing desk, as far as the tutor doesn`t upgrade students` profiles to editors. So why is that? Why shouldn’t they be allowed to take charge of their online environment?

In regards with the tutoring practices, is this a matter of trust or a matter of regulation? And when you tend to regulate someone is it not because you don`t trust them somehow?

I thought about active learning and self-regulation so I have decided to upgrade my students` profile from “student” to “teacher”. And nothing bad happened. Contrariwise, I`ve noticed an increase in the number of online discussions and collaborative work. I learned a lot from some of my “new colleagues”, one of them taught us about the PHP toolkit.

Online, a strategy to enhance students` motivation is to let them be the do-er.

In a shared platform, the tutor can develop new instructional materials and supporting documentation for his online class, and students can contribute to the development of web-based materials, videos, written materials and other instructional material, they can make their own choices.
Tutors and students alike can make decisions regarding the appropriateness and efficacy of these, modifying content as appropriate.

Almost here

It`s been almost a year …

I decided to keep a monthly online paper “featuring” my beginnings as an online student researcher.

This new entries carry on my journey through e learning which started three years ago at Stendhal Grenoble 3 and my passion for language.

And, apart from that, it should be remembered that three is a lucky number.
P. L. Travers, 1952

Almost here

Un an déjà… J`ai décidé de tenir mon journal de chercheur débutant en ligne.

D`une part, sur le plan du tutorat, je choisis volontairement de ne pas le dissocier de mon parcours à Grenoble 3. D`autre part, l`évolution de ma pensée concernant les pratiques tutorales, ne saurait être dissociée de mon parcours d`apprenante à distance. Qui continue….



A très bientôt !