Blogs : a situated learning experience to enhance students' writing skills.
The present document embodies the design of a proposal of pedagogical and didactic innovation based on situated writing activities and the use of blogs as learning tools within a framework of blended learning. The context in which this proposal seeks to be implemented is a group of eleventh graders...
- Autores:
-
Patarroyo Galindo, Kevin Sebastian
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/13425
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/13425
- Palabra clave:
- Escritura situada
Blogs
Herramientas Web 2.0
Aprendizaje remoto
Situated writing
Blogs
Webtools
Blended learning
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Blogs : a situated learning experience to enhance students' writing skills. |
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Blogs : a situated learning experience to enhance students' writing skills. |
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Blogs : a situated learning experience to enhance students' writing skills. Escritura situada Blogs Herramientas Web 2.0 Aprendizaje remoto Situated writing Blogs Webtools Blended learning |
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Blogs : a situated learning experience to enhance students' writing skills. |
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Blogs : a situated learning experience to enhance students' writing skills. |
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Blogs : a situated learning experience to enhance students' writing skills. |
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Blogs : a situated learning experience to enhance students' writing skills. |
| dc.creator.fl_str_mv |
Patarroyo Galindo, Kevin Sebastian |
| dc.contributor.advisor.spa.fl_str_mv |
Montaño Moreno, Johanna |
| dc.contributor.author.spa.fl_str_mv |
Patarroyo Galindo, Kevin Sebastian |
| dc.subject.spa.fl_str_mv |
Escritura situada Blogs Herramientas Web 2.0 Aprendizaje remoto |
| topic |
Escritura situada Blogs Herramientas Web 2.0 Aprendizaje remoto Situated writing Blogs Webtools Blended learning |
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Situated writing Blogs Webtools Blended learning |
| description |
The present document embodies the design of a proposal of pedagogical and didactic innovation based on situated writing activities and the use of blogs as learning tools within a framework of blended learning. The context in which this proposal seeks to be implemented is a group of eleventh graders at a public school in Bogotá, Colombia. After researching the context of the target population, it was possible to determine that decontextualized lessons and writing activities have triggered students’ lack of interest and struggles when expressing themselves in their compositions. Hence, the objective of this didactic proposal is to foster students’ written expression from a situated perspective. Nine lesson plans were designed to be carried out during 18 sessions of 60 minutes each. They aim at providing the teachers with the instructions and material to lead learners to foster their writing skills in L2 through the use of blogs. |
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2021 |
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Abdallah, D. M. (2015). Situated Language Learning: Concept, Significance and Forms . College of Education Young Researchers’. Retrieved from https://eric.ed.gov/?id=ED556704 Bartolomé-Pina, A., García-Ruiz, R., & Aguaded, I. (2018). Blended learning: overview and expectations. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 33-56. Retrieved from http://dx.doi.org/10.5944/ried.21.1.18842 Besar, P. H. (2018). Situated Learning Theory: The Key to Effective Classroom Teaching? HONAI: International Journal for Educational, Social, Political & Cultural Studies, 1(1), 49-60 Campbell, S. (2020). Education and Curriculum Reform: The Impact They Have On Learning. Budapest international research and critics in linguistics and education, 3(2), 1074-1082. Retrieved from https://doi.org/10.33258/birle.v3i2.1036 Castillo, C. Y. (2007). Improving Eleventh Graders’ Oral Production in English Class through Cooperative Learning Strategies. Profile, 8 (1), 75-90. Retrieved from http://www.scielo.org.co/pdf/prf/n8/n8a06.pdf Chapetón , C., & Chala, P. A. (2012). Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual. Colombian Applied linguistics Journal, 15 (1), 25-42. Retrieved from http://www.scielo.org.co/pdf/calj/v15n1/v15n1a2.pdf Chapetón , C., & Contreras, J. (2016). Cooperative Learning With a Focus on the Social: A Pedagogical Proposal for the EFL Classroom. HOW, 23(2), 125-147. Retrieved from http://dx.doi.org/10.19183/how.23.2.321. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge. Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors and Suggestions. Journal of Education and Social Sciences, 4(2), 81-92. Retrieved from https://www.researchgate.net/publication/311669829_ESL_Learners'_Writing_Skills_Problems_Factors_and_Suggestions Fattah, S. F. (2016). The Effectiveness of Using Blogs as an Independent Learning Tool to Develop Reading Skills for University Students. Journal of Education and Practice, 7(32), 65-73. Gherardi, S., Nicolini, D., & Odella, F. (1998). Toward a Social Understanding of How People Learn in Organizations: The Notion of Situated Curriculum. Management learning, 29(3), 273-297. Giraldo Higuita, L., Gonzalez Ibargüen, S., & Gonzalez Ibargüen, Y. (2016). Los factores que intervienen en el proceso de enseñanza aprendizaje del inglés como segunda lengua en el nivel que alcanzan los estudiantes de grado once. [undergraduate thesis, Universidad pontificia bolivariana]. Institutional Repository at Universidad pontificia bolivariana. Retrieved from https://repository.upb.edu.co/bitstream/handle/20.500.11912/3690/Los%20factores%20que%20itervienen%20en%20el%20proceso%20de%20ense%c3%b1anza-aprendizaje......pdf?sequence=1&isAllowed=y Hameed, W., & Kanbar, A. (2018). The Effect Of Blogs On E-Learning. International journal of scientific & technology research, 8(9), 33-36. retrieved from https://www.researchgate.net/profile/Asan_Baker/publication/328216035_The_effect_of_blogs_on_E-Learning/links/5bbf217c45851572315f386b/The-effect-of-blogs-on-E-Learning.pdf Hopkins, D. (2008). A teacher's guide to classroom research. Open University press. Hyland, K. (2003). Second language writing (1st Ed.). Cambridge University Press. Hyland, K. (2009). Teaching and researching writing (2nd Ed). Pearson Education Limited Hyland, K. (2019). Second Language Writing (2nd Ed.). Cambridge University Press. Jaatinen, J. A., & Lindfors, E. (2019). Makerspace for Innovation Learning: How Finnish Comprehensive Schools Create Space for Makers. Design and Technology Education: an International Journal, 24(2), 42-66. Knutson, S. (2003). Experiential Learning in Second-Language Classrooms. Tesl canada journaurevue tesl du canada, 20(2), 52-64. Kulkarni, D. A. (2020). Computer Assisted Language Learning. Studies in Indian Place Names, 40(57), 19-22. Retrieved from https://archives.tpnsindia.org/index.php/sipn/article/download/3889/3764 Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. Retrieved from https://redes.colombiaaprende.edu.co/ntg/men/archivos/Referentes_Calidad/Estandares_basicos_de_competencias/Estandares_Basicos_Competencia_en_Lenguas_Extranjeras_%20Ingles.pdf Ministerio de educación Nacional. (2016). Derechos Básicos de aprendizaje del inglés. Retrieved from https://aprende.colombiaaprende.edu.co/ckfinder/userfiles/files/cartillaDBA.pdf Ministerio de educación Nacional. (2016). Estudiantes de colegios oficiales mueven positivamente el examen saber 11°. Retrieved from https://www.mineducacion.gov.co/1759/w3-article-358400.html?_noredirect=1 Ministerio de educación Nacional. (2021). ICFES publica resultados agregados de la prueba Saber 11. Retrieved from https://www.icfes.gov.co/inicio/-/asset_publisher/KIDrCFycXolG/blog/icfes-publica-resultados-agregados-de-la-prueba-saber-11 Murphy, M. P. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 495-505. retrieved from https://doi.org/10.1080/13523260.2020.1761749 Patton, M. (2004). Situated Writing Lessons: Putting Writing Advice in Disciplinary Context. The Writing Instructor, 1-11. Retrieved from https://eric.ed.gov/?id=EJ824623 Pipkin, M., & Reynoso, M. (2010). Prácticas de lectura y escritura académicas. Comunic-arte. Quintero, L. M. (2008). Blogging: A way to foster EFL writing. Colombian applied linguistics journal, 10(1), 7-49. Retrieved from http://www.scielo.org.co/pdf/calj/n10/n10a02.pdf Reina, J. C. (2019). Blended learning as a tool to enhance EFL students’ Writing skills through blogging. Universidad Pedagógica Nacional]. Institutional Repository at Universidad Pedagógica Nacional. Retrieved from http://hdl.handle.net/20.500.12209/10396 Richards, J. (1990). The language teaching matrix. Cambridge University Press Shepherd, E., & Ainsworth, V. (2018). English impact: an evaluation of English language capability. British Council Torres, N. (2018). Co-constructing Realities: Fostering Literacy in EFL 11th Graders as a Situated Social Practice [undergraduate thesis, Universidad pedagógica Nacional]. Institutional Repository at Universidad Pedagógica Nacional. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/11011/TE-22645.pdf?sequence=1&isAllowed=y Tsui, A., & Ng, M. (2010). Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing. Journal of teacher education, 61(4), 364-375. Retrieved from https://doi.org/10.1177/0022487110364855 Tudor, I. (2001). Visions of learning in the dynamics of the language classroom. Cambridge University Press. Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research, 3 (1), 45-48. Retrieved from http://dx.doi.org/10.21839/jaar.2018.v3iS1.169 Walder, A. (2014). The concept of pedagogical innovation in higher education. Education Journal, 3(3), 195-202. Ward, J. (2004). Blog assisted language learning (BALL): Push button publishing for the pupils. TEFL Web journal, 3(1), 1-16. Wirantaka, A. (2016). Paragraph Writing of Academic Texts in an EFL Context. Journal of foreign language teaching and learning, 1(2), 34-45. Retrieved from https://doi.org/10.18196/ftl.1212 |
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Montaño Moreno, JohannaPatarroyo Galindo, Kevin SebastianBogotá, Colombia2021-07-12T14:33:14Z2021-07-12T14:33:14Z2021http://hdl.handle.net/20.500.12209/13425instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/The present document embodies the design of a proposal of pedagogical and didactic innovation based on situated writing activities and the use of blogs as learning tools within a framework of blended learning. The context in which this proposal seeks to be implemented is a group of eleventh graders at a public school in Bogotá, Colombia. After researching the context of the target population, it was possible to determine that decontextualized lessons and writing activities have triggered students’ lack of interest and struggles when expressing themselves in their compositions. Hence, the objective of this didactic proposal is to foster students’ written expression from a situated perspective. Nine lesson plans were designed to be carried out during 18 sessions of 60 minutes each. They aim at providing the teachers with the instructions and material to lead learners to foster their writing skills in L2 through the use of blogs.Submitted by Kevin Sebastian Patarroyo Galindo (del_kspatarroyog840@pedagogica.edu.co) on 2021-06-23T08:06:10Z No. of bitstreams: 2 blogs a situated learning .pdf: 12449192 bytes, checksum: c6d5a687d539ecb718654179299bfda0 (MD5) Licencia de uso.pdf: 191517 bytes, checksum: da38e416ba774c5c7ccf1c67ea8915df (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: En envío es rechazado en tanto, no coinciden en su totalidad el título de la licencia de uso y el de la metadata. Por favor unificar todos los títulos ( el del trabajo de grado, la licencia de uso y la metadata( este ultimo debe llevar punto al final) LCP on 2021-06-23T19:40:17Z (GMT)Submitted by Kevin Sebastian Patarroyo Galindo (del_kspatarroyog840@pedagogica.edu.co) on 2021-06-23T22:27:30Z No. of bitstreams: 2 blogs a situated learning .pdf: 12449192 bytes, checksum: c6d5a687d539ecb718654179299bfda0 (MD5) licencia de uso.pdf: 191536 bytes, checksum: 56936a577448b5816996d56e8f8fb263 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: El envío ha sido rechazado, en tanto el título de la licencia de uso y el de la portado del documento difieren en un carácter (punto final), por favor unifique, bien sea poniendo el punto en ambos o quitándolo de ambos. LCP on 2021-06-24T14:53:53Z (GMT)Submitted by Kevin Sebastian Patarroyo Galindo (del_kspatarroyog840@pedagogica.edu.co) on 2021-06-24T17:52:05Z No. of bitstreams: 2 blogs a situated learning .pdf: 12449192 bytes, checksum: c6d5a687d539ecb718654179299bfda0 (MD5) Licencia de uso.pdf: 191659 bytes, checksum: 00872db92f498922fda09e00731ae268 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-06-25T15:40:43Z (GMT) No. of bitstreams: 2 blogs a situated learning .pdf: 12449192 bytes, checksum: c6d5a687d539ecb718654179299bfda0 (MD5) Licencia de uso.pdf: 191659 bytes, checksum: 00872db92f498922fda09e00731ae268 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-07-12T14:33:14Z (GMT) No. of bitstreams: 2 blogs a situated learning .pdf: 12449192 bytes, checksum: c6d5a687d539ecb718654179299bfda0 (MD5) Licencia de uso.pdf: 191659 bytes, checksum: 00872db92f498922fda09e00731ae268 (MD5)Made available in DSpace on 2021-07-12T14:33:14Z (GMT). No. of bitstreams: 2 blogs a situated learning .pdf: 12449192 bytes, checksum: c6d5a687d539ecb718654179299bfda0 (MD5) Licencia de uso.pdf: 191659 bytes, checksum: 00872db92f498922fda09e00731ae268 (MD5) Previous issue date: 2021Licenciado en Español e InglésPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalEscritura situadaBlogsHerramientas Web 2.0Aprendizaje remotoSituated writingBlogsWebtoolsBlended learningBlogs : a situated learning experience to enhance students' writing skills.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbdallah, D. M. (2015). Situated Language Learning: Concept, Significance and Forms . College of Education Young Researchers’. Retrieved from https://eric.ed.gov/?id=ED556704Bartolomé-Pina, A., García-Ruiz, R., & Aguaded, I. (2018). Blended learning: overview and expectations. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 33-56. Retrieved from http://dx.doi.org/10.5944/ried.21.1.18842Besar, P. H. (2018). Situated Learning Theory: The Key to Effective Classroom Teaching? HONAI: International Journal for Educational, Social, Political & Cultural Studies, 1(1), 49-60Campbell, S. (2020). Education and Curriculum Reform: The Impact They Have On Learning. Budapest international research and critics in linguistics and education, 3(2), 1074-1082. Retrieved from https://doi.org/10.33258/birle.v3i2.1036Castillo, C. Y. (2007). Improving Eleventh Graders’ Oral Production in English Class through Cooperative Learning Strategies. Profile, 8 (1), 75-90. Retrieved from http://www.scielo.org.co/pdf/prf/n8/n8a06.pdfChapetón , C., & Chala, P. A. (2012). Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual. Colombian Applied linguistics Journal, 15 (1), 25-42. Retrieved from http://www.scielo.org.co/pdf/calj/v15n1/v15n1a2.pdfChapetón , C., & Contreras, J. (2016). Cooperative Learning With a Focus on the Social: A Pedagogical Proposal for the EFL Classroom. HOW, 23(2), 125-147. Retrieved from http://dx.doi.org/10.19183/how.23.2.321.Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge.Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors and Suggestions. Journal of Education and Social Sciences, 4(2), 81-92. Retrieved from https://www.researchgate.net/publication/311669829_ESL_Learners'_Writing_Skills_Problems_Factors_and_SuggestionsFattah, S. F. (2016). The Effectiveness of Using Blogs as an Independent Learning Tool to Develop Reading Skills for University Students. Journal of Education and Practice, 7(32), 65-73.Gherardi, S., Nicolini, D., & Odella, F. (1998). Toward a Social Understanding of How People Learn in Organizations: The Notion of Situated Curriculum. Management learning, 29(3), 273-297.Giraldo Higuita, L., Gonzalez Ibargüen, S., & Gonzalez Ibargüen, Y. (2016). Los factores que intervienen en el proceso de enseñanza aprendizaje del inglés como segunda lengua en el nivel que alcanzan los estudiantes de grado once. [undergraduate thesis, Universidad pontificia bolivariana]. Institutional Repository at Universidad pontificia bolivariana. Retrieved from https://repository.upb.edu.co/bitstream/handle/20.500.11912/3690/Los%20factores%20que%20itervienen%20en%20el%20proceso%20de%20ense%c3%b1anza-aprendizaje......pdf?sequence=1&isAllowed=yHameed, W., & Kanbar, A. (2018). The Effect Of Blogs On E-Learning. International journal of scientific & technology research, 8(9), 33-36. retrieved from https://www.researchgate.net/profile/Asan_Baker/publication/328216035_The_effect_of_blogs_on_E-Learning/links/5bbf217c45851572315f386b/The-effect-of-blogs-on-E-Learning.pdfHopkins, D. (2008). A teacher's guide to classroom research. Open University press.Hyland, K. (2003). Second language writing (1st Ed.). Cambridge University Press.Hyland, K. (2009). Teaching and researching writing (2nd Ed). Pearson Education LimitedHyland, K. (2019). Second Language Writing (2nd Ed.). Cambridge University Press.Jaatinen, J. A., & Lindfors, E. (2019). Makerspace for Innovation Learning: How Finnish Comprehensive Schools Create Space for Makers. Design and Technology Education: an International Journal, 24(2), 42-66.Knutson, S. (2003). Experiential Learning in Second-Language Classrooms. Tesl canada journaurevue tesl du canada, 20(2), 52-64.Kulkarni, D. A. (2020). Computer Assisted Language Learning. Studies in Indian Place Names, 40(57), 19-22. Retrieved from https://archives.tpnsindia.org/index.php/sipn/article/download/3889/3764Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. Retrieved from https://redes.colombiaaprende.edu.co/ntg/men/archivos/Referentes_Calidad/Estandares_basicos_de_competencias/Estandares_Basicos_Competencia_en_Lenguas_Extranjeras_%20Ingles.pdfMinisterio de educación Nacional. (2016). Derechos Básicos de aprendizaje del inglés. Retrieved from https://aprende.colombiaaprende.edu.co/ckfinder/userfiles/files/cartillaDBA.pdfMinisterio de educación Nacional. (2016). Estudiantes de colegios oficiales mueven positivamente el examen saber 11°. Retrieved from https://www.mineducacion.gov.co/1759/w3-article-358400.html?_noredirect=1Ministerio de educación Nacional. (2021). ICFES publica resultados agregados de la prueba Saber 11. Retrieved from https://www.icfes.gov.co/inicio/-/asset_publisher/KIDrCFycXolG/blog/icfes-publica-resultados-agregados-de-la-prueba-saber-11Murphy, M. P. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 495-505. retrieved from https://doi.org/10.1080/13523260.2020.1761749Patton, M. (2004). Situated Writing Lessons: Putting Writing Advice in Disciplinary Context. The Writing Instructor, 1-11. Retrieved from https://eric.ed.gov/?id=EJ824623Pipkin, M., & Reynoso, M. (2010). Prácticas de lectura y escritura académicas. Comunic-arte.Quintero, L. M. (2008). Blogging: A way to foster EFL writing. Colombian applied linguistics journal, 10(1), 7-49. Retrieved from http://www.scielo.org.co/pdf/calj/n10/n10a02.pdfReina, J. C. (2019). Blended learning as a tool to enhance EFL students’ Writing skills through blogging. Universidad Pedagógica Nacional]. 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