Promoting Reading Through Web Engagement

PROMOTING READING

THROUGH WEB

ENGAGEMENT

Dr.Thadthong Bhrammanee : [email protected]

The 33rd Thailand TESOL International Conference “E” novation and Communities in

ELT Pullman Khon Kaen Raja Orchid Hotel, Khon Kaen, Thailand

26-27 January, 2013

Outline

• Existing problems

• About the work

• Details

• Future work

• Information System

(database, e-

commerce, …)

• English for IT

1. Existing problems

Promoting reading through Web engagement :

Dr.Thadthong Bhrammanee : The 33rd Thailand TESOL International Conference

2

Non-native speaker learners Undergraduate level

Information technology field

English for a specific purpose

Low reading proficiency

B = f(P,E) Behavior is a function of the Person and

his or her Environment

Kurt Lewin's equation

2. About the work



3

Teaching reading to non-native speaker learners can be enhanced by using an engagement technique

To build emotional attachment in order to drive online communication and draw attention to reading (both offline and online reading)

To foster self-directed reading and collaborative reading

Digital reading resources (aks digital resources)

= “components which are identifiable on the Web e.g. a document, a part of a document, a single word, or a video clip” [Bhrammanee, 2009]

Participation Knowledge

sharing

Paper-based

Digital

3. Framework overview



4

Unaware

Interested

Awareness

Sign-up

Return visits

Emotional

attachment

First-time use

Regular use

Passionate use

Social Web:

Usage Lifecycle

(Porter, 2008)

Social software,

Social web application

Communication

approach

One-way

Two-way using

filter

Many-way based

on various inputs

and public

decision

Key points to improve

reading skill

· Semi-automatic feeds

(external and internal

content)

· Automatic content discovery

(internal content)

Virtual world Real world

Details

Sentences

Reference

Vocabulary

Eyes movement, reading in phrases

4. Web-enable access



5

ICT-mediated environment

Source: Chai and Wang, 2010

Social software,

Social web application

5.

Usage lifecycle (social Web)



6

• Attention

• Making decision (for oneself & for

others)

• Trust (giving personal information)

• Fee?

• Support of social interaction

• …

Related --Customer stage

(in marketing field)

Unaware

Interested

Awareness

Sign-up

Return visits

Emotional

attachment

First-time use

Regular use

Passionate use

Social Web:

Usage Lifecycle

(Porter, 2008)

Virtual world

5. Usage lifecycle (social Web) (2)



7

Concept of “fun” Interaction, engagement, goal fulfillment

Available social software/tools

Blogger (blog)

Wikipedia (encyclopedia)

Twitter (short message)

Digg (pinned content)

Youtube (video_

Facebook (flash story)

…..

• “I like what you read.”

• “Did you read this last night?”

• “What is this!!?”

• “Tag me, please.”

• “Any Thai translation?”

• “Quiz?”

6. Usage lifecycle (social Web) (3)



8

• ?

• To be designed

7. Reading skill key points & KM

Promoting reading through Web engagement : Dr.Thadthong Bhrammanee : The 33rd Thailand TESOL International Conference

9

Knowledge management techniques

Favorites-and-Flags model (explicit vote

or implicit notification (tell a friend or

report abuse))

This-or-that voting (choose the most

attractive option)

Reviews

Revisit

Rating

Tag

…

Details

Sentences

Reference

Vocabulary

Eyes movement, reading in

phrases

8. Core requirements (features)

Functional features

Support of the psychology of persuasion –influence

Allow interaction when read

Support reading competition

Allow using avatar

Community specific

Allow for a communication/reading manager

Read more, be more

Enforcement right

Time tracking (reading speed)

Privacy

Non-functional feature

Content sorting

Storage space

Security

10

Promoting reading through Web engagement : Dr.Thadthong Bhrammanee : The 33rd Thailand TESOL International Conference

9. Models of instruction



11

Inspired from the 3rd ICT master plan (mp3: 2009-

2014) of Singapore ministry of education*

Self-directed learning

Collaborative learning

Video conference, e-mail,

bulletin board, forum, social

media, group and

announcement, resource

sharing, newsfeed, …

• Behaviorism

• Cognitivism

Computer as a

TUTOR

• Constructivism

• Social constructivism

Computer as a

TOOL

*Source: Chai and Wang, 2010

10. Other course instruction issues



12

Facilitator

Details

A digital resource: Who, What, When, Where, Why, How

Dealing with new words – is(are) like, is(are), is(are)

similar to, making good guess

Reading an email/message

Reading with a pen nearby

Paper-based note taking –portable, hybrid-model

Skim reading VS Rapid reading –comprehension

10. Other course instruction issues (2)



13

Independent-reading engagement

Personal background knowledge

Speed

Students in the Cyber Law class 100 WPM –pleasure

reading

A shared e-portfolio

Based on topic related to main course contents




14

Stuck

Skip

Sense

Search

Speed

Image source: http://www.thai2english.com/dictionary/1263137.html

Ask question

Social network

Answer

Query

Image

Understand

Search patterns adapted from Morville and Callender, 2010




15

English for IT students

E-Commerce

Cyber law




16

SVIR: scanning, vocabulary knowledge, inference making, and response Some Issues in a Convergence between Internet Reading and Semantic Web Technologies

(Bhrammanee, 2009)

11. Content organization



17 Knowledge segmentation

User-based segmentation

· Low reading skill

· Intermediate reading

skill

· High reading skill

· Good general

knowledge

· Poor general

knowledge

Content-based segmentation

· General knowledge in

legal systems

· Personal jurisdiction and

the Internet

· Computer-related crime

act (Thailand)

· Privacy and data

collection

· Intellectual property:

copyright, patents,

trademarks, and trade

secrets

· Modern licenses

Content categorization

General knowledge tagging

· Activity

· Domain

· Form

· Type

· Product and services

· Time

· Location

Course content

Rules

NxET engine

ODD-enabled

Structured and semi-structured resources

*Source: Farmer and Glass, 2010

Great, Good, OK, Poor, Violate TOS, Illegal*

For example:

• Activity

• Iterative

process

• Exercise

• Query

11. Content organization (2)



18

“ ‘literary work’ means any kind of literary work such as books, pamphlets, writings, printed matters, lectures, sermons, addresses, speeches,

including computer programs”*

Can moderate the Copyright issue

Content area

Activity

StatementCyberLaw:Copyright

Km:partOf

CyberLaw:StudentTypeKm:endorseBy

CyberLaw:ActiveActivity_interval

Km:interval

…..

…..

…..

…..

Rules: If X appears in Y (count >= 5)

And Karma = 7)

Then Z

Else A

Implicit reputation

…..

…..

*Source: http://www.stop.in.th/webdatas/download/copyright_act_2537.pdf

11. Content

organization (3)



19

Interface Layer Browser

Access & Authentication Laye User classification

Collaborative Intelligence

and Filtering

Content personalization,

terminology search, OWL

Decorative Description tool

Application layerVideo conference, forum,

personal inbox, shared space

Transport layer TCP/IP, streaming

Legacy Integration LayerScripts to integrate

legacy data

Repository Database, reading object

Website staff, infotmant

A web-based system architecture

Adapted from: [Tiwana, 2002]

12. Usability testing



20

Participant

observation

Engaging (stay

duration, visits,

sharing)

Reading skills

Grad (per course

content)

Details

Sentences

Reference

Vocabulary

Eyes movement, reading in phrases

13. Future work



21

Computing the reader reputation

Implement the decision support system to generate

an inference result and enhance current tools

THANK YOU

Education

Promoting Reading Through Web Engagement