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2 33

Barab, S.A., Kling, R. and Gray, J.H. (2004). Designing for virtual communities in the service of learning. Cambridge, UK: Cambridge University Press.

Barnett, M. (2002). Issues and trends concerning electronic networking technologies for teacher professional development: A critical review of the literature. Paper pre-sented at the nnual eeting of American Educational Research Association, New Orleans.

Chan, C. K., & Pang, M. F. (2006). Teacher collaboration in learning communities. Teaching Education, 17(1), 1-5.

Farooq, U., Schank, P., Harris, A., Fusco, J, & Schlager, M. (2007). Sustaining a community computing infrastructure for online teacher professional development: A case study of designing Tapped In. Computer Supported Cooperative Work, 16(4-5), 397-429.

Goodnough, K. (2008). Moving science off the back burner: Meaning making within an action community of practice. Journal of Science Teacher Education, 19(1), 15-39.

Johnson, C. (2001) A Survey of current research on online communities of practice. Internet and Higher Education, 4, 45-60.

Johnson, K. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-258.

Jukes, ., McCain, . & Crockett, L. (2010). Understanding the Digital Generation. CA: Corwin.

Kalantzis, M. and Cope. B (2008). New Learning: Elements of a Science of Education. Cambridge UK: Cambridge University Press.

Lock, J.V. (2006). A new image: Online communities to facilitate teacher professional development. Journal of Technology and Teacher Education, 14(4), 663-678.

Mycue, S. (2001). The professional circle. Kappa Delta Pi Record, 38(1), 113-124.

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Rovai, A. (2002). Development of an instrument to measure classroom community. The Internet and Higher Education, 5, 197-211.

Squire, K. and Johnson, C. (2000). Supporting distributed communities of practice with interactive television. Educational Technology Research and Development, 48(1), 23-43.

Wenger, E., McDermott, R., & Snyder, W.M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press.

Zhao, Y. & Rop, S. (2004). A critical review of the literature on electronic networks as reflective discourse communities for inservice teachers. Education and Informa-tion Technology, 6(2), 81-94.

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Charpak, G. (2001). , . : .

Cope, B. and Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. In D. Barton (Ed.), Literacies. London and New York: Routledge.

Cope, B. and Kalantzis, M. (2007). New media, new learning. The International Journal of Learning, 14, 173-79.

Cope, B. and Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An international Journal, 1-26.

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Kalantzis, M. (2005). Elements of a science of education. The Radford Lecture, AARE 2005. The Australian Educational Researcher, 33(2), 15-41.

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Kalantzis, M. (2011). . 1/9/2011.

Kalantzis, M. & Cope, B. (2004). Designs for Learning. E-Learning, 1(1), 38-93.

Kalantzis, M. & Cope, B. (2006). The Learning by Design Guide. Melbourne: Common Ground.

Kalantzis, M. & Cope, B. (2008a). Language education and multiliteracies. In S. May and N.H. Hornberger (Eds.), Encyclopedia of Language and Education. 2nd edition Vol.1: Language Policies and Political Issues in Education (pp.195-211). Springer Science.

Kalantzis M. & Cope, B. (2008b). New Learning: Elements of a Science of Education. New York: Cambridge University Press.

Kalantzis, M., Cope, B. & Harvey, A. (2003). Assessing multiliteracies and the new basics. Assessment in Education, 10(1), 15-26.

Kalantzis, M., Cope, B. & Arvanitis, E. (2011). : . . : . 20-22 2009, .

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Cerbin, B., & Kopp, B. (2004). Develop student learning goals. Lesson Study for

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Clayton, P. (2008). Reclaiming Performance Management. The Teacher, 14-16. Retrieved from http://www.nut.org.uk/files/March08pp14-16w.pdf

Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing student learning through effective formative feedback. Retrieved from

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5 , Performance Management (Clayton, 2008) Learning Goal (Cerbin & Kopp, 2004; Latham & Seijts, 2006) timeline (Milkova, n.d.).

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http://www.jisctechdis.ac.uk/assets/documents/resources/database/id353_senlef_guide.pdf

Kalantzis, M., & Cope, B. (2005). Learning by Design. Melbourne: Common Ground Publishing Pty Ltd.

Latham, G. P. & Seijts, G. (2006). Learning goals or performance goals: Is it the jounrey or the destination? IVEY Business Journal, May - June. Retrieved from http://iveybusinessjournal.com/topics/leadership/learning-goals-or-performance-goals-is-it-the-journey-or-the-destination#.U1Tuw_l_us0

Milkova, S. (n.d.). Strategies for effective lesson planning. Center for Research on Learning and Teaching. Retrieved from http://www.crlt.umich.edu/gsis/p2_5

Rifkin, B. (2003). Guidelines for foreign language lesson planning. Foreign Language Annals, 36(2), 167-179. doi:10.1111/j.1944-9720.2003.tb01467.x

, A. (2008). . - . Retrieved from http://repository.edulll.gr/edulll/bitstream/10795/1099/3/1099_01_oaed_enotita11_v01.pdf

Van Petegem, P., Deneire, A., & De Maeyer, S. (2008). Evaluation and participation in secondary education: Designing and validating a self-evaluation instrument for teachers to solicit feedback from pupils. Studies in Educational Evaluation, 34(3), 136-144. doi:10.1016/j.stueduc.2008.07.002

Yelland, N., Cope, B., & Kalantzis, M. (2008). Learning by Design: creating pedagogical frameworks for knowledge building in the twenty-first century. Asia-Pacific Journal of Teacher Education, 36(3), 197213. doi:10.1080/13598660802232597

Zampetakis, L. A., Bouranta, N., & Moustakis, V. S. (2010). On the relationship between individual creativity and time management. Thinking Skills and Creativity, 5(1), 2332. doi:10.1016/j.tsc.2009.12.001

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The Universal Declaration of Human Rights

Article 1. All human beings are born free and equal in dignity and rights.They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 2. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

Article 3. Everyone has the right to life, liberty and security of person.

Article 4. No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

Article 5. No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Article 6. Everyone has the right to recognition everywhere as a person before the law.

Article 7. All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.

Article 8. Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.

4 109

Article 9. No one shall be subjected to arbitrary arrest, detention or exile.

Article 10. Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

Article 11. 1. Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence.

2. No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.

Article 12. No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.

Article 13. 1. Everyone has the right to freedom of movement and residence within the borders of each state.

2. Everyone has the right to leave any country, including his own, and to return to his country.

Article 14. 1. Everyone has the right to seek and to enjoy in other countries asylum from persecution.

2. This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.

Article 15. 1. Everyone has the right to a nationality.

2. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.

Article 16. 1. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.

2. Marriage shall be entered into only with the free and full consent of the intending spouses.

3. The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.

Article 17. 1. Everyone has the right to own property alone as well as in association with others.

2. No one shall be arbitrarily deprived of his property.

Article 18. Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

Article 19. Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

Article 20. 1. Everyone has the right to freedom of peaceful assembly and association. 2. No one may be compelled to belong to an association.

110

Article 21. 1. Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.

2. Everyone has the right of equal access to public service in his country.

3. The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.

Article 22. Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co- operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.

Article 23. 1. Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.

2. Everyone, without any discrimination, has the right to equal pay for equal work.

3. Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.

4. Everyone has the right to form and to join trade unions for the protection of his interests.

Article 24. Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.

Article 25. 1. Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.

2. Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.

Article 26. 1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.3. Parents have a prior right to choose the kind of education that shall be given to their children.

Article 27. 1. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.2. Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

Article 28. Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.

4 111

Article 29. 1. Everyone has duties to the community in which alone the free and full development of his personality is possible.

2. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.

3. These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.

Article 30. Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.

2

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Write an Instant Color My World Poem

Method

Line 1Name a color

Lines 2-4Name 3 things that are that color

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Lines 5-7Name 3 things that sound like that color

1.2.3.

Lines 8-10Name 3 things that taste like that color

1.2.3.

Lines 11-13Name 3 things that feel like that color

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Line 14What can that color do?

Sample

Purplea bruise on your leg,

bunches of grapes in a bowl,a sweater that goes great with black, the sound of power,

fruit juice poured into a glassa school bell ringing, ringing

Grandmas rhubarb pie.cold medicine served up on a tablespoon squishy cough drops,

velvet covered cushionspointy tip pentel markers,

the sky before lightning startsPurple can take you for a sweet ride.

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http://www.lyricsoncall.com/lyrics/dana-winner/let-the-children-have-a-world-lyrics.html

Let The Children Have A World lyrics by Dana Winner

There is no place,For the child in your heart

As long, as you, still believe in a fairytaleAnd always know,

Deep inside, we are all the same

4 113

Let the children have a worldWhere there is no pain or sorrowWhere they all can live tomorrow

And they share a brighter dayLet the children have a worldWhere the people can be free

Where they all can join togetherAnd their hearts will share a dream

A child, wants to find,Its own place in the sunlight

Cause a child, has hope,A ray of light, in his eyes

So I want the worldTo love, every boy and girl..

Let the children have a worldWhere there is no pain or sorrowWhere they all can live tomorrow

And they share a brighter dayLet the children have a worldWhere the people can be free

Where they all can join togetherAnd their hearts will share a dream

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How do you communicate on the Internet?

Consider the following questions about e-mail communications and provide answers based on your own experiences.

Class organization: Teacher-Class

Consider the following questions about social networks and provide answers based on your own experiences.

Class organization: Teacher-Class

E-mail communication

1. Do you have an e-mail account?2. When and why did you create it?3. How often and for what purposes do

you use it?

Social networking on the Internet

1. Do you have an account in a social networking Web site? Which one?

2. When and why did you create it?3. How often and for what purposes do you use it?4. Which browser do you use?

EXPERIENCING THE NEWLearning Activity 2:

When did they come into being?

A. Read the excerpt (full picture here) about the recent history of social networking Web sites.

120

Try to mark the following statements as either true or false: Class organization: Individual

True/False activity

In 2002, the number of people who used the Internet was less than 300 millions. True False

In 2007, MySpace was the social networking site with the most visitors every month.

When Facebook was introduced, in 2004, students of Harvard had to sign some paperwork in order to use the site.

Ten days after its appearance, MySpace was attacked by a user who had broken its code.

B. Try to answer the following questions. Do some research if necessary: Class organization: Groups (4-5 Ss)

Each group is assigned two Qs from the following list and then when each group has gathered the relevant information it presents it to the rest of the class. Discussion follows.

1. What happens when a Web site is launched?2. What is another word for a Web sites users?3. What does it mean to code a Web site?4. How is the person who codes called?5. What does it mean to sign up when were talking about a Web site?6. What does it mean to sign in to a Web site?7. What does it mean to publish a tweet on Twitter?8. What are the monthly unique visitors of a Web site?

CONCEPTUALISING BY NAMELearning Activity 3:

What are they called?

Complete the following table with the appropriate name and type for each of the icons (A-I). Class organization: Pairs

ICONS NAMESWindows Live Mail , MySpace, Microsoft Office Outlook, Facebook, Yahoo! Mail, Mozilla, LinkedIn, Gmail, Windows Live Hotmail, Thunderbird

TYPES Social network, E-mail client, E-mail service

B

C

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CONCEPTUALISING WITH THEORYLearning Activity 4:

Whats the right tool for the job?

A. Visit the following links (http://en.wikipedia.org/wiki/Social_networking_service, http://www.essortment.com/understanding-email-important-features-major-email-programs-35258.html) and fill in the columns with information about the unique features of social networking applications and e-mail communication. Fill in as much of the following table as you can.

B. Discuss with your partner the features you have written down and together decide on the common ones.

Class organization: Pairs

Social networking E-mail communication

ANALYZING FUNCTIONALLYLearning Activity 5:

What does it do?

Read the following multimodal text about Outlook and find out the following information:

A. What does Outlook Social Connector do?

B. How can one use it? (Represent the information with a diagram)


122

ANALYZING CRITICALLY

Learning Activity 6:

Can you read between the lines?

Read the first two paragraphs of an article about Outlook 2010 Features and Benefits. What is the purpose of the text? Is it to report or to persuade? Provide words or group of words from the text to justify your answer.


APPLYING APPROPRIATELY


Since youre so good, help some people!

Write an e-mail to your friend who wants to check for updates and new messages in a social network. Inform him about the steps s/he should follow.

Class organization: Individual

APPLYING CREATIVELY


Enough writing already: lets go visual!

A. Now make a video using screen capturing software such as Microsoft Expression Encoder or Camstudio in order to attach it to your e-mail helping your friend to understand the procedure better.

B. After you have received your feedback, made any necessary alterations and upload it on Youtube or another video-sharing community too.

Class organization: Individual

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