Web 2.0 and mobile devices in language learning and teaching

Web 2.0

• Twitter and microblogging
• Twitter for language learning: reading tweets (blog post)
• Wikipedia, Wikitravel and other wiki-based projects
• Simple English Wikipedia in Language Lessons (blog post)
• Wikitravel and other wikis – students as authors (blog post)
• Google Street View
• Google Maps Street View for Language Learning (blog post)
• GPS navigation devices for language learning (blog post)

Mobile Learning

• Mobile language learning (blog post)
• Exploring out-of-class learning, mobile devices and Dogme language learning (blog post)
• Augmented Reality Language Learning – Discussion in Second Life (blog post)
• Augmented Reality Language Learning – virtual worlds meet m-learning (blog post)

3D Virtual Worlds

• Second Life and other 3d virtual environments
• VirtualQuests: Dialogic Language Learning with 3D Virtual Worlds
• Dogme for Virtual World Language Learning (Presentation at SLanguages 2009) (blog post)
• Second Life as a Social Learning Environment (Presentation at SLanguages 2009) (blog post)
• How To Add 3 D To Language Classes (blog post)
• 3D Virtual Tourism for Language Learning: The Forbidden City (blog post)
• 3dxplorer – 3D Virtual Environments Tool (blog post)
• Lively is Dead – So HangOut.net (blog post)
• Google Lively (blog post)
• Exit Reality – 3D Virtual Experiences for Everyone (blog post)
• SurReal Quests: Enriched, purposeful language learning in Second Life
• SurReal Language Quests (blog post)

Collaborative Tools

• Wiks and Google Docs
• Google Wave for Language Learning (blog post)
• Twiddla: collaborative graffiti in a language lesson! (blog post)
• Scribblar – Another Online Whiteboard (blog post)
• Dabbleboard – Online Whiteboard (blog post)

Textbooks 2.0

• Are Textbooks Still Relevant in a Web 2.0 World? (blog post)
• Dictionaries, Phrases and Language Learning (blog post)
• Personalizing the Phrasebook (blog post)

Emergent Syllabus: a curriculum for dialogic language learning

This syllabus combines a structure that is normally available from a textbook with a dialogic learning approach. It does not establish which language will be acquired; instead students and teachers work with topics and situations to allow new language learning opportunities to emerge.

• A blog post introducing the Emergent Syllabus project.
• A guide for teachers to teach with the emergent syllabus.
• A guide for students to gain the most from the emergent syllabus.
• Suggested topics for Pedagogical conversations based around the learner's experiences and perspective.
• A template for creating new lesson plans for simulations. It includes suggestions for situations and topics.
• Lesson plans for real-life situations to practise: at the train station; getting a haircut; at a cafe.

Dogme: dialogic language learning and teaching: a curriculum for dialogic language learning

Dogme or “unplugged” language teaching is based on dialogic language learning. It uses classroom conversation (rather than published materials) to allow language learning opportunities to emerge from the dialogue. It is well suited to teaching and learning with web 2.0 technologies.

• Dogme language teaching: an introduction
• What makes a conversation pedagogical? (blog post)
• Dogme 2.0: What “Teaching 2.0” Can Learn from Dogme ELT? (blog post)
• Dogme 2.0: relevance, motivation and communication (blog post)
• Dogme 2.0 guidelines ("vows") (blog post)
• Dogme and Virtual World Language Learning (blog post)