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Call Is Academic Session Yeh Final
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  • 1. Aiden Yeh Wenzao Ursuline College of Languages Call-IS Academic Session TESOL 2009 Denver, Colorado
  • 2. Internet English Class Thematic Podcasts Project Basic Writing Class Google Document & Ezine
  • 3. http://ue1a.pbwiki.com/ http://ue1b.pbwiki.com/
  • 4. • through a variety of activities develop and internet resources listening/speaking designed to increase and competence and confidence in reading/writing these areas fluency • Such as Digital technology (PPT, video, audio) Enhance technical • Such as Web 2.0 tools (blogs, podcast, etc) skills • Skills needed to complete language learning tasks
  • 5. Audio Recording & Editing : Audacity, Goldwave Video Recording & Editing: Digital Camera, Windows Movie Maker Audio Visual Presentation: PowerPoint, Graphics, Fonts
  • 6. Video Audio/Video Audio/Video
  • 7. Use language skills to complete task Introduced to Writing/publishing authentic blog entries and materials (local or podcasts global) Students
  • 8. Image source: http://www.cooltownstudios.com/images/web2.0.jpg
  • 9. Image source: http://www.cooltownstudios.com/images/timepersonoftheyear-you.jpg
  • 10.  social networking: wikis, communication tools, and folksonomies (based in people‟s personal content) that emphasize online collaboration and sharing among users  User-generated content on the web  Lets groups of people create, interact and edit information on the web in new ways.
  • 11. Image source: http://www.rossdawsonblog.com/Web2_framework_p3.jpg
  • 12.  In 2005, the editors of the New Oxford American Dictionary declared “podcasting” the word of the year, defining the term as “a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player”.
  • 13.  User-created media content, usually audio or video shows  Can be accessed or downloaded at any time and is made available on-demand to the listener  When we create podcasts we are in fact creating and posting an audio file to the internet  You don‟t need an Ipod to listen to podcasts
  • 14.  Authentic Audience  Encourages creativity and collaboration  Enhances effective communication skills  Enhances students‟ oral and writing skills  Engages students in their learning  Gives students a voice
  • 15. Students work in groups (5 in a group)  Create a podcast show about the assigned topic  Research and read about the topic  Decide on a podcast format [audio/video]  Pattern program based on a radio or TV talk show  Build a good storyline that will catch the audience‟s attention  Write a script  Narrative   Conversational (dialogues) Establish content  Present the Issue   Discuss and offer solutions Producing the show  Music   Visuals (for video)  Narrations, dialogues
  • 16.  The theme of the show  Script writing (editing & revising drafts)  The audience the show is aimed towards: students, general public  Deciding on sound effects and music  Commercial breaks (if any)  Choosing simple tools, necessary components, software, hardware to get you underway
  • 17.  Student-podcasters- create and produce podcasts  Present and evaluate their own work   Audience- Listen/watch podcast presentations  Provide feedback based on the quality of podcast  production Answer questions about the text/topic 
  • 18. • Modeling 1st • Setting Task Stage Requirements & Guidelines • Planning LEARNING 2nd • Writing/Editing • Recording & Stage PROCESS Producing Podcast • Final work 3rd presentation Stage • Group/self- evaluation
  • 19. AUDIO: VOICE OVER/ VIDEO BACKGROUND MUSIC IMAGES & AUDIO PODCAST
  • 20.  Themes Forever Single  Taking Care of Your Parents  Transportation in Kaohsiung  Friends & Lovers  Long Distance (international) Relationships  Capital Punishment  Working Moms  Organ donation  Taiwan‟s News Media (Quality of News Reporting)  Taiwan‟s TV Programs: Educational or Purely Garbage 
  • 21.  Students work in groups  Research about the topic  Set a storyline, length of podcast (10-15 min)  Decide on type of podcast: Audio/Video (audio/still-images, in-door/location shooting)  Write the script  Submit script draft for corrections  Edit/Revise/Finalize script  Produce Podcast
  • 22. SAMPLE OF RADIO PODCAST USED IN MOCK CLASS RADIO TV PODCAST
  • 23. Link: http://www.npr.org/templates/story/story.php?storyId=95937651
  • 24. Comment about their commercial Comment about adding TRANSITIONS
  • 25. Verb form Message lost in translation Word forms, punctuations, subject-verb agreement, etc.
  • 26. Traffic & Transportation in Kaohsiung Linda : Joyce : Vincent: Reporter #1 Host Reporter #2 Script Idea Script Idea Talk Show Idea Video Director #2 Scenario / script Venue Arranger writer #1 Photographer Vivian: Seiko : Irwandi : Cameraman Guest #1 Guest #2 Video Director #1 Script Idea Photo Editor Photographer Scenario / script Video & Audio Editor writer #2 Script Idea
  • 27. Students learn how to ask and answer questions similar to talk show programs
  • 28. Students learn how to express opinions
  • 29. Students go on location to film their video and record their dialogues or mini-documentary presentations.
  • 30. Taking care of parents/elderly Students learn how to use current events to support their arguments and discussions
  • 31. Listen, http://www.archive.org/details/UE1A_Group9_Taiwan_News What is the main message of Group 9's podcast topic? 1. Did their show provide solutions to the problem? What are the 2. given solutions? Comment on the group's podcast. 3. 3.1 What can you say about the quality of recording? Was the voice of the hosts/guests/characters loud and clear?  Was there any background noise that made it difficult to understand what  was being said? Was the pacing (speed) of the delivery (oral delivery made by the  hosts/guests/characters) too slow or too fast? 3.2 Was there any sound effects or background music used? Was it effective? In what way? 3.3 Was there anything that you like about their show? What is it and why? 3.4 Was there anything that you didn't like about their show? What is it and why? 3.5 If Group 9 is given the chance to do another presentation, what would you suggest members of Group 9 to do to make their presentation better?
  • 32. 4. 1 Search the Internet and look for the meaning of 'yellow journalism' - What is the definition of 'yellow journalism'? 4.2 Would you characterize Taiwan's news reporting as a form of 'yellow journalism'? - If so, why do you say so? Give an example of a sensationalized news report that has been the focus of attention by the Taiwanese media (it could be an old report that was sensationalized) - Include references (websites) where you got the information from
  • 33. Blog entries for podcast shows comments are for the student- viewers. You don't have to write a blog entry for your own group podcast, instead you will write a self-evaluation. Here's how:  When you write a self-evaluation, think of the strengths and weaknesses of your podcast presentation. Begin by writing what the good points are, and then work your way to discussing what aspect/s of your presentation should be changed (if there are any).  Assess whether you, as an individual member, contributed your skills and knowledge to the group, or do you think you could have done more? If so, what was it?  What did you learn in the process of producing your podcast show?  What language skills and content/technical skills do you think were enhanced in producing this project? Link: http://ue1a.pbwiki.com/Group-presenters-self-evaluations
  • 34. Student-Podcasters  Did they submit a script draft prior to  presentation? Did they make the necessary edits/changes on  the script prior to audio/video recording? Were jobs & responsibilities equally divided  among members? Was the recording done indoor or on-location?  Was the audio/video editing neatly done or  were there any rough edges on the overall quality of the podcast? COMMENT on the overall CREATIVITY of the  SHOW
  • 35. Being an ATTENTIVE AUDIENCE  Answered all the questions provided for blog  entry task Thoughtful and in-depth remarks  Written language accuracy  New words/vocabulary used in the podcasts  were carried on and re-used in blog entry to enhance vocabulary power Paragraph/short opinion-essay writing style  Blog entry encourages readers to read or visit  blog
  • 36. Image: http://www.cartoonstock.com/lowres/dcr0641l.jpg
  • 37. getting ideas, beginning to plan Final Evaluation prewriting Publish/ Series of share Publishing drafting drafts Proofreading, from peers or the Seeking revising instructor Editing feedback • aiding Ss in the actual process of writing • finding the source of their problems in creating good written texts • enabling them to overcome those difficulties
  • 38. Seeking Feedback [Google Docs, Twitter, Facebook] Drafting Editing [Google Docs] [Google Docs] Students Prewriting Publishing [Google [f2f/Yahoogroups ] Docs/Ezine] Teacher
  • 39. Publishing Editing Seeking feedback Drafting Published Essay = Product Prewriting
  • 40.  Watching news reports  Reading news articles  Discussion
  • 41. Read the news article 'DNA 'backs Austrian incent claim' 1. (see Yahoogroup's Links are for URL links) Write a 5-paragraph persuasive essay. 2. First paragraph = Introduction 1. Second paragraph = Reason 1 2. Third Paragraph = Reason 2 3. Fourth Paragraph = Refute (argue against) the opposing point of view 4. Fifth Paragraph = Conclusion 5. Essay Guide Questions: Josef Fritzl is temporarily in prison for a crime he 3. committed. He is being charged for sexually abusing his daughter, Elizabeth, and for having fathered 6 of his children (1 child died during infancy). His lawyer states that Fritzl is suffering from psychiatric problems which made him do these heinous acts. Should Fritzl then go to a psychiatric hospital or prison? If you were to judge his crimes, what sort of punishment would you give him? Would you send Fritzl to a psychiatric hospital for treatment, send him to jail for the rest of his life (Life imprisonment), or should he get capital punishment? Deadline of first draft 4. Submission guidelines: Upload your first draft to Google documents, 5. and put the URL of your document in the links area of the Yahoogroup (see Fritzl Folder).
  • 42. Meeting task requirements  Length/number of paragraphs  Answers to guide questions  Content  Understanding of the topic   Is the essay „off topic‟? Interpretation/analysis/argument  Logical, coherent   Does it make sense? Technical  Flow  Transitions  Topic sentences  Can the reader follow the flow of contents  Style (active/passive voice, etc.)   Grammar  Typos
  • 43.  Topic: Tourism  Issue: Does tourism help or hurt the environment?  Task: Write a 3-paragraph opinion essay Paragraph 1= Introduction  Paragraph 2= Body (Reasons & Support  statements) Paragraph 3= Conclusion 
  • 44. The writer talked about Mount Ali where he has spent his  winter vacation. He prove that tourism brings many benefits to Mount Ali. Unfortunately, I only could figure out one from two reason which is provided by the writer. It's better for you to make the outline in purpose to keep  it focus on the topic. For instance, the writer should be reduce the explanation about what Mount Ali is. Then, on the 2nd paragraph I found this sentence quot; In conclusion, not only does tourism benefit Alishan district with its prosperity, but is also helps the area shorten the “huge gap” with modern societies.quot; which I did not understand why the writer put this sentence in the body paragraph. My suggestion is read again your essay twice or three  times, and keep focus on the topic.
  • 45. http://www.openzine.com/aspx/homepage.aspx
  • 46. http://www.openzine.com/aspx/Zine.aspx?IssueID=1633
  • 47. http://www.openzine.com/aspx/Zine.aspx?IssueID=1631
  • 48. Iwas quite shocked when I saw my article on the screen. I feel very happy and proud because you put my article in it. Thank you very much.  Thanks so much Aiden, you have chosen my writing and put it on the Ezine. It is so awesome. Thanks a million. It so amazing.