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Web 2.0 and Podcast - Group2 UFMG - 2011

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This is a Set of slides created by Pos-graduate students from the Language college of Universade Federal de Minas Gerais - UFMG - Brazil. This presentation holds concise and objective information …

This is a Set of slides created by Pos-graduate students from the Language college of Universade Federal de Minas Gerais - UFMG - Brazil. This presentation holds concise and objective information about digital technology internet brings us today such as Web 2.0 and Podcast. Hope you like it!

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Transcript

  • 1. Aprendizagem de Língua Inglesa Mediada por Computador. Professor Reinildes Dias Group 2: Leandro Machado Mariana Ribeiro Niala Aleixo Valquíria Carbonieri
  • 2.
    • The information silo premise of the Web 1.0 is now gone!
    • The Web 2.0 of today has everyone interacting and contributing.
    • OpenSource format
    • It facilitates collaboration and sharing between users.
    • It is the network as platform, spanning all connected devices (O’Relly 2004)
  • 3.
    • Web 2.0 is about data first;
    • The development of Web 2.0 brings together three parallel streams of development:
    • Technology stream
    • Application Stream
    • Socialization Stream
  • 4.
    • How will it affect you as a parent, teacher, student, business person or casual user?
    • Internet navigation has become easier;
    • Speed of reading increased: Users learn how to adapt their reading according to this new digital trend;
    • Develop higher order thinking skills: That helps people enhance skills such as remembering, understading, analyzing, etc.
    • Increased participation and creativity: Digital resources are presented more efficiently
    • Current retrieval updated; Web 2.0 services are organized in reverse chronological order, users can search the blogosphere like never before.
  • 5.
    • Federal and State law´s regulation: Prohibiting the publishing of children´s names and pictures as well as their access to obscene content online;
    • Safety is also about responsibility;
    • Filtering of Web 2.0 sites: Schools will need to evaluate each site on case-by-case basis;
    • We need to educate our children and youth about privacy, trust, and the World Wide Web.
  • 6.
    • The digital world is rapidly changing around us;
    • Society as a whole cannot ignore the massive changes taking place on the internet;
    • If parents, educators and current worforce, do not keep pace with the technology that young people use on a daily basis, they risk becoming irrelevant and will have little or no impact on the future of society as a whole.
  • 7.
    • New word: iPod + Broadcasting.
    • Ability to deliver content to MP3 player or desktop computer synchronized with Windows Media Player, Apple iTunes or RealOnePlayer.
    • Transmission of pre-recorded content via the Internet.
    • Files can be retrieved from an Internet connection anywhere in the world.
  • 8.
    • Podcast users control what, when and where they utilize it.
    • Descendant of weblogs but different on the formats and delivery methods of the information.
    • Podcast is an audio blog.
    • It aggregates programs from multiple sources.
    • Flexible: do not have to satisfy advertisers.
    • Its success is attributed to millions of portable MP3 players.
  • 9.
    • Podfathers of podcasting community:
      • Adam Curry – MTV video jockey
      • Dave Winer – developer of the RRS 2.0 especification
    • 10/2003 – Winer organized the first Bloggcon conference
    • 11/2004 – Curry launched the podcast concept
    • 10/11/2004 – Podkey (first phonetic search engine)
  • 10.
    • May of 2005: Book Podcasting : the Do It Yourself guide by Todd Cochrane.
    • June of 2005: Apple announced support for podcast in its iTunes software.
    • Big Media recognized podcasting potential.
    • Most nationwide news programs are now available in podcast format.
  • 11.
    • It involves students and family members.
    • Many schools offer broadcasts of board meetings, daily news in audio.
    • Ways in which teachers can use podcasts include:
      • Summarize lessons for students and parents;
      • Look for content to teach with;
      • Explore issues of teaching and learning in the 21st century;
      • Share knowledge,insights and passions for teaching and learning;
  • 12.
    • Students use podcasts to:
      • Share research findings, poetry and creative writing;
      • Debate issues and opposing viewpoints;
      • Communicate in foreign languages;
      • Apply topics and concepts to the world events.
    • Universities and Apple:
      • patnership for hosting and distributing audio and video lectures as podcasts.
    • Many schools have thousands of hours of podcasts available for students use.
  • 13.
    • Once a desired podcast is located, in order to receive it, podcatcher software needs to be loaded on the computer. Podcatchers download podcast files by reading information contained in a RSS file, extracting different information from the same RSS file, and then displaying it on the software interface in human-readable format.
  • 14.
    • Many podcasters have set up podcast-specific RSS feeds identifiable with white-on-orange icons. When a desired podcast is found, locate the links to the RSS feed necessary to add to your podcatcher application . To add the Web site’s RSS feed, all one has to do is copy that URL and paste that information into postcast-supported client’s Add Feed window.
  • 15.
    • Not only do students listen to educational podcasts as consumers, but they also can produce their own. In the development of their own podcasts, students learn to research, plan, and write their scripts in advance, plus complete multiple audio takes before they’re satisfied that the quality is good enough broadcasting.
  • 16.
    • For several years, K12 Handhelds, Inc. ( http://www.K12handhelds.com/podcasting ) has led the way in providing schools with integrated solutions for mobile technology use in K-12 education.
    • Learning Out Loud( http://www.learnoutloud.com ) is a Podcast Directory containing freee educational content that are selected to instruct, inspire, and enlighten the listener.
    • Two recent books specific to podcasting in the classroom are Kidcast: Podcasting in the Classroom by Dan Schmit and Educator’s Podcast Guide by Bard Williams. Handheld Computers in Schools and Media Centers by Ann Bell.
  • 17.
    • The laws covering copyright, offensive material, and libel are complex. Schools, like individuals, must take steps to ensure that their published podcasts do not infringe any existing copyright and that the content cannot be considered offensive or libelous.
    • The use and exchange of music over the Internet has been one of the most complex issues users face. To use music in a podcast, creators have three options:
      • Arrange for music licenses that cover performance rights and royalties;
      • Use royalty free music (carefully check the conditions of use);
      • Create your own original music (you are then the copyright owner).
  • 18.
    • The creator of podcast is the copyright owner of that podcast. The words that a person speaks belong to them even if they are a minor. When they are published as a work, they are protected under copyright laws. By placing a copyright symbol and date on their work (or copyright element information within the RSS feed or MP3files’ ID3 tags, work can be properly attributed to the owner of the intellectual property. Just as students and adults are expected to respect the copyright laws of the music producers, so also the students’ work should be respected for its copyright ownership.(Handheld Computer 73-74)
  • 19.
    • It is necessary:
    • To have free space to produce on the computer hard drive.
    • To line in/out jack should be capble of creating and receiving a podcast.
    • A full feature USB or Fire Wire audio digital converter provides more flexibility and higher quality sound.
  • 20.
    • First create an MP3 audio file an audio editing software to edit the files and include or sound effects. Podcasts are generally recorded in either mp3 or AAC formar for the Apple.
    • Audacity ( http://audacity.sourceforge.net ) - a free, cross plataform, audio recorder and editor - enables users to record live audio using their computer`s sound input and then do simple editing to the recording and export its as an mp3 file.
    • Quick time 7 Pro on Mac OS X is a program to record a podcast.
  • 21.
    • Level: Advanced
    • Teacher should divide the class in five groups (a, b, c ,d, e). Each group will listen, at home, different podcasts (determined by the teacher). And the members of a group will listen to the same podcast.
    • At home: First students will access the sites http://www.eslpod.com/website/index_new.html
    • http://newsroom.blogs.cnn.com/ and listen to their podcast:
  • 22.
    • In the class: The teacher should form new groups, putting member of a different group togher (Example: Group 1 with one integrant of groups a, b, c, d and e) and each student will tell to the new group about the podcast listened:
    • What is the main topic? What does the poscast say about it? What did you understand?
  • 23.
    • Podcast was first designed strictly for entrainment, but it is now used for many different areas as a tool to share content with a possible listeners alongside professional brodcasters.
    • Subscribing to poscasts allows one to collect programs from a variety of sources for listening or viewing offline at whatever time and place you choose.
  • 24.
    • The main reason for the overnight success of the podcast is attributed to the millions of portable mp3 players with gigabytes of empty storage being used by young people.
    • MP3 music and speech have been avaible over the internet for several years, but using RSS feeds podcasting makes it simple for individual to record an dupload their own programs users to subscribe to.
  • 25.
    • Podcasts are an excellent way to promote school activities. It also enables families to stay connected with their child`s school activities through teachers daily and weekly podcasts summarizes lessons for students and parents.
    • The use of podcasts should be monitored by teachers since inappropriate podcasts may appear in their list and educators should also request permission and inform parents when students will be publishing.
    • Schools, like individuals, must pay atention to ensure that their published podcasts do not infringe any existing copyright and that the content cannot be condired offensive or libelous.

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