D. Wang: Creative Use of Online Tools in Chinese Language Courses (X4)


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Participants will explore ways in which online technology, such as YouTube and VoiceThread, can be used in and outside of the classroom to encourage students’ enthusiasm and facilitate language learning. Participants will survey the surprising project outcomes and explore the flexible grading rubrics (i.e., those that become more rigorous as each assignment’s intensity increases). Participants will also review and critique sample student projects, learn how to create a video, and design a workable rubric to take back to his or her own classroom.

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D. Wang: Creative Use of Online Tools in Chinese Language Courses (X4)

  1. 1. Creative uses for VoiceThread in Advanced Chinese Language Courses Dan Wang dw49@duke.edu AMES, Duke University
  2. 2. Why use VoiceThread?http://www.robmillard.com/web20map.png
  3. 3. This presentation will include:The basics of VoicethreadCreative uses in and out of the classroomProject ideas and examplesAssessment rubrics Project feedbacks
  4. 4. What is VoiceThread?easy upload of images,video, audio, or Worddocumentspossibility of adding text,audio, video commentsand doodlesdistribution ofVoiceThreads toindividuals or groups.http://voicethread.com/
  5. 5. Project training and supportinternet connection for VoiceThreadaccess, uploading entries andviewing/responding to classmateswebcams /microphone to record video/audio “entries”orientation in language lab
  6. 6. Creative uses in and out of classroom Interviews with native speakers Skit project Video Journaling Oral presentation(Students were broken into groups of 3 or 4 students each )
  7. 7. The objectives of these activities To provide a platform for students to regularly voice their opinions and exchange ideas with each other after class in Chinese. To help students reflect on their learning activities and instructional materials in class. To provide a new media for students to students / instructors to students interaction in Chinese. To expose students to authentic communication by interaction with native speakers. To help students apply their newly learned knowledge and skills to real situations.
  8. 8. Project sample: interviews with native speakerspre-task: readings and questionscore task: interview a native speaker; record with Flip camcorder; upload to VTPost- task: summarize this interview on VT; view group members’ interviews, and leave comments.
  9. 9. Project sample:interviews with native speakers
  10. 10. Project sample: skit performanceChoose topic and design a public-interestadvertisementperform and record it by Flip camcorderupload to VoiceThreadview at least one ad from other groupsand leave voice comments
  11. 11. Project sample:skit performance
  12. 12. Project sample: Video Journaling Viewing oral responses viewing of classmates’ responses in-class discussions
  13. 13. Project sample: Video Journaling
  14. 14. Project sample: oral presentation In-class oral presentation Uploading to VoiceThread Viewing Self-evaluation Peer evaluation and comments
  15. 15. Project sample: oral presentation
  16. 16. Project feedbacksHow much does the project help you express ideas inChinese outside of the classroom?-Some, but helpful 84% - a lot 6%How much does the project help you make improvement inlistening comprehension?-Some, but helpful 69% - a lot 12%How much does the project help you increase yourknowledge of Chinese culture?-Some, but helpful 48% - a lot 28%How much does the project help you identify thestrengths and weaknesses of your presentation?-Some, but helpful 38 % - a lot 42%
  17. 17. Project feedbacksIt is useful to learn others’ opinions from their videopresentations.-agree 60% - strongly agree 33%The comments or feedbacks from classmates andinstructor are helpful.-agree 78% - strongly agree 22%Simulated interviews with native speakers are veryhelpful.-agree 71% - strongly agree 22%It is a good opportunity to practice Chinese inthe skit performance.-agree 45% - strongly agree 55%
  18. 18. Advantages:-good user interface, fun to make project-it is interesting to hear people’s response, it is also helpful onidentifying errors.-it was good to be able to see my presentation and be able to selfevaluate my Chinese pronunciation-very cool, easy to use-I could watch myself and see where I went wrong-has a lot of potential-I can learn my own weaknesses-allows speaking practice-let you use language outside of classroom-provides an opportunity to get a lot of feedbackDisadvantages:-100 mb upload limit-there were technical difficulties90% students would like to recommend the use of Voicethread in Chn126in the future.
  19. 19. Conclusions:Encouraging active participation in target language use regardlessof distance and space; stored-and-forward communication is easilyaccessiblePromoting the use of multiple communication modes from receptiveto productive and interpersonal, interpretive and presentationalcommunication;Providing a wide range of participation from one-to-one, one-to-many and many-to-manyMaking good use of multiple communication devices to extendmaximum language contact hours and frequency of interactionamong teachers and students and between native speakers andnon-native speakersProviding an opportunity to get a lot of feedbacks and the student’sproductive samples were collected for assessment.
  20. 20. referencesHonggang Jin (2009) Participatory Learning in Internet Web technology: Astudy of Three Tools in the Context of CFL Learning Journal of ChineseLanguage teaching Associate, 26-45Augar, N., Raitman, R. & Zhou, W. (2004). From e-learning to virtuallearning community: Bridging the gap. Paper presented at the InternationalConference on Web-Based Learning, Advances in Web-Based Learning -ICWL 2004, Beijing.Lipponen, L. (2002). Exploring foundations for computer-supportedcollaborative learning. In G. Stahl (Ed.), Computer Support for CollaborativeLearning: Foundations for a CSCL community. Proceedings of theComputer-supported Collaborative Learning 2002 Conference (pp. 72-81).Hillsdale, NJ: ErlbaumSidney L.Hagn, Tamara Stassen, Grading Classroom Oral Activities: Effectson Motivation and Proficiency Foreign Language Annals 22,No 3,1989