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Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
Integrating Voice
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Integrating Voice

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Presentation for BAW 2008 seminar. Accompanying website at http://users.chariot.net.au/~michaelc/fll/vol_resources.htm

Presentation for BAW 2008 seminar. Accompanying website at http://users.chariot.net.au/~michaelc/fll/vol_resources.htm

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  • Thank you for this great presentation, Mike! It's been engaging, precise, enlightening to everybody.
    And thank you for the final gift, your song ;-)
    Look forward to meeting you f2f,
    Rita
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  • Transcript

    • 1. INTEGRATING VOICE TECHNOLOGIES INTO EDUCATIONAL PRACTICE Michael Coghlan January 2008 Becoming a Webhead Seminar
    • 2.  
    • 3. <ul><li>Four most common forms of voice communication on the web (Jan, 2008) </li></ul><ul><ul><li>Skype and Instant Messengers (YM, MSN) </li></ul></ul><ul><ul><li>Podcasting </li></ul></ul><ul><ul><li>Virtual Classrooms/Web Conferencing (Elluminate, Centra, iVocalize) </li></ul></ul><ul><ul><li>Asynchronous Discussion Boards (Wimba, Vaestro, Voicethread) </li></ul></ul>
    • 4. NEW PRACTICES PROJECTS <ul><li>Beyond Text (2005) </li></ul><ul><li>http:// btresource.flexiblelearning.net.au/index.html </li></ul><ul><li>Media on the Move (2006) </li></ul><ul><li>http:// mediaonthemove.flexiblelearning.net.au / </li></ul>
    • 5. TARGET GROUPS <ul><li>English as Second or Other Language Learners (ESOL) </li></ul><ul><li>Low level literacy </li></ul><ul><li>Those with little recent formal learning experience </li></ul><ul><li>Those with poor keyboard skills </li></ul><ul><li>Those who prefer an auditory style of learning </li></ul>
    • 6. Global Conclusions <ul><li>Relatively easy to train people in the use of voice tools – PC skills in the general population higher than you might think </li></ul><ul><li>For types of learners targeted in this project it definitely results in greater participation and satisfaction – for them it was quicker and easier </li></ul>
    • 7. Global Conclusions <ul><li>Saves times for students, but NOT for teachers </li></ul><ul><li>Allows for individual monitoring/feedback/encouragement in ways not hitherto possible </li></ul>
    • 8. ISSUES: <ul><li>Public v Private Space </li></ul><ul><ul><li>Students feel strange posting in public spaces </li></ul></ul><ul><ul><li>Many students do not have private access to computers </li></ul></ul><ul><li>Reduces anxiety of talking in front of an audience </li></ul><ul><li>Tip: use a collaborative approach if students are posting in a public space </li></ul>
    • 9. ISSUES: <ul><li>Voice allows for complex tone (compared to uniform tone of written text) </li></ul>
    • 10. Complex v Uniform Tone <ul><li>Using voice in online and elearning environments has been slowly but surely creeping into the educational landscape for several years now. Pioneers of online voice technologies were using them as early as 1997, but the proliferation of the range of available tools and the increase in the speed of Internet connections has made it possible for any teacher with a simple microphone to easily augment their teaching methodologies with online voice tools. </li></ul>
    • 11. Asynch Synch Oral Written Dialogic Minimalistic Reflective; combination of dialogic and monologic Most structured form of communication COMMUNICATION AXIS
    • 12. COMMUNICATION AXIS Asynch Synch Oral Written
    • 13. Other Tools for Threaded Conversations <ul><li>Chinswing </li></ul><ul><ul><li>example (advanced EFL listening) </li></ul></ul><ul><li>Vaestro </li></ul><ul><li>MyChingo (by Mobatalk) </li></ul><ul><ul><li>example </li></ul></ul><ul><li>VoiceThread </li></ul><ul><ul><li>Voice Thread example </li></ul></ul><ul><ul><li>another example </li></ul></ul>
    • 14. AUDIOBLOGGING <ul><li>Phone blogging (mobile or moblogging) </li></ul><ul><li>Recent examples in blog at http://mikecogh.blogspot.com/ done using Hipcast ( http://www.hipcast.com/ ) now available @ US$5/month </li></ul>
    • 15.  
    • 16. Media on the Move <ul><li>How can you use podcasting? </li></ul>
    • 17. Online Casting (Media on the Move) – Issues: <ul><li>Production – who? How? Why? What? </li></ul><ul><li>Uploading (ftp) </li></ul><ul><li>Storage – space? How long? </li></ul><ul><li>Bandwidth </li></ul><ul><li>Students – consumers or creators? </li></ul><ul><li>RSS feeds (subscription) </li></ul><ul><li>Ownership/Copyright </li></ul>
    • 18. Online Casting (Media on the Move) – Solutions: <ul><li>Whole system solution </li></ul><ul><ul><li>Lectopia </li></ul></ul><ul><ul><li>Podzone </li></ul></ul><ul><ul><li>Wimba Podcaster </li></ul></ul><ul><li>Program Specific Solution </li></ul><ul><ul><li>Gipps </li></ul></ul><ul><li>External space </li></ul><ul><ul><li>Podomatic, Odeo (web) </li></ul></ul><ul><ul><li>Hire server space </li></ul></ul>
    • 19. “ iPod therefore I am” (Steve Jobs, Apple CEO) <ul><li>“ You pod therefore you learn English”? </li></ul><ul><li>NO…… </li></ul><ul><li>“ I pod I listen music!” </li></ul>http://www.hofstra.edu/images/adm_freshmen_student.jpg
    • 20. Current Practice – what is being podcast? <ul><li>Lectures </li></ul><ul><li>instructional training materials for the workplace </li></ul><ul><li>Interviews with experts or industry figures ( Can be recorded long distance using Skype ) </li></ul><ul><li>Languages - foreign languages, ESOL/ESL (e.g. </li></ul><ul><li>http://pod- efl.wikispaces.com/ELTPodcastProjects </li></ul>
    • 21. Current Practice – what is being podcast? <ul><li>Oral activities (e.g. Who Said? Literature Game ) </li></ul><ul><li>Music education </li></ul><ul><li>Oral reporting and presentations by students </li></ul><ul><li>Learner-created radio programs (e.g. Room 208 ) </li></ul><ul><li>For more possible educational uses see </li></ul><ul><li>http://seanfitz.wikispaces.com/educational+uses+of+podcasting </li></ul>thanks to Sean Fitzgerald for this list
    • 22. What are YOU podcasting?
    • 23. What makes a good podcast?
    • 24. What makes a good podcast? <ul><li>Keep them brief. Anecdotal info says about 8 mins is ideal; definitely less than 20 mins. (However, many popular radio podcasts are about 1 hour duration….) </li></ul><ul><li>Interview/discussion format works well (beware background noise!) </li></ul><ul><li>Use music as backdrop, or to connect segments (suitable music available at http://freeplaymusic.com/ ) </li></ul><ul><li>To script or not to script? </li></ul>
    • 25. More Podcasting Resources <ul><li>See http:// users.chariot.net.au/~michaelc/vol/pod_wshop.htm </li></ul>http://farm2.static.flickr.com/1159/1460848008_30bc3b72cf_m.jpg
    • 26. Other Uses for Voice
    • 27. NEW PRACTICES PROJECTS <ul><li>Beyond Text (2005) </li></ul><ul><li>http:// btresource.flexiblelearning.net.au/index.html </li></ul><ul><li>Media on the Move (2006) </li></ul><ul><li>http:// mediaonthemove.flexiblelearning.net.au / </li></ul>
    • 28. Other Resources <ul><li>Exploring the Use of Voice Online </li></ul><ul><li>http:// users.chariot.net.au/~michaelc/fll/vol_resources.htm </li></ul><ul><li>A year’s inquiry: </li></ul><ul><ul><li>Informal: http://users.sa.chariot.net.au/~michaelc/fll/blog.htm </li></ul></ul><ul><ul><li>Formal: </li></ul></ul><ul><li>http://www.elearn.wa.edu.au/kt/edition05/html/npra_michael_coghlan.html </li></ul><ul><li>http://users.chariot.net.au/~michaelc/mater/easy_voice.htm </li></ul>
    • 29. ANY QUESTIONS? COMMENTS? [email_address] http://users.sa.chariot.net.au/~michaelc/

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