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Presentation Amsterdam 2006
Presentation Amsterdam 2006
Presentation Amsterdam 2006
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Presentation Amsterdam 2006

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Presentatietekst (Engels) voor 'The 20th ESP conference The eMagic of Learning and Teaching' in Amsterdam (2006)

Presentatietekst (Engels) voor 'The 20th ESP conference The eMagic of Learning and Teaching' in Amsterdam (2006)

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  • 1. The 20th ESP conference ‘The eMagic of Learning and Teaching’ Amsterdam 11 March 2006 Web in de Klas - Voicemailboard How to enhance CSCL-projects with Asynchronic Speech? Peter van Rees Erwin de Vries Introduction by Alessandra Corda [Sheet 1] How to enhance CSCL-projects with Asynchronic Speech? [Sheet 2] Who are we? Peter van Rees – Application manager at the University of Groningen Erwin de Vries – teacher of German at Willem Lodewijk Gymnasium in Groningen and freelance translator for German. I also write course books for secondary schools and higher education. Since 1998 we have been running a sound recording studio with a focus on educational audio called Studio de Lat, working for major educational publishers in the Netherlands, and participating in a European network of similar studios. [Sheet 3] What’s a voicemail board? You all know what a discussion forum is. There are plenty on the internet, and they all deal with written content and to a certain extent allow for adding other content such as images and emoticons. Our voicemail board allows you to record spoken content, in addition to written content, images and such. We will show you some examples later on. You don’t need any additional software on your own computer; a modern browser with commonly available - and free - plug-ins such as Java and Flash is enough. To record your voice you’d need a microphone, and of course for playback you need a simple speaker set or a headset. The recordings remain available on the server, and can be played back at any time you choose. This also means that these audio files can be downloaded as mp3 files to your hard disk, or reused in an electronic learning environment or a website, or sent by mail etcetera. It’s also possible to download play lists of the recordings at forum, thread or message level, for example as a pod cast, an RSS feed or an mp3 play list.
  • 2. Since November 2005 we’ve used the voicemail board at school, for various purposes such as specific language exercises, conversations, and one of the most spectacular applications: dialogues between Greek and Dutch students. We’ll continue with this example. [Sheet 4] Voicemail board and school exchange On the picture you’ll see Fotini Karagiauri. She’s a teacher of German at the Second Piramatiko Gymnasium, Thessaloniki in Greece. We met during an exchange project called Mediterrania, organized by the Goethe Institute. This project consisted of students sending each other letters. From these letters the students had to deduce in which country and city the fellow students live. At that time these students where from the second grade (13 or 14 years old). Especially with Fotini this project continued beyond the exchange program, and we exchanged far more than the compulsory 4 letters. After we developed the voicemail board, we conceived the idea of a school exchange with this medium. Although Fotini lived in Greece, I thought of her because of her enthusiasm for the teaching and the use of the internet. We developed the ‘Wer bin ich’-project (who am I – where do I stand), with the aid of Alessandra Corda. The purpose of this project was that students had to recognize each other on a photo. At first we did this for the fourth grade students (15 to 16 years old), and currently we’re conducting a similar assignment with second grade students. Step 1: students introduce themselves according to a set of criteria (example Dimitris and Pamela) Step 2: they listen to the introductions and ask for more details Step 3: they describe themselves on the photo and the counterpart tries to find them on the photo Here you’ll see a video of Bianca, who’s recording a message for a Greek student. As you can imagine, this is a motivating and challenging way of dealing with language learning for students and teacher. [Sheet 5] Speech practices Now we will show you some other uses of the voicemail board for language education. 1 Answering machine: students leave a message on the answering machine of an imaginary native German. This person then responds, and the students in their turn reply again.
  • 3. 2 Route directions: a map of a city center is shown, and a stranger in town asks for the directions to a certain building in this particular city. The students now have to give route directions to this person. 3 Prepared telephone calls: Students respond by phone to a job advert in a newspaper. They have to make an appointment for a job interview with the other person on the line. Both roles are played by students of the second grade in their first year of learning German. [Sheet 6] Integration with other media As you might have seen already, the Voicemail board has several options to integrate multimedia. The examples are Text: the text editor allows you to enter text, copy/paste text and layout this text with text decorations, colours tables, lists etc. Image: we’ve already seen some examples of using images in the text message. The images have to reside on the internet. MP3-Sound: you can integrate any mp3 on the internet in the text editor. This mp3 will then be shown in an embedded player on the voicemail board. In this example you’ll hear the beginning of a fairytale. Flash Film: Just like mp3 you can integrate flash video in the text editor. This video will be shown in an embedded video player on the voicemail board. In this example you’ll see a TV item about a pop group from former Eastern Germany. External links: and of course you can link to anything on the internet, such as a wmv or mpg file. [Sheet 7] Demonstration with attendees We would like to do a small demonstration with one of you. Would you like to give it a try? (Iemand aanwijzen) [Sheet 8] Questions

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