A borderless classroom? Pocasting in Moodle*1


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Graham Stanley says that Podcasting can create a borderless classroom. I would like to find out whether or not that is the case. I'll start the presentation by giving a quick overview of my teaching context, go on to say a little bit about why I have chosen this particular courseware and the affordances I feel my learners can gain from it, finally I'll talk about how my courseware has been blended to help learners effectively improve their speaking and listening skills with particular reference to the approaching exams. Qs welcome at the end.
  • A borderless classroom? Pocasting in Moodle*1

    1. 1. A borderless classrooom? Podcasting in Moodle
    2. 2. Overview 1 – My teaching context 2 – Learner profile 3 – A change of scene 4 – Issues of context my courseware will address 5 – Affordances of podcasting 6 – Choice of blends 7 – Questions 8 - References
    3. 3. My teaching context * UK FE education college * Adult learners * Long courses, minimal contact teaching time * Materials available (coursebooks, networked PCs, some smartboards, digital recorders)
    4. 4. Learner profile * Learners are at level 1 (CEFR = B2) * Highly intrinsically motivated * Hoping to progress to Access to HE or IELTS * Minimal experience with technology
    5. 5. A change of scene <ul><li>Old college (1934) to be demolished in August. New College to open in September
    6. 6. Paperless workplace (!!)
    7. 7. Change of exam boards </li></ul>
    8. 8. Issues of context courseware will address <ul><li>Motivation </li><ul><ul><ul><li>“ Podcasting has the potential for creating intrinsic and extrinsic motivation (O'Bryan and Hegelheimer 2007)
    9. 9. “ Students who produce podcasts for assessed tasks will probably take more care with preparation, knowing that it could potentially be listened to by people all over the world.” (Stanley 2005) </li></ul></ul></ul><li>Assessment preparation </li><ul><ul><ul><li>Specific request for examples of examination topics and of past examinations. </li></ul></ul></ul><li>Further practice </li><ul><ul><ul><li>“ Podcasting can be used to increase a student's time allocated to language learning and while doing so provide a meaningful experience that is motivating and stimulating.” (McMinn </li></ul></ul></ul></ul>
    10. 11. Choice of blends <ul>* /Audacity/PodOmatic/VLE www.1voice2speak.podomatic.com <li>* Easy to embed
    11. 12. * One click download
    12. 13. * Record directly – no complicated publishing process
    13. 14. * Moodle allows communicative follow-up tasks.
    14. 15. e.g. - www.wallwisher.com/wall/bcclevel1Beve </li></ul>
    15. 17. Questions
    16. 18. References * O'Bryan, A and Hegelheimer, V. 2007. Integrating CALL into the Classroom: the Role of podcasting in an ESL Listening Strategies Course ReCALL 19(2) 162-180. * Stanley, G. 2006. Podcasting: Audio on the Internet Comes of Age. TESL-EJ 9(4) * Stanley, G. 2005. Podcasting for ELT. Available at www.teachingenglish.org.uk ) * McMinn, S. Podcasting possibilities: increasing time and motivation in the language learning classroom. (Available here )