Video is another session. But there will be one video example.
New literacies+ever changing, disposition (teach how we were taught, good, bad) Constructivist – we learn best when we learn with others (immediate proximity) Expression and production
Continuum (telling not bad but often overused), note-taking per Hector Sanchez). How do we use the 27/26 letters, and punctuation to create new ideas. How to use transforming as a way of working with ideas but also becoming better speakers and writers. Rhetorical effect, fluency, prosodic features, etc.
Disposition: Don’t be afraid to let students know more than you do about the technology. Don’t think that just because students may be younger that they actually do know more than you do.
Facebook comments, example. Comments on hosts and in course management systems.
Storyboards (paper, spreadsheet, table in Word), Script Storyboard work well for narrative structures or concepts that can be broken down into constituent sections (which is almost anything).
Microphone image: http://www.flickr.com/photos/hiddedevries/599606659/sizes/z/in/photostream/ (Creative Commons Attribution License by hiddedevries)
Screen capture: Audacity
Screen capture: Audacity
http://tdwolsey.podbean.com/ Responding>Comments (Blog example) Peer review and response.
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Transforming Writing with Podcasts
Transforming Writing with PodcastsFeria Internacional de Idiomas Thomas DeVere Wolsey, Ed.D. Guadalajara, May 2012
Theoretical perspectives• New literacies• Constructivist traditions• Language production & expression
Writing and Other Composing Tasks•Knowledge Telling•Knowledge Transforming• Bereiter and Scardamalia (1987)
What is a Podcast?• Podcasting is online audio content that is delivered via an RSS feed*.• Podcasting is a composing task* Quoted from http://www.podcasting-tools.com/what-is-podcasting.htm
Two Dimensions• Creating Podcasts• Podcasts to Transform Writing
Podcasting Considerations• Time spent learning to use the technology• Motivation, listening skills, and interpersonal skills (Dlott, 2007)
Participants Class Age 21- Age 27- Age 26/% 32% 33+/% Class 1 18 (58%) 6 (19%) 7 (23%) (N=31) Class 2 5 (29%) 5 (29%) 7 (41%) (N-17) Combined 23 (48%) 11 (23%) 14 (29%) (N=48)Source: Grisham and Wolsey, in press, 2012
The “Fear” factor in Technology and Teaching. Pre-Course Post-Course % ChangeGroup Fear/Other Fear/OtherClass 1 25/5 (83%) 17/13 (56%) (-27%)Class 2 15/2 (88%) 6/11 (35%) (-53%)
Language Tasks• When do receptive tasks lead to expressive tasks?• In particular: – How do speaking tasks help students with written expression? Speaking>Writing – How do writing tasks help students with spoken expression? Writing>Speaking
Transforming Writing with Podcasts• Proof-revising (Dlott, 2007)• Writing a script or storyboard (Wolsey & Grisham, 2012)• Peer review and response –Audience – http://voicethread.com/share/2665115/
Implications for Teachers• Podcasting with scripts may provide more accessibility – Students can hear and read what others compose.• Proficiency with technology for personal uses to their roles as students or teachers may not transfer automatically.
Implications for Students• Composing opportunities –Using scripts and storyboards• Presenting• Constructing knowledge –Podcasts as texts
Podcast Steps1) Compose the podcast2) Record it and save it on your computer3) Upload it to a podcast host4) Share: You can add it to your blog, Facebook page, or send to your Twitter followers
1) Compose the podcastComposing 2) Record it and save it on your computer 3) Upload it to a podcast host 4) Share it
1) Compose the podcast Recording 2) Record it and save it on your computer 3) Upload it to a podcast host 4) Share itCreative Commons Attribution License by hiddedevries
1) Compose the podcastRecording 2) Record it and save it on your computer 3) Upload it to a podcast host 4) Share it
More resources• Podcast Alley http://www.podcastalley.com/index.php• iTunes http://www.apple.com/itunes/download/• Podcasting on CNN http://www.cnn.com/services/podcasting/
Contact• Thomas DeVere Wolsey, Ed.D. – Walden University – email@example.com http://www.delicious.com/stacks/view/RWaKOb
ReferencesBereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.Davis, A. & McGrail, E. (2009). “Proof-revising” with podcasting: Keeping readers in mind as students to and rethink their writing. The Reading Teacher, 62(6), pp. 52-529. doi: 10.1598/RT.62.6.6Dlott, A. M. (2007). A (pod)cast of thousands. Educational Leadership, 64, 7, 80-82.Wolsey, T. D. & Grisham, D. L. (2012). Transforming writing instruction in the digital age: Techniques for grades 5-12. New York, NY: Guilford