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Voices in Language Learning


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Published in: Technology, Education
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Voices in Language Learning

  1. 1. HEARING VOICES IN ONLINE LANGUAGE LEARNING Becoming a Webhead Seminar January 25th, 2007
  2. 2. Are you using the Internet like a book?
  3. 3. The Internet is more than a book. <ul><li>The Internet is not just a passive resource. As someone </li></ul><ul><li>commented after one of my voice online workshops, </li></ul><ul><li>“ That was amazing! I thought the Internet was just </li></ul><ul><li>something for getting information.” </li></ul><ul><li>NOT SO! This view of the Internet ignores the great </li></ul><ul><li>many opportunities for </li></ul><ul><li>interaction with others via computer mediated </li></ul><ul><li>communication (CMC) tools, </li></ul><ul><li>2) and to help create the content of the web </li></ul>
  4. 4. “ The read/write web” (Tim Berners-Lee) So therefore also the listen/speak web Picture by dwstucke
  5. 5. Movies or stage plays? (Are you making movies or just filming stage plays?)
  6. 6. ‘ pre-technology teaching’ <ul><li>Sage on the stage (drone on the throne) </li></ul><ul><li>Teacher centred: </li></ul>
  7. 7. ‘ post-technology teaching’
  8. 8. In Practice: <ul><li>We DON’T all teach the same way </li></ul><ul><li>We DON’T all teach in ‘pre-technology ways’ </li></ul>pre Internet post Internet arrival lecturers move back and forth along continuum
  9. 9. Paradigm Shift
  10. 10. WHO BENEFITS FROM VOICE? <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>
  11. 11. <ul><li>For these types of learners it definitely results in richer participation and increased levels of satisfaction </li></ul>
  12. 12. Issues (1) <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; esp using Voice Boards </li></ul><ul><ul><li>Horizon Wimba </li></ul></ul><ul><ul><li>Vaestro </li></ul></ul><ul><ul><li>Chinswing </li></ul></ul>
  13. 13. ISSUES (2) <ul><li>Structured exercises alleviate the problem of ‘lack of visible audience’ (some students find it hard to talk to a void) </li></ul>
  14. 14. ISSUES (3) <ul><li>Public v Private Space </li></ul><ul><li>Students feel strange posting in public spaces </li></ul><ul><li>Many students do not have private access to computers </li></ul><ul><li>Reduces anxiety of talking in front of an audience </li></ul>
  15. 15. Voice Tools - Synchronous and Asynchronous <ul><li>Whether using synch or asynch, good practice accommodates voice interactions that include the student as a contributor in the dialogue – a participative model ( not broadcast) </li></ul><ul><li>This is particularly important when contemplating uses for podcasting – make sure students get some airtime! </li></ul>
  16. 16. Range of Tools <ul><li>SYNCHRONOUS </li></ul><ul><li>Instant Messengers (Yahoo, MSN, AOL, ICQ, Skype) </li></ul><ul><li>Voice chat rooms (Horizon Wimba) </li></ul><ul><li>Virtual Classrooms (iVocalize, Live Classroom, Centra, Elluminate) </li></ul><ul><li>ASYNCHRONOUS </li></ul><ul><li>Voice Boards (Horizon Wimba, Vaestro, Chinswing) </li></ul><ul><li>Voice Email (Horizon Wimba, Springdoo, Vemail, Handybits) </li></ul><ul><li>Digital Storytelling (Photo Story, Movie Maker) </li></ul><ul><li>Audio Blogging (Hipcast, Gcast) </li></ul><ul><li>Podcasting (Podomatic, Odeo, Podcaster) </li></ul>THE RANGE OF TOOLS
  17. 17. HOW CAN YOU USE VOICE TOOLS? (1) <ul><li>Conferences : to deliver and participate (Webheads) </li></ul><ul><li>Teacher Education </li></ul><ul><li>With students : </li></ul><ul><ul><li>1) Live discussion with a musician about their work </li></ul></ul><ul><ul><li>Organised by Webhead Aiden Yeh (Taiwan) and Michael Coghlan (Australia) </li></ul></ul><ul><ul><li> </li></ul></ul>
  18. 18. HOW CAN YOU USE VOICE TOOLS? (2) <ul><li>With students : </li></ul><ul><ul><li>2) Small Group Discussion - Intercultural Communication </li></ul></ul><ul><ul><li>Streetlife Project organised by Webhead Anne Fox (Denmark) </li></ul></ul>
  19. 19. HOW CAN YOU USE VOICE TOOLS? (3) <ul><li>With students : </li></ul><ul><ul><li>3) Small Group Discussion - Intercultural Communication </li></ul></ul><ul><ul><li>Interviews organised by Webhead Chris Jones (Arizona, US; now in UAE); see student comments at (links to student blogs in right margin ) </li></ul></ul>
  20. 20. HOW CAN YOU USE VOICE TOOLS? (4) <ul><li>With students : </li></ul><ul><ul><li>3) Small Group Discussion – On Architecture and Urban Planning </li></ul></ul><ul><ul><li>Discussion organised by Webhead Dafne Gonzalez (Venezuela) </li></ul></ul>
  21. 21. HOW CAN YOU USE VOICE TOOLS? (5) <ul><li>With students : </li></ul><ul><ul><li>3) Oral Presentations </li></ul></ul><ul><ul><li>organised by Webhead Buthaina Al-Othman (Kuwait) </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li>4) Pronunciation Practice </li></ul></ul><ul><ul><li>5) Fluency ( ) </li></ul></ul><ul><ul><li>6) House Student work (audioblogs, podcasts) </li></ul></ul><ul><ul><li>6) Sense of Community </li></ul></ul>
  22. 22. MEDIA RICH BLOGS <ul><li> / </li></ul><ul><li>by students of Aiden Yeh </li></ul>Aiden is an EFL Lecturer, Wenzao Ursuline College of Languages Kaohsiung, Taiwan MOVIE MULTILITERACY DIGITAL LITERACY ELITERACY
  23. 23. Cutting Edge = Community Building? <ul><li>… .. the cutting edge in the language classroom is not any single tool, but a complete learning community.  …I have used various individual tools with success but have been never satisfied with each alone.  I have used email exchanges, discussion boards, wikis, surveys, and now Skype but they all leave me wanting something that will integrate all the communication in my classroom. I sense the cutting edge is in blended learning that connects both the face-to-face community and the online community that my classroom is.  </li></ul><ul><li>(Don Hinkelman) </li></ul>
  25. 25. Is this the Paradigm Shift required? COMMUNITY-CENTRIC (diagram courtesy of James Farmer)
  26. 26. Mobile Phones
  27. 27. Africa Skips the Net <ul><li>A trinity: finance, mobile phones & Africa </li></ul><ul><li>Sponsor a PayPhone Lady </li></ul>
  28. 28. CONVERGENCE: Hand Held PC + Phone + =
  29. 29. Whither Voice Technologies? <ul><li>VOIP (Voice over Internet </li></ul><ul><li>Protocol) eg Skype to Phone </li></ul><ul><li>Coupled with desktop video conferencing </li></ul><ul><li>Use with PDAs and other mobile devices </li></ul><ul><li>Is voice alone a ‘transition technology’? </li></ul>
  30. 30. Whither Voice Technologies? <ul><li>As an extra channel in 3D virtual worlds eg Vivox Second Life client </li></ul>
  31. 31. Second Life (
  32. 32. Whither Voice Technologies? <ul><li>Podcasting (lectures, interviews, instructional bytes, assignments, etc) </li></ul><ul><ul><li>Part of the personal publishing revolution </li></ul></ul><ul><li>Retrieval of info from remote databases eg Wikipedia </li></ul><ul><li>Voice recognition software will become better and better ….. </li></ul>
  34. 34. THE BOTTOM LINE: <ul><li>Every language class should have </li></ul><ul><li>A voice board </li></ul><ul><li>A virtual classroom (eg Alado) </li></ul><ul><li>An audioblog (Hipcast or GCast) </li></ul><ul><li>A podcast site (Podomatic, Odeo) </li></ul><ul><li>create Digital Stories with PhotoStory or Movie Maker and store them at places like YouTube or BlipTV; see example video </li></ul>courtesy of
  35. 35. <ul><li>thank you </li></ul><ul><li>michael coghlan </li></ul><ul><li>[email_address] </li></ul>