This document summarizes the Linguacast Project at Newcastle University, which created an online language learning podcast site and used it for the Schools' Enterprise Euromarché project. The Linguacast site demonstrated how podcasts could be used for language teaching by providing recordings in various languages. It received funding to create content and was later used to provide vocabulary and language skills for 51 schools participating in the Enterprise Euromarché event. The project showed that podcasts allow convenient, open access to up-to-date language learning materials for both classroom and independent use.
The document discusses the use of podcasting in higher education based on three articles. Podcasting can increase flexibility by allowing students to access course material anywhere and anytime. It also enhances learning when used interactively, such as by having students create their own podcasts. Several universities discussed are using podcasting in creative ways, such as for language learning, distributing campus information, and facilitating online course discussions.
Mixed approach blended learning as a theoretical framework for the applicati...suhailaabdulaziz
This document summarizes a research study that explored using podcasts to enhance English language learning through a blended learning approach. The study involved 29 English major students attending evening classes who listened to podcasts for English practice over 6 weeks. Students chose podcasts on topics of their choice and interest. Surveys and interviews assessed students' perspectives on using podcasts, finding they were highly motivated and that podcasts provided an authentic context and learning flexibility. The study concluded that podcasts can effectively support English learning when integrated into a blended learning framework that combines online and classroom instruction.
Computer-assisted language learning (CALL) involves using computers to support and enhance language teaching and learning. CALL encompasses issues related to materials design, technologies, pedagogical theories, and modes of instruction. CALL materials can be either generic software adapted for language learning, or software designed specifically for language learning. The history of CALL began in the 1960s with mainframe computers used for drill-and-practice activities. CALL expanded in the 1980s with the rise of microcomputers and word processing. Today, CALL utilizes various technologies like the Internet, blogs, podcasts, and more. Related disciplines include human-computer interaction, instructional technology, psychology, and applied linguistics.
This document discusses podcasting and its uses in education. It begins by defining podcasts and their advantages for learning, such as being accessible anywhere and anytime. It then discusses several studies that examined using podcasts in higher education courses. Generally, the studies found that podcasts were useful for allowing students to review lectures they missed or helping with exam preparation. However, students still valued in-person lectures and interaction with instructors. The document concludes by suggesting podcasts could benefit large undergraduate courses by ensuring all students can access lectures, while not replacing valuable in-class time.
Distance learning involves teaching students who are separated from the instructor by location and/or time. It can be facilitated through various technologies like television, audio, and the internet. Television can engage viewers and present information visually, while audio instruction does not require advanced technology skills. When using the internet, users should follow netiquette guidelines which include respecting others' privacy, using appropriate language, keeping discussions on topic, and properly citing sources to avoid copyright issues. Copyright protects original creative works and is important to respect intellectual property rights.
Dyslexia and dysgraphia make reading and writing difficult for some students. Podcasting and vodcasting can help by making educational materials more accessible through audio and video. Podcasting involves broadcasting audio files over the internet, while vodcasting adds video. In the classroom, teachers can use podcasts and vodcasts to create accessible materials for students with disabilities, flip classrooms, and engage digital native students. Students benefit by developing independent learning and technology skills. Creating podcasts and vodcasts helps students improve various skills like listening, researching, and public speaking. All that is needed is audio recording software, a microphone, and a platform to publish the content. Care must be taken regarding copyright and creative commons licensing when including outside
This document discusses using Hot Potatoes, an authoring tool for creating interactive language exercises, in an English language vocational training course. It outlines how Hot Potatoes was used to create quizzes and activities on technological topics that provide language practice for students in fields like computer science and electronics. Examples of exercises cover areas like app development, innovation with devices like Google Glass, and the social implications of technology. Tips are provided on customizing exercises, hacking Hot Potatoes, and preparing exercises for newer standards to extend the life of the authoring tool.
The document discusses the use of podcasting in higher education based on three articles. Podcasting can increase flexibility by allowing students to access course material anywhere and anytime. It also enhances learning when used interactively, such as by having students create their own podcasts. Several universities discussed are using podcasting in creative ways, such as for language learning, distributing campus information, and facilitating online course discussions.
Mixed approach blended learning as a theoretical framework for the applicati...suhailaabdulaziz
This document summarizes a research study that explored using podcasts to enhance English language learning through a blended learning approach. The study involved 29 English major students attending evening classes who listened to podcasts for English practice over 6 weeks. Students chose podcasts on topics of their choice and interest. Surveys and interviews assessed students' perspectives on using podcasts, finding they were highly motivated and that podcasts provided an authentic context and learning flexibility. The study concluded that podcasts can effectively support English learning when integrated into a blended learning framework that combines online and classroom instruction.
Computer-assisted language learning (CALL) involves using computers to support and enhance language teaching and learning. CALL encompasses issues related to materials design, technologies, pedagogical theories, and modes of instruction. CALL materials can be either generic software adapted for language learning, or software designed specifically for language learning. The history of CALL began in the 1960s with mainframe computers used for drill-and-practice activities. CALL expanded in the 1980s with the rise of microcomputers and word processing. Today, CALL utilizes various technologies like the Internet, blogs, podcasts, and more. Related disciplines include human-computer interaction, instructional technology, psychology, and applied linguistics.
This document discusses podcasting and its uses in education. It begins by defining podcasts and their advantages for learning, such as being accessible anywhere and anytime. It then discusses several studies that examined using podcasts in higher education courses. Generally, the studies found that podcasts were useful for allowing students to review lectures they missed or helping with exam preparation. However, students still valued in-person lectures and interaction with instructors. The document concludes by suggesting podcasts could benefit large undergraduate courses by ensuring all students can access lectures, while not replacing valuable in-class time.
Distance learning involves teaching students who are separated from the instructor by location and/or time. It can be facilitated through various technologies like television, audio, and the internet. Television can engage viewers and present information visually, while audio instruction does not require advanced technology skills. When using the internet, users should follow netiquette guidelines which include respecting others' privacy, using appropriate language, keeping discussions on topic, and properly citing sources to avoid copyright issues. Copyright protects original creative works and is important to respect intellectual property rights.
Dyslexia and dysgraphia make reading and writing difficult for some students. Podcasting and vodcasting can help by making educational materials more accessible through audio and video. Podcasting involves broadcasting audio files over the internet, while vodcasting adds video. In the classroom, teachers can use podcasts and vodcasts to create accessible materials for students with disabilities, flip classrooms, and engage digital native students. Students benefit by developing independent learning and technology skills. Creating podcasts and vodcasts helps students improve various skills like listening, researching, and public speaking. All that is needed is audio recording software, a microphone, and a platform to publish the content. Care must be taken regarding copyright and creative commons licensing when including outside
This document discusses using Hot Potatoes, an authoring tool for creating interactive language exercises, in an English language vocational training course. It outlines how Hot Potatoes was used to create quizzes and activities on technological topics that provide language practice for students in fields like computer science and electronics. Examples of exercises cover areas like app development, innovation with devices like Google Glass, and the social implications of technology. Tips are provided on customizing exercises, hacking Hot Potatoes, and preparing exercises for newer standards to extend the life of the authoring tool.
This document summarizes an online Mandarin Chinese curriculum available for North Carolina students. It offers Mandarin Chinese courses levels 1 through 4 and AP Chinese online through the North Carolina Virtual Public School. The courses focus on developing spoken language skills and have students communicating in Mandarin as soon as possible. Learning materials from the courses, like videos, audio recordings, and written exercises are available for free on the LEARN NC website for any educational organization to use non-commercially.
This document discusses innovative techniques for teaching English in the digital age. It covers several techniques including blogs, social networking, wikis, massively multiplayer online games, and mobile phone assisted language learning. The key techniques allow for collaboration outside the classroom, interaction and communication in English, project-based learning, and accessibility of language lessons through mobile devices. Overall, the document advocates for English teachers to adopt these new digital techniques to engage students and meet the demands of a changing era.
This document provides a review of the book "Using Corpora in the Language Classroom" by Randi Reppen. The review summarizes:
1) The book introduces key terms and concepts in corpus linguistics in an approachable way for educators unfamiliar with the topic. It argues for the value of using corpus linguistics in the classroom and provides examples of activities.
2) Subsequent chapters provide more details on corpus-informed resources and online corpora that can be used for teaching. The book includes lesson plans and guides educators in developing their own teaching materials and personal corpora.
3) While the book is a good introduction to using corpora in language teaching, some online resources mentioned may become outdated
1. The document discusses the potential roles of information and communication technologies (ICTs) in modern foreign language teaching and learning from ages 5 to 19. It outlines 6 key ways ICTs could support language learning, such as increasing motivation, enabling practice in authentic contexts, and allowing teachers to share resources.
2. Specific ICT-based activities are proposed for each key stage, from using songs and games at Key Stage 1 to introduce sounds and vocabulary, to using DVDs, websites and email exchanges at Key Stage 2 to explore other cultures and practice communication. Key Stage 3 activities may include those currently used at Key Stage 2 to maintain engagement as languages are started earlier.
IRJET- Use of Digital Technology in Teaching Native Language: A Case Study of...IRJET Journal
This document summarizes a research paper that explores using digital technology to teach the Shona language in Zimbabwe. It begins by noting that while technology has changed language teaching, its use for native languages in Zimbabwe is still limited. The researcher developed a mobile app to teach basic Shona and evaluated its effectiveness. The document reviews literature on endangered native languages and language revitalization efforts. It also discusses Zimbabwe's education system challenges and the potential benefits of digital technology in education, though notes evidence is limited. The goal of the research was to create an interactive tool to make Shona language and culture more accessible and help preserve the language.
This document discusses the use of mobile technologies and podcasting in English language education. It begins by defining mobile technologies as handheld devices that allow materials to be accessed anytime, anywhere. Podcasting is defined as the online publication of audio and video files that users can download and subscribe to. The document then examines benefits of these technologies, such as ease of use and opportunities for learning outside the classroom, as well as challenges like ensuring learners choose appropriate podcasts for their level. Overall, it argues these technologies can transform language learning by engaging students with formats they use frequently.
This document outlines a dissemination strategy plan for the SpeakApps project from June 2011. The plan aims to optimize communication between project partners and make the online language learning portal known to potential beneficiaries in Europe. It establishes objectives for internal communication between partners, external communication to publicize the project, and general dissemination. The key messages of the plan emphasize how SpeakApps will provide a free portal for practicing spoken languages online and foster multilingualism in Europe.
Open Educational Principles for Designing & Developing Digital Language Learn...Alannah Fitzgerald
This document provides an overview of open educational resources for language learning, including open corpora, concordancers, and collections that can be used for teaching. It discusses various open corpora like the British National Corpus, Flexible Language Acquisition Project, and UK Web Archiving Consortium. Open concordancing tools like webBNC and collections in FLAX are presented. Resources for teaching with these materials like tutorials, exercises, and communities like LORO and HumBox are also summarized. The document concludes with an explanation of open licensing, specifically Creative Commons, and licensing scenarios.
The document discusses various technologies that can be used to help retain students, including mobile phones, MP3 players, desktop/laptop computers, software, the internet, and web conferencing tools. It emphasizes that an effective technology plan requires support from staff and stakeholders, clear goals, staff training, and identifying ongoing funding. The document also provides examples of how different technologies like podcasting, blogs, and wikis can be used as part of a student retention strategy.
1. The document discusses open learning and the benefits of open standards, content, and metadata including access to all resources, sharing and reuse.
2. It emphasizes a collaborative approach where innovation comes from networking rather than taking over repositories and highlights the ARIADNE and ProLearn projects.
3. Key ideas are that openness reduces barriers, involves sharing content and metadata through mechanisms like Creative Commons, and keeps the focus on strategic aims while implementing technical solutions.
Open English Language Resources and Practices for Professional and Academic S...Alannah Fitzgerald
This document summarizes key topics in open educational resources and practices for professional and academic settings. It discusses changes in higher education including the rise of MOOCs and OERs. It also describes open source language development projects like the FLAX language project. Other sections cover using MOOCs for domain-specific linguistic support, design thinking, creative commons licensing, digital scholarship, and open communities/content.
Ic ts and teachers’ attitude in english language teachingMiguel Salek
This document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present day. It describes three phases of CALL: 1) Behavioristic CALL from the 1960s-1970s focused on drill-and-practice exercises. 2) Communicative CALL from the 1970s-1980s emphasized using language over analyzing it with the rise of personal computers. 3) Integrative CALL from the 1990s onward integrated language skills through multimedia and internet technologies like distance learning. The document also examines uses of computer-mediated communication, word processing software, and the internet in language teaching.
Skypals is a project that connects English language students in Barcelona, Spain with native English speakers in another country via Skype video calls. The goal is to motivate students to speak English in an authentic context. Students are organized into groups to prepare topics and questions to discuss with their partner group. Over several lessons, students learn vocabulary and practice speaking. They have two Skype sessions to hold conversations with their partner group. Feedback found the project increased students' confidence and enjoyment of speaking English. The authentic communication situation effectively encouraged use of English.
Here are the key points about hyponymy relations in WordNet:
- A synset {x, x',...} is a hyponym of synset {y, y',...} if native English speakers accept sentences like "x is a (kind of) y". For example, "Table" is a hyponym of "Array" and "Array" is a hyponym of "Arrangement".
- Hyponymy generates a hierarchical structure where a hyponym inherits all the features of its superordinate concept and adds at least one distinguishing feature.
- Hyponymy is transitive, so if A is a hyponym of B and B is a hyponym of C
Pal gov.tutorial4.session13.arabicontologyMustafa Jarrar
This tutorial discusses building an Arabic ontology. It explains that unlike WordNet, the Arabic Ontology will be philosophically well-founded by following ontological principles. It will contain Arabic concepts mined from dictionaries along with strictly-controlled glosses. The concepts will be mapped to WordNet and linked to an Arabic core ontology. Over 35,000 glosses have been extracted so far from specialized dictionaries.
This document discusses the history and development of computer-assisted language learning (CALL) and information and communications technology (ICT). It describes three phases of CALL: behavioristic CALL using drill and practice, communicative CALL using programs to practice skills in a non-drill format and stimulate discussion, and integrative CALL combining multimedia like audio and video with internet tools for communication and accessing authentic materials. It then examines ICT's role in economic development and increasing access in developing countries, challenges of accessibility, and issues of usability, security, and the dominance of English online.
This paper discusses an ongoing UK study called IMPALA that is investigating the impact of podcasting on student learning in higher education. The study involves over 400 students and 15 academic staff across 5 universities. Initial findings from a pilot study found that students were willing and able to use podcasts on their personal devices like MP3 players for educational purposes. The full study will analyze data from student questionnaires and interviews to develop pedagogical models for how podcasts can be effectively integrated into different academic contexts and disciplines to enhance learning. The models and findings will be disseminated through the IMPALA blog and publications.
The document discusses using audio feedback to provide assessment and feedback to students on their work. It describes the lecturer's experience providing audio feedback to students individually on their assignments, discussing what was done well and areas for improvement. Students found the personalized audio feedback very helpful and an improvement over written comments. They appreciated the level of detail and one-on-one nature of audio feedback. Both students and the lecturer felt audio feedback was an effective way to provide assessment and suggestions for students to improve their work.
Pedagogical models for podcasts in higher education conference paperMEL SIG
This paper discusses an ongoing UK study called IMPALA that is investigating the impact of podcasting on student learning in higher education. The study involves over 400 students and 15 academic staff across 5 universities. Initial findings from a pilot study found that students were willing and able to use podcasts on their personal devices like MP3 players for educational purposes. The full study will analyze data from student questionnaires and interviews to develop pedagogical models for how podcasts can be effectively integrated into different university courses and disciplines to enhance learning. The models and findings will be shared on the project's blog to help other educators design podcast-based learning activities.
The School of Psychology at Bangor University began a project to implement and evaluate the use of podcasts to support student learning. Some lecturers agreed to have their lectures recorded and distributed as audio or video podcasts to students. Students provided positive feedback on podcasts and found them useful for reviewing lectures. The project aimed to evaluate the benefits of using podcasts for learning as well as the technical aspects of recording and distributing podcasts.
The document discusses an audio feedback workshop offered by the Academic Development department at the University of Sunderland. It provides findings from previous studies that show students prefer verbal or audio feedback over written feedback alone. The workshop aims to introduce audio feedback using Audacity software and discuss its usefulness compared to other feedback methods. Participants will learn how to provide audio feedback and create an action plan to apply it. The goal is to enhance the student experience through more meaningful feedback and explore innovative approaches.
This document summarizes an online Mandarin Chinese curriculum available for North Carolina students. It offers Mandarin Chinese courses levels 1 through 4 and AP Chinese online through the North Carolina Virtual Public School. The courses focus on developing spoken language skills and have students communicating in Mandarin as soon as possible. Learning materials from the courses, like videos, audio recordings, and written exercises are available for free on the LEARN NC website for any educational organization to use non-commercially.
This document discusses innovative techniques for teaching English in the digital age. It covers several techniques including blogs, social networking, wikis, massively multiplayer online games, and mobile phone assisted language learning. The key techniques allow for collaboration outside the classroom, interaction and communication in English, project-based learning, and accessibility of language lessons through mobile devices. Overall, the document advocates for English teachers to adopt these new digital techniques to engage students and meet the demands of a changing era.
This document provides a review of the book "Using Corpora in the Language Classroom" by Randi Reppen. The review summarizes:
1) The book introduces key terms and concepts in corpus linguistics in an approachable way for educators unfamiliar with the topic. It argues for the value of using corpus linguistics in the classroom and provides examples of activities.
2) Subsequent chapters provide more details on corpus-informed resources and online corpora that can be used for teaching. The book includes lesson plans and guides educators in developing their own teaching materials and personal corpora.
3) While the book is a good introduction to using corpora in language teaching, some online resources mentioned may become outdated
1. The document discusses the potential roles of information and communication technologies (ICTs) in modern foreign language teaching and learning from ages 5 to 19. It outlines 6 key ways ICTs could support language learning, such as increasing motivation, enabling practice in authentic contexts, and allowing teachers to share resources.
2. Specific ICT-based activities are proposed for each key stage, from using songs and games at Key Stage 1 to introduce sounds and vocabulary, to using DVDs, websites and email exchanges at Key Stage 2 to explore other cultures and practice communication. Key Stage 3 activities may include those currently used at Key Stage 2 to maintain engagement as languages are started earlier.
IRJET- Use of Digital Technology in Teaching Native Language: A Case Study of...IRJET Journal
This document summarizes a research paper that explores using digital technology to teach the Shona language in Zimbabwe. It begins by noting that while technology has changed language teaching, its use for native languages in Zimbabwe is still limited. The researcher developed a mobile app to teach basic Shona and evaluated its effectiveness. The document reviews literature on endangered native languages and language revitalization efforts. It also discusses Zimbabwe's education system challenges and the potential benefits of digital technology in education, though notes evidence is limited. The goal of the research was to create an interactive tool to make Shona language and culture more accessible and help preserve the language.
This document discusses the use of mobile technologies and podcasting in English language education. It begins by defining mobile technologies as handheld devices that allow materials to be accessed anytime, anywhere. Podcasting is defined as the online publication of audio and video files that users can download and subscribe to. The document then examines benefits of these technologies, such as ease of use and opportunities for learning outside the classroom, as well as challenges like ensuring learners choose appropriate podcasts for their level. Overall, it argues these technologies can transform language learning by engaging students with formats they use frequently.
This document outlines a dissemination strategy plan for the SpeakApps project from June 2011. The plan aims to optimize communication between project partners and make the online language learning portal known to potential beneficiaries in Europe. It establishes objectives for internal communication between partners, external communication to publicize the project, and general dissemination. The key messages of the plan emphasize how SpeakApps will provide a free portal for practicing spoken languages online and foster multilingualism in Europe.
Open Educational Principles for Designing & Developing Digital Language Learn...Alannah Fitzgerald
This document provides an overview of open educational resources for language learning, including open corpora, concordancers, and collections that can be used for teaching. It discusses various open corpora like the British National Corpus, Flexible Language Acquisition Project, and UK Web Archiving Consortium. Open concordancing tools like webBNC and collections in FLAX are presented. Resources for teaching with these materials like tutorials, exercises, and communities like LORO and HumBox are also summarized. The document concludes with an explanation of open licensing, specifically Creative Commons, and licensing scenarios.
The document discusses various technologies that can be used to help retain students, including mobile phones, MP3 players, desktop/laptop computers, software, the internet, and web conferencing tools. It emphasizes that an effective technology plan requires support from staff and stakeholders, clear goals, staff training, and identifying ongoing funding. The document also provides examples of how different technologies like podcasting, blogs, and wikis can be used as part of a student retention strategy.
1. The document discusses open learning and the benefits of open standards, content, and metadata including access to all resources, sharing and reuse.
2. It emphasizes a collaborative approach where innovation comes from networking rather than taking over repositories and highlights the ARIADNE and ProLearn projects.
3. Key ideas are that openness reduces barriers, involves sharing content and metadata through mechanisms like Creative Commons, and keeps the focus on strategic aims while implementing technical solutions.
Open English Language Resources and Practices for Professional and Academic S...Alannah Fitzgerald
This document summarizes key topics in open educational resources and practices for professional and academic settings. It discusses changes in higher education including the rise of MOOCs and OERs. It also describes open source language development projects like the FLAX language project. Other sections cover using MOOCs for domain-specific linguistic support, design thinking, creative commons licensing, digital scholarship, and open communities/content.
Ic ts and teachers’ attitude in english language teachingMiguel Salek
This document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present day. It describes three phases of CALL: 1) Behavioristic CALL from the 1960s-1970s focused on drill-and-practice exercises. 2) Communicative CALL from the 1970s-1980s emphasized using language over analyzing it with the rise of personal computers. 3) Integrative CALL from the 1990s onward integrated language skills through multimedia and internet technologies like distance learning. The document also examines uses of computer-mediated communication, word processing software, and the internet in language teaching.
Skypals is a project that connects English language students in Barcelona, Spain with native English speakers in another country via Skype video calls. The goal is to motivate students to speak English in an authentic context. Students are organized into groups to prepare topics and questions to discuss with their partner group. Over several lessons, students learn vocabulary and practice speaking. They have two Skype sessions to hold conversations with their partner group. Feedback found the project increased students' confidence and enjoyment of speaking English. The authentic communication situation effectively encouraged use of English.
Here are the key points about hyponymy relations in WordNet:
- A synset {x, x',...} is a hyponym of synset {y, y',...} if native English speakers accept sentences like "x is a (kind of) y". For example, "Table" is a hyponym of "Array" and "Array" is a hyponym of "Arrangement".
- Hyponymy generates a hierarchical structure where a hyponym inherits all the features of its superordinate concept and adds at least one distinguishing feature.
- Hyponymy is transitive, so if A is a hyponym of B and B is a hyponym of C
Pal gov.tutorial4.session13.arabicontologyMustafa Jarrar
This tutorial discusses building an Arabic ontology. It explains that unlike WordNet, the Arabic Ontology will be philosophically well-founded by following ontological principles. It will contain Arabic concepts mined from dictionaries along with strictly-controlled glosses. The concepts will be mapped to WordNet and linked to an Arabic core ontology. Over 35,000 glosses have been extracted so far from specialized dictionaries.
This document discusses the history and development of computer-assisted language learning (CALL) and information and communications technology (ICT). It describes three phases of CALL: behavioristic CALL using drill and practice, communicative CALL using programs to practice skills in a non-drill format and stimulate discussion, and integrative CALL combining multimedia like audio and video with internet tools for communication and accessing authentic materials. It then examines ICT's role in economic development and increasing access in developing countries, challenges of accessibility, and issues of usability, security, and the dominance of English online.
This paper discusses an ongoing UK study called IMPALA that is investigating the impact of podcasting on student learning in higher education. The study involves over 400 students and 15 academic staff across 5 universities. Initial findings from a pilot study found that students were willing and able to use podcasts on their personal devices like MP3 players for educational purposes. The full study will analyze data from student questionnaires and interviews to develop pedagogical models for how podcasts can be effectively integrated into different academic contexts and disciplines to enhance learning. The models and findings will be disseminated through the IMPALA blog and publications.
The document discusses using audio feedback to provide assessment and feedback to students on their work. It describes the lecturer's experience providing audio feedback to students individually on their assignments, discussing what was done well and areas for improvement. Students found the personalized audio feedback very helpful and an improvement over written comments. They appreciated the level of detail and one-on-one nature of audio feedback. Both students and the lecturer felt audio feedback was an effective way to provide assessment and suggestions for students to improve their work.
Pedagogical models for podcasts in higher education conference paperMEL SIG
This paper discusses an ongoing UK study called IMPALA that is investigating the impact of podcasting on student learning in higher education. The study involves over 400 students and 15 academic staff across 5 universities. Initial findings from a pilot study found that students were willing and able to use podcasts on their personal devices like MP3 players for educational purposes. The full study will analyze data from student questionnaires and interviews to develop pedagogical models for how podcasts can be effectively integrated into different university courses and disciplines to enhance learning. The models and findings will be shared on the project's blog to help other educators design podcast-based learning activities.
The School of Psychology at Bangor University began a project to implement and evaluate the use of podcasts to support student learning. Some lecturers agreed to have their lectures recorded and distributed as audio or video podcasts to students. Students provided positive feedback on podcasts and found them useful for reviewing lectures. The project aimed to evaluate the benefits of using podcasts for learning as well as the technical aspects of recording and distributing podcasts.
The document discusses an audio feedback workshop offered by the Academic Development department at the University of Sunderland. It provides findings from previous studies that show students prefer verbal or audio feedback over written feedback alone. The workshop aims to introduce audio feedback using Audacity software and discuss its usefulness compared to other feedback methods. Participants will learn how to provide audio feedback and create an action plan to apply it. The goal is to enhance the student experience through more meaningful feedback and explore innovative approaches.
The document discusses using podcasting to support learning at the University of Greenwich. It summarizes that the university has developed podcasts and screencasts of lectures, tutorials, and feedback for various courses using Macbooks, iPods, iPhones, and an Xserve. Students found the screencasts most useful for learning due to the visual nature of the subject matter. When interviewed, students said lecture podcasts were not usually listened to if lectures were not missed, but would have been used if a lecture was missed. Screencast tutorials were preferred over PDFs as they required students to problem solve. The document provides recommendations for effective podcasting including using MP4 formats, limiting lecture lengths, and keeping screenc
This document summarizes an article about podcasting for language learning. It begins by defining podcasting and discussing how the popularity of portable media players and iTunes has increased access to podcast resources. It then reviews current practices in podcasting, including the types of content available. It classifies podcast resources for language learning into two main groups: authentic content from native speakers, and language courses/teaching content specifically designed for language learning. The latter are further divided into stand-alone courses and supporting materials for classroom teaching or independent learners. The document discusses some examples of how institutions have utilized podcasting for language instruction.
Prof. Gilly Salmon's presentation discusses the pedagogical benefits of podcasting for education. She outlines several benefits, including flexibility for students, appealing to learning preferences, giving students more control over their learning, and potentially increasing student motivation and engagement. She also discusses how podcasting can help integrate learning across different locations and exploit learner-owned devices. The presentation provides examples of how podcasts can be used for different aspects of university education, such as lectures, seminars, labs, and giving feedback. It emphasizes the importance of design and integration when developing educational podcasts.
The document discusses using podcasts to improve English language learners' speaking skills. It notes that many institutions cannot provide sufficient speaking practice. Podcasts offer opportunities for practice outside the classroom through listening to recordings. The document then describes a website called Splendid Speaking that developed podcasts featuring sample speaking exam tasks. Learners could listen to improve their skills and confidence for exams. The podcasts proved popular for exam preparation. Overall, the author argues that podcasts can help engage students and provide valuable speaking practice to improve their skills.
Chapter One-History of Technology and Language Learning.pptxFawziEltayeb
This chapter discusses the history of digital language learning and teaching (DLL&T) based on trends in technology over different periods of time. It outlines 8 eras from the early 1900s to the present day, characterized by the dominant technologies of each period including cylinder recordings, radio, audiotapes, CDs/DVDs, early software/websites, intelligent applications, Web 2.0, and mobile learning. In each era, the technologies enabled new ways for language learners to access authentic content and practice language skills, moving from passive listening to more interactive and collaborative models as technologies advanced.
Sael Guide chapter 1 Why create a support website for language teachers?SAEL
This chapter sums up the reasons for creating a support website for language teachers.
Sources : SAEL guide
To download the guide, http://www.eurosael.eu/en/guide/presentation
This guide, one of the final outcomes of the project, contains practical suggestions for creating and updating websites designed to support the work of language teachers.
The document discusses the rise of podcasting and its use in education. It describes how podcasting became popular due to the growth of portable MP3 players and RSS feeds, which made it easy for individuals to create and share audio content. The document also outlines how teachers can use podcasts to summarize lessons for students, share resources, and have students create their own podcasts to develop research and communication skills. However, it notes schools must ensure any student-created podcasts do not infringe on copyright or contain offensive/libelous content.
This is a Set of slides created by Pos-graduate students from the Language college of Universade Federal de Minas Gerais - UFMG - Brazil. This presentation holds concise and objective information about digital technology internet brings us today such as Web 2.0 and Podcast. Hope you like it!
A podcasting guide (EdTech Notes) edited and published by The Commonwealth Educational Media Centre for Asia (CEMCA). Original link http://cemca.org.in/resources/edtech-notes. Visit CEMCA website for EdTech Notes on a range of topics.
CEMCA Ed Tech Note: Pedagogical Podcasting for learningCEMCA
This document discusses the use of podcasting in education. It begins by providing background on podcasting and its growing use in higher education. It then discusses frameworks for incorporating podcasts into teaching and learning activities, including a core/periphery model showing where podcasts can support different activities. An 8-step process for designing pedagogical podcasts is also presented. Several studies demonstrating the educational benefits of podcasting in various disciplines are summarized. The document concludes by encouraging teachers to explore using podcasts and by emphasizing the need to start with a clear pedagogical rationale for any podcasting approach.
The document discusses the use of podcasting in higher education based on three articles. Podcasting can increase flexibility and accessibility for students by allowing them to access course material anywhere on their own schedule. It is most effective when used interactively as a supplement rather than just replacing lectures. Several universities have seen benefits by using podcasts creatively for assignments, discussions, and sharing information.
The document discusses the use of podcasting in higher education based on three articles. Podcasting can increase flexibility by allowing students to access course material anywhere and anytime. It also enhances learning when used interactively, such as by having students create their own podcasts. Several universities discussed are using podcasting in creative ways, such as for language learning, distributing campus information, and facilitating online course discussions. Overall, podcasting works best not just as a replacement for lectures but when utilized interactively.
The document discusses the use of podcasting in higher education based on three articles. Podcasting can increase flexibility by allowing students to access course material anywhere and anytime. It also enhances learning when used interactively, such as by having students create their own podcasts. Several universities discussed are using podcasting in creative ways, such as for language learning, distributing campus information, and facilitating online course discussions. Overall, podcasting works best not just as a replacement for lectures but when utilized interactively.
This document provides a summary of Computer Assisted Language Learning (CALL). It defines CALL as any process where a learner uses a computer to improve their language skills. It discusses how CALL incorporates the use of various technologies, including smartphones, and how language learning occurs. It also outlines some of the major issues, organizations, conferences, and publications related to CALL.
Podcasting involves creating digital audio files that are published online and can be downloaded to MP3 players. There are two main types - enhanced podcasts include images and URLs, while videocasts contain both audio and video. Podcasting allows information to be shared in an exciting new way and gives students active participation in content creation. Some advantages are that files can be accessed anytime and provide motivation for students, while disadvantages include potential distractions and time needed for uploading large files.
The document summarizes a chat session from the 2008 WorldCALL Congress about technology applied to language learning. WorldCALL is a professional association that promotes computer assisted language learning. It holds international conferences every few years that bring together educators, researchers, and industry leaders. The 2008 conference was held in Fukuoka, Japan and included presentations and workshops on integrating technology into language education, as well as scholarship awards.
Presented by Peter Burnhill, Director of EDINA, Beyond Books: What STM & Social Science publishing should learn from each other, London. Conference programme. 22 April 2010.
This document introduces new technologies that can be used for language teaching. It discusses how technologies are motivating for both students and teachers. Technologies offer a wide range of multimedia resources including authentic materials from the internet, CD-ROMs, and DVDs. They also allow for worldwide communication and open up opportunities for self-access learning. The document also examines how effective technologies are for promoting language learning, providing examples of improvements in areas like grammar when using computer-assisted language learning (CALL). It outlines what technologies can offer language teachers and learners, such as materials created by teachers or downloaded from the web, as well as social networking, email exchanges, and audio/video tools.
This document discusses computer-assisted language learning (CALL) and the role of technology in language teaching and learning. It defines CALL and describes how the technologies used have evolved from traditional tools like blackboards, audio tapes, and video tapes to current tools like computers, the internet, and mobile devices. It categorizes technologies as either software programs or internet-based activities and provides examples of each. It emphasizes that technology plays an essential role in lesson development by supporting the three elements of teaching - academic content, teaching methods, and student assessment.
The document discusses the history and evolution of Computer Assisted Language Learning (CALL). It describes how CALL began in the 1950s-1960s with early computers being used for language learning activities. The first CALL programs were developed in the 1960s at Stanford University, Dartmouth University, and University of Essex. CALL has evolved from behavioral CALL to integrative CALL to communicative CALL. In the 1980s-1990s, web-based materials included textbooks, guided grammar exercises, and multimedia elements like graphics, audio, and video. Today, CALL continues to incorporate new technologies and aims to motivate students through interactive and collaborative learning online.
This document proposes a project to create an interactive digital textbook called Lingua2Go to teach language skills to older adults. The textbook would be available as an iBook or mobile app with support in 4 languages. It would include features like audio, glossary items, images, and annotations. The project would involve testing how older adults use such a textbook, adapting existing materials, and producing support materials in multiple languages. Partners in Denmark, Germany, Portugal, Italy, and the UK would create a 10-chapter textbook, provide guidance for teachers, and pilot the textbook in their countries.
The document discusses why language teachers should be concerned with new technologies. It provides several reasons why technology is important, including that it makes learning more enjoyable, offers multimedia resources to engage students, and provides opportunities for one-on-one learning. Technology also offers access to authentic materials online and opportunities for communication with native speakers. The document also discusses how effective technology can be for language learning when used properly, and provides examples of how technology can be incorporated into the classroom.
N.Maniar (University of Portsmouth) - Is it a Podcast? MEL SIG
A podcast is a digital audio file that is distributed over the internet for playback on devices like computers or mp3 players. To study the educational benefits of audio podcasting, researchers at the University of Portsmouth had lecturers record weekly audio summaries of their lectures for 323 students across 5 units. A survey found that 56% of students listened to at least one of the 86 audio files, with most accessing them via the university's online learning system rather than subscribing directly through podcasting software. The audio files were intended to help with revision rather than directly relating to exams, which may explain why not all students listened to them.
Universities across the UK are conducting research on podcasting in various areas:
1) Evaluating the use of podcasting for teaching and learning, such as automatic recording for students and assessing the impact on exam success.
2) Exploring models of audio feedback and how podcasting can support authentic learning experiences.
3) Experimenting with using podcasts to engage employers and evaluate their effectiveness.
4) Examining staff and student uptake of podcasting technologies and exploring collaborative research opportunities.
The document summarizes a case study that examined how podcasts created by a professor could support student learning in an undergraduate engineering course. Key findings include:
1) Students accessed podcasts using devices like computers and iPods with no issues.
2) Most students listened to multiple podcasts, often early in the week when content was relevant. Many listened off-campus, showing potential for mobile learning.
3) Podcasts helped students organize their work, focus on the course, and develop positive attitudes towards the professor. However, listening to educational content requires a different mindset than entertainment.
4) While mobile devices provide flexibility, students noted that engaging academic content requires taking notes, which
The document provides search results from Ingenta Connect for articles containing the term "podcast" in the title, keywords, or abstract from 2003-2008. It lists 8 results, including articles about using podcasts to promote government document collections, considerations for using podcasts in higher education, and experiences with podcasting at the University of Virginia Health Sciences Library.
Mr. Nipan J Maniar is a professor at the University of Portsmouth who has received several honors and awards for his work. He has been nominated for teaching awards in 2007 and 2006. He has also been selected to represent the university in an upcoming research assessment. His research focuses on using digital media like video and mobile games to help international students overcome culture shock. He has published many papers on these topics and his work has been featured in several newspapers and television/radio programs.
This document summarizes a research article that evaluated the use of audio and video podcasts to deliver supplementary lecture materials to campus-based university students. The author describes a simple and cost-effective method for producing video podcasts combining lecture slides and audio without specialist software. Survey results from students who used the podcasts revealed enthusiasm for the recordings to aid revision and preparation, but suggested podcasts may not be effective for mobile learning. Download patterns and survey responses indicated podcasts were unlikely to impact lecture attendance.
Podcasting - audio and video files available for automatic download through subscription - has grown as an educational medium. Educational institutions have adopted podcasting to record and distribute lectures, lessons, and other materials. Students can also use podcasting to submit work and express creativity. One reason for podcasting's appeal is portability - files can be accessed on laptops and mobile devices. This document discusses current uses of podcasting in education, media companies, and training, as well as potential future uses in education.
This document summarizes a study of the increasing adoption of podcasting by UK universities between 2006-2007. The study identified four main characteristics of educational podcasting usage: teaching-driven, service-driven, marketing-driven, and technology-driven. Teaching-driven podcasting aims to augment teaching through tools like lecture summaries and additional materials. Service-driven podcasting provides information like library tours and department news. Marketing-driven podcasting recruits prospective students through content like university tours. Technology-driven podcasting shares best practices in using podcasting technologies.
This document provides an overview of podcasting and webcasting technologies. It discusses how podcasting allows for audio and video content to be downloaded and listened to later on portable devices, unlike webcasting which requires an internet connection. The document develops a conceptual model to understand student motivations for using different communication media based on media richness theory. It proposes testing this model and various hypotheses about factors influencing student media preferences through a survey and logistic regression analysis. The results of this study are described as inconclusive, possibly due to lack of student experience with podcasting.
This document discusses several legal issues related to podcasting in education:
1. Copyright law protects original creative works included in podcasts, such as scripts, recordings, and images. The owner of copyright is usually the creator/author of the work. Podcasts may involve copyright of the underlying content as well as the sound recording.
2. upcoming regulations may consider educational podcasts a form of broadcasting and impose new standards, though non-commercial uses may be exempt.
3. In addition to copyright, moral rights and trademarks must be considered when using third-party content or brands in a podcast. Institutions should take care to comply with all applicable laws.
This document discusses a research project that explored using podcasts in teaching politics and international relations at the University of Leeds. It aimed to determine what value podcast consumption and production could bring to the learning process. The researchers found that replacing lectures with podcasts was rejected by students. Instead, they created short summary podcasts ("podules") of lectures and asked students to produce their own podcast summaries of seminars. Students responded positively to these uses of podcasting as a supplement to traditional teaching methods within a blended learning approach. The project provided opportunities for both consuming existing podcasts and producing original student podcasts.
This paper explores a project that integrated podcasts into a university course on US Foreign Policy. The project had students both consume existing podcasts and create their own podcasts. A survey found that most students saw benefits to listening to podcasts related to their studies. Students reported using podcasts they discovered in their essays and dissertation. The project encountered some technical difficulties in sharing podcasts, but was overall successful in stimulating additional learning opportunities for students and making course material more current and engaging for the "digital native" student generation.
This document discusses whether videoed lectures are an effective teaching tool. It begins by outlining some potential benefits of videoed lectures, such as allowing students to review material and learn at their own pace. However, it then presents two key reasons why videoed lectures may not be worthwhile: they could make learning uninteresting for students and hinder the development of students as independent learners by reducing the need to consult additional sources beyond the lecture. The document concludes that while videoed lectures have some merits, students' time is better spent doing independent study to focus on key course aspects.
The document discusses an audio feedback workshop offered by the Academic Development department at the University of Sunderland. It provides findings from previous studies that show students prefer verbal or audio feedback over written feedback alone. The workshop aims to introduce audio feedback using tools like Audacity, discuss its usefulness compared to other feedback methods, and develop an action plan for its application and evaluation. Participants will learn how to provide audio feedback and share experiences implementing it to support a collaborative approach across institutions.
The document summarizes the Fifth Dissemination Event of the PPP SIG (Podcasting for Pedagogy and Practice Special Interest Group) held on February 24, 2009. It provides an overview of the purposes and progress of the SIG over the past year, including hosting five dissemination events and six steering committee meetings. It also discusses the challenges of ensuring the sustainability and longevity of the SIG community, and strategies for building the community of practice through increasing participation, contributions of practitioner stories and student perspectives, and improving the wiki structure.
This document discusses how distractions from podcasts can be an issue for students due to limited working memory. It notes that students have reported feeling distracted when listening to podcasts and asks how attention can be promoted when playing podcasts.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. In order to understand the technical side of podcasting it is useful to
refer to the wikipedia definition (http://en.wikipedia.org/wiki/Podcasting)
Podcasting is the method of distributing multimedia files such as
audio programs or music videos over the Internet using either the
RSS or Atom syndication formats for playback on mobile devices
and personal computers. Though podcasters' web sites may also
offer direct download or streaming of their files: a podcast however
is distinguished by its ability to be downloaded automatically using
software capable of reading RSS or Atom feeds.
Should further information be sought concerning the technical
application and structure of the RSS feeds please contact Dave
Lowe at D.D.Lowe@ncl.ac.uk
2
At the same time that the idea of developing a Podcast site was
being explored the University's Teaching and Learning Council
invited application for grants to research technology in teaching and
learning, the grants were limited to £5,000 and the time frame for
application was very tight. The application was made to investigate
podcasting application in teaching and learning and to set up a pilot
scheme with the following aims:
Facilitation of self-paced learning
To offer a richer environment through
immediacy
To embrace future learning delivery
through new technology
The three aims have in fact been generally adhered to as the
project developed. Within the original grant application it was stated
that the site would also show how similar sites could be replicated.
3. To this end we published our RSS feeds and also pointed users to
freeware.
3
The grant application was for purchasing of a certain amount of
technical equipment, direct payment to native language speakers
for their time and some hourly paid teaching for pedagogical input.
Technical equipment purchased for the Linguacast project
RM Expert 3000 PC
Satellite Pro M40 Notebook
Creative Zen Micro MP3 player
iRiver H-340 40Gb MP3 player
4
Once the project started it became quickly apparent that there was
a great deal more possible than the initial application envisaged.
More operational aims were developed as we learnt how to produce
material these being:
To allow lessons to be recorded and then
podcast to many students at different time
To enable students with reading or other
disabilities to have access to information
via audio files
To provide multi-lingual material and
discussion forums.
The process
1
The first stage was to develop language content so that further
pedagogical ideas and content could be progressed. A bank of mp3
recordings for English Language Learners was produced. All the
recordings had:
an air of informality
were semi-scripted
non-edited
natural rhythm and intonation
This allowed learners and teachers to have material to develop the
following areas:
Uses of vocabulary
Intonation and stress
Language register
Examples of humour an dialogues
4. 2
The second stage was the development of foreign language material
through a bank of example languages. At this stage all the
interlocutors were volunteers from the University's international
cohort. Again there was little or no scripting with the interviews
following a similar but not identical pattern. The questions are in
English and the responses are in the interviewee's own language.
3
The third stage was to demonstrate language content and that the
Podcast can be used for lectures, giving information, thematic
material, and sociolinguistics; examples of origins of language,
humour and accents. At this stage an example bank of sound
effects was also put on to the site that teachers could download for
the development of their own broadcasts or for use in the language
laboratory. These included a telephone, a lorry and machinery.
4
The next step took the podcasting open learning idea one step
further and content for translation studies was recorded and put on
the web page. This was in collaboration with Maria Fernandez Toro.
This was material that would be used in an actual class. The
material was recorded and then the students would have direct and
continuous access to the material at home or anywhere on campus.
These audio file differed from the other podcasts as they were more
scripted, edited and time controlled.
While content development was progressing technical investigation
developed as well especially in pocket held PC via WiFi and hand
held devices via USB connection
5
5. As the Podcasting site has generated more interest other uses have
developed and are developing on campus. The team is collaborating
with the library services in the development of audio guides for
library tours and inductions. The international office is looking into
the preparation of audio materials for marketing and induction of
the International Cohort these MP3 audio files will be embedded in
the WebPages of the International office. The very successful The
Schools Enterprise Euromarché project utilised podcasting aspect to
allow open access to the language content to schools both
participating in the programme and any other school wishing to
have access to the content. Developing directly from the experience
of the Linguacast project a further UTLC grant was awarded to a
project designed to investigate the uses of MP3 and MP4
(Vodcasting) for translating and interpreting teaching and learning.
Conclusion
1
The Linguacast project was successful in more areas than was
originally anticipated.
The project clearly demonstrated the versatility of the MP3 file for
teaching and learning of languages. The application of the basic
principles can be used in other areas of education and academic
content delivery. The spirit of openness, collaboration and
contribution allowed for quick development and generated
numerous other projects as demonstrated by the Schools Enterprise
Euromarché project .
2
There were also additional positive spin offs from the project that
have been instrumental in developing further projects. The Open
Access Centre's profile was raised across the University, this was
the first time that the OAC had applied for and had been awarded a
UTLC grant. The interaction with other departments was very
positive as was the interest shown in the spin off possibilities.
The development of low cost but high quality audio content with no
copyright implication is very interesting from both an administrative
and financial point of view. All material produced can be stored on
the net and can be downloaded at will and developed at will by both
teachers and learners. This has the potential to develop a vast
range of language material.
The development of the Linguacast projected was in parallel with
the installation of a digital language laboratory. The demonstration
of the versatility of the MP3 audio file by the Linguacast site and the
popular interest in Podcasting generated ideas and content for use
both in the lab and intranet as well as internet.
6. The invitations that given to International students to participate
generated a sense of participation; all the recordings on the
Linguacast site were done by volunteers. The nature of the Podcast
and its roots in non-mainstream broadcasting in the US has
developed a style of flexibility and informality of the content
production has allowed a vibrancy of language and authenticity of
dialogue to become the norm for the language content. This in itself
has generated feedback and comment. Many teachers want the
transcripts to be published along with worksheets. EFL students like
mixture of registers, idiom and jargon.
3
As with many projects the time available has been the limiting
factor. It would be good to develop the site further and for it to
become a standard language learning tool with transcripts, lessons
and regular additions. The next stage would be to take the content
examples and to develop pedagogical material and interaction. The
development of Pod-blog groups is a possibility as will be the
regular posting of lectures and lessons. There are now many
examples of Mp3 and podcasts being used in the classroom for
Language teaching, most noticeably at Mussleburgh Grammar
School in East Lothian and The Ashcombe School in Dorking
4
It is hoped to further develop the site for autonomous learning as
well as for taught course support both in the EFL field and the
Modern Language learning area it is hoped to have input from post-
graduates and from the school of education.
However, as with all projects of this nature it will require dedication
and time.
Schools' Enterprise Euromarché
The Language Tool and Design Team, Newcastle University undergraduates
Schools' Enterprise Euromarché is an interschool project directed by
Newcastle City Council in partnership with North East Gateway
National Academy for Gifted and Talented Youth (NAGTY). The
event saw Grainger Market, in the heart of Newcastle city centre,
transformed into a cosmopolitan hub of commerce and learning.
Over two days school groups were able to trade wares as well as
7. showcasing performance skills whilst putting Modern Foreign
Languages to good use over the two days. Newcastle University
undergraduates produced a language learning tool in order to equip
school children and their teachers with the appropriate vocabulary
and language skills for the event. Here, I will briefly outline the
general project management scheme before giving a detailed
summary of the podcasting element of the Language Tool.
NAGTY, funded by the DfES aims to ensure that all children and
young people, regardless of background, have access to the formal
and informal learning opportunities they need to help them convert
their potential into high achievement. Their aims guided the remit
for the Language Tool. Podcasting is particularly suited to allowing
all learners, with access to the appropriate equipment as I shall
discuss later, to profit from the material produced for NAGTY pupils.
The resource comprised a Learner's Log, Euro Marche participation
certificate, Progress Passport, CD-ROM with webpage and flash card
images. Teachers were able to put it to use in classes of mixed
ability as well as in groups streamed for those of higher ability. The
accompanying lessons focused on intercultural understanding
alongside language learning as prescribed in the primary school
curriculum through visual, auditory and kinaesthetic (VAK) methods
for the target languages: French, Spanish and German. Keen to
employ latest techniques and technology, the Design Team opted
for a series of podcasts to form the aural component of the
Language Tool.
Podcasting project management
Time and money are familiar restrictions in project management.
Lack of storage becomes another issue, especially in schools and
universities. Thankfully, podcasting tackles this by costing little in
all three areas. Approximately 8 hours of recording and editing and
30 hours of website construction resulted in the Schools Enterprise
Euromarché website (http://linguacast.ncl.ac.uk/euromarche) with around
70 recordings in user-friendly groups and available for immediate
download, without the hassle and extra cost or time of recording,
publishing and distribution.
8. From the user's point of view, podcasting sites allow immediate
access to up to-date resources without neither charge nor copyright
implications. This was particularly important for a project designed
to have a much longer shelf life than the few months of the Schools'
Enterprise Euromarché itself, as teachers and independent users
could return to the site as they wished. The open source nature of
the site leaves it available to all users with access to the internet
opening the content of the Language Tool to many more users than
the original audience of gifted and talented' pupils.
A further advantage for autonomous learning is that podcasts allow
the user to download the latest recordings, whether basic
vocabulary lists or listening exercises, into personal music players
alongside use in the classroom to diversify and strengthen the
learning process.
Podcast lesson with KS2 pupils at Walkergate
The use of podcasts plays an important role in keeping the Schools'
Enterprise Euromarché resources fresh and up-to-date, making
language learning more relevant. Its technological appeal helps
raise the profile of Modern Foreign Language learning in today's fast
paced learning settings, especially with the advent of Virtual
Learning Environments.
It is essential for language learners to have contact with an
authentic version of the target language, especially within the
Language Tool's target audience, where modelling pronunciation is
of fundamental importance before moving on to the written word in
upper Key Stage 2. However, the sheer logistic of facilitating direct
native speaker contact in the 51 participating schools across
Newcastle would have proved impossible. Recording native speakers
in podcast format solved this problem quickly and efficiently.
A bonus of having a University based production team enabled
Access to international students
Flexibility of timetables
Excellent resources and assistance
provided by the Open Access Centre at
Newcastle University who also provided
and edited the webspace.
9. Scripts and transcripts
As particular vocabulary had to be covered, the podcasts were
semi-scripted. This allowed us to be subject specific whilst allowing
a flow that would be natural to the native speaker. For the more
advanced learner, there were some ad-libbed dialogues too. The
scripting and post-editing allowed us to eliminate grammatical
errors without removing authenticity.
Budget and deadlines limited what could be included in the
resources so it was decided that transcripts should be available in
the Language Tool and some suggestions for lesson plans without
the aural component becoming overly present in the Language Tool.
This was an excellent way of providing the base to possible lesson
plans which could then be adapted by the teacher, who is, after all
the best placed to assess the attitude and aptitude of their class and
to decide which learning style suits them best. All the same, some
podcast recordings were specifically designed to be used as lessons.
These included the Maths Games' and Number Jumbles', as well as
some Spanish and German dialogues. These are available on
Schools Enterprise Euromarché website
(http://linguacast.ncl.ac.uk/euromarche/pages/german.htm)
The Language Tool, showing introduction pages, the CD Rom and progress passport
Podcasting: the complications
As mentioned above, the user could encounter two main obstacles
with podcasts. Firstly, in the case of the Schools' Enterprise
Euromarché , it is an advantage to be in possession of the Language
Tool to use in conjunction with the podcast site. Secondly, and more
importantly, it is essential that they have the facilities to access the
podcasts. A CD ROM was supplied in the Language Tool with a
browser version of the webpage, but this defeats some of the
advantages of podcasting.
For the potential podcaster themselves, access to decent recording
facilities and technological expertise are key in a podcasting project.
It is possible to use a Dictaphone and .WAV files, but post-editing is
made easier by using a programme like SANAKO.
10. In short, technological know-how and the appropriate equipment
are integral to the success of podcast recordings. This particular
project would not have been so successful without computer
support and savvy from highly competent and readily available staff
at Newcastle University 's Open Access Centre.
Further projects
The inevitable what next?! The success of the pilot year of Schools'
Enterprise Euromarché heralds longevity for the event itself. If it is
to be repeated and the Language Tool is to be renewed, further
editions will benefit from the podcast recordings as these can be
easily re-edited and expanded through the existing site.
Newcastle University hopes to extend their podcast projects and are
currently looking at weekly podblogs that can be available to
schools as a learning resource. For example, teachers could
effectively order' subject specific recordings for use in the classroom
later that week. Pupils could also participate in pod-pal
programmes, as a modern version of pen-pals. Issues with
monitoring such sites would have to be closely considered, but both
open source and bespoke recordings are feasible. The next stage in
this rapidly progressing field of technology would be to introduce
MP4 files and continue with videocasting.
Concluding remarks
The popularity of Modern Foreign Languages in the UK appears to
be waning. We, those involved with their promotion, constantly
seek new approaches of raising the profile. One way of encouraging
the potential learner is to show that MFL and associated learning
methods are modern, that they keep pace with new forms of
technology. Podcasting, as a medium of new technology and
through its provision of fresh material, is but one tactic in a wider
strategy of increasing the appeal of MFL to modern-day learners.
Languages themselves are continually evolving, they are dynamic
and vibrant. It goes without saying that language learning should
be as equally exciting. Podcasting helps language learning to be as
alive as languages are!
Related links
Press release about the event: Pupils going all European, 13th July,
2006, The Evening Chronicle
www.rln-northeast.com/News/July 06 News Detail/13-07-06 Pupils go
European.aspx
For copies of the Language Tool and
details of the Schools' Enterprise
Euromarché, contact
Sue.Blakemore@newcastle.gov.uk
11. For information about its contents, contact
R.F.O'Rourke@ncl.ac.uk
For information related to the Linguacast
Project, contact Andrew Grenfell, Manager
of Resources for Open Learning
andrew.grenfell@ncl.ac.uk