This document discusses tools and strategies for developing listening and speaking skills through technology. It covers podcasting, YouTube, Skype, and screencasting. For podcasting, it describes different types and provides a list for teachers and students to explore. YouTube can be used for listening to videos and channels or creating videos to develop speaking. Skype allows for synchronous speaking practice. Screencasting tools allow creating video tutorials for flipped classroom instruction outside of class.
Presentation given by Dr. Charles Browne of Meiji Gakuin University in Japan at the METU Conference in Ankara Turkey. Explains why EnglishCentral is a great solution for learning and teaching English.
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
SpokenMedia: Automatic Lecture Transcription and Rich Media NotebooksBrandon Muramatsu
Need to find a specific segment in an hour-long web video, webcast or podcast of a lecture? Want to read a transcript of that lecture? Want to bookmark, annotate, or discuss video or audio clips from an entire lecture? The SpokenMedia project at MIT is developing a web-based service to enable automatic lecture transcription. The project is also developing a suite of tools and services to improve interaction with webcasts and podcasts enabling students and faculty to create rich media notebooks to support their learning and teaching. Presented by Brandon Muramatsu, Andrew McKinney and Peter Wilkins at the NERCOMP 2010, Providence, Rhode Island, March 9, 2010.
Presentation given by Dr. Charles Browne of Meiji Gakuin University in Japan at the METU Conference in Ankara Turkey. Explains why EnglishCentral is a great solution for learning and teaching English.
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
SpokenMedia: Automatic Lecture Transcription and Rich Media NotebooksBrandon Muramatsu
Need to find a specific segment in an hour-long web video, webcast or podcast of a lecture? Want to read a transcript of that lecture? Want to bookmark, annotate, or discuss video or audio clips from an entire lecture? The SpokenMedia project at MIT is developing a web-based service to enable automatic lecture transcription. The project is also developing a suite of tools and services to improve interaction with webcasts and podcasts enabling students and faculty to create rich media notebooks to support their learning and teaching. Presented by Brandon Muramatsu, Andrew McKinney and Peter Wilkins at the NERCOMP 2010, Providence, Rhode Island, March 9, 2010.
English Language Teaching: how should technology support teaching and learning?Rick Shepherd
A quick look at how technology is used and how it should or could be used to further student - centred learning and move from a mere substitution to more paradigm-changing classrooms. How publishers can continue to be revelevant in the face of the OER revolution
A poster by Kai Donovan, Elise Wescom, Mark Chaffee, Jean Song, Breanna Hamm, and Chase Masters for the 2017 Annual Meeting of the Medical Library Association.
English Language Teaching: how should technology support teaching and learning?Rick Shepherd
A quick look at how technology is used and how it should or could be used to further student - centred learning and move from a mere substitution to more paradigm-changing classrooms. How publishers can continue to be revelevant in the face of the OER revolution
A poster by Kai Donovan, Elise Wescom, Mark Chaffee, Jean Song, Breanna Hamm, and Chase Masters for the 2017 Annual Meeting of the Medical Library Association.
Strategies for Designing Online Courses that are Effective, Engaging, Efficie...George Veletsianos
A Lunch ‘n’ Learn-style event, this interactive session will explore strategies used in the School of Education and Technology to re-imagine our online learning courses. Together, we will explore the design of online learning experiences that are not just effective, engaging and efficient, but those that are also meaningful, empowering and caring. Come prepared to share, explore, discuss and have a bit of fun!
Effective Ways to Involve and Engage Students with VideosEdu Nile
Our workshop presentation at the ICT in Education conference; " Effective Ways to Involve and Engage Students with Videos" by Amer Yacoub & Ismail Fayed.
http://student-web.cna-qatar.edu.qa/sites/ictconf/2012/#&panel1-1
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include discussions, assessment, content delivery, and more. Course demonstrations included as well.
2. Listening & Speaking
Monday
Jon: Overview of tools in Listening & Speaking
Jena: Skype
Wednesday
Turkan: Student podcasting & pronunciation
Kristen: Youtube (watching and creating videos)
Hongbo: Captioning videos
Guanya: A/V CMC
Bek: Making your own podcasts
Wiki: Guanya & Hongbo
3. Listening
Pedagogical challenges:
1. How can teachers/students sort through material and find
what they need?
2. What kind of listening materials are best for our students
(i.e., how authentic, how much support/scaffolding is
needed)
4. Listening materials
Authenticity issues
Authentic materials to support authentic listening
Podcasts
Teacher-generated content: Why & How
5. Types of authenticity (Robin, 2011)
1. Authentic (content and delivery package are not made for
language learners)
2. Semi-authentic (feels authentic to NS, but made for
pedagogical purposes)
3. Authentic w/ scaffolding (original material packaged for
learners).
4. Non-authentic (content and delivery designed for pedagogy)
5. Authentic materials w/ authentic support (often learner-
generated)…probably the most novel & interesting from an
educational perspective.
6. Authentic listening materials
w/ authentic support (Robin, 2011)
a) Repeatable material
b) Short-length material
c) Audio or video with transcripts or captions
Scripts can be found for many movies and TV shows.
Many Youtube videos (and other services) have captions
Some A/V corpora also include scripts (e.g., CNCC)
d) Material w/ background available elsewhere
e) Non-commercial clip on user content sites
f) Authentic interaction (what does authenticity mean, even
within native speaker community)
7. Podcasts
Podcasts can be audio (usually mp3) or video. You can
subscribe to them or download individual episodes.
(Nurmukhamedov & Sadler, 2012):
1. Discrete category: focused on a specific topic, often one
speaker, short podcasts (e.g., Just Vocabulary Podcast)
2. ESL-focused: Speech adjusted, supplemental materials,
transcripts.
3. General audience: most podcasts, based around topic or
presenter(s), or series of speakers (TED, PSYCH 101)
4. ESL Super Podcasts: Multiple podcasts hosted by large
organizations (e.g., BBC Learning English, Voice of
America)
8. Podcast list (20 minutes)
Go to the following Google Doc.
Check out some of the podcasts listed in each category.
Add others that you know of to the appropriate categories.
goo.gl/EAgIf
9. Creating content for your learners:
Why?
Flip teaching – very popular idea in current pedagogy.
Instruction (i.e., exposure to new material and ideas) occurs
outside of the classroom through readings, recorded
presentations, screencasting, etc.).
In class time is used to facilitate learner-centered activities
(i.e., work on problems, tasks, projects).
Research still not entirely clear (especially for LLs)
Infographic on Flip Teaching
10. Creating content for your learners:
How?
Creating Digital Stories (w/ narration)
Asynchronous use of voice recording (e.g., Vocaroo,
Audioboo, Voicethread)
Screencasting (e.g., Jing, screencast-o-matic.com, or
Showme if you have an iPad)
Creating Youtube videos or other videos (e.g.,
Quicktime/Windows Media videos uploaded to LMS).
11. Speaking materials
Technology can afford learners many opportunities for
speaking and interacting.
They can speak with others through ACMC (Audioboo) or
SCMC (e.g., Skype).
Learners can create their own audio/video content, such as:
Recording their own presentations.
Recording audio/video diaries
Making their own videos/digital stories
Creating their own podcasts.
13. Youtube (also see Vine, Catch)
Youtube has pedagogical applications for speaking and
listening.
Options for privacy settings/sharing.
Listening:
learners can subscribe to Youtube channels and create
playlists
Learners can use captions, comment on videos, repeat
videos.
Speaking:
learners can create their own videos and upload them to
Youtube (and share them w/ one another).
They can respond to videos with their own videos.
Sample activities: McGill on I-TESLJ
14. Let’s try it out (20 minutes)
Choose one of the following. Work on your own or with a
partner. Prepare to share your ideas with the class.
1. Podcasting: How could you work with learners to create
podcasts? Brainstorm some ideas for language skills or
topics that could be used in podcasting.
2. Youtube: How could you use Youtube (or Vine) to develop
learners speaking AND listening abilities? Brainstorm
some ideas for language skills or topics that could be used
in creating videos.
3. Screencasting: Look at Jing, Screencast-o-matic, ShowMe
or a similar service and brainstorm some ideas for using
screencasting as an instructional tool in the classroom.
Editor's Notes
Open up the following sites before class: http://newsouthvoices.uncc.edu/nsv/narrativeshttp://goo.gl/EAgIf
Authentic – content and delivery package are not made for language learners.