Different Approaches to Sound Desktop-based Web-based (.wav, .mp3) (.ﬂv, .mov, .m4v, .mp3) editable, good sound, reusable, good for analysis, disposable, adequate sound, + pronunciation, podcasting, easy to share, instant downloadable availability, streamable not easy to edit, proprietary, big ﬁles, requires “post requires programming, - processing,” not easy to use inconsistent results, needs a on the web, expensive good web connection Audacity, Wimba, ANVILL,examples Soundbooth, Voicethread,Voki, CLEAR, Garageband, Logic Siri (iPhone)
Recording Sound: Real Time or Not? Synchronous Asynchronous time, editable, good sound, time, “natural”, + ﬂexible placement on web pages not easy to edit, proprietary, inefﬁcient, difﬁculty in requires programming, - publishing or recreating inconsistent results, needs a good web connection Voiceboards, audio drop Chat, IM, phone, speechexamples recognition (Siri) boxes, vokis, podcasts, TCasts
Overview: Kims Game is one of many variations on the "sameor different?" games that language teachers have played withtheir students for a long time. Its an information gap exercisebased on how well one student can communicate to anotherwhat they saw. Its a great game for language skills andmemory.Procedure: Divide the class in half. Show one group of studentsone set of objects (or photos, sounds, movies, etc.). Show theother half a different set. Or, better yet where some are thesame and some are different but the differences are subtle. Ss,in pairs, have a set amount of time to ﬁgure out which itemswere the same, which were different. Performance tends toimprove the more partners a student gets to talk to.
Assessment: Task completion is easy to assess: were studentscorrectly able to ﬁgure out whether they saw the same things ornot? The real challenge, of course, is how completely and howefﬁciently Ss are able to do so.CMC Version: With ANVILLs media and communication tools Kimsgame also becomes an avenue for out-of-class practice (akacomputer mediated communication). This lesson has three basicsteps: 1) students see something and have to remember it; 2)students have to convey what they saw to a partner; and 3) thepair (or small group) has to decide how many items were the same(S) or different (D).Requirements: two distinct sets of somewhat similar (or identical)pictures, objects, short ﬁlms, signs, vocabulary words, etc.Technical requirements: a set of ANVILL lessons that sets up thetask and leads students to the class chatroom for discussion; follow-up and debrieﬁng in a subsequent class.