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Integrating Podcasts into the World Language Curriculum

Integrating Podcasts into the World Language Curriculum. Donna and Richard Shelton Northeastern State University Tahlequah, OK. Introduction. Short version of a workshop sponsored by the Oklahoma Foreign Language Teachers’ Association

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Integrating Podcasts into the World Language Curriculum

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  1. Integrating Podcasts into the World Language Curriculum Donna and Richard Shelton Northeastern State University Tahlequah, OK

  2. Introduction • Short version of a workshop sponsored by the Oklahoma Foreign Language Teachers’ Association • Handouts include all workshop information, including instruction in Windows Movie Maker to add images and video to podcasts • Due to time constraints we will cover some topics more thoroughly than others • Examples will be in English with a China theme supported by photos and video from our trip • Rick will be joining us later

  3. Session topics • The basics of podcasting • Finding appropriate published media • Creating podcasts inexpensively • Using Windows Movie Maker • New online services and tools • Standards-based tasks using online media • Assessing student performance in podcast

  4. The Basics of Podcasting

  5. The basics • Podcasts are digital audio files available online for downloading or subscription • Vodcasts have a video component • Subscription capability necessary for true pod- or vodcasts • RSS application makes subscription possible • Listen on a computer or an MP3 player • Podcasting software such as iTunes needed to subscribe • Online directories list podcasts available • Podcast or digital audio file creation is simple and inexpensive

  6. The basics • The subscription feature of true podcasts can be difficult to achieve • IT staff can obtain open source RSS application for use on institution’s server • We will use the term “podcast” for any kind of online audio file and “vodcast” for any kind of online video/audio file • Subscription or not • Available from a website or wiki • Stored in a course management system • Accessed via link provided to students

  7. The basics • Advantages of using online audio and video files • Support a range of content and/or tasks • More accessible than or substitute for a lab • Listening options and portability • Addresses needs of auditory learners • Content can be available to a wide audience • Appeals to “digital age” students • Students can record themselves

  8. The basics • Let’s listen to an example related to our China theme • Think and Talk Like Chinese, http://ttchinese.blogspot.com/ • Episode Eleven: Chinese New Year/Spring Festival • Posted by Cathy Lu on February 2, 2007

  9. Finding Published Media

  10. Finding published media • Tremendous growth in podcasting in many languages • Content for educational purposes can be difficult to find • Various categories • Language lessons created by other instructors, businesses, or agencies • Audio and video files intended for target language audiences

  11. Finding published media • Podcasts created specifically for world language students • NCLRC , The Language Resource Podcast, http://www.nclrc.org/about_teaching/podcast_training.html • Notes in Spanish, http://www.notesinspanish.com/ • Learn French by Podcast, http://www.learnfrenchbypodcast.com/ • ChinesePod, http://chinesepod.com/ • Some sites charge for access or particular services

  12. Searchable directories • Yahoo! Podcasts, http://podcasts.yahoo.com/ • PodcastDirectory.com, http://www.podcastdirectory.com/ • Education Podcast Network, http://epnweb.org • Podcasting News, http://www.podcastingnews.com/ • Podcast.net, http://www.podcast.net • Podcast Alley, http://www.podcastalley.com • The Podcast Network, http://www.thepodcastnetwork.com • iTunes Podcasts, www.apple.com/itunes/podcasts • Podfeed.net, http://www.podfeed.net/ • Odeo, www.odeo.com • Digital Podcast, www.digitalpodcast.com

  13. Creating Podcasts

  14. Easy creation methods • The least expensive • PC + software + microphone • In the middle • Digital recorder + PC + software • The most expensive • iPod with recorder + microphone + PC • We’re going to review the first two methods

  15. The least expensive method • Your PC • Windows Movie Maker • Part of Windows XP operating system • A microphone • Available at large discount stores • Plugs into the computer • Total expense • If you already have a PC with an XP operating system, about $8-$10 for the microphone

  16. The least expensive method • Plug the microphone into the computer • Open Windows Movie Maker • Click on the microphone icon • Click on the Start Narration button and talk • Click on the Stop Narration button • Save the recording • Creates a WMA or Windows Media Audio file

  17. Windows Movie Maker Click on the very small microphone icon here

  18. Windows Movie Maker Click on the Start Narration button here and begin talking

  19. Windows Movie Maker Click on the Stop Narration button when you are finished talking

  20. Windows Movie Maker Save the file as you would any other. Movie Maker creates Windows Media Audio files.

  21. The least expensive method • Here’s Rick with an audio file we’ll hear again later • Now we’ll try it! Any volunteers? • For podcasts without a subscription capability • Upload WMA directly to a website or course management system • For podcasts with a subscription capability • Convert the WMA to MP3 format with iTunes or other software • RSS software such as Drupal needed; see your IT staff

  22. What if I have an Apple? • Modify this method by using an Apple-compatible recording application • GarageBand, the basic version, comes with current operating systems • QuickTime 7 Pro, around $30 • An upgrade to GarageBand, is part of the Apple suite called iLife, which is around $80

  23. The middle of the range • A digital recorder • Depending on features, $50-$120 • A microphone, if desired • Your PC • Conversion software such as iTunes • For podcasts with a subscription capability

  24. The middle of the range • Plug the microphone into the recorder, if necessary • Record the podcast • Upload the file to the computer • Process depends on type of recorder • USB device recorders are the easiest to use • Convert the file to MP3 format if necessary • Upload the file to a website or course management system

  25. iTunes In iTunes under Edit, select Preferences. Go to the Advanced tab, then the Importing tab. Choose Import Using MP3 Encoder. With this setting you can import all audio files into iTunes as MP3 files.

  26. iTunes In iTunes under Edit, select Preferences. Go to the Advanced tab, then the Importing tab. Go to Setting. Choose a Stereo Bit Rate of 48 to 64 kbps. Your file size will be more manageable.

  27. What if I have an Apple? • For this second method • Digital recorders must have a USB connector, or • Digital recorders must have Apple-compatible software

  28. Adding video • Use a digital video recorder • A webcam or handheld camera • Use an external microphone for the best sound • Upload the video to your computer • Edit the video with Windows Movie Maker for PCs or iMovie for Apples • Upload to the website or course management system

  29. A word about file size • Audio and video files can be very large and less than user-friendly • iTunes can compress audio files • Windows Movie Maker can compress video files • Camtasia, a multimedia editing application, is great for both audio and video

  30. Let’s watch a vodcast • Rick’s vodcast on using Windows Movie Maker to combine video and audio • Screen capture functionality of Camtasia • Two vodcasts available on NSU’s podcasting server at http://ctl.nsuok.edu/drupal/?q=node/245 • This version • Another using photographs rather than video • Here are Rick’s instructions • Here’s the vodcast he created

  31. New services and technologies • Podcast hosting • MyPodcast.com, http://www.mypodcast.com/ • K-12 Podcasting Solutions, www.k12learn.com • PodBean.com, www.podbean.com • Audio forum and online podcast recording • Odeo Studio, http://studio.odeo.com, allows podcast recording through your web browser • Vaestro, www.vaestro.com, audio forum software accessed through your website • Educational video and vodcast hosting • TeacherTube, www.teachertube.com

  32. Integrating Standards-Based Tasks Using Online Media

  33. Standards-based tasks • Three options for incorporating podcasts into curriculum • Published podcasts (authentic or produced for language learners) • Instructor-produced podcasts • Student-produced podcasts • Applications for all three communicative modes

  34. Instructor-produced files • Instructor-produced files • Community members or campus visitors • International students or heritage speakers • Instructional content • Pronunciation exercises • Mini grammar lessons • Other practice or review exercises • Interpretive listening tasks • Culturally appropriate • Real-world language tasks • Simulated authentic materials

  35. Student-produced files • Presentational speaking tasks • Story telling • Radio shows • Advertisements • Newscasts • Audio pen pals • Interpersonal speaking tasks • Interviews • Informal debates • Recording facilitates testing logistics and evaluation

  36. Standards-based tasks • Focus on interpretive listening • Published or instructor-produced media files • For both language and content courses • Preparation, background building, modeling • See “Lend Me an Ear: Teaching Listening Strategies for World Language Learning” at http://www.nclrc.org/about_teaching/topics/lang_learn_strat.html#lend_ear • Tasks should cross proficiency levels • Interpersonal or presentational extension activities

  37. Standards-based tasks • Interpretive listening task categories • Individual podcast-based tasks • Podcast-based tasks as the first phase of an IPA (Integrated Performance Assessment) • Extended tasks involving a series of podcasts • Students at lower proficiency levels might generally use instructor-created or learner-targeted audio files • Students at higher proficiency levels might generally use published target-language audience podcasts

  38. Novice to Intermediate • Individual, podcast-based interpretive listening task • Instructor-created or learner-targeted podcasts Example: During a unit about the family, you post to your class website an interview you conducted with a community member about his/her family. You ask the students to listen to the file at home and to complete a chart with the family information provided by the community volunteer. At this proficiency level the students need to focus on extracting the main ideas and most important details, and therefore the chart asks them to match the names of family members with their relationship to the speaker.

  39. Novice to Intermediate • Using a podcast or other online audio file as part of an IPA • Instructor-created or learner-targeted podcasts Example: Take digital photographs from your (or a colleague’s) trip to a foreign country, and use Windows Movie Maker to combine the photos with a voiceover. Create several slide shows, each focused on a different location, and then post them to your website. As the first phase of an IPA, assign each student one of the slide shows. As they listen they fill in a graphic organizer with facts about each location. After they complete the listening activity, the class is divided into groups of students who watched different shows, and they share what they learned using the graphic organizers to facilitate their speaking. In the third phase of the IPA students create a travel brochure about places of interest in the country.

  40. Novice to Intermediate • Extended interpretive listening task based on a series of podcasts • Instructor-created podcasts only or in combination with published podcasts researched by the instructor Example: You decide to focus on a particular region during a unit. You assemble a series of podcasts that describe various aspects of life in that location: a weather forecast, a restaurant ad, an interview with residents, a description of an important event, and so on. Students complete an interpretive listening task over each podcast. At the end of the unit students write a simple description of the area based on what they learned through the podcasts and other class activities.

  41. Intermediate to Preadvanced • Individual, podcast-based interpretive listening task • Instructor-created or learner-targeted podcasts Example: During a unit on daily routines, you post several audio files of volunteers describing a typical day in their lives in their home country or hometown in the US. You divide your class into groups and assign each group to listen to one of the files and to complete an interpretive listening task. Students have already listened to a comparable audio file in class and have concentrated on the higher-level aspects of the task, particularly the use of context to infer the meaning of new words. After students complete the assessment, they share what they’ve heard with their group, and then engage in a jigsaw activity that allows them to share with the other groups and describe their own past and present routines.

  42. Intermediate to Preadvanced • Using a podcast or other online audio file as part of an IPA • Instructor-created or learner-targeted podcasts Example: You create an IPA for a unit over holidays and family celebrations, and for the first phase you have several audio files in which volunteers share anecdotes about their favorite holidays. Students complete readings and engage in interpersonal speaking activities before the assessment cycle. The unifying context for the IPA is the following: you and your team of cinematographers (a group of students) are creating a documentary for a target language-speaking audience comparing holiday celebrations in the US and other countries. You begin by listening to the recorded anecdotes. Each member of the team listens to a different recording and completes an interpretive task. After receiving instructor feedback, you exchange the information you’ve gathered via email, a discussion board, or a wiki. Your video documentary consists of narration by team members based on your research and interviews with individuals from the US and other countries.

  43. Intermediate to Preadvanced • Extended interpretive listening task based on a series of podcasts • Instructor-created podcasts only or in combination with published podcasts researched by the instructor Example: As part of a semester-long project in which students research the politics, economy, and culture of one of several instructor-selected countries, you provide students with a combination of native speaker volunteer and published podcasts. They complete separate interpretive listening assessments over each individual audio file, and then toward the end of the course they summarize what they have learned in a PowerPoint presentation to the class. The project could be supplemented by interpretive reading tasks.

  44. Preadvanced to Advanced • Individual, podcast-based interpretive listening task • Published podcast researched by the instructor Example: During a unit over a film from a target-language country, you provide students with a link to a podcast review of the film. They go to the link outside of class, download and listen to the review, and complete the interpretive listening assessment that you have created based on the podcast. Students have previous experience listening to other film review podcasts during class, and they understand and have practiced the various tasks of the assessment, especially the identification of the author’s and the culture’s perspectives. After completing the assessment, students engage in a writing task to share their reactions to the review.

  45. Preadvanced to Advanced • Using a podcast or other online audio file as part of an IPA • Published podcasts researched by the instructor Example: You create an IPA for a unit over environmental issues in the target-language country or countries and you find several appropriate podcasts. Before the assessment cycle, the class completes reading and listening assignments on the topic. The unifying context for the IPA is the following: you and your team (a group of students) run a website devoted to the protection of the environment. You are researching global warming for a new website article. As the first step in this project, each team member listens to a different podcast and completes an interpretive assessment. After receiving feedback from the instructor on your results, you move to the second phase, in which you and your team gather to discuss what you have learned. After your research is complete each team member writes an article.

  46. Preadvanced to Advanced • Extended interpretive listening task based on a series of podcasts • Published podcasts researched by the instructor or by the student with instructor approval Example: In a content course you assign a project of several weeks’ duration in which individual students research a particular event in the recent history of a target language-speaking country or an event that affected the target language community in the US. The project requires that students listen to several podcasts. Students are responsible for finding some of the podcasts, although the links to the files must be submitted for approval. Students complete separate interpretive listening tasks on each podcast, and at the end of the course they prepare a summary of the history of the event and an interpretation of their view of the consequences of the event for the country or community affected.

  47. Assessing Student Performance in Podcast Tasks

  48. Assessing student performance • Sources of assessment criteria for podcast-based tasks • ACTFL Performance Guidelines for K-12 Learners, 1998 • ACTFL Program Standards for the Preparation of Foreign Language Teachers, 2002 • ACTFL Integrated Performance Assessment Manual, 2003

  49. Assessing student performance • ACTFL Performance Guidelines • Novice, Intermediate, Preadvanced proficiency • Describe language performance in six domains • Comprehensibility • Comprehension • Language control • Vocabulary • Cultural awareness • Communication strategies

  50. Assessing student performance • From example rubrics in ACTFL IPA manual • Interpretive listening tasks • Identification of the main idea • Identification of the supporting details • Inferring meaning of unfamiliar words in context • Interpreting author’s intent • Offering a personal interpretation of the message

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