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EXTENDİNG BORDERS OF CLASSROOM - USİNG PODCASTS TO OPTİMİZE LANGUAGE LEARNİNG

EXTENDİNG BORDERS OF CLASSROOM - USİNG PODCASTS TO OPTİMİZE LANGUAGE LEARNİNG. Aslı Saglam( asli.saglam@ozyegin.edu.tr ) & Dilek Salkı( dilek.salki@ozyegin.edu.tr ) Ozyegin University Istanbul TURKEY. Guide for Workshop. What is podcasting? Educational Use(s) of podcasting

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EXTENDİNG BORDERS OF CLASSROOM - USİNG PODCASTS TO OPTİMİZE LANGUAGE LEARNİNG

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  1. EXTENDİNG BORDERS OF CLASSROOM - USİNG PODCASTS TO OPTİMİZE LANGUAGE LEARNİNG Aslı Saglam(asli.saglam@ozyegin.edu.tr) & Dilek Salkı(dilek.salki@ozyegin.edu.tr) Ozyegin University Istanbul TURKEY

  2. Guide for Workshop • What is podcasting? • Educational Use(s) of podcasting • Use(s) of podcasting in our classes (using existing resources and creating your own) • Extending borders of class • Potential benefits • Challenges & Ways of overcoming challenges • Conclusions

  3. What is podcasting? A brief overview of podcasting

  4. A brief overview of podcasting • Audio content delivery approach based on Web syndication protocols, such as RSS • Disributing content to be used anywhere anytime with mobile and digital audio players (iPods, other MP3 players…etc.) • Podcasting= Web syndication (RSS) + Audio content (talkshows, music, news, learning resources, …) + Mobile devices (MP3s , cell phones, iPods,…) (Cebeci& Tekdal 2006)

  5. EDUCATIONAL USE(S) OF PODCASTING Using podcasting as a teaching learning strategy

  6. Educational usages of podcasting Based on recent podcasting use at UK universities, Harris and Park (2008) categorize educational usages of podcasting as: • Teaching driven • Service driven: delivering information (research work presentation, library tour, orientation and induction…etc.) • Marketing driven: (recruiting prospective students) • Technology driven: supporting teaching method (sharing teaching experiences)

  7. Tools for podcasting • Audio Mp3 files accessed from html files • Podcasts distributed using “push” technology with RSS feeds (iTunes, MyYahoo.com, i Google.com) • Avatars and virtual characters in making videos(www.voki.com, www.xtranormal.com ...etc.) • Screencasts (www.jing.com) • Powerpoint slides with audio enhancements (www.microsoft.com) • Video Doodling (www.voicethread.com) • Telephone podcasts (www.gcast.com) • Servers providing learner generated podcasting (www.podomatic.com)

  8. Taxonomy of current practices of podcast in K-12 and higher education (Hew 2009)

  9. Use(s) of podcasting in our classes

  10. Use(s) of podcasting in our classes Considering Our Learners’ Needs Analyses of our learner profile questionnaires reveal: • awareness that listening is a crucial skill and more practice needed • majority state that listening is a difficulty (in particular problems in identifying important ideas, understanding texts in detail, and taking notes while listening)

  11. Use(s) of podcasting in our classes Considering our Learners’ Needs • Attitudes towards listening “What do you least enjoy about learning English?” Some student responses: • taking notes • listening • listening to boring lectures

  12. Use(s) of podcasting in our classes Observed student needs • Speaking skills difficult to master for students • Speaking Practice (meaningful & authentic) is needed • Preparation for Speaking exam

  13. There is a need for an alternative, supplementary resource for listening and speaking skills

  14. Use(s) of podcasting in our classes: Using existing resources Aim: • Building learners’ schemata of lesson content • Providing learners with extra listening practice

  15. Integrating skills and fostering vocabulary learning • Providing further help for study skills

  16. Use(s) of podcasting in our classes: Student Created Podcasts

  17. Use(s) of podcasting in our classes: student createdIntroduction of the concept, visiting other student generated podcast pagese.g. http://caeb2006.podomatic.com

  18. Teacher-generated a podcast page for the class on podomatic (www.podomatic.com) http://ozuadvance0401.podomatic.com/

  19. Learner trainingabout how to post an episode; Cheat sheet

  20. Podcast production process: Students were given discussion points & asked to use newly learned speaking objectives of their listening course book in their discussions • Script writing and editing • Audio recording and editing and • Publishing and distribution

  21. EXTENDING BORDERS OF CLASS in addition to uses exemplified what could be other way(s) of extending borders of class by using podcasts?

  22. Further Activities

  23. POTENTIAL BENEFITS What could be potential benefits of using Podcasts?

  24. Potential Benefits of Podcasting: Review of Literature Hew’s review of research (2009) analyzes 8 studies (Anzai 2007; Bongey et al. 2006; Clark et al. 2007; Evans 2007; Lane 2006; Lee and Chan 2007a; Maag 2006; Tynan and Colbran 2006)which focus on effects of using podcasts through participants’ self reports, questionnaires and/ or interviews and concludes that use of podcast could enhance student learning.

  25. Review of Literature ‘Informal Mobile Podcasting and LearningAdaptation’(IMPALA) research project at theUniversity of Leicesteris investigatinghowpodcasting can support student learning (language and study skills). • Students experienced a way of learning that is contradictory to general traditionalconceptionsof ‘serious’ learning. • Report that they benefited from listening to the podcasts. S1: Omm, first of all, it’s not like, I mean papers, like books, you’ve just got to listen to it. It’s another way of learning, and it’s a new way of studying. S2: … I usually listen to thepodcasts for example if I’m feeling a bit tired of typing the assignment,… It’s a kind of entertainment … , so you just go and listen to podcasts.You’re relaxing yourself listening and learning.

  26. Potential Benefits of Podcasts • Wide range of possibilities for extra listening both inside and outside of the classroom • Supplementing the scripted textbook listenings with the real life authentic recordings • Promote autonomy and ownership by offering student choice • Flexibility regarding time, interest,pace and place • Mix of entertainment and learning (!) • Stimulates student interest and motivation

  27. Potential Benefits of Podcasts • Fostering individual and collective learning of course objectives, more interaction opportunities • Guiding learners for making meaning and knowledge creation • Simple to produce, immediate, educationally focused, reusable, engaging (Digital Audio Learning Objects, DALO 2007)

  28. CHALLENGES &WAYS OF OVERCOMING CHALLENGES

  29. Teacher Encountered Challenges 1) How do I find podcasts and assess their suitability in terms of • Target audience (native speakers vs EFL learners) • Level of my learners (esp. suitability for low level learners) • Topic (does the content tie into the curriculum) Directories that give you the chance to find Podcasts categorized according to target audience / level / genre.

  30. Teacher Encountered Challenges 2) Teachers’ work load: preparing tasks for the listening material Using tasks that require minimal preparation such as listening & note-taking or listening and summarizing where necessary

  31. Student Encountered Challenges 1) Finding resources Providing students with resource lists & internet and database search training 2) Evaluating suitability Providing guidelines which make learners think about the appropriateness of the material to the learning task 3) Student unfamiliarity with recording podcasts (for student generated podcasts) Training learners and providing guidelines

  32. 4) Forming the habit for life-long learning Integrating the use of podcasts into curriculum and making it a part of the course 5) not seeing relevance for learning raising awareness by providing explicit links between learning objectives and materials 6) technical problems in  downloading and accessing Checking links before hand Life ! 

  33. Conclusions

  34. Conclusions • Training needed for using this new technology of podcast for better learning outcomes • a basis for a better integration of podcasts in teaching and learning is essential- impact by design • Another modality for catering diverse students’ needs • Podcasting can maximize opportunities for learning if used intelligently

  35. A Final Word from OUR Learners…. Coursebook Recordings • Add adjectives in WORDLE

  36. Podcasts • Add adjectives in WORDLE

  37. References Aguilar, F. R. 2007. Top of the Pods-In Search of a Podcasting “Podogogy” for Language L. Computer Assisted Language Learning 20, no. 5: 471-492 Brown, A. et al. 2009. Instructional uses of podcasting in online learning environments: A cooperative inquiry study. J. Educational technolgy Systems 37, no.4: 351-371 Cebeci, Z. & Tekdal, M. 2006. Using podacsts as audio learning objects: Interdisciplinary Journal of Knowledge and Learning Objcets 2: 47-57 Harris, H. & Park, S. 2008. Educational Uses of Podcasting. British Journal of Technology 39, no. 3: 548-551 Hew, K. F. 2009. Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Education Tech Research Dev 57:333–357 Lee, M.J. et al. 2008. Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Technology 39, no. 3: 501-521

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