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HEARING VOICES IN ONLINE LANGUAGE LEARNING

HEARING VOICES IN ONLINE LANGUAGE LEARNING. Becoming a Webhead Seminar January 25th, 2007. Are you using the Internet like a book?. The Internet is more than a book. The Internet is not just a passive resource. As someone commented after one of my voice online workshops,

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HEARING VOICES IN ONLINE LANGUAGE LEARNING

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  1. HEARING VOICES IN ONLINE LANGUAGE LEARNING Becoming a Webhead Seminar January 25th, 2007

  2. Are you using the Internet like a book?

  3. The Internet is more than a book. The Internet is not just a passive resource. As someone commented after one of my voice online workshops, “That was amazing! I thought the Internet was just something for getting information.” NOT SO! This view of the Internet ignores the great many opportunities for interaction with others via computer mediated communication (CMC) tools, 2) and to help create the content of the web

  4. “The read/write web” (Tim Berners-Lee) So therefore also the listen/speak web Picture by dwstucke

  5. (Are you making movies or just filming stage plays?) Movies or stage plays?

  6. ‘pre-technology teaching’ • Sage on the stage (drone on the throne) • Teacher centred:

  7. ‘post-technology teaching’

  8. In Practice: • We DON’T all teach the same way • We DON’T all teach in ‘pre-technology ways’ post Internet arrival pre Internet lecturers move back and forth along continuum

  9. Paradigm Shift

  10. WHO BENEFITS FROM VOICE? • English as Second or Other Language Learners (ESOL) • Low level literacy • Those with little recent formal learning experience • Those with poor keyboard skills • Those who prefer an auditory style of learning

  11. For these types of learners it definitely results in richer participation and increased levels of satisfaction

  12. Issues (1) • Saves times for students, but NOT for teachers • Allows for individual monitoring/feedback/encouragement in ways not hitherto possible; esp using Voice Boards • Horizon Wimba • Vaestro • Chinswing

  13. ISSUES (2) • Structured exercises alleviate the problem of ‘lack of visible audience’ (some students find it hard to talk to a void)

  14. ISSUES (3) • Public v Private Space • Students feel strange posting in public spaces • Many students do not have private access to computers • Reduces anxiety of talking in front of an audience

  15. Voice Tools - Synchronous and Asynchronous • Whether using synch or asynch, good practice accommodates voice interactions that include the student as a contributor in the dialogue – a participative model (not broadcast) • This is particularly important when contemplating uses for podcasting – make sure students get some airtime!

  16. THE RANGE OF TOOLS Range of Tools SYNCHRONOUS • Instant Messengers (Yahoo, MSN, AOL, ICQ, Skype) • Voice chat rooms (Horizon Wimba) • Virtual Classrooms (iVocalize, Live Classroom, Centra, Elluminate) ASYNCHRONOUS • Voice Boards(Horizon Wimba, Vaestro, Chinswing) • Voice Email (Horizon Wimba, Springdoo, Vemail, Handybits) • Digital Storytelling (Photo Story, Movie Maker) • Audio Blogging (Hipcast, Gcast) • Podcasting (Podomatic, Odeo, Podcaster)

  17. HOW CAN YOU USE VOICE TOOLS? (1) • Conferences: to deliver and participate (Webheads) • Teacher Education • With students: 1) Live discussion with a musician about their work • Organised by Webhead Aiden Yeh (Taiwan) and Michael Coghlan (Australia) http://dcyeh.com/sy0304/2ndsem/groupa_projects/happy/

  18. HOW CAN YOU USE VOICE TOOLS? (2) • With students: 2) Small Group Discussion - Intercultural Communication • Streetlife Project organised by Webhead Anne Fox (Denmark) http://streetlife.homestead.com/

  19. HOW CAN YOU USE VOICE TOOLS? (3) • With students: 3) Small Group Discussion - Intercultural Communication • Interviews organised by Webhead Chris Jones (Arizona, US; now in UAE); see student comments at http://sp05internet.blogspot.com/ (links to student blogs in right margin)

  20. HOW CAN YOU USE VOICE TOOLS? (4) • With students: 3) Small Group Discussion – On Architecture and Urban Planning • Discussion organised by Webhead Dafne Gonzalez (Venezuela) http://vaestro.com/viewforum-368

  21. HOW CAN YOU USE VOICE TOOLS? (5) • With students: 3) Oral Presentations • organised by Webhead Buthaina Al-Othman (Kuwait) http://alothman-b.tripod.com/wia_162finalproj.htm 4) Pronunciation Practice 5) Fluency (http://aidenyeh.podomatic.com) 6) House Student work (audioblogs, podcasts) 6) Sense of Community

  22. MEDIA RICH BLOGS MULTILITERACY DIGITAL LITERACY ELITERACY http://english-ad.blogspot.com/ by students of Aiden Yeh Aiden is an EFL Lecturer, Wenzao Ursuline College of Languages Kaohsiung, Taiwan MOVIE

  23. Cutting Edge = Community Building? • ….. the cutting edge in the language classroom is not any single tool, but a complete learning community.  …I have used various individual tools with success but have been never satisfied with each alone.  I have used email exchanges, discussion boards, wikis, surveys, and now Skype but they all leave me wanting something that will integrate all the communication in my classroom.I sense the cutting edge is in blended learning that connects both the face-to-face community and the online community that my classroom is.  (Don Hinkelman)

  24. ARE YOU BUILDING COMMUNITY IN YOUR CLASSES?

  25. Is this the Paradigm Shift required? COMMUNITY-CENTRIC (diagram courtesy of James Farmer)

  26. Mobile Phones

  27. Africa Skips the Net • A trinity: finance, mobile phones & Africa • Sponsor a PayPhone Lady

  28. CONVERGENCE:Hand Held PC + Phone = +

  29. Whither Voice Technologies? • VOIP (Voice over Internet • Protocol) eg Skype to Phone • Coupled with desktop video conferencing • Use with PDAs and other mobile devices • Is voice alone a ‘transition technology’?

  30. Whither Voice Technologies? • As an extra channel in 3D virtual worlds eg Vivox Second Life client

  31. Second Life (http://secondlife.com/#)

  32. Whither Voice Technologies? • Podcasting (lectures, interviews, instructional bytes, assignments, etc) • Part of the personal publishing revolution • Retrieval of info from remote databases eg Wikipedia • Voice recognition software will become better and better…..

  33. RESOURCES MENTIONED IN THIS SESSION AThttp://users.chariot.net.au/~michaelc/fll/vol_resources.htmandhttp://users.chariot.net.au/~michaelc/els/pres.htm

  34. THE BOTTOM LINE: Every language class should have • A voice board • A virtual classroom (eg Alado) • An audioblog (Hipcast or GCast) • A podcast site (Podomatic, Odeo) • create Digital Stories with PhotoStory or Movie Maker and store them at places like YouTube or BlipTV; see example video courtesy of anybaird.com

  35. thank you michael coghlan michaelc@chariot.net.au

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