Enhancing World Language Instruction with Podcasts

1. Enhancing World Language Instruction with Podcasts Donna and Rick Shelton Northeastern State University

2. Agenda • The technical side • Definition of podcasts • Three easy ways to create podcasts • Podcasts in language instruction • Instructor-produced files • Student-produced files • Assessment • Small-group activity

3. The Technical SideRick Shelton

4. What are podcasts? • Digital audio files distributed over the Internet • Available through download from websites or through a subscription feed • Listen on a computer or a mobile device such as an iPod or an MP3 player • Podcasting software – iTunes, Juice, iPodder – needed to subscribe • Often available online free of charge

5. What are podcasts? • Subscriptions to podcasts are made possible by software called RSS • Some RSS applications are open-source or free • To make podcasts, convert digital audio to an MP3 file, a format recognized by RSS • The RSS file includes text that describes your MP3 for the potential user

6. For our purposes • True podcasts must have a subscription capability • We will use the term “podcast” for any kind of online audio file • Subscription or not • Available from website • Stored in course management system

7. Three easy creation methods • The least expensive • PC + software + microphone • In the middle • Digital recorder + PC + software • The most expensive • iPod with recorder + microphone + PC

8. 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 XP, about $8-$10 for the microphone

9. 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 • Talk • Click on the Stop Narration button • Save the recording • Creates a WMA or Windows Media Audio file

10. Window Movie Maker Click on the very small microphone icon here

11. Window Movie Maker Click on the Start Narration button here and begin talking

12. Window Movie Maker Click on the Stop Narration button when you are finished talking

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

14. The least expensive method • For podcasts without a subscription capability • Upload WMA directly to 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

15. 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

16. The middle of the range • Plug the microphone into the recorder • Record the podcast • Upload the file to the computer • Process depends on type of recorder • Convert the file to MP3 format if necessary • Upload the file to a website or course management system

17. 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.

18. The most expensive method • iPod with its own digital recorder • The recorder accessory start at $30, the cost of iPod models varies • A microphone, if desired • The inexpensive discount store microphone • Plugs into the iPod’s recorder • Your PC

19. The most expensive method • Plug the recorder accessory into the iPod • Record the podcast • Unplug the recorder from the iPod • Plug the iPod into the computer via a USB port • Upload the file using iTunes or manually • Upload the file to a website or course management system

20. What if I have an Apple? • Modify the first method by using an Apple-compatible recording application • Garageband, the basic version, comes with current operating systems • QuickTime 7 Pro, around $30 • Garageband 3, part of Apple suite called iLife, around $100

21. What if I have an Apple? • For the second method • Digital recorders must have a USB connector, or • Digital recorders must have Apple-compatible software • No change to third method

22. Adding video to your podcasts • 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

23. Headset Microphone Webcam Windows Movie Maker

24. 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

25. 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.

26. From the students’ perspective • Students have various options • Listen to the file directly from the website or course management system • Download the file to their computer to listen and/or keep for future use • Download to an iPod or other MP3 player to listen and/or keep for future use

27. Podcasts in Language InstructionDonna Shelton

28. Podcasts and world languages • Three options for incorporating podcasts • Published podcasts available online • Instructor-produced podcasts • Student-produced podcasts • Applications for all three communicative modes • Interpretive listening • Presentational and interpersonal speaking

29. What about published podcasts? • Tremendous growth in podcasting in other languages; however, appropriate and useful content difficult to find • Mainly in two categories • Language lessons created by other instructors or businesses • Audio files intended for target language audiences; comprehension requires considerable background knowledge

30. Sources of published podcasts • Many searchable directories of podcasts • 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

31. Advantages of online audio files • Easy to create • Sometimes more accessible to students than a language lab • Support a wide range of content and language tasks • Students can record themselves • Content can be made available to a larger audience • Address needs of auditory learners • Students can assess their own performance

32. Instructor-produced files • Instructor-produced content • Not necessarily limited to instructors • Community members • More advanced students • International students or heritage speakers • Campus visitors

33. Instructor-produced files • Instructional content • Pronunciation exercises • Mini-lessons on grammar concepts • Other practice or review exercises • Interpretive listening tasks • Culturally appropriate • Real-world language tasks • Simulated authentic materials

34. Student-produced files • Presentational speaking tasks • Songs • Story telling • Readers’ theater • Radio shows • Advertisements • Newscasts • Audio pen pals

35. Student-produced files • Interpersonal speaking tasks • Some appropriate for podcasting to a wider audience • Interviews • Informal debates • Other tasks are more limited in their audience; recording facilitates testing logistics and evaluation • Other conversational activities

36. Assessing podcast tasks • Sources of assessment criteria for podcasts • ACTFL Performance Guidelines for K-12 Learners • ACTFL Integrated Performance Assessment Manual, ACTFL, 2003 • NCATE/ACTFL Program Standards • ACTFL Speaking Guidelines

37. Assessing podcast tasks • 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

38. Assessing podcast tasks • Presentational speaking tasks • Content • Attention to audience • Comprehensibility • Language functions • Language control • Discourse type

39. Assessing podcast tasks • Interpersonal speaking tasks • Content • Comprehensibility • Language function • Language control • Communication strategies • Discourse type

40. Assessing podcast tasks • Student self-assessment • Can easily listen to online audio files • Can learn to evaluate their own language performance • Complete simple rubrics or checklists focused on limited aspects of language use

41. Other uses for podcasts • Audio files as NCATE artifacts for language education students • Can be uploaded to electronic portfolio systems • Some e-portfolios require MP3 files • University recruitment efforts • Showcase programs and special events

42. Small-group activity • Let’s work in groups of 4 or 5 participants • Language-specific if possible • You may also wish to divide according to level taught • Brainstorming activity • Half the groups will consider ideas for interpretive listening tasks • Half the groups will consider ideas for presentational speaking tasks

43. Questions? Thank you! Donna Shelton, sheltods@nsuok.edu Rick Shelton, sheltorw@nsuok.edu