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Using iTunesU as Podcasting to Enhance Listening and Speaking Activities TFLA Spring Conference 2009, Waco, TX 8:30 - 9:45 AM Keiko Schneider Southern.

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Presentation on theme: "Using iTunesU as Podcasting to Enhance Listening and Speaking Activities TFLA Spring Conference 2009, Waco, TX 8:30 - 9:45 AM Keiko Schneider Southern."— Presentation transcript:

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2 Using iTunesU as Podcasting to Enhance Listening and Speaking Activities TFLA Spring Conference 2009, Waco, TX 8:30 - 9:45 AM Keiko Schneider Southern Methodist University, Dallas, TX USA

3 TFLA 2009: SCHNEIDER Abstract This presentation will demonstrate how iTunesU used as podcasting can be an effective way for students to engage in speaking activities and for teachers to deliver audio materials. Audience: All Language/s: All

4 TFLA 2009: SCHNEIDER Handouts Download Page nference/TFLA09

5 TFLA 2009: SCHNEIDER Outline of Presentation 1.Goals/activities/homework in speaking and listening: Warm up 2.iTunesU 3.This morning's lesson/Yesterday's homework 4.how to record 5.Podcasting 6.More on iTunesU 7.activities and homework 8.Reflection 9.Students' reaction 10.Future

6 TFLA 2009: SCHNEIDER Acknowledgement This presentation was made possible by funding from John G. Tower Center for Political Sciences, Provost’s Office, Teaching & Technolgoy Group, in cooperation with Academic Computing, FLL Tech center at SMU

7 TFLA 2009: SCHNEIDER Warm-up Friendly Introduction Goal of course/program: Speaking & Listening

8 TFLA 2009: SCHNEIDER Warm-up Speaking & Listening Activities

9 TFLA 2009: SCHNEIDER Warm-up Speaking & Listening Homework

10 TFLA 2009: SCHNEIDER iTunesU SMU (Public access) Limited Access from BlackBoard

11 TFLA 2009: SCHNEIDER iTunesU SMU (Public access) From Bb

12 TFLA 2009: SCHNEIDER iTunesU SMU iTunesU main page

13 TFLA 2009: SCHNEIDER iTunesU SMU iTunesU Humanities

14 TFLA 2009: SCHNEIDER iTunesU SMU iTunesU Beginning Japanese

15 TFLA 2009: SCHNEIDER iTunesU SMU iTunesU Beginning Japanese: Audio Files

16 TFLA 2009: SCHNEIDER iTunesU SMU iTunesU Beginning Japanese: Student Work

17 TFLA 2009: SCHNEIDER How am I conducting a speaking lesson as I speak in Waco? Podcasting!

18 TFLA 2009: SCHNEIDER Yesterday’s homework In this chapter, we are trying to do Dict-a-Conversation as audio assignment instead of written assignment. If you don't have access to Audacity, please plan this early. I. Download original file 2. Go to nakama audio files on Bb and download “ch10DictaConversation.mp3” II. Record your part When you make.mp3 file, you can employ however that is convenient for you. I recommend using Audacity, Please name your file with your name (e.g. lau.mp3). III. How to submit homework

19 TFLA 2009: SCHNEIDER Today’s lesson JAPAN 1402 conversation podcast: Link to handout Followup homeworkLink to handoutFollowup homework Family and ideal boyfriend/girlfriend 3/27/09 Your mission today is to create a conversation between you and a partner (or partners) about family and ideal boyfriend/girlfriend. Then upload it to iTunes U so that your classmates can listen to you for homework. Content: You can choose to work with a partner or if necessary, with two partners. You have to have equal amount of participation in the conversation. Evaluation: Your conversation will be evaluated with 1) ease of understanding and 2) accuracy 3) use of required grammar and vocabulary and 4) content.

20 TFLA 2009: SCHNEIDER How to record Microphones iPod course caster Built-in microphone USB Microphone Snow Bundle Software Audacity (http://audacity.sourceforge.net/)

21 TFLA 2009: SCHNEIDER Kinds of materials I create class recording: students speech contest, verifying what I said, missing students kanji dictation vocab audio file conjugation file Kanji/katakana reading file

22 TFLA 2009: SCHNEIDER iPod Course Caster -an iPod - Belkin Tunetalk Stereo connector

23 TFLA 2009: SCHNEIDER USB Microphone Snow Bundle

24 TFLA 2009: SCHNEIDER About Podcasting Everybody carries an iPod -> Fits students’ life style It is an economical way to access authentic materials, especially for advanced level students It is possible for students’ to publish their work Delivery of materials from teacher to students has become easier Community beyond classroom

25 TFLA 2009: SCHNEIDER Podcasts are internet radio/video programs played with personal computer and often with mobile devices. Normally the device you play on need not be iTunes. And mobile device need not be iPod. Even some cell phones and PDA can play podcasts. However iTunesU require iTunes and it is easier to synch into iPod from iTunes.

26 TFLA 2009: SCHNEIDER There are three types of podcasts 1.Audio only 2.Enhanced;with chapter function, still graphics 3.Video In enhanced podcasts, still graphics are shown where you would see artwork for music album appears.

27 TFLA 2009: SCHNEIDER How to upload files

28 TFLA 2009: SCHNEIDER iTunesU Tab Control

29 TFLA 2009: SCHNEIDER Latest Funding iPod Touch for instructor 6 iPod Nano for Ss Conference presentation (TFLA & Educause)

30 TFLA 2009: SCHNEIDER Activities 1) Dict-a-conversation in audio Students hear one-sided conversation and fill in the blank and submit as audio file

31 TFLA 2009: SCHNEIDER Activities 2) Pair conversation: Invitation & Restaurant Content: You can choose to work with a partner or if necessary, with two partners. You have to have equal amount of participation in the conversation. Also one of you, please change the voice and take the role of waiter/waitress. First you meet in front of the dorm and one suggests going to an event (of your choice). Arrange a time and place to meet. At the event, one of your suggest going out to eat. Decide on a kind of restaurant and go to a restaurant. Order food. Link to handout

32 TFLA 2009: SCHNEIDER Activities 2) Pair conversation Evaluation:1) ease of understanding and 2) accuracy 3) use of required grammar and vocabulary and 4) content. Required grammar and vocabulary: Waiter/waitress Japanese How to create audio file: Posting on podcasting site: Follow-up homework: Homework for tomorrow is to find the best podcast and answer questions about the conversation. Refer to the separate handout.

33 TFLA 2009: SCHNEIDER Activities 3) 3rd year advice (1st & 2nd year’s extra credit activity) Please create a podcast in.mp3 file. The content is your advice to 1 st year and 2 nd year students in the Japanese program. You can give a quick lesson, tell a good story about your learning experience, introduce a good online tool, teach your favorite expression, or whatever you feel that would benefit lower-class students with the study of Japanese.

34 TFLA 2009: SCHNEIDER Keypoints to a successful lesson Step-by-step instructions Sample recording Checklist for requirements (functions, grammar, vocabulary Task complete within classtime (1-3 minute recording) Work in pairs/groups

35 TFLA 2009: SCHNEIDER Reflections I am always looking for ways to engage students. They seem to retain materials better. Students can become the creator of work. They get to be creative and take the initiatives. Prepared speech leads into proficiency in conversation/speaking? Copyright material Intellectual property issues

36 TFLA 2009: SCHNEIDER Students’ reactions From Dict-a-conversation style: Department store It was fine, but far too long to finish in less than an hour I enjoyed it but we didn’t have enough time I liked doing it but there was not enough time to really do it I enjoyed this activity but sometimes it was hard to hear the recordings because of the background noise in the lab while recording

37 TFLA 2009: SCHNEIDER Students’ reactions Time was rough. I think it would be better as a homework assignment Thought it was great It was a challenge, but pay off in the end. We won! Good Just like dict-a-conversation More fun. I like going to lab. It was hard, but it helped. Very helpful but felt rushed to complete assignments

38 TFLA 2009: SCHNEIDER Students’ reactions Ch 9: Peer conversation: Restaurants and Invitation Love it- feedback is good too Fun It was challenging It was fun! Very good practice for inviting and deciding on things. Not bad, no complaints Helpful for experiencing the actual situation and practicing It was fun- I prefer writing but the podcasting allows us to speak in a fun environment (less stressful)

39 TFLA 2009: SCHNEIDER Students’ reactions It helps and was easier this time around than last. I really like listening to the other students’ podcasts. The podcasting assignments are fun and the technology was easier to use this time. I do like the podcast, it makes me more aware of how I am saying things. I like it alright. But I feel too rushed and make a lot of mistakes. They are a bit challenging abut they help reveal what I still need to study.

40 TFLA 2009: SCHNEIDER Students’ usage stats 2/19/09 1)Class recording: ( 1 )subscribe as podcast ( 5 ) download and listen ( 7 ) don’t use 2) Homework track: ( 6 )subscribe as podcast ( 8 ) download and listen ( ) don’t use 3) Student work track: ( 1 )subscribe as podcast ( 11 ) download and listen ( 1 ) don’t use 3/5/09 1)Class recording: ( 3 )subscribe as podcast ( 3 ) download and listen ( 7 ) don’t use 2) Homework track: ( 8 )subscribe as podcast ( 5 ) download and listen ( 1 ) don’t use 3) Student work track: ( 3 )subscribe as podcast ( 9 ) download and listen ( 1 ) don’t use

41 TFLA 2009: SCHNEIDER Future Educause: with Biology prof and computer guy HD camcorder and publish speech and presentations More iPod Nano for students Ideas from today’s audience and this conference?

42 TFLA 2009: SCHNEIDER Thank you! Keiko Schneider Southern Methodist University Dallas, TX USA m/conference/TFLA09


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