Call Is Academic Session Yeh Final
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Transcript of Call Is Academic Session Yeh Final
Aiden Yeh
Wenzao Ursuline College of Languages
Call-IS Academic Session
TESOL 2009
Denver, Colorado
TOPIC OUTLINE
Thematic Podcasts Project
Internet English Class
Basic Writing Class
Google Document & Ezine
LEARNING CONTENTS
http://ue1a.pbwiki.com/ http://ue1b.pbwiki.com/
COURSE OBJECTIVES
develop listening/spea
king and reading/writin
g fluency
•through a variety of activities and internet resources designed to increase competence and confidence in these areas
Enhance technical
skills
•Such as Digital technology (PPT, video, audio)•Such as Web 2.0 tools (blogs, podcast, etc)•Skills needed to complete language learning tasks
MULTIMEDIA TOOLS
Audio Recording & Editing : Audacity, Goldwave
Video Recording & Editing: Digital Camera, Windows Movie Maker
Audio Visual Presentation: PowerPoint, Graphics, Fonts
ARCHIVING RESOURCES FOR AUDIO & VIDEO MATERIALS
Video Audio/Video
Audio/Video
BLENDING F2F ACTIVITIES & BLOG ENTRIES
Students
Introduced to authentic
materials (local or global)
Use language skills to
complete task
Writing/publishing blog
entries and podcasts
WHAT IS
Image source: http://www.cooltownstudios.com/images/web2.0.jpg
IT’S ABOUT
Image source: http://www.cooltownstudios.com/images/timepersonoftheyear-you.jpg
WHAT CAN WEB 2.0 DO social networking: wikis, communication
tools, and folksonomies (based in people’s personal content) that emphasize online collaboration and sharing among users
User-generated content on the web Lets groups of people create, interact
and edit information on the web in new ways.
Image source: http://www.rossdawsonblog.com/Web2_framework_p3.jpg
WHAT IS PODCASTING
In 2005, the editors of the New Oxford American Dictionary declared “podcasting” the word of the year, defining the term as “a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player”.
A PODCAST IS…
User-created media content, usually audio or video shows
Can be accessed or downloaded at any time and is made available on-demand to the listener
When we create podcasts we are in fact creating and posting an audio file to the internet
You don’t need an Ipod to listen to podcasts
WHY PODCAST? Authentic Audience Encourages creativity and collaboration Enhances effective communication skills Enhances students’ oral and writing
skills Engages students in their learning Gives students a voice
TASK REQUIREMENTS Students work in groups (5 in a group) Create a podcast show about the assigned topic Research and read about the topic Decide on a podcast format [audio/video]
Pattern program based on a radio or TV talk show Build a good storyline that will catch the audience’s
attention Write a script
Narrative Conversational (dialogues)
Establish content Present the Issue Discuss and offer solutions
Producing the show Music Visuals (for video) Narrations, dialogues
PLANNING A PODCAST The theme of the show Script writing (editing & revising drafts) The audience the show is aimed
towards: students, general public Deciding on sound effects and music Commercial breaks (if any) Choosing simple tools, necessary
components, software, hardware to get you underway
HOW STUDENTS USE PODCAST Student-podcasters-
create and produce podcastsPresent and evaluate their own work
Audience- Listen/watch podcast presentations Provide feedback based on the quality of
podcast productionAnswer questions about the text/topic
STUDENT-PODCASTERS:COLLABORATIVE TASK PROCESS
1st Stage
•Modeling•Setting Task Requirements & Guidelines
2nd Stage
•Planning•Writing/Editing•Recording & Producing Podcast
3rd Stage
•Final work presentation•Group/self-evaluation
LEARNING PROCESS
THEMATIC-BASED PODCASTING
PODCAST
IMAGES & AUDIO
VIDEO
AUDIO: VOICE OVER/
BACKGROUND MUSIC
WEEKLY PODCAST SHOWS Themes
Forever Single Taking Care of Your Parents Transportation in Kaohsiung Friends & Lovers Long Distance (international) Relationships Capital Punishment Working Moms Organ donation Taiwan’s News Media (Quality of News Reporting) Taiwan’s TV Programs: Educational or Purely
Garbage
SETTING TASK REQUIREMENTS & GUIDELINES FOR STUDENT-PODCASTERS Students work in groups Research about the topic Set a storyline, length of podcast (10-15
min) Decide on type of podcast: Audio/Video
(audio/still-images, in-door/location shooting)
Write the script Submit script draft for corrections Edit/Revise/Finalize script Produce Podcast
FIRST STAGE: MODELING
SAMPLE OF RADIO PODCAST USED IN
CLASSMOCK RADIO TV PODCAST
AUTHENTIC PODCAST SAMPLES
Link: http://www.npr.org/templates/story/story.php?storyId=95937651
SAMPLE SCRIPT DRAFT(FOREVER SINGLE PODCAST)
Comment about their commercial
Comment about adding TRANSITIONS
Verb form
Message lost in translation
Word forms, punctuations, subject-verb agreement, etc.
COLLABORATIVE WORK
Traffic & Transportation in KaohsiungLinda :Reporter #1Script IdeaVideo Director #2
Joyce :HostScript IdeaScenario / script writer #1Photographer
Vincent:Reporter #2Talk Show IdeaVenue Arranger
Vivian:CameramanVideo Director #1Photographer
Seiko :Guest #1Script IdeaScenario / script writer #2
Irwandi :Guest #2Photo EditorVideo & Audio EditorScript Idea
Students learn how to ask and answer questions similar to talk show programs
Students learn how to express opinions
Students go on location to film their video and record their dialogues or mini-documentary presentations.
Students learn how to use current events to support their arguments and discussions
Taking care of parents/elderl
y
AUDIENCE FEEDBACK:WRITING BLOG ENTRIES
Listen, http://www.archive.org/details/UE1A_Group9_Taiwan_News 1. What is the main message of Group 9's podcast topic?2. Did their show provide solutions to the problem? What are
the given solutions?3. Comment on the group's podcast.
3.1 What can you say about the quality of recording? Was the voice of the hosts/guests/characters loud and clear? Was there any background noise that made it difficult to understand what
was being said? Was the pacing (speed) of the delivery (oral delivery made by the
hosts/guests/characters) too slow or too fast?
3.2 Was there any sound effects or background music used? Was it effective? In what way?
3.3 Was there anything that you like about their show? What is it and why?
3.4 Was there anything that you didn't like about their show? What is it and why?
3.5 If Group 9 is given the chance to do another presentation, what would you suggest members of Group 9 to do to make their presentation better?
AUDIENCE: WRITING OPINION-BLOG ENTRY4. 1 Search the Internet and look for the
meaning of 'yellow journalism'- What is the definition of 'yellow journalism'?
4.2 Would you characterize Taiwan's news reporting as a form of 'yellow journalism'?- If so, why do you say so? Give an example of
a sensationalized news report that has been the focus of attention by the Taiwanese media (it could be an old report that was sensationalized)
- Include references (websites) where you got the information from
STUDENT-PODCASTERS’ SELF-EVALUATION GUIDELINES
Blog entries for podcast shows comments are for the student-viewers. You don't have to write a blog entry for your own group podcast, instead you will write a self-evaluation. Here's how:
When you write a self-evaluation, think of the strengths and weaknesses of your podcast presentation. Begin by writing what the good points are, and then work your way to discussing what aspect/s of your presentation should be changed (if there are any).
Assess whether you, as an individual member, contributed your skills and knowledge to the group, or do you think you could have done more? If so, what was it?
What did you learn in the process of producing your podcast show?
What language skills and content/technical skills do you think were enhanced in producing this project?
Link: http://ue1a.pbwiki.com/Group-presenters-self-evaluations
SUBMISSION OF BLOG POST LINKS
ASSESSING LEARNING ABILITY
Student-Podcasters Did they submit a script draft prior to
presentation? Did they make the necessary edits/changes
on the script prior to audio/video recording? Were jobs & responsibilities equally divided
among members? Was the recording done indoor or on-location? Was the audio/video editing neatly done or
were there any rough edges on the overall quality of the podcast?
COMMENT on the overall CREATIVITY of the SHOW
ASSESSING LEARNING ABILITY
Being an ATTENTIVE AUDIENCE Answered all the questions provided for
blog entry task Thoughtful and in-depth remarks Written language accuracy New words/vocabulary used in the
podcasts were carried on and re-used in blog entry to enhance vocabulary power
Paragraph/short opinion-essay writing style
Blog entry encourages readers to read or visit blog
BASIC WRITING
TYPICAL STUDENTS’ PROCESS OF WRITING
Image: http://www.cartoonstock.com/lowres/dcr0641l.jpg
PROCESS-BASED WRITINGprewriting
drafting
Seeking feedbackEditing
Publishing
getting ideas, beginning to plan
from peers or the instructor
Publish/share
Proofreading, revising
• aiding Ss in the actual process of writing• finding the source of their problems in creating good written texts• enabling them to overcome those difficulties
Series of drafts
Final Evaluation
INTEGRATING WEB 2.0 INTO THE PROCESS
Students
Prewriting [f2f/Yahoogr
oups ]
Drafting [Google Docs]
Seeking Feedback
[Google Docs, Twitter,
Facebook]
Editing [Google Docs]Publishing
[Google Docs/Ezine]
Teacher
PROCESS AND PRODUCT APPROACH
Prewriting
Drafting
Seeking feedback
Editing Publishing
Published Essay = Product
PREWRITING Watching news reports Reading news articles Discussion
5-PARAGRAPH WRITING TASK1. Read the news article 'DNA 'backs Austrian incent claim' (see Yahoogroup's Links are for URL links)
2. Write a 5-paragraph persuasive essay. 1. First paragraph = Introduction2. Second paragraph = Reason 13. Third Paragraph = Reason 24. Fourth Paragraph = Refute (argue against) the opposing point of view5. Fifth Paragraph = Conclusion
3. Essay Guide Questions: Josef Fritzl is temporarily in prison for a crime he committed. He is being charged for sexually abusing his daughter, Elizabeth, and for having fathered 6 of his children (1 child died during infancy). His lawyer states that Fritzl is suffering from psychiatric problems which made him do these heinous acts. Should Fritzl then go to a psychiatric hospital or prison? If you were to judge his crimes, what sort of punishment would you give him? Would you send Fritzl to a psychiatric hospital for treatment, send him to jail for the rest of his life (Life imprisonment), or should he get capital punishment?
4. Deadline of first draft 5. Submission guidelines: Upload your first draft to Google documents,
and put the URL of your document in the links area of the Yahoogroup (see Fritzl Folder).
PROVIDING FEEDBACK
KINDS OF FEEDBACK GIVEN Meeting task requirements
Length/number of paragraphs Answers to guide questions
Content Understanding of the topic Is the essay ‘off topic’?
Interpretation/analysis/argument Logical, coherent Does it make sense?
Technical Flow
Transitions Topic sentences Can the reader follow the flow of contents
Style (active/passive voice, etc.) Grammar Typos
REVISION HISTORY
FINAL DRAFT
3-PARAGRAPH OPINION ESSAY Topic: Tourism Issue: Does tourism help or hurt the
environment? Task: Write a 3-paragraph opinion essay
Paragraph 1= IntroductionParagraph 2= Body (Reasons & Support
statements)Paragraph 3= Conclusion
ANOTHER SAMPLE OF PEER-FEEDBACK
PEER FEEDBACK SAMPLE The writer talked about Mount Ali where he has spent his
winter vacation. He prove that tourism brings many benefits to Mount Ali. Unfortunately, I only could figure out one from two reason which is provided by the writer.
It's better for you to make the outline in purpose to keep it focus on the topic. For instance, the writer should be reduce the explanation about what Mount Ali is. Then, on the 2nd paragraph I found this sentence " In conclusion, not only does tourism benefit Alishan district with its prosperity, but is also helps the area shorten the “huge gap” with modern societies." which I did not understand why the writer put this sentence in the body paragraph.
My suggestion is read again your essay twice or three times, and keep focus on the topic.
PEER FEEDBACK SAMPLE
EZINE
http://www.openzine.com/aspx/homepage.aspx
PUBLISHING STUDENTS EZINE
http://www.openzine.com/aspx/Zine.aspx?IssueID=1633
http://www.openzine.com/aspx/Zine.aspx?IssueID=1631
COMMENTS FROM STUDENTS I was quite shocked when I saw my
article on the screen. I feel very happy and proud because you put my article in it. Thank you very much.
Thanks so much Aiden, you have chosen my writing and put it on the Ezine. It is so awesome. Thanks a million. It so amazing.