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Wikis_ Blogs and Podcasting

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					Bringing Wikis, Blogs and
   Podcasting to Your
       Classroom
             Lina Lee
     University of New Hampshire
          NECTFL – New York
            March 27, 2010
21st Century Learning

“I never teach my pupils; I
only attempt to provide the
conditions in which they can
learn.”
        --Albert Einstein
Transform your classroom into a
creative learning space and
provide the opportunity for
students to collaborate.
Welcome to
21st Century
  Learning
Web 2.0 for Social Networking

                Collaborative
                Writing


                          Personal
Sharing Ideas             Journals
via Voice
Social Networking …
 Connect YOU with people from …
Share information via texts, images, audios, videos ….
 Collaborative learning
                               Build community
 No HTML knowledge required
                                           FREE
Part 1: Wikis
How the wiki got its name?




“Wiki-wiki to the beach.” - Elvis
Presley in the movie Blue Hawaii
(1961). The line was said with a
snap of the fingers.
              Wikis …
Sand Box
 Collaborative writing tool
    Work divided by several people

    Add and edit content together

    Final product displayed in one common place

 Hyperlinks, photos, audios and videos
    Support the content
Why Wikis?
   Collaborative writing anytime and anywhere
   Collection of ideas to make it better
   Learner-driven content
   Multiple ownership
   Community building
   Accountability
   FUN!
Wikipedia/Español/Cine
Wikipedia/Francais/Musique
Free Wiki Hosts
Wikispaces
 http://www.wikispaces.com/
Wetpaint
 http://www.wetpaint.com/
PB Wiki
 http://pbwiki.com/
Wikidot
 http://www.wikidot.com/
YouTube: http://www.youtube.com/watch?v=-dnL00TdmLY
Wiki Space (Web page)
                French 2             homepage


Grammar         Group Writing        Cultural Projects


 Present     An ideal weekend        Quebec
                                       France
 Past        Halloween 2009
                                       Niger
 Future      Plans for Christmas
                                       Congo
                                       Central Africa
            Collaborative Writing
Five Basic Features
(1) Main page: home page
(2) Navigation: list of pages (links)
(3) History: tracking changes
    Green - text added

    Red - text deleted

(4) Discussion: providing feedback/suggestions
(5) Edit page: making changes
Wikispaces for Educadors




                     Make it protected
Manage Space Page
Main Page with Navigation

Navigation
Main Page with Edit


               Edit - Save
Edit - Save Page

                 Compose ideas
               Make and save changes
Discussion Page
Discussion Page
History Page
History Page
Wiki Essays at UNH
   Spanish 402 (second semester) taught by TAs
      Three essays outside of class

      One in-class essay at the end of the semester

   Wiki essays in Spring 2008 (15% of course grade)
      Writing as “process” not “immediate product”

      Replace three traditional essays

      Groups of 4-5 students

      Each essay @ three weeks
Wikis Essays (continued)
   Topics with linguistic focuses
       “Erase una vez …” (Once upon a time …)
       “Viajamos a ….” (Traveling to …)
       “Una carta a Abby” (A letter to Dear Abby)
   Instructor‟s role
       Create groups in
       Provide guidelines, grading criteria and feedback
       Monitor discussion page
Wiki Guidelines/Grading Criteria

Lee, L. (2010). Exploring wiki-mediated
collaborative writing: A case study in an
elementary Spanish course. CALICO
Journal 27(2), 260-276.
 Linguistic Issue (discussion page)
S1: However, I had a question in the last paragraph. Should it be “Me molesta
     que Alejandro fume tanto” instead of “fuma tanto”?
S2: Is it one of the WEIRDO verbs that we have learned in class?
S3: I think it is like “no me gusta” –one of the emotional verbs but I‟m not
     really sure.
S2: Yeah… I think you guys are right. I see Michael‟s note that we should use
     the subjunctive here, expressing wishes, hopes and emotions (p. 365+).
     Let‟s change the verb. Anything else?
S3: Now I see that we also need to change --espero que Ud. „puede‟ to „pueda‟ -
     the subjunctive. What do you guys think?
S1: I agree. I‟ll finish some final edits. Now it's even kinda' funny and flows
    a bit better than our last one.
Pragmatic Issue
S1: Hey guys. Do you think this "letter" should be written in
    tu form or usted?
S2: I'd say usted because we‟re talking to someone who we
    don't know but I'm not sure.
S3: Yeah i would think it would be usted. We don't know him,
    and he is also a Dr?
S4: Yeah, I agree, we don't know him and he is a doctor –a
    doctor of love hahah - but a doctor none the less.
Quantity of Edits (Revision Rates)
Affective Support
   “Sarah, I liked your part of the essay, it was pretty
    funny. I think we kind of have a pattern here of
    growing up with movies and a nice connection with
    Grandma and other loved ones.”
   “Hey guys this looks pretty good. This is a really
    creative story with a great plot.”
   “Bev, your questions are very good ones. I will try to
    do my best to clean up some of the "yo"s etc as well
    as accent marks.
Pros and Cons
   Pros
      Collaboration, team work, creativity

      Writing as process, tracking changes, more
       transparent, accountability
      Learner-driven, pride of authorship

      Broader audience, not just for teacher

   Cons
      Overriding someone‟s work without permission

      No single ownership but multi-authored product

      Discomfort feelings or aggressive attitude
Ideas for Using Wikis




    Collaborative Writing
Wikis for Collaborative Writing
   Recipe book           An ideal trip to …
   Story telling         Showcase of class
   Travel guide           project
   School newspaper      Birthday party plans
   Summary of a          Culture projects
    reading/lesson
   A movie review
Part 2: Blogs
YouTube: http://www.youtube.com/watch?v=NN2I1pWXjXI&feature=user
              Blogs …
 Weblog
   Collection of postings like an online journal

   Postings in a reverse chronological order

   Sharing common interests

   Reading others‟ posts and making comments

   Promoting critical thinking

 Hyperlinks, images, music and video
Wikis vs. Blogs
Wikis                   Blogs
 Multiple authors       Individual author

 Topic-based            Reverse chronological
                          order
 Evolving and
                         Historical record; rarely
  expanding content       changes
 Collective feedback    Feedback via comments
 Knowledge sharing      Reflective thoughts
Free Blog Hosts
Blogger
 http://www.blogger.com
Wordpress
 http://www.wordpress.com
Edublogs
 http://www.edublogs.com
LiveJournal
 http://www.livejournal.com
Blogger: How to start a blog?
Dashboard
Posting
Permissions
Types of
   Personal blogs
       Autobiographical writing
       Personal interest: favorite artist/painter/musician
   Group/class blogs
       Discussions about readings
       Cultural projects
   Intercultural exchange blogs
       Ethnographic interviews
Part 3: Podcasting

            iPod + Broadcast
            = Podcast
     RSS   Podcasting
A   web-based audio or video broadcast
    MP3 vs. MP4

 Download to MP3 player or iPod
 Distributed over the Internet using
  syndication feeds (RSS--Real Simple
  Syndication)
Why Podcasting?
 Listening to authentic materials
    Talk show, cooking, music, news, stories;
     poems and more …
    Videos from YouTube

 Practicing speaking and enhancing
  pronunciation by producing your own
  podcasts
Spanish Podcasting Sites
   Notes in Spanish
http://www.notesinspanish.com/
   Voices en Español
http://spanish-podcast.com/
   Viajero del Mundo
http://www.viajerodelmundo.com/
   ChilePodcast
http://www.chilepodcast.cl/
   Español Podcast http://www.spanishpodcast.org/
French Podcasting Sites
  LeMonde.fr from Paris
http://podcast.blog.lemonde.fr/
 Learn French by Podcast (all levels)
http://www.learnfrenchbypodcast.com/ind
ex.php
 Daily Frenchpod (all levels)
http://www.dailyfrenchpod.com/
 Learn French in Boston
http://learnfrenchinboston.com/
             You Will Need …
   Fair amount of memory
   Good microphone (built-in mic)
   Software program to record your voice
      Audacity + LAME to make MP3 files

   A place to host your podcasts
      Your own website via Internet services

      Third-party site: avMypodcast (75 MB--small)
Free Software to Make Podcasts
   Download software from Google
                         (Mac and PC)


       GarageBand (for Mac only)

       iMovie (Mac) and Movie Maker (PC)
Places to Host Your Podcasts
 Save them to MP3 files
 Publish them using free hosting services
    iTunes

    Odeo

    Podomatic

    MyPodcast

    avMyPodcast
   Examples of Using Combined
         Web 2.0 Tools

1. Intercultural Exchange Project
   (Spring 2008) - Graduate Seminar

2. Reflective Writing Blogs (Spring 2009)
   -Advanced Composition & Conversation
    León - NH Online Exchange
   Cross-cultural exchange (Spring of 2008)
   Participants
       10 graduate students from UNH, USA
       23 undergraduate students from University of León, Spain
   Three major tasks with combined tools
       Bloggers for group blogs
       iMovie or Audacity for podcasts
       Message board for ethnographic interviews, feedback and
        comments
Intercultural Exchange Blogs
UNH blogs
http://tecnolodos.blogspot.com/
http://pekepeki.blogspot.com/
http://kaneycourtney.blogspot.com/
http://sebrenes.blogspot.com/
León blogs
http://leononfocus.blogspot.com/
http://7legion.blogspot.com/
http://castanaspilongas.blogspot.com/
http://penwizards.blogspot.com/
Task #1: Group Blogs
Topics Chosen by American              Topics Chosen by Spanish
Students                               Students
Blog #1: University Life; Stereotypes; Blog #1: A City Tour of León;
Global Warming                         University of León and Technology
Blog #2: Super Bowl; Crossword         Blog #2: Night Life in León University
Puzzles; Cyberlanguage                 Life; Brief Guide to Spanish Music

Blog #3: Political Figures-Obama and   Blog #3: Spanish Films; A Famous
Romney; Economics in USA               Place in León; Spanish Music

Blog #4: University Life in USA;       Blog #4: University Festivals;
Presidential Debates                   Smoking; Interviews with University
                                       Professors
Task #2: Podcasting
 Controversial        issues
     Global warming
     Euthanasia
     Same sex parents
     Capital punishment
     Drug related issues
     Immigration
Task #3: Ethnographic Interviews
Topics Chosen by American        Topics Chosen by Spanish
Students                         Students
Flattering                       Capital Punishment
Educational System in Spain      Cinema
University Student Life          Free Time
Politics in Spain                Life in New Hampshire
Student Exchange and Travel      Weapons in the USA
Farewell to Students from León   Iraq War
Super Bowl from NH




                     Blog - UNH
Road to Presidency from UH




                   Blog -
                   UNH
About Old Part of León




                  Blog – León
Blog - León
   Blog - León
Interviews with León Students
Vodcast in Blog from UNH
Podcasts in Moodle
from León
Ethnographic Interview:
Questions from León
Responses from UNH
Vodcast: Capital Punishment
Post-Task: Peer Feedback
 Read blogs and listen to podcasts
 Linguistic feedback by
     Written comments or voice recordings
 Focus-on-form
     Lexical and morphosyntactic errors
 Use   of both English and Spanish
Feedback in Message Board
For more information …
Lee, L. (2009). Promoting Intercultural
Exchanges with Blogs and Podcasting: A Study
of Spanish-American Telecollaboration.
Computer Assisted Language Learning, 22(5)
425-443.
Reflective Writing Blogs
   Personal blogs over a 14 week period
   Participants
       17 undergraduate students in a fifth-semester advanced
        language course
   A four-skill integrated approach to task-based activities
       Two 150-200 word entries per week
       Read and comment on others‟ blogs
   Web 2.0 technology
       Blogger, Podcasting and iMovie
Four-Skill-Integrative Approach
 Assigned readings from Revista textbook
 Free topics
 Listening to podcasts
       Notes in Spanish: http://www.notesinspanish.com
       Cody’s cuentos: http://www.codyscuentos.com/
   3-4 minute oral recordings for “Tertulia”
       Ideal personality, imagination, globalization
Topics For Each Type of Task
Assigned Readings                              Listening to Podcastings
   “Another circle”                              Energy saving
   “Four scientific formulas for happiness”      Facebook
   “ TV garbage”                                 Eating out and fast food
   “I was my own path”                           Adoption
   “Ten minutes”                                 Smuggling

Free Topics
                                               iMovie: Oral Recordings
   Women‟s rights
                                                  Ideal personality
   Red Sox in Boston
                                                  Imagination
   Country music
                                                  Immigration
   Swine influenza A (H1N1) in Mexico
                                                  Euthanasia
   Mayan culture
                                                  Globalization
Comments on Facebook
   “Your point was interesting. I have never
    thought about the parents. My mom has a
    facebook but she only uses it to post family
    pictures. I agree that facebook is a wonderful
    tool for us to connect with people. However, I
    think people spend too much time online. Also
    there is not much privacy. I actually prefer e-
    mail.”
Affective Support
   “I really enjoyed reading your entry about
    having New York City go dark for Earth
    Hour. I did not know about this and I think it
    is a great idea to shut off the lights for an hour
    to save energy. I wish people would turn off
    the light when they leave the room. We waste
    too much energy in this country. Well-done!
    Matt.”
Students‟ Reactions …
 “Writing has become easier for me. I‟m
 now more confident in expressing myself
 after having posted more than 20 entries.
 Not only did I improve my writing skills
 but also gained different perspectives
 that I had never thought
 about before.”
Preterit vs. Imperfect
   “El año pasado mi familia hizo un viaje a europa.
    Este fue mi primer viaje afuera de los estados unidos
    y mi primera vez en un avión. Estuve muy
    emocionada y tuve miedo también. Cuando llegamos
    en Barcelona, fueron casi las once de la tarde. Nos
    quedamos en Barcelona tres días y veíamos muchas
    cosas como Montserrat …. Al final, era muy contenta
    con la experiencia.” (Third Week)
Preterit vs. Imperfect
   “Me gustaban estos podcasts mucho. Recientemente
    empecé a mirar la tele española y a veces, es muy
    difícil comprender. La historia que Mariana y Ben
    hablaron era muy interesante. Un hombre robó
    muchos bancos y la policía no pudo cogerlo por 15
    años. El hombre llevaba una peluca y tenía armas.
    La polícia descubrió que robó casi 600,000 euros
    y mató dos guardias civiles.” (Eighth Week)
Comments on Task Design
 “Iliked how teacher-assigned topics
 required us to critically think about the
 readings and free topics allowed us to
 incorporate personal interests and write
 about world issues that concerned us the
 most.”
Comments on Task Types
 “Inmy view, using various types of tasks
 that required the use of certain language
 skills was the most beneficial aspect of
 this blog project. I enjoyed most the
 native-speaker podcasts because it helped
 me improve my listening
 comprehension.”
For More Information …

   Lee, L. (2010). Fostering Reflective Writing
    and Interactive Exchange through Blogging
    in an Advanced Language Course. ReCALL
    22(2), 212-227.
Contact Information

 Lina Lee
 llee@unh.edu

 PowerPoint
 http://www.slideshare.net/leelina/nec-
 2010-3516401

				
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