Wednesday, March 10, 2010

    - Webspiration - like Bubbl.us, but more options including the click to make an outline
    - Voki - the create your own avatar and add your voice thing - lots of fun!!
   - put the story in PowerPoint or Google docs Slide presentation if a group - text and audio
    - create an oral narrative with CLEAR's podcast tool called Broadcast (no graphics)
    - still our favorite! PhotoStory 3 (installation required/PC only) and post to YouTube
    - iMovie (Mac) or MovieMaker (PC) - both are free, require installation if not on the computer already
    - Chinswing - similar to VoiceThread, but no graphics, just a chain of oral responses
    - StoryTop - drag and drop clip art to make a comic-like story
   - Vuvox Collage - "This dynamic media creation suite enables everyone to easily turn their photos, videos, text and audio clips into interactive stories."
   - Google MyMaps - create personalized, annotated maps with placemarks, lines and shapes; add descriptive text, embed photos and videos

Many other online tools

CogDogRoo - http://cogdogroo.wikispaces.com/StoryTools
Suggested tools for elementary students - http://tigdigitalstories.wikispaces.com/Other+Applications

Use a duck as a partner in learning a language

Talk about the duck.

Give it a home, family, personality.

The duck goes on trips, etc.

Like an imaginary friend.

Write about the duck.

Order the duck from Oriental Trading.

Digital Tools

bubbl.us - text, brainstorming, storyboard, analysis tool
my webspiration - brainstorming and images
rubistar - rubrics
word
wiki - pbworks
voicethread - middle piece is a picture or text file, on the side are avatars of the people commenting in text or aloud,
glogster - telling a story
dipity - telling a story in a timeline
x-timeline -
vodio -
animoto -
PhotoStory 3, for windows only -

use these tools and embed into your CMS or on your wiki page

Story telling 3

Storytelling for Language Learning

Marlene Johnshoy
CARLA - Center for Advanced Research on Language Acquisition
University of Minnesota

Foundations

- National Standards' Communicative Modes
- Bloom's Taxonomy (Revised)

Digital Storytelling (information page - yellow wiki)

Our favorite tools (there are many others!!):
Bubbl.us - a mind-mapping tool
PBworks (this wiki)
Constructive Comments
Voki - good for audio production
VoiceThread - good for audio production
PhotoStory 3 (Windows only)

Additional tools:
Webspiration - like Bubbl.us, but with an outlining function
Picnik - great for photo editing
RubiStar - makes rubric creation much easier

Use a storyboard for storytelling

Who, What, Where, When
What tools will we use?
Frame description
Media, music, images, video
Map things out ahead of time
Text + visual elements
Organizational structure, of visual, script, charted out

For an Ad: At the end of this lesson, students will be able to:

identify the two types of advertising;
explain the AIDA sequence and how it is used in the creation of advertising material;
develop an original storyboard for a TV advertisement, developing their "company's" intellectual property.

Teacher to explain the two types of advertising:
- persuasive
- informative
Class discussion on the elements of advertising campaigns:
- trade marks
- slogans
- jingles etc
Teacher introduces the AIDA sequence:

A get Attention

I develop Interest

D develop Desire

A take Action
Class to write down definitions and examples of the following:
- persuasive advertising
- informative advertising
- trade marks
- slogans
- jingles
- AIDA sequence
Class is divided into groups of 4-5 and given the following scenario and task:
- Television is one of the main forms of advertising, although it is expensive.
- Advertisements of 15-30 seconds are filmed from a series of frames within a story (like a cartoon).
- Task: Using the storyboard framework (Attachment 1) and allocated product, design a series of frames which could be used to film a 30 second commercial.
- Students are encouraged to be innovative in the development of their intellectual property, including trade marks, logos, jingles and slogans where appropriate (refer to intellectual property definition in Lesson 1 if necessary).
Class to work on group activities.
Next 50 minute lesson, students to give a brief presentation of their group assignment.
Teacher provides feedback and wrap up of marketing concepts.

http://www.innovated.gov.au/innovated/html/i012.asp?LPID=334

http://www.pbs.org/wgbh/masterpiece/learningresources/fic_storyboard.pdf

Storytelling, Digital, Start with a Rubric,

Summative Assessment, criteria and goals, rubrics, for assessing the story telling:

verb tenses
grammatical structures
vocabulary
interest/creativity
clarity
communication of ideas, main point
new ideas, research, above and beyond
documentation, relevance

Rubistar for making rubrics: http://rubistar.4teachers.org/

Brainstorming with bubbl.us

Brainstorming made simple!

Story: Characters, setting, genre, storyline

Characters: motivation, physically, personality, relationships, history, importance
Storyline: intro, plot, resolution or climax

Create a map with brainstorming with bubbl.us

More about Technology by Johnshoy at CARLA

My new Wiki:
http://allonsauparc.pbworks.com/la-Cara%C3%AFbe-fran%C3%A7aise

Marlene Johnshoy
CARLA - Center for Advanced Research on Language Acquisition
University of Minnesota

IALLT - International Association for Language Learning and Technology
CALICO - Computer assisted language instruction consortium
ISTE - K-12 general technology - lots of good resources~

------------------------------------------------------------------------------------------------------------------

Introduction

Current buzz for language teaching and learning:

- 4 skills approach to communicative proficiency (intercultural competence!)
- content-based instruction (CBI)

- content through a second language

- higher cognitive levels - more interesting, more challenging

- CoBaLTT project at CARLA

- TELL/CALL/CMC
- read/write web - Web 2.0 (collaboration/production)
- social networking tools (21st Century Tools)
- distance learning

Discussion - advantages and challenges

Foundations

Learning 2.0
Our students

Searching, Evaluating
TrackStar - organizing

-------------------------------------------------------------------------------------------------------------------

Digital Storytelling

Digital Storytelling (information page - yellow wiki)

Our favorite tools (there are many others!!):
PBworks (this wiki)
Voki - good for audio production
VoiceThread - good for audio production
Bubbl.us - a mind-mapping tool
Comiqs - make comic books (site no longer takes accounts)

Additional tools:
Webspiration - like Bubbl.us, but with an outlining function
Picnik - great for photo editing
RubiStar - makes rubric creation much easier

-----------------------------------------------------------------------------------------------------------

Audio/Video

CLEAR tools - audio- and video-based tools

Social Networking Tools

- Facebook groups and Twitter
- Diigo - group bookmarking, sharing, notes on web pages
- Google Docs - collaboration on word processing, slide shows, and spreadsheets
- Tokbox - video chat and email - or Skype (needs a download and install)
- CLEAR Tools - ViewPoint - record audio and video online and share them
- Second Life - 3D world - visit second language places

Wikis by Johnshoy

Wikis

Wikis in plain English on youtube video: edit and save are really important. Edit, write and save.
A wiki can be used as a classroom management system (CMS).
http://regionsdefrance.wikispaces.com/North
http://aphistoria.pbworks.com/Common+Page

A Classroom NewsWiki: Using Wikis for Group Projects

March 6, 2010

What is a wiki?

http://www.commoncraft.com/video-wikis-plain-english

How can they be used in the second language classroom?

http://regionsdefrance.wikispaces.com/
http://aphistoria.pbworks.com/Common+Page
http://coasttocoast.pbworks.com/
http://wiki.woodward.edu/hannalee/doku.php?
http://topicsinmedia.pbworks.com

Let's make our NewsWiki - Title!

Project 1: Collaborative Writing
Dear Abby

What you'll do:
In small groups, write a response to the prompts.
In small groups, add more content to different prompt, editing previous writing as necessary.
Individually, give feedback to the writers in the comments section.

Project 2: News beat with individual columnists

What you'll do:
In a small group, choose your "news beat"
Individually, create a page for your column
Search for content - and save URLs to your wiki page

links to text, content - Google
images - Google images, Flickr (Creative Commons)
videos - YouTube, TeacherTube, Google video, edublogs.tv, blip.tv

Peer edit your group member's pages

As a teacher, how would you assess this?
http://rubistar.4teachers.org/

How can you create your own wiki?
https://plans.pbworks.com/academic/

Students can use different colors in the editing, the history, assigned colors.
For Wiki Comments: Be specific, something good, something for improvement, ask a question.
For collaborative, use hot topic questions, with vocabulary and grammar that is being taught, fun fluency.
Example of a collaboration, an advice column:
Dear Abby: Our grandson recently got married and one Sunday afternoon the newlyweds paid us an unexpected visit. After visiting for a short while, I thought my wife should have offered them some coffee or tea.
I would like to know who should take the initiative to make an offering. I feel that the wife (who is the home-maker) should have taken it upon herself (or should have asked me) to make a lunch or something to offer to our guests. I know that we made a bad impression on the young couple.
What is the correct way to handle this kind of situation? -- WANTS TO LEAD BY EXAMPLE

Dear WANTS TO LEAD BY EXAMPLE,

Dear Grandpa,
In my opinion, offering a cup of coffee or tea is the expected thing to do without the need of any invitation from your wife. The bride is visiting for the first time. It is kind of you to consider the impression you left on the newlyweds but it equally important to respect your wife, the "home-maker". If you feel that she should have taken the lead but perhaps was too busy doing other things, then it certainly would have been appropriate for you to offer to help your wife without waiting for an invitation. In this day and age, finders keepers. In other words, if you see the need, step up and be counted, step up to the plate. In order to avoid the same situation in the future, speak with your wife about your feelings and plan ahead before company visits again.

Good luck with your marriage!
Abby

Example of an info page:
Kolaches are one of my family's favorite treats. In my family, a kolache is a baked good that is has a filling. The dough is sweet, but not too sweet. Some people make savory kolaches, but in my family, we only make sweet. Favorite filling flavors include poppyseed, prune, apricot, and raspberry. Sometimes we use two fillings and make poppyseed with a dollop of apple sauce, or prune with a dollop of slightly sweetened cream cheese.

My grandma taught me how to make kolaches when I was young and she learned how to make them from her mother when she was young. It's an ethnic recipe; my grandma was a self-proclaimed "Bohunk" but perhaps better known to you as Bohemian, or Czech. In the U.S., kolaches go by a number of different names and spellings such as kolace, kolach, or kolacky. All of these are derivations of the Czech or Slavic plural form, koláče (http://en.wikipedia.org/wiki/Kolache). In addition to the different spellings, Americans have different ways of pronouncing kolache. Even though my family spells the word "kolache" we pronounce it like [ko lahch], while other people pronounce it as [ko lah chee] (http://dictionary.reference.com/browse/kolacky). In addition to taking on different spellings and pronunciations, kolaches take on different appearances too, depending on the baker.

Now we are creating our own pages.
la Caraïbe française

http://allonsauparc.pbworks.com/
is my new French wiki

For Collaboration:

Many times students - and even teachers! - need some help with making constructive comments on the work of others. Here is a list adapted from an art site that you might find helpful. What can you add to the list?

Guidelines for constructive criticism
Adapted from http://news.deviantart.com/article/21488/
Look at everything – twice – before writing a comment, so that you have a good handle on what has been done and can make an intelligent comment.
Be specific. “Good job” doesn’t give any information as to what in particular you liked. Give details for positive and negative comments.
Keep the tone of your comment encouraging. Constructive criticism builds people up rather than knocking them down.
Say what’s right with the work first. If you like something, say so. Knowing why people like it can still help because they know what they are doing right. If you really can’t see anything to praise, then question if you’re objective enough to give a truly constructive comment.
Pick only one or maybe two things that could use improvement, even if there’s more than that wrong. It’s easier to improve slowly than cope with correcting an entire list of faults. When you comment on something you don’t like, suggest an alternative or a solution. Be careful how you phrase the criticism. It’s your opinion, it’s a suggestion, it might be helpful if…
You should never flame someone’s work, no matter what. Flaming isn’t big and it isn’t clever and it’s never right, no matter what the target may or may not have done.

Articles

How To Leave Constructive Comments
by Stephany Springer
http://searchwarp.com/swa304759.htm

Teaching Commenting Skills

A blog post about elementary student commenting - but good information for all ages!

Giving Feedback

adapted from the Capella University Courseroom

Plan your feedback, making notes first
Direct comments strictly to the work and ideas, without personal comments
Be specific. If something isn't working, describe why
Suggest alternative ways to accomplish the goal
Be liberal with praise for something you like
Be diplomatic and honest at the same time
Ask questions for clarity
Acknowledge valid points of view
Explain yourself. Go beyond, "good point!" with short paragraphs

Copy and paste the following key at the top of your partner's article. Then, highlight any grammar errors according to the key below. You don't need to fix the errors - just highlight them so your partner will know what errors to look for!

Green - subject verb agreement error
Pink- noun count error
Orange - preposition error
Yellow - verb tense error
Blue - spelling error
Purple - word choice error

Friday, March 5, 2010

Shen: Complexity of teaching Hanzi to westerners

Helen Shen: Complexity of teaching Hanzi to westerners

Sound has no connection the formation of characters.
Characters provide no visual cues for word segmentation.
For learning, students are challenged with the difficulties.
Cognitive restructuring: no sound to spelling correspondence.
Meaning shaped connections, however, are present.
Four tones.
Multiple meanings. Free morphemes.
Logographic writing and multiple strokes ( 1-36).
Negative transfer from the first language.

Find similar sound from the first language: use pinyin. Phonology.
Look for word meaning from the first language, semantics.
Insensitive to strokes and configurations. Grapheme.
Implication for teaching: be patient, be aware of students' learning problems, do not overload their short-term memory

The cognitive characteristics of Chinese character/word processing:
Three-stage lexical access model (Shen, 2008)
Word processing: word recognition, word segmentation, lexical access

Interactive-Activation Model (Taft, 1985, Taft & Zhu, 1995, 1997, 1999): Word-level processing, character level processing, radical level processing
Three types of radicals: semantic radicals (denote the meaning in compound characters), phonetic radical (signify the pronunciation in compound characters), perceptual radicals (perceptual unit serves no phonetic or semantic function)

Identification-with-phonology (Perfetti & Tan, 1998, 1999): Middle = zhong

Context dependent model (Chen 1992, 1999)

How do these theories inform our teaching:

The teaching methods should enable stduetns to learn and priactie character/words in three modes:

De-contextualized
Semi-contextualized mode
Contextualized mode

Decontextualized mode: introduce or practice characters' words separated from a context

Master sound, shape, meaning of individual character word - Kaiyun Middle School, Paramus, New Jersey, 1-7, Catherine Fillebrown. Illustrate each character explaining the meaning, like the farmer in "wo".
Establish mentional connection between sound-shape-meaning (Tasi bushou) (Xiaona Kindergarten)
Establish connection between radical and character (Lisha bushoupinz)
Develop character/word network (liking all of the dian or electricity combos, etc.)

Semi-contextualized mode: characters words to linked to phrases and sentences which are maeningful to learners

Build a connection between word - phrase - sentence (xiawu, zaosheng, etc.)
Understand how character/word are used in a simple context
Understand the multiple meanings of individual words and subtle difference of synonyms
Understand the semantic connections between words

Contextualized mode: Introduce/practice/use words in a simulated or real life communicative situation

Help student understand the scope, appropriateness of using words in a complex situation.
Use a mind map or word map to draw connections. Edraw mindmap.

Review new character/word.

Character/word study at different levels.

Conclusion.

Fist language transfer linguistic features, cognitive characteristics, three lenring modes, connetion between four skills, meaningfull learning, character/word all centered around instructional design.

http://thechineseworld.org/

Learning 100 chinese radicals. textbook.

www.long.wiki.net

U of Iowa

http://collections.uiowas.edu/chinese/

http://www.uiowa.edu/~chnsrdng/index.html

Work Smarter (Smartboards)

The smart board, Central States
How to Unlock the Smartboard’s Potential.
Can use a pen to use for a smartboard survey. Pick a special font for the pen.
Nate Maier, MYP IB coordinator, French
Darla Morris, Spanish at Bexley Ohio Schools
Wiki – http://worldlanguagewhiteboard.wikispaces.com
Integrate smartboard with foreign language curriculum, using textbook materials, student engagement, ideas.
Scrolling quote at the top of the smartboard as they come in the room.
Pull tabs, scrolling or timer on the pull tab
Icon or graphic with a link
Television station with video clips. Link to a current news site.
Key points from the last lesson.
Tongue twisters, slang, up-coming assignments, word of the day for electronic word wall, calendar with dates, weather, etc.
Random text chooser, tap and it picks a new student. In the gallery. Random text. You can set it to no repeat.
You can enter the students one time and the list can be used for any places.
Multiple classes, label and number classes.
Drag the icon to the calendar for the weather, infinitely clone something – infinitely clone – hold finger to the board for 5 seconds, is a right click.
Save pieces or complete files in the gallery.
Word wall. Quotes.
You have 10 seconds to name five things found in the sky. Brick wall background is from google images. Save My Content gallery. Electronic word wall. Saved font is saved in text style. Save tool properties.
Qu’est que c’est? what is behind the puzzle pieces – just change the back picture.
Write a conversation between 10 toes – creative picture of toes, google images.
Journal prompts – if I had 100 dollars. Puzzle pieces – white board
The mom of whom? Question – hidden
Or who is this?
Or what is this?
These are creative openers.
Found on a website a whole gameboard of statements to make, and roll the die and move the game
Resource download site. Dice are in the gallery.
What is the longest word/phrase you can make with letters.
Photograph the class – spotlite tool, answer a question
Magic pen disappears, a square magnifies it but works well with maps
Group work, boxes of what they are doing, star what they are doing
5-5-1 Deluxe! Write 5 summary sentences summarizing what happened, 5 key words, 1 key word,
Write a text message to reflect back
Fill out a graphic organizer
Connections – answer questions about the lesson
2:29 pm find stuff from websites
anything with the UK, they have a standard national curriculum.
Lock so the kids can’t mess with it. You can unlock and change anything.
Marquis select. But not with something infinitely cloned or locked. Marquis and you can change them all at the same time.
How to adapt all you know how to do to use the smart board – Darla.
My gallery. All questions answered in the gallery. Look through the gallery.
Try to do one thing every week.
My content – put everything that you have created. Like class names. Drag into your activity to use it. Drag into my content to save. My content saves to your C drive on your deskdrive. Touch right and save. Notebook 10.6. Most have 10.1. touch write and save allows you to use anything you have (formerly called, The Digital Ink Layer). Make notes and annotations over anything you are already using. Don’t have to create everything over again. Create new items and put into notebook software.
Write on desktop, can close, or take a picture and save in notebook software page, can be utilized over anything.
Save the background as you are writing on top. Touch the picture, where does it go? The latest notebook software file that you use.
Digital Ink Layer can be utilized with any other software.
Webpage – study Spanish.com – practice pages. Overwrite, and save.
Practice quiz – overwrite and save. Capture
Write over powerpoint slides. Save a clean copy. And then Ppt with notes and re-save.
Pull tabs on images for interaction.
You can use your existing stuff. Digital stuff. Everything that comes as a digital copy, drag as a pdf, then overwrite. Do it and save.
Change the size. Just like on google.
Use audacity and garage band with the photo, or insert your own podcast. Your own MP3 files, or as a wave files. Headset with a microphone.
Insert it from google, and insert as a sound file.
Anything you can do on the computer, do on the smartboard.
Use the Smartboard to capture, write notes, etc.
Drill on the smartboard as a class together.
Use your digital textbook materials on the smartboard. The digital textbook.
You can capture from the video. Tell a story from what you capture.
In the gallery. Online essentials for educators.
Online essentials for educators. Entire smartboard files created for you. Go to the UK has more smartboard materials.
Take the standards and find materials from the online essentials for teachers. Integrate standards with the language. Change all the words to the target language (for example – the weather).
Use the activites – Senteo clickers for surveys. Senteo question sets.
Lesson activity tool kit.
Nate:
Listening ideas:
3:00 – grammar and listening.
Conjugating verbs – drag subject pronoun, verb, to box, - match color to the box – so the ending disappears. Properties, fill effects, change the color of the box. Drop it in the box.then add the endings. Choose the box, order, send it to the back. Words sit on top. Whatever you type last will be on top.
Past tense, then the endings.
Keep stem in the middle, the same, drag the pronouns at the beginning and the endings at the right. All one text box, the others at each side.
Spin the dial.
Random text, the spinner. Drag it into your gallery. Type in any words. Spinner in the gallery.
Verb tenses infnitely clone verbs, infinitives, snake your way across, conjugate the verb and move across. Change tense, and then do this, dry erase. Focus on a questions. They can all do the dry erase. Draw name and who gets it.
Je mange des saucisses. Je les mange. Highlite and replace.
Flags with adjectives.
Videos, listen and speak.
Preteret with Jacques pervert poem. Split screen. Can pin a page down. View, zoom, pin page, will always keep the page pinned. Pin one side and change the other side. Pin a page in the zoom spot. Pin an orginal work.
Video on dejeuner du matin. Insert and imbed.
Screen captures, insert the file into the smartboard notebook. Even just part of the video. You can write over it. Smartboard file gets really big. Cumbersome.
Listening bingo, bingo board, a random number generator. Edit what numbers you want. Manually generates them. Get them talking about the phrases. Talking bingo.
Listening bingo. Predicting what will come. Olympics, brainstorm a list of vocabs related. Write them on the board. Go to the listening file, see if they have any hits – win, listening bingo.
Transparent checkerbox on the top of the smartboard. Transparent interactive layer. Use it with a scavenger hunt. Smartboard notebook files, still active and live. Look on the website or search for things.
Checkerbox brings back your file.
Quelle heure est-il? Song
Can stick in the CD player and play it. Block out words. Leave blanks.
What words can you com eup with – a list of words – inserted video. Split screen. Video. Words. Listen to the song, fill in with words. Bebelilly
http://express.smarttech.com/
website, open smartboard files from this website. You don’t have to download the notebook software.
Also, students can go to the website to use these for ideas.
Smarttech files, they can use it on their computers. Adobe pdf – file export as a pdf so anyone can open. Not interactive but they can use it. Also as a Ppt. it is interactive.
You can save your notes from the smartboard on ppt and then save notes, or as a pdf and then they cannot change it.
3:30. 3:40
students interacting with the board – doing it in stations – classroom management
Auction off 15 minutes of smartboard at school - $50 for fund-raising.
Older students can create their own lesson.
How to make the sun bigger – click on the object box, to do anything with the object box. Properties, effects, when it occurs.
Links with daily lessons:
Tierney brothers for smartboards.
Single page on –er and –ir verbs. Better to use the single page and not the marginal stuff on the board. Daily lesson plans. Senteo. Can click on presentations attached within the lesson. Hyper link. Worksheet. Highlite the materials. Screen shade pull down to do the lesson from top to bottom. Charts are included. Different colors to code the verbs. Go back and forth within presentation or lesson. Groups, edit groups, title pages. Activity sheet, answer sheet, sample verb charts. Link them within document, from groups. Many different links, all links within the same file. Copy makes it big. Just link to build lesson without making an unmanageable file.
Double click on a file to title it. Click on a word file, drag to smartboard file, drag and hold, and then let go, will go onto the last page.
Print copy share. Can still edit it.
4pm
Tips and tricks from Nate to jazz up the lesson.
Color changing rub and reveal trick. Pull tab. Vocab matches the background. Erase over and it reveals the answer. Mark over with the white to match the background. Then erase over the it reveals the answer. Save as with the white over it.
Above and below. Layers. Instant feedback. Order, send to back and will go behind the virtual box and it will disappear. Set up before hand. Save with the settings. Jacques Bondex. Set spyglass to the back. Type the word in the box. With the spyglass the color will show up. All based on order on the screen. The spyglass is a circle, group together as one object. Put in content as one.
Magic box – drag graphic with word into magic box.
On a clock, answers covered of the time.
On a chart, sentence is attached, drag it into the chart.
Youtube video – objects. Can make them transparent or partly so. What is on top. They do not know the order. Guess about separating them out. What is on top, bottom? Qu’est-ce qu’il y a au dessus? En bas?
Art animation, picture, add animation, under and then see it.
Take the word out of jail. Word escape. Resources.
www.tes.co.uk = the best, register to have new stuff sent to you
http://community.teqsmart.org new york company with files
http://tre.ngfl.gov.uk
http://exchange,smarttech.com
http://souffler.typepad.com/home/
http://joedale.typepad.com/
http://www.teacherslovesmartboards.com
4:23 Darla
Moodle limits the size of the files you put on there, the rest you simply link.
Students can drag to communicate and create conversation. Put the dialogue up in the wrong order.
Build a conversation.
Split screen you can drag it from one page to the next.
Infinitely clone so you can drag it and the original stays.
Pin page keeps the page the same.
Learn how to study – ideas from the students.
Bring materials from the web, print capture.
Attach a link.
Lock the page – then write on the page. Unlock to change.
Capture and enlarge.
Download lesson plans.
Kids can email pictures to you. Your favorite person.
Split screen and brainstorm as a class.
For Chinese it recognizes stroke order.
Fake smartboard, use the software on a computer.
License to use smartboard software on every computer.
Brainstorming with students, writing on the board in class. Save.
http://worldlanguagewhiteboard.wikispaces.com

Thursday, March 4, 2010

Podcasting

Podcasting: Central States Conference

http://sites.google.com/a/bsmschool.org/podcasting/

Benilde-St. Margarets’ Spanish, Mary Windsor – did her MA on engagement & technology

Garageband –

Download newscasts

Definition: a collection of digital media files which is distributed over the internet using syndications feeds for playback on portable media players and personal computers - player on anything. Enhanced (pictures) podcasts. Basic is audio file.

1. Intro students

2. Listen to yours in class

3. Student download and listen to others

4. Show tutorials in class

5. Create student podcasts in garageband using htems

6. Q & a themes/interviews using podcasts

7. Download native pseaker podcasts

8. Downlad news reports, raiod broadcasts, story-telling, etc.

Do a student newscast on podcasting

Commercials

Conflict

Radio report

Subjunctive – I recommend that you do this – you recommend that you do that.

Headphones with mics – order up a meal at macdonald’s record and listen to yourself

Can go back and re-record and fix them –

Atomic learning – tutorials for learning how to do aps and so on

Youtube tutorials

Download native speakers, broadcasts,

Interviews, can do

Garageband – benilde uses Macs – garageband, drag and pull, interface is friendly

Apple.com = ilife tutorials are useful

Google docs

Indicate docs in what language, and how frequently you want news alerts.

Google docs lets you capture images.

address for blogger:

Forms allow you to do a survey.

Data comes back to google as a graph.

students can gather data and share collaboratively.

Google docs are accessible from everywhere on the planet.

Can be saved and accessible everywhere.

It is a document and not a wiki.

Google and gmail and googledocs and blogspot are all connected.

The google educator area has a host of tools for teachers.

Voice threads

Using Voice Threads in the language classroom.

http://csctflspring10.wikispaces.com/Example+VoiceThreads

Examples of VoiceThread

What is a VoiceThread?
http://voicethread.com/#home.b409.i848804

Jordy, a short story about the most amazing dog:
http://voicethread.com/#q+French.b38327.i201113

UW-Waukesha – Christine J’s presentation about a special vacation she took:
http://voicethread.com/#q.b676066.i3574576
Le Petit Lapin – an imaginary story written & illustrated by students
http://voicethread.com/#q+French.b283007.i1485512

Les Trois Petits Cochons – children in a class imitate the Instructor reading “The Three Little Pigs”
http://voicethread.com/#q+French.b191142.i1012429

Example of an Instructor correcting pronunciation on a VoiceThread presentation:
http://voicethread.com/#q+French.b124600.i647697

Simple example of oral testing for a class using a VoiceThread:
http://voicethread.com/#q+French.b325142.i1723999

Description of daily activities with students using the drawing tool in some pictures:
http://voicethread.com/#q+French.b112184.i575196

Wikis by Web 2.0 group at Central States

Photostory is another computer opportunity.

Interact and be collaborative.

Peer editing can be done together. Manage wiki - manage and invite others. Can see but can or cannot edit. Most of the wiki tools allow a lot of control. Check with school regarding rules.

PB wiki can be user-friendly.

Wikis allow collaboration. Blogs do not.

Wikis are seamless whereas discussion boards are not.

Put up travel pictures and play 20 questions.

Manage wiki - invite people, etc.

Google docs or wiki can be used for group projects.

Do not use too many different tools to avoid confusion.

Google docs vs. wikis: wikis have templates. Google docs is just text on the screen. Wikis has many more options for pictures, etc.

Google docs - work from home and not meet, for scripts.

On the wikis - they can sabotage, but the teacher can see the history.

Even the typed and deleted shows. You can demonstrate this to the class.

Report shows who and how many do what. History tells who does what. The corrections are shown.

You can revert to a previous copy. Examples:

http://uwwfrenchclass.wikispaces.com/page/diff/Equipe+2+Le+myst%C3%A8re/46327055

This group wrote it and

http://uwwspanish101f08.wikispaces.com/Equipo+1+Casa+Tequila

and then they published it on youtube, beginning Spanish video:

http://www.youtube.com/watch?v=29AnHXNQaYc

Using the wiki for a group project, collaboration, and then record it.

Divide into teams, collaborate on Wiki.

Wikis in plain English:

http://www.youtube.com/watch?v=-dnL00TdmLY

and also other documents in plain English on youtube.

Lee Lefever puts on Youtube how to videos.

Dingue dingue dingue- Christophe Mae - new French song.

Web 2.0 for language

Collaborative Technology Web 2.0 in the Language Classroom.
by Jim Kasum, University of Wisconsin-Milwaukee

Web 2.0 is interactive! Wiki means quickly - a quick way of sharing.

We are at the Central States Conference today.

Blogging is an electronic diary. Create web pages with word processors skills - react to things. Read two current articles, and record impressions or thoughts about what they are reading. Maintain the blog. What was I learning and what was I doing with it. Access everywhere. Can be public or private.

Use a spreadsheet to look at everyone's blog. Put the links on the spreadsheet and then look at everyone. Using OpenOffice to store materials. More exciting and individual than a discussion board.

Warn students ahead that it could be public. Instructions for setting up a blog? Go to blogger.com.

The wiki for this presentation is: http://www.csctfl.org/ is somewhere on this site - more later:

http://csctflspring10.wikispaces.com/Example+Wikis

Examples of Wikispaces
Paprocki, Deborah – Spanish, University of Wisconsin-Waukesha
http://spanishwauk.wikispaces.com/

Kasum, Beginning French class wiki – University of Wisconsin-Waukesha
http://uwwfrenchclass.wikispaces.com/

Kasum, Beginning Spanish class wiki - University of Wisconsin-Waukesha
http://uwwspanish101f08.wikispaces.com/Equipo+1+Casa+Tequila
Kasum, Beginning Spanish video posted on Youtube:
http://www.youtube.com/watch?v=29AnHXNQaYc

Wikis in Plain English – great site to learn how to make a wiki
http://www.youtube.com/watch?v=-dnL00TdmLY

Brandon Lutz’s Top 50 Web2.0 places:
http://top50.wikispaces.com/web2.0

Wikispaces = www.wikispaces.com

A	get Attention
I	develop Interest
D	develop Desire
A	take Action

Wednesday, March 10, 2010

A Classroom NewsWiki: Using Wikis for Group Projects

What is a wiki?

Saturday, March 6, 2010

Here are some tools we'll be using/discussing:

Assessment Tools & Information

Traditional Storytelling Handouts

Additional Tools to Use to Create Stories

Many other online tools

Storytelling for Language Learning

Digital Storytelling (information page - yellow wiki)

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Introduction

Current buzz for language teaching and learning:

Digital Storytelling

Digital Storytelling (information page - yellow wiki)

Audio/Video

Social Networking Tools

A Classroom NewsWiki: Using Wikis for Group Projects

What is a wiki?

How can they be used in the second language classroom?

Let's make our NewsWiki - Title!

Guidelines for constructive criticism

Articles

Teaching Commenting Skills

Giving Feedback

Friday, March 5, 2010

Thursday, March 4, 2010

Blog Archive

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