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.