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Integrating Podcasts Integrating Podcasts into the into the World Language World Language CurriculumCurriculum
Donna and Richard SheltonDonna and Richard Shelton
Northeastern State UniversityNortheastern State University
Tahlequah, OKTahlequah, OK
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Introduction Short version of a workshop sponsored by the
Oklahoma Foreign Language Teachers’ Association
Handouts include all workshop information, including instruction in Windows Movie Maker to add images and video to podcasts
Due to time constraints we will cover some topics more thoroughly than others
Examples will be in English with a China theme supported by photos and video from our trip
Rick will be joining us later
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Session topics
The basics of podcasting
Finding appropriate published media
Creating podcasts inexpensively
Using Windows Movie Maker
New online services and tools
Standards-based tasks using online media
Assessing student performance in podcast
The Basics of The Basics of PodcastingPodcasting
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The basics
Podcasts are digital audio files available online for downloading or subscription
Vodcasts have a video component Subscription capability necessary for true pod- or
vodcasts RSS application makes subscription possible Listen on a computer or an MP3 player Podcasting software such as iTunes needed to
subscribe Online directories list podcasts available Podcast or digital audio file creation is simple and
inexpensive
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The basics The subscription feature of true podcasts can
be difficult to achieve IT staff can obtain open source RSS
application for use on institution’s server We will use the term “podcast” for any kind of
online audio file and “vodcast” for any kind of online video/audio file Subscription or not Available from a website or wiki Stored in a course management system Accessed via link provided to students
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The basics
Advantages of using online audio and video files Support a range of content and/or tasks More accessible than or substitute for a lab Listening options and portability Addresses needs of auditory learners Content can be available to a wide audience Appeals to “digital age” students Students can record themselves
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The basics
Let’s listen to an example related to our China theme
Think and Talk Like Chinese, http://ttchinese.blogspot.com/
Episode Eleven: Chinese New Year/Spring Festival
Posted by Cathy Lu on February 2, 2007
Finding Published Media
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Tremendous growth in podcasting in many languages
Content for educational purposes can be difficult to find
Various categories Language lessons created by other
instructors, businesses, or agencies
Audio and video files intended for target language audiences
Finding published media
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Podcasts created specifically for world language students NCLRC , The Language Resource Podcast,
http://www.nclrc.org/about_teaching/podcast_training.html
Notes in Spanish, http://www.notesinspanish.com/ Learn French by Podcast,
http://www.learnfrenchbypodcast.com/ ChinesePod, http://chinesepod.com/
Some sites charge for access or particular services
Finding published media
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Yahoo! Podcasts, http://podcasts.yahoo.com/ PodcastDirectory.com,
http://www.podcastdirectory.com/
Education Podcast Network, http://epnweb.org
Podcasting News, http://www.podcastingnews.com/
Podcast.net, http://www.podcast.net
Podcast Alley, http://www.podcastalley.com
The Podcast Network, http://www.thepodcastnetwork.com
iTunes Podcasts, www.apple.com/itunes/podcasts
Podfeed.net, http://www.podfeed.net/
Odeo, www.odeo.com
Digital Podcast, www.digitalpodcast.com
Searchable directories
Creating Podcasts
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Easy creation methods
The least expensive
PC + software + microphone
In the middle
Digital recorder + PC + software
The most expensive
iPod with recorder + microphone + PC
We’re going to review the first two methods
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The least expensive method
Your PC
Windows Movie Maker Part of Windows XP operating system
A microphone Available at large discount stores
Plugs into the computer
Total expense If you already have a PC with an XP operating
system, about $8-$10 for the microphone
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The least expensive method
Plug the microphone into the computer
Open Windows Movie Maker
Click on the microphone icon
Click on the Start Narration button and talk
Click on the Stop Narration button
Save the recording
Creates a WMA or Windows Media Audio file
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Click on the very small microphone icon here
Windows Movie Maker
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Click on the Start Narration button here and begin talking
Windows Movie Maker
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Windows Movie Maker
Click on the Stop Narration button when you are finished talking
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Windows Movie Maker
Save the file as you would any other. Movie Maker creates Windows Media Audio files.
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Here’s Rick with an audio file we’ll hear again later
Now we’ll try it! Any volunteers? For podcasts without a subscription capability
Upload WMA directly to a website or course management system
For podcasts with a subscription capability Convert the WMA to MP3 format with iTunes or
other software RSS software such as Drupal needed; see your
IT staff
The least expensive method
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What if I have an Apple?
Modify this method by using an Apple-compatible recording application
GarageBand, the basic version, comes with current operating systems
QuickTime 7 Pro, around $30
An upgrade to GarageBand, is part of the Apple suite called iLife, which is around $80
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The middle of the range
A digital recorder Depending on features, $50-$120
A microphone, if desired Your PC Conversion software such as iTunes
For podcasts with a subscription capability
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The middle of the range Plug the microphone into the recorder, if
necessary Record the podcast Upload the file to the computer
Process depends on type of recorder USB device recorders are the easiest to use
Convert the file to MP3 format if necessary Upload the file to a website or course
management system
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iTunes
In iTunes under Edit, select Preferences. Go to the Advanced
tab, then the Importing tab. Choose Import Using MP3
Encoder. With this setting you can import all audio files into iTunes as
MP3 files.
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iTunes
In iTunes under Edit, select Preferences. Go to the Advanced tab, then the Importing tab. Go to
Setting. Choose a Stereo Bit Rate of 48 to 64 kbps. Your file size will
be more manageable.
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What if I have an Apple?
For this second method
Digital recorders must have a USB connector, or
Digital recorders must have Apple-compatible software
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Adding video
Use a digital video recorder A webcam or handheld camera Use an external microphone for the best sound
Upload the video to your computer Edit the video with Windows Movie Maker for
PCs or iMovie for Apples Upload to the website or course management
system
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A word about file size
Audio and video files can be very large and less than user-friendly
iTunes can compress audio files
Windows Movie Maker can compress video files
Camtasia, a multimedia editing application, is great for both audio and video
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Let’s watch a vodcast
Rick’s vodcast on using Windows Movie Maker to combine video and audio Screen capture functionality of Camtasia
Two vodcasts available on NSU’s podcasting server at http://ctl.nsuok.edu/drupal/?q=node/245 This version Another using photographs rather than video
Here are Rick’s instructions Here’s the vodcast he created
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New services and technologies Podcast hosting
MyPodcast.com, http://www.mypodcast.com/ K-12 Podcasting Solutions, www.k12learn.com PodBean.com, www.podbean.com
Audio forum and online podcast recording Odeo Studio, http://studio.odeo.com, allows
podcast recording through your web browser Vaestro, www.vaestro.com, audio forum
software accessed through your website
Educational video and vodcast hosting TeacherTube, www.teachertube.com
Integrating Standards-Based Tasks Using Online Media
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Standards-based tasks
Three options for incorporating podcasts into curriculum
Published podcasts (authentic or produced for language learners)
Instructor-produced podcasts
Student-produced podcasts
Applications for all three communicative modes
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Instructor-produced files Instructor-produced files
Community members or campus visitors International students or heritage speakers
Instructional content Pronunciation exercises Mini grammar lessons Other practice or review exercises
Interpretive listening tasks Culturally appropriate Real-world language tasks Simulated authentic materials
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Student-produced files
Presentational speaking tasks Story telling Radio shows Advertisements Newscasts Audio pen pals
Interpersonal speaking tasks Interviews Informal debates
Recording facilitates testing logistics and evaluation
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Standards-based tasks
Focus on interpretive listening Published or instructor-produced media files
For both language and content courses Preparation, background building, modeling
See “Lend Me an Ear: Teaching Listening Strategies for World Language Learning” at http://www.nclrc.org/about_teaching/topics/lang_learn_strat.html#lend_ear
Tasks should cross proficiency levels Interpersonal or presentational extension
activities
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Standards-based tasks Interpretive listening task categories
Individual podcast-based tasks Podcast-based tasks as the first phase of an
IPA (Integrated Performance Assessment) Extended tasks involving a series of podcasts
Students at lower proficiency levels might generally use instructor-created or learner-targeted audio files
Students at higher proficiency levels might generally use published target-language audience podcasts
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Novice to Intermediate
Individual, podcast-based interpretive listening task Instructor-created or learner-targeted podcasts
Example: During a unit about the family, you post to your class website an interview you conducted with a community member about his/her family. You ask the students to listen to the file at home and to complete a chart with the family information provided by the community volunteer. At this proficiency level the students need to focus on extracting the main ideas and most important details, and therefore the chart asks them to match the names of family members with their relationship to the speaker.
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Novice to Intermediate
Using a podcast or other online audio file as part of an IPA
Instructor-created or learner-targeted podcasts
Example: Take digital photographs from your (or a colleague’s) trip to a foreign country, and use Windows Movie Maker to combine the photos with a voiceover. Create several slide shows, each focused on a different location, and then post them to your website. As the first phase of an IPA, assign each student one of the slide shows. As they listen they fill in a graphic organizer with facts about each location. After they complete the listening activity, the class is divided into groups of students who watched different shows, and they share what they learned using the graphic organizers to facilitate their speaking. In the third phase of the IPA students create a travel brochure about places of interest in the country.
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Extended interpretive listening task based on a series of podcasts
Instructor-created podcasts only or in combination with published podcasts researched by the instructor
Novice to Intermediate
Example: You decide to focus on a particular region during a unit. You assemble a series of podcasts that describe various aspects of life in that location: a weather forecast, a restaurant ad, an interview with residents, a description of an important event, and so on. Students complete an interpretive listening task over each podcast. At the end of the unit students write a simple description of the area based on what they learned through the podcasts and other class activities.
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Intermediate to Preadvanced
Individual, podcast-based interpretive listening task Instructor-created or learner-targeted podcasts
Example: During a unit on daily routines, you post several audio files of volunteers describing a typical day in their lives in their home country or hometown in the US. You divide your class into groups and assign each group to listen to one of the files and to complete an interpretive listening task. Students have already listened to a comparable audio file in class and have concentrated on the higher-level aspects of the task, particularly the use of context to infer the meaning of new words. After students complete the assessment, they share what they’ve heard with their group, and then engage in a jigsaw activity that allows them to share with the other groups and describe their own past and present routines.
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Using a podcast or other online audio file as part of an IPA
Instructor-created or learner-targeted podcasts
Intermediate to Preadvanced
Example: You create an IPA for a unit over holidays and family celebrations, and for the first phase you have several audio files in which volunteers share anecdotes about their favorite holidays. Students complete readings and engage in interpersonal speaking activities before the assessment cycle. The unifying context for the IPA is the following: you and your team of cinematographers (a group of students) are creating a documentary for a target language-speaking audience comparing holiday celebrations in the US and other countries. You begin by listening to the recorded anecdotes. Each member of the team listens to a different recording and completes an interpretive task. After receiving instructor feedback, you exchange the information you’ve gathered via email, a discussion board, or a wiki. Your video documentary consists of narration by team members based on your research and interviews with individuals from the US and other countries.
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Extended interpretive listening task based on a series of podcasts
Instructor-created podcasts only or in combination with published podcasts researched by the instructor
Intermediate to Preadvanced
Example: As part of a semester-long project in which students research the politics, economy, and culture of one of several instructor-selected countries, you provide students with a combination of native speaker volunteer and published podcasts. They complete separate interpretive listening assessments over each individual audio file, and then toward the end of the course they summarize what they have learned in a PowerPoint presentation to the class. The project could be supplemented by interpretive reading tasks.
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Individual, podcast-based interpretive listening task
Published podcast researched by the instructor
Preadvanced to Advanced
Example: During a unit over a film from a target-language country, you provide students with a link to a podcast review of the film. They go to the link outside of class, download and listen to the review, and complete the interpretive listening assessment that you have created based on the podcast. Students have previous experience listening to other film review podcasts during class, and they understand and have practiced the various tasks of the assessment, especially the identification of the author’s and the culture’s perspectives. After completing the assessment, students engage in a writing task to share their reactions to the review.
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Using a podcast or other online audio file as part of an IPA
Published podcasts researched by the instructor
Preadvanced to Advanced
Example: You create an IPA for a unit over environmental issues in the target-language country or countries and you find several appropriate podcasts. Before the assessment cycle, the class completes reading and listening assignments on the topic. The unifying context for the IPA is the following: you and your team (a group of students) run a website devoted to the protection of the environment. You are researching global warming for a new website article. As the first step in this project, each team member listens to a different podcast and completes an interpretive assessment. After receiving feedback from the instructor on your results, you move to the second phase, in which you and your team gather to discuss what you have learned. After your research is complete each team member writes an article.
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Extended interpretive listening task based on a series of podcasts
Published podcasts researched by the instructor or by the student with instructor approval
Preadvanced to Advanced
Example: In a content course you assign a project of several weeks’ duration in which individual students research a particular event in the recent history of a target language-speaking country or an event that affected the target language community in the US. The project requires that students listen to several podcasts. Students are responsible for finding some of the podcasts, although the links to the files must be submitted for approval. Students complete separate interpretive listening tasks on each podcast, and at the end of the course they prepare a summary of the history of the event and an interpretation of their view of the consequences of the event for the country or community affected.
Assessing Student Performance in Podcast Tasks
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Sources of assessment criteria for podcast-based tasks
ACTFL Performance Guidelines for K-12 Learners, 1998
ACTFL Program Standards for the Preparation of Foreign Language Teachers, 2002
ACTFL Integrated Performance Assessment Manual, 2003
Assessing student performance
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ACTFL Performance Guidelines Novice, Intermediate, Preadvanced proficiency
Describe language performance in six domains Comprehensibility Comprehension Language control Vocabulary Cultural awareness Communication strategies
Assessing student performance
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From example rubrics in ACTFL IPA manual Interpretive listening tasks
Identification of the main idea Identification of the supporting details Inferring meaning of unfamiliar words in
context Interpreting author’s intent Offering a personal interpretation of the
message
Assessing student performance
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From example rubrics in ACTFL IPA manual Presentational speaking tasks
Content Attention to audience Comprehensibility Language functions Language control Discourse type
Assessing student performance
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From example rubrics in ACTFL IPA manual Interpersonal speaking tasks
Content Comprehensibility Language function Language control Communication strategies Discourse type
Assessing student performance
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Questions?
For more technical questions, we will try to contact Rick via Skype
Please feel free to email either of us with a question after the conference
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Resources
Podcasting
http://www.podcastingnews.com/articles/What_is_Podcasting.html
http://www.podcasting-tools.com/what-is-podcasting.htm
Podcasting for Foreign Language Education, http://www.utm.edu/staff/globeg/flpodcasting.html
Podcasting in the Foreign Language Classroom, http://www.etech.ohio.gov/programs/action/research/northolmsted.jsp
Lend Me an Ear: Teaching Listening Strategies for World Language Learning, http://www.nclrc.org/about_teaching/topics/lang_learn_strat.html#lend_ear
Assessment
American Council on the Teaching of Foreign Languages. ACTFL Performance Guidelines for K-12 Learners. Yonkers, NY: ACTFL,1998.American Council on the Teaching of Foreign Language. ACTFL Program Standards for the Preparation of Foreign Language Teachers. ACTFL, 2002.Glisan, Eileen W. et al. ACTFL Integrated Performance Assessment, ACTFL, 2003
