extendİng borders of classroom - usİng podcasts to optİmİze language learnİng

EXTENDİNG BORDERS OF CLASSROOM - USİNG PODCASTS TO OPTİMİZE LANGUAGE LEARNİNG

Aslı Saglam(asli.saglam@ozyegin.edu.tr) & Dilek Salkı(dilek.salki@ozyegin.edu.tr)

Ozyegin University Istanbul TURKEY

Guide for Workshop

What is podcasting? Educational Use(s) of podcasting Use(s) of podcasting in our classes (using

existing resources and creating your own) Extending borders of class Potential benefits Challenges & Ways of overcoming

challenges Conclusions

WHAT IS PODCASTING?

A brief overview of podcasting

A brief overview of podcasting

Audio content delivery approach based on Web syndication protocols, such as RSS

Disributing content to be used anywhere anytime with mobile and digital audio players (iPods, other MP3 players…etc.)

Podcasting= Web syndication (RSS) + Audio content (talk shows, music, news, learning resources, …) + Mobile devices (MP3s , cell phones, iPods,…)

(Cebeci& Tekdal 2006)

EDUCATIONAL USE(S) OF PODCASTING

Using podcasting as a teaching learning strategy

Educational usages of podcasting Based on recent podcasting use at UK

universities, Harris and Park (2008) categorize educational usages of podcasting as:

Teaching driven Service driven: delivering information

(research work presentation, library tour, orientation and induction…etc.)

Marketing driven: (recruiting prospective students)

Technology driven: supporting teaching method (sharing teaching experiences)

Tools for podcasting

Audio Mp3 files accessed from html files Podcasts distributed using “push” technology with

RSS feeds (iTunes, MyYahoo.com, i Google.com) Avatars and virtual characters in making

videos(www.voki.com, www.xtranormal.com ...etc.)

Screencasts (www.jing.com) Powerpoint slides with audio enhancements

(www.microsoft.com) Video Doodling (www.voicethread.com) Telephone podcasts (www.gcast.com) Servers providing learner generated podcasting

(www.podomatic.com)

Taxonomy of current practices of podcast in K-12 and higher education (Hew 2009)

USE(S) OF PODCASTING IN OUR CLASSES

Use(s) of podcasting in our classes

Considering Our Learners’ NeedsAnalyses of our learner profile

questionnairesreveal: - awareness that listening is a crucial skill

and more practice needed- majority state that listening is a difficulty

(in particular problems in identifying important ideas, understanding texts in detail, and taking notes while listening)

Use(s) of podcasting in our classes

Considering our Learners’ Needs Attitudes towards listening“What do you least enjoy about learning

English?”

Some student responses: - taking notes - listening- listening to boring lectures

Use(s) of podcasting in our classesObserved student needs Speaking skills difficult to master for

students Speaking Practice (meaningful &

authentic) is needed Preparation for Speaking exam

There is a need for an alternative, supplementary resource for listening and speaking skills

Use(s) of podcasting in our classes: Using existing resourcesAim:

Building learners’ schemata of lesson content

Providing learners with extra listening practice

Integrating skills and fostering vocabulary learning

Providing further help for study skills

USE(S) OF PODCASTING IN OUR CLASSES: STUDENT CREATED PODCASTS

Use(s) of podcasting in our classes: student created Introduction of the concept, visiting other student generated podcast pagese.g. http://caeb2006.podomatic.com

Teacher-generated a podcast page for the class on podomatic (www.podomatic.com) http://ozuadvance0401.podomatic.com/

Learner training about how to post an episode; Cheat sheet

Podcast production process:

Students were given discussion points & asked to use newly learned speaking objectives of their listening course book in their discussions

1. Script writing and editing2. Audio recording and editing and3. Publishing and distribution

EXTENDING BORDERS OF CLASS

in addition to uses exemplified what could be other way(s) of extending borders of class by using podcasts?

Further Activities

Suggested Activities Using

Podcasts

Aims/Objectives Catered for

POTENTIAL BENEFITS

What could be potential benefits of using Podcasts?

Potential Benefits of Podcasting: Review of Literature

Hew’s review of research (2009) analyzes 8 studies (Anzai 2007; Bongey et al. 2006;

Clark et al. 2007; Evans 2007; Lane 2006; Lee and Chan 2007a; Maag 2006; Tynan and Colbran 2006)which focus on effects of using podcasts through participants’ self reports, questionnaires and/ or interviews and concludes that use of podcast could enhance student learning.

Review of Literature‘Informal Mobile Podcasting and Learning Adaptation’ (IMPALA)

research project at the University of Leicester is investigating how

podcasting cansupport student learning (language and study skills).

Students experienced a way of learning that is contradictory to general traditional conceptions of ‘serious’ learning.

Report that they benefited from listening to the podcasts.

S1: Omm, first of all, it’s not like, I mean papers, like books, you’ve just got

to listen to it. It’s another way of learning, and it’s a new way ofstudying.

S2: … I usually listen to the podcasts for example if I’m feeling a bit tired of

typing the assignment, … It’s a kind of entertainment … , so you just go and

listen to podcasts. You’re relaxing yourself listening and learning.

Potential Benefits of Podcasts Wide range of possibilities for extra

listening both inside and outside of the classroom

Supplementing the scripted textbook listenings with the real life authentic recordings

Promote autonomy and ownership by offering student choice

Flexibility regarding time, interest, pace and place

Mix of entertainment and learning (!) Stimulates student interest and motivation

Potential Benefits of Podcasts Fostering individual and collective

learning of course objectives, more interaction opportunities

Guiding learners for making meaning and knowledge creation

Simple to produce, immediate, educationally focused, reusable, engaging (Digital Audio Learning Objects, DALO 2007)

CHALLENGES &WAYS OF OVERCOMING CHALLENGES

Teacher Encountered Challenges

1) How do I find podcasts and assess their suitability in terms of

Target audience (native speakers vs EFL learners) Level of my learners (esp. suitability for low level

learners) Topic (does the content tie into the curriculum)

Directories that give you the chance to find Podcasts categorized according to target audience / level / genre.

Teacher Encountered Challenges

2) Teachers’ work load: preparing tasks for the listening material

Using tasks that require minimal preparation such as listening & note-taking or listening and summarizing where necessary

Student Encountered Challenges

1) Finding resourcesProviding students with resource lists &

internet and database search training2) Evaluating suitability Providing guidelines which make

learners think about the appropriateness of the material to the learning task

3) Student unfamiliarity with recording podcasts (for student generated podcasts)

Training learners and providing guidelines

4) Forming the habit for life-long learning Integrating the use of podcasts into

curriculum and making it a part of the course

5) not seeing relevance for learningraising awareness by providing

explicit links between learning objectives and materials

6) technical problems in  downloading and accessing

Checking links before hand Life !

CONCLUSIONS

Conclusions

Training needed for using this new technology of podcast for better learning outcomes

a basis for a better integration of podcasts in teaching and learning is essential- impact by design

Another modality for catering diverse students’ needs

Podcasting can maximize opportunities for learning if used intelligently

A Final Word from OUR Learners….

Coursebook Recordings

Add adjectives in WORDLE

Podcasts

Add adjectives in WORDLE

References

Aguilar, F. R. 2007. Top of the Pods-In Search of a Podcasting “Podogogy” for Language L. Computer Assisted Language Learning 20, no. 5: 471-492

Brown, A. et al. 2009. Instructional uses of podcasting in online learning environments: A cooperative inquiry study. J. Educational technolgy Systems 37, no.4: 351-371

Cebeci, Z. & Tekdal, M. 2006. Using podacsts as audio learning objects: Interdisciplinary Journal of Knowledge and Learning Objcets 2: 47-57

Harris, H. & Park, S. 2008. Educational Uses of Podcasting. British Journal of Technology 39, no. 3: 548-551

Hew, K. F. 2009. Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Education Tech Research Dev 57:333–357

Lee, M.J. et al. 2008. Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Technology 39, no. 3: 501-521