d. wang: creative use of online tools in chinese language courses (x4)

26
Creative uses for Creative uses for VoiceThread VoiceThread in in Advanced Chinese Language Advanced Chinese Language Courses Courses Dan Wang Dan Wang [email protected] [email protected] AMES, Duke University AMES, Duke University

Upload: asia-society-education-programs

Post on 28-Nov-2014

982 views

Category:

Documents


0 download

DESCRIPTION

Participants will explore ways in which online technology, such as YouTube and VoiceThread, can be used in and outside of the classroom to encourage students’ enthusiasm and facilitate language learning. Participants will survey the surprising project outcomes and explore the flexible grading rubrics (i.e., those that become more rigorous as each assignment’s intensity increases). Participants will also review and critique sample student projects, learn how to create a video, and design a workable rubric to take back to his or her own classroom.

TRANSCRIPT

Page 1: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Creative uses for Creative uses for VoiceThreadVoiceThread in in

Advanced Chinese Language Advanced Chinese Language

Courses Courses

Dan Wang Dan Wang

[email protected]@duke.edu

AMES, Duke UniversityAMES, Duke University

Page 2: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Why use VoiceThread?

� http://www.robmillard.com/web20map.png

Page 3: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

This presentation will include:

� The basics of Voicethread

� Creative uses in and out of the classroom

� Project ideas and examples

� Assessment rubrics

� Project feedbacks

Page 4: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

What is VoiceThread?

� easy upload of images, video, audio, or Word documents

� possibility of adding text, audio, video comments and doodles

� distribution of VoiceThreads to individuals or groups.

� http://voicethread.com/

Page 5: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project training and support

� internet connection for VoiceThreadaccess, uploading entries and viewing/responding to classmates

� webcams /microphone to record video /audio “entries”

� orientation in language lab

Page 6: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Creative uses in and out of classroomCreative uses in and out of classroom

�� Interviews with native speakersInterviews with native speakers

�� Skit projectSkit project

�� Video JournalingVideo Journaling

�� Oral presentationOral presentation

(Students were broken into groups of 3 or 4 students each )(Students were broken into groups of 3 or 4 students each )

Page 7: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

The objectives of these activities The objectives of these activities

�� To provide a platform for students to regularly voice To provide a platform for students to regularly voice their opinions and exchange ideas with each other after their opinions and exchange ideas with each other after class in Chinese.class in Chinese.

�� To help students reflect on their learning activities and To help students reflect on their learning activities and instructional materials in class.instructional materials in class.

�� To provide a new media for students to students / To provide a new media for students to students / instructors to students interaction in Chinese.instructors to students interaction in Chinese.

�� To expose students to authentic communication by To expose students to authentic communication by interaction with native speakers.interaction with native speakers.

�� To help students apply their newly learned knowledge To help students apply their newly learned knowledge and skills to real situations.and skills to real situations.

Page 8: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project sample: Project sample:

interviews with native speakersinterviews with native speakers

�� prepre--task: readings and questions task: readings and questions

�� core task: interview a native speaker;core task: interview a native speaker;

record with Flip camcorder;record with Flip camcorder;

upload to VTupload to VT

�� PostPost-- task: summarize this interview on VT;task: summarize this interview on VT;

view group membersview group members’’ interviews, and interviews, and

leave comments.leave comments.

Page 9: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project sample: Project sample:

interviews with native speakersinterviews with native speakers

Page 10: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project sample: Project sample:

skit performanceskit performance

�� Choose topic and design a publicChoose topic and design a public--interest interest

advertisement advertisement

�� perform and record it by Flip camcorder perform and record it by Flip camcorder

�� upload to upload to VoiceThreadVoiceThread

�� view at least one ad from other groups view at least one ad from other groups

and leave voice comments and leave voice comments

Page 11: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project sample: Project sample:

skit performanceskit performance

Page 12: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project sample: Video JournalingProject sample: Video Journaling

�� ViewingViewing

�� oral responses oral responses

�� viewing of classmatesviewing of classmates’’ responsesresponses

�� inin--class discussions class discussions

Page 13: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project sample: Video JournalingProject sample: Video Journaling

Page 14: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project sample: oral presentationProject sample: oral presentation

�� InIn--class oral presentationclass oral presentation

�� Uploading to Uploading to VoiceThreadVoiceThread

�� ViewingViewing

�� SelfSelf--evaluation evaluation

�� Peer evaluation and commentsPeer evaluation and comments

Page 15: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project sample: oral presentationProject sample: oral presentation

Page 16: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
Page 17: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
Page 18: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
Page 19: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
Page 20: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
Page 21: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project feedbacksProject feedbacks

�� How much does the project help you express ideas in How much does the project help you express ideas in

Chinese outside of the classroom?Chinese outside of the classroom?

�� --Some, but helpful 84% Some, but helpful 84% -- a lot 6%a lot 6%

�� How much does the project help you make improvement in How much does the project help you make improvement in

listening comprehension?listening comprehension?

�� --Some, but helpful 69% Some, but helpful 69% -- a lot 12%a lot 12%

�� How much does the project help you increase your How much does the project help you increase your

knowledge of Chinese culture?knowledge of Chinese culture?

�� --Some, but helpful 48% Some, but helpful 48% -- a lot 28%a lot 28%

�� How much does the project help you identify the How much does the project help you identify the

strengths and weaknesses of your presentation?strengths and weaknesses of your presentation?

�� --Some, but helpful 38 % Some, but helpful 38 % -- a lot 42%a lot 42%

Page 22: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Project feedbacksProject feedbacks

�� It is useful to learn othersIt is useful to learn others’’ opinions from their video opinions from their video

presentationspresentations. .

�� --agree 60% agree 60% -- strongly agree 33%strongly agree 33%

�� The comments or feedbacks from classmates and The comments or feedbacks from classmates and

instructor are helpful.instructor are helpful.

�� --agree 78% agree 78% -- strongly agree 22%strongly agree 22%

�� Simulated interviews with native speakers are very

helpful..

�� --agree 71% agree 71% -- strongly agree 22%strongly agree 22%

�� It is a good opportunity to practice Chinese in It is a good opportunity to practice Chinese in

the skit performance. the skit performance.

�� --agree 45% agree 45% -- strongly agree 55%strongly agree 55%

Page 23: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

�� Advantages:Advantages:�� --good user interface, fun to make projectgood user interface, fun to make project

�� --it is interesting to hear peopleit is interesting to hear people’’s response, it is also helpful on s response, it is also helpful on identifying errors.identifying errors.

�� --it was good to be able to see my presentation and be able to selit was good to be able to see my presentation and be able to self f evaluate my Chinese pronunciationevaluate my Chinese pronunciation

�� --very cool, easy to usevery cool, easy to use

�� --I could watch myself and see where I went wrongI could watch myself and see where I went wrong

�� --has a lot of potentialhas a lot of potential

�� --I can learn my own weaknessesI can learn my own weaknesses

�� --allows speaking practiceallows speaking practice

�� --let you use language outside of classroomlet you use language outside of classroom

�� --provides an opportunity to get a lot of feedbackprovides an opportunity to get a lot of feedback

�� Disadvantages:Disadvantages:�� --100 100 mbmb upload limitupload limit

�� --there were technical difficultiesthere were technical difficulties

�� 9090% students would like to recommend the use of % students would like to recommend the use of VoicethreadVoicethread in Chn126 in Chn126 in the future.in the future.

Page 24: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

Conclusions:Conclusions:�� Encouraging active participation in target language use regardleEncouraging active participation in target language use regardless ss

of distance and space; storedof distance and space; stored--andand--forward communication is easily forward communication is easily

accessibleaccessible

�� Promoting the use of multiple communication modes from receptivePromoting the use of multiple communication modes from receptive

to productive and interpersonal, interpretive and presentationalto productive and interpersonal, interpretive and presentational

communication;communication;

�� Providing a wide range of participation from oneProviding a wide range of participation from one--toto--one, oneone, one--toto--

many and manymany and many--toto--manymany

�� Making good use of multiple communication devices to extend Making good use of multiple communication devices to extend

maximum language contact hours and frequency of interaction maximum language contact hours and frequency of interaction

among teachers and students and between native speakers and among teachers and students and between native speakers and

nonnon--native speakersnative speakers

�� Providing an opportunity to get a lot of feedbacks and the studProviding an opportunity to get a lot of feedbacks and the studentent’’s s

productive samples were collected for assessment.productive samples were collected for assessment.

Page 25: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

references� Honggang Jin (2009) Participatory Learning in Internet Web technology: A

study of Three Tools in the Context of CFL Learning Journal of Chinese Language teaching Associate, 26-45

� Augar, N., Raitman, R. & Zhou, W. (2004). From e-learning to virtual learning community: Bridging the gap. Paper presented at the International Conference on Web-Based Learning, Advances in Web-Based Learning -ICWL 2004, Beijing.

� Lipponen, L. (2002). Exploring foundations for computer-supported collaborative learning. In G. Stahl (Ed.), Computer Support for Collaborative Learning: Foundations for a CSCL community. Proceedings of the Computer-supported Collaborative Learning 2002 Conference (pp. 72-81). Hillsdale, NJ: Erlbaum

� Sidney L.Hagn, Tamara Stassen, Grading Classroom Oral Activities: Effects on Motivation and Proficiency Foreign Language Annals 22,No 3,1989

Page 26: D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)