Effective implementation of interactive podcasting for the Web 2.0 generation

Vallance, Michael; Shibata, Yukiko

doi:10.29140/jaltcall.v4n1.55

Cited by 7 publications

(3 citation statements)

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“…Particularmente sobre el tema de 'podcasting' (nombre del proceso de diseño, producción e implementación de 'podcast') McCarthy (2005) señala que los 'podcast' (archivos de audio y/o video difundidos por Internet) han facilitado el aprendizaje del inglés como lengua extranjera. Esto confirma lo planteado por autores como Vallance y Shibata (2008), quienes presentaron el tema de producción de párrafos en 'podcast' en una clase de estrategias de habilidades comunicativas. La ayuda de este material consistió en reforzar los componentes de un párrafo y para que los estudiantes realizaran una producción oral, también a través de un 'podcast'.…”

Section: Desarrollar Habilidades En Una Segunda Lengua Con Tecnología...unclassified

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Rosado¹

2012

Education in the Knowledge Society

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The educative projects that include the robotics as resource of education and learning require being plan based on the skills and performances that would consolidate in the population. These skills are the start point to delineate the content emphases, the wished performances, the needed technologies, the processes of training and searching that will be necessary to design. Particularly the educative robotics is propitious to develop or to support productive, creative, digital, communicative abilities. An indicator, that shows that robotics has become an innovation engine, is observed on the change in the people's attitude and ideas, ways of present and thinking of the students specially, when they become to socialize with others. If those changes are visible now, therefore we are getting close to an innovation because the robotics will have extended its intuitions and it is reflected in its actions and products.

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Section: Desarrollar Habilidades En Una Segunda Lengua Con Tecnología...unclassified

Número completo

Rosado¹

2012

Education in the Knowledge Society

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“…Chan, Lee, and McLoughlin (2006) asked second-year Information Technology students to produce podcasts to help first-year students. Vallance and Shibata (2008) put students into groups and asked them to produce interactive podcasts where they interviewed each other on a language learning-related topic, then added images, links and quizzes to the podcasts. These podcasts were then made available to the rest of the students as a learning aid.…”

Section: Background and Rationalementioning

confidence: 99%

Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections

Yaneske¹,

Oates²

2010

ALT-J

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We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students studying the module had communicated using text-based synchronous and asynchronous discussion only. A common criticism of text-based media is the lack of non-verbal communication. Audio communication is a richer medium where use of pitch, tone, emphasis and inflection can increase personalisation and prevent misinterpretation. Feedback from staff and students on the affordances and constraints of voice communication are presented. Evaluations show that while there were several issues with the usability of the Wimba Voice Board, both staff and students felt the use of voice communication in an online environment had many advantages, including increased personalisation, motivation, and the opportunity to practice speaking and listening skills. However, some students were inhibited by feelings of embarrassment. The case study provides an in-depth study of Voice Boards, which makes an important contribution to the learning technology literature.

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“…Chan, Lee, and McLoughlin (2006) requested the two years of Information Technology students to produce Audio Devices to help first-year students. Vallance and Shibata (2008) put students in groups and asked them to produce interactive activities where they interviewed each other about Topics related to the course, then add pictures, Links and quizzes to Audio Devices. Audio devices are then created as a learning tool.…”

Section: Introductionmentioning

confidence: 99%

Learners Interaction In Learning With Audio On Demand

Abidin¹,

Husna²

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

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The study presents a case study to evaluate the use of Audio Technology WhatsApp to support asynchronous audio discussions. The study discusses the possibility of learning strategies and pedagogic thinking. Technology is implemented in modules for learning activities. The focus of the study is the possibility of Audio Technology to create learning objects and facilitate peer-to-peer learning. Audio communication is a richer medium of meaning because it can analyze, tone, emphasis and increase personalization in relation to the prevention of misinterpretations. Feedback from lecturers and students on the affordances and voice communication constraints presented

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Effective implementation of interactive podcasting for the Web 2.0 generation

Cited by 7 publications

References 0 publications

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Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections

Learners Interaction In Learning With Audio On Demand

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