1 / 11

Online  recording solutions for language learning

Online  recording solutions for language learning. Dennie Hoopingarner Language Learning Center Michigan State University. Why record audio?. Constructivist philosophy of learning encourages creative expression (Jonnasen 1991, 2008)

schooley
Télécharger la présentation

Online  recording solutions for language learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Online  recording solutions for language learning Dennie Hoopingarner Language Learning Center Michigan State University

  2. Why record audio? • Constructivist philosophy of learning encourages creative expression (Jonnasen 1991, 2008) • Language learning theory requires output (Swain 1985, Gass 1997)

  3. Why online? • Classroom research on talking time (Flanders 1970) • Move to hybrid modes of instruction • Distance learning language courses on the horizon

  4. Why a Flash-based solution? • Ubiquity of Flash plugin • Very small footprint of application • Fast loading time (viz. Java) • Ease of development and interface design

  5. Introduction to the Flash Media Server • Not Flash • Server software • Two-way streaming of audio and video • New protocol: RTMP • Communicates via Flash SWF file

  6. Flash plugin captures audio and video • SWF file is the conduit for streaming • Web page with embedded SWF served by web server • SWF file connects to FMS

  7. Two-way streaming • Revolution for web-based audio recording • Much easier for users (The Mom Rule) • No downloads or uploads • Makes web-based recording feasible

  8. Developing applications with the FMS • Authoring options: Flash, Flex, AIR • FMS handles only the media files • Business logic to name files • Two-server model: • FMS • LAMP server

  9. Language teaching applications • Teacher-created audio: Viewpoint • Student-created audio: Audio Dropboxes, Worksheets • Simulated Interaction: Conversations • Podcasting: Broadcasts

  10. Curricular implications • Distance learning • Hybrid classes • Support issues: The 50% Rule • Teaching vs Tool: Clark (1994)

  11. References • Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. • Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, N.J.: Lawrence Erlbaum Associates. • Flanders, N. A. (1970). Analyzing teaching behavior. Reading, Mass.,: Addison-Wesley Pub. Co. • Jonassen, D. H. (1991). Objectivism vs constructivism: Do we need a new educational paradigm? Educational Technology, 9(3), 5-14. • Jonassen, D. H. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input and second language acquisition (pp. 235-252). Rowley, Mass: Newbury House.

More Related