Keeping connected with SWALLT

Stanford's library uses these cable markers for their checkout collection. Now we just have to find a manufacturer or vendor for these great tools. How many of you have trouble tracking your cables and where they were loaned to? Or just labeling what it is?

Dana, from Oregon, heard about the conference, grabbed her iPod gadget bag and shared her excitement about technology and language learning with us. She has great experience with the tools in her bag helping her students motivate and focus on language.

Recorder, iKaraoke, portable charger, various audio adapters, headphones, and all this fit into that little bag!

Wimba Voice Tools - -Geoff Spencer - Wimba
Thanks for talking to me and letting me listen to what you're doing.
Light a Rose! Geoff can sing :-)
wimba tools for education. 5.2 is current

geoff summarized details of our presentations and then moves toward how Wimba will integrate/address what we're trying to do.

• **Only 1/2 of the faculty in the room are using CMS tools
• how is "collaboration tools" defined?
• how do we share our tools?
• PPT is not going away...
• unique features of each presentation

Product suite addresses: sharing, video, content, voice, presence, chat
Can we unite SMS and voice-oriented users?

intro'd math and admin uses of tools.
how do we guage pedagogical effectiveness? see Andrea Henne presentation

LiveClassroom
VoIP, multi-way video (follow speaker), private and public chat, digitalwhiteboard, display local files, polls and surveys, appsharing, webbrowsing, AD, breakout rooms, archives.

Virtual clasroom could be used during emergencies...

New tools Pronto
free.... http://www.wimba.com/products/pronto/
may have cost in the future. linked to BB and WebCT.
enables part of social communication

VoiceTools uses same core of recording tool.
voice board.
Voice presentation tool
wimba pdocaster with 5.1 version.

created 'audio tour' of classroom for parents from Ss POV! imagine 'tour of alcatraz'...

Used in by SWALLT members: Lafford, Blake, Liu, and Santa Monica

Vocab tool with Web2.0!

LinguaStep: Curriculum-based Language Learning - Loren Siebert -Berkeley--now with own company. Was teacher of Arabic @ Berkeley.

2005 attended Berkeley---bored with engineering and wanted to see how learning again would be.

Built Arabic vocabulary tool for himself, friends tried it, publishers checked it out. Now in 6th week.

3-5K words needed for ACTFL/ILR scale of 3.

looked at Leitner system: efficiency and intervals for vocab.

See linguastep.com for a ride!

flash for audio; sans-serif font on site, prints to serif fonts.

keeps track of your 'cardfile'. well known words get less attention

tab between buttons. enter hits selected button.

wordsearch allows adding to cardfile foor flashcards. searches for all terms, in context.

Write what you hear tool. -dicataion

tuneyourear tool
listen and select. creates homonym/falsewords for tool

student word input tool/custom dictionary.

Access: sofrware as service
indiv subscriptioons and campus site license.

Chinese or Japanese coming next.

what's the connection between what we want as teachers--vs students.

Flashcardexchange.com

how about pictures...

Quick PodCast overview from Stanford

Podcast Chalk Talk - Kim Hayworth, ATS, Manager Academic Technology Lab

Stanford uses iTunesU
Presentation of how podcasting was used for Chinese course

Goals for course were to capture classroom presentations and also allow groupwork/student presentations.

Video-taped presntations. Allows for snapshot in time. Parents also viewed movies.

Sakai and poderator tools talked about.
BYU iPod fillup station. got licensing for materials. Download the playlist for classes with setup in lab--ready for import.

Looking at leopard server with Podcast server. Also sharestream

Q: how much attention was given to audio quality...
Classroom has improved mics. PZMs on tables. Will test directional mics and lapel mics in the future.

Notes: shotgun mics work well.

Felix, Gus and Pat shared projects and ideas on mics: omnidirectoinal, lapel, and redubbing in te back office as postproduction!

Snowball mic from Blue says Felix.

Pat attends to access

LecShare software to enhance PowerPoint and provide ADA compliant format. - Pat Miller -California State University, Northridge

Web accessible powerpoint

Why do web accessible design?

1986 rehabilitation act of congress

20% (50M people) of US population has a disability. see webaim.org for more.

started with just webcompliance. And instructors could not exclude anyone. alternate materials must be created!

ADA 1990. 508 Standards. 508 Rehab Acts. 504.

info delivery relies on assistive technology.

3 types:

• screen readers and magnificatin devices (JAWS)
• close captioning and video descripiong (ccmaker.com or pwertalk from fullmeasure.co.uk)

Design Guidelines--keep the user in mind!

Written explanations (alt tags/text)

simple designs. simple backgrounds.

don't use seriphs.

summarize graphs and charts

avoid embedding textual info in graphics.

can text and praphics be understood w/out color?

Get toolbar: ais http://www.webaim.org/articles/ais/ info on Firefox at http://www.csun.edu/training/aistoolbarinstall/12.html

validators: w3.org/wai or webaim.org/articles/ais

compliant templates: egs at csun.edu/.....

PPT can be enhanced by LecShare.com tool about $69/install. or site license is better! Trial version is avialb.e

easy learning curbve

captoin and audio cab be added to any ppt presentations

allows publishing to web in various formats:

• QT .mov with captioning
• mpeg-4 podcast for iPod
• html with links, but w/out audio.

Tips for using PPT for LecShare

• 6 bulls/slide
• 6-8 words per bullet
• font size large and even sans serif
• avoid transitions
• clor use judicouly w/out meanings

See Pat's presentation for details on using LecShare Pro.
Demo starts now:

hints: turn off MSWord.

Launch LecShare

Then launch PPT file.

Pulls into LS.

Shows HTML compliance with color and text. Allows update for missing data, such as titles or alt text for graphs.

Watch images and auto text... often images get a file name that is non-meaningful.

notes can be added.

slide-by-slide audio is inserted.

Save! And then export. Choose several versions of export, including html, QT, MPEG4 and MSWordDooc.

AuthenticSync for captioning.

Questions about current llti listserve discussion on captioning.

Does it work with Keynote? Is there a Mac version?

Demo'd lab tour of CSUN BAW from PPT to lecshare video.

Q: how to do animated gifs eg Mimi's stroke order gif...
A: "good faith efforts have been made to ensure compliance and access." statement.
Transfer Felix's presentation: keep it illustrative, then add audio support.

Language courses have fewer problems than art classes... how to pull website of eg Monet into accessibility for blind person? There are tools that can give color a tactile structure, etc.

Energy at 9....

Web 2.0 and its Implication on Language Teaching and Learning - Mimi Yu, Yoshie Kadowaki - UNR
Presented all her 'old' stuff and tools.
Herstory (20 years worth!) of static web materials
Review/preview multimedia instructional place
eg stroke order pages for kana
then capture animated strokes to camtasia, with voiceovers and integrated questions
Now Web2.0
Features changing: skype, podcasting, TV/Radio, SocialNetworking...
2 types of Web2.0--ferrari or neon-sign version where there is less tech support
Personal, social flexible, interactive, collaborative, global, innovative, and ss learn while they create.
How to define the Ss who use these tools... N-Gen;
Digital Natives and their Digital Immigrant Parents/TEachers
serious, slow, painful learning of these tools.
SS
||
Instructors
Change in lesson creation style and design.
Communication changed to Ss with classmates, teacher and global community for self-expression.

swalltworkshopds.googlepages.com link to workshops we'll do @ http://csumb.edu/digitalstream March 17-19, 2008

Mimi believes this tool has enabled her Ss to publish websites. Requires gmail account.
http://jpnprojects.googlepages.com/
Mimi has pdf handout and some templaty-examples of her stuff.
Also using blogger.com to create blog and enable talk-back. This was done with Ss in 7th week of classes.
Using picassa webalbums for slideshows in class. linked. like an eportfolio...
and it's public... running naked?!
Using photostory2/imovie/moviemaker etc to create video and presentations. then uploading to google pages. Some done in L1 for culture content, eg Ainu (japan's aboriginal people)
they can create. we can assess their work--esp. performance. body language critique.
Mimi--there are too many tools! Mimi uses delicious to create links. look for mimisensei for details.
Using technology to facilitate content manipulation.
survey of how it went coming @ end of year.
Yoshie is talking about 2nd and 3rd year experiences:
pbwiki used for Ss and teacher collaboration. Used color to ID who wrote what.
3rd year Ss have group project to write a story. self grouped, provided title.
Yoshie created main page, and links to new pages with separate PW.
yosh can enter and edit/markup Ss writing
Also, HW assignment: read shortstory in L2. then try to translate. Each Ss translates the sentence. when good translation is created, instr changes color to show it's 'done'.
Also does Ss led vocab exercises.
Develop story as a whole class. 1 creates sentence. next adds 1 more sentence and edit previous sentence.
Also uses mixi.jp Japanese social networking. Requires invitation.
1 class period spent on 'how-to' and get registered.
features: messaging, diary, photo albums...
Yoshie required 'home page': blood type (japanese facination with fate--like the zodiac).
Created 'community' UNR305.
Then required to add all to 'friend' list. Able to track dairy entries, etc.
yoshie follows diary entries up with comments.... [how is this different from doing it in LMS?]
Ss are joining communities in mixi. in class they explain why they join.
over weekend--assignment is to use photo album. post 3 images.
Also trying to get native speakers on campus to participate in Mixi. And Japanese natives are on the site, interacting with the Ss. [are the communities by 'approval only'?]
Q: how much mixi is done in class?
None-(expcept for orientations). These are assignments for outside completion.

Now: Tim Berners-Lee says Web3.
willl be semantic web. Machines can read it. See androidtech.com 2006/11
intelligent agents.
pattern recognition (AI).

But, how will we harness Web3 for language learning?

http://unrnihongo.pbwiki.com/

Joseph is interested in privacy. Related to borg. Locutus.
Google owns all this stuff. Why can't we support all this stuff internally?

Mimi responds: help your students learn security.
JK sees privacy and intellectual property/copyright as old time hinders to projects going forward.

We get access to the software tool for sharing our info.
relationship of work to private life is blurring
K-12 can't use these tools.

How do we balance the issues of cost vs privacy.

KISS!

Simplifying Video Production in the Age of YouTube - Felix Kronenberg, Pomona College

Video is integral. Felix was doing diss when YouTube came out. Can't imagine doing lang classes without video...

new lab under construction. Opening in January.

Language BootCamp

iSight. Flash-based video cameras. Very popular with faculty!!

moving from high-powered mac to browser-based applications

slideroll, voicethread, bubbleshare, mixercast, flextor, podcastpeople, blabberize,

screencapture with snapzpro Mac; camtasia or snagit for PC.

jumpcut for online video editing!

animoto, bubbleply, motionbox, toufee, eyespot

voicethread: demos it for us. can play. or comment on it. Keep language learning central--don't encourage ss to put in fades, or etc.

sketchcast. Videofile with moving pictures.
Ss wanted to make a boardgame. Chinese example at sketchcast.com/channel/ccc

eyejot. video mail using flash.
see services area: include in website, ready-made link.
How abouut creating link of a homework assignment that students have to watch...
it's iPhone compatible already!
Use for intl studyabroad Ss. Mini interviews with

Onstage videokaraoke.

chinswing online voiceboard.

ecam callrecorder. record skype video calls. use snapzpro for ichat conversations

photostory3 for windows. still images, with digitalnarratives. many of these tools have moved to web2.0 tools

pulpmotion museum tour
Mac program
I don't understand how this is different from iMovie...

kflc tool. narrate fotos with live video

comiclife now released for PC too.

used playmobile figures for images.

machinima--from [sims?] and press V
created a conversation to go with it.
take a video from a computer game and put a voice to it.

Bootcamp is making repository of silent films for Ss to plug in voice.
Language Residents doing a lot of teaching. Young people from abroad with little training.
This provides some level of technology awareness, etc. plus manual for good practices and ideas.
bootcamp.pomona.edu
Wants grants, K-12 instr,
Try to focus volume and ideas for new teachers. nitle members?
Want experts to write ideas, lesson plans, etc.

claymation ideas.

reminder to check languagelab unleashed! Barbara Sawhill's tool.

see flrc.pomona.edu
or flrc.pomona.edu/faculty/links will get you most of these tools!

ShareStream - Digital Media Asset Management - Vendor Demo

ShareStream - Digital Media Asset Management - Vendor Demo

David J. Weinstein	President and CEO	djw@sharestream.com
Nitin Sawant	Chief Technology Officer	nitin@sharestream.com

Nitten is technologist with SS.
___ ____ is CEO for SS.
high level overview of what ShareStream
DigitalMedia assset platform
interoperability with highered's mgmt systems
catalogs, assessment software, security & rights mgmt. (access control).
developed @ georgetown's SUN center. 8mo. worked with librarians, admin, techs and Ss.
How to manage media? Designed to manage 10s of 1000s of media assetts.

1. Capture and encode module
digitize, archive, repository: streamline the process
2. Descale the digitization process. Reduce requirement for expertise.
Integrated streaming, iTunes, distribution
see sun.com/edu page for more info
Sharestream has evolved with language centers--supports languages from onset.

Demo of ripping a cd. APIs can pull metadata across from existing holdings.
Rip, encode, catalog. Reduced to connection on repository with defined distribution mechanisms.
format and streaming server agnostic. any player any server.
How to leverage preexisting content?
Encoding allows for high-quality storage/archive, with simultaneous distribution output type.

Distribution handles both authenticated and non-authenticated links. Queries LMS for user's access levels and courses user is in.
AJAX and Web2.0 enabled.

Deep example with music history course. ID3 tags can be used as flashcards...
Example with B*@tles songs--can't be "sunk" with a device, so streamed only.
Papers written on film courses, use timecode to refer to segments.

[how does copyright interpret this type of system?]

enables video camera to be turned on in location @ a time: create VODcast of presentation.

library and IT departments began to bridge and connect with this tool. Scaled and shared resources.

Mediapilot.georgetown.edu

Security:
Limit by IP, location, timeframe, [eg make vodcast available only during review week... movies during week it's due etc.]
Dublin metacore http://dublincore.org/ compliant.

Deeplinking function: create link to predetermined timeclip.

non-limited files, will sync with iTunes, by asking for credentials.

search by any metadata qualifier.

Demo of sharestream in BB frame.

Q: what about analog media?
no automated system for that yet. Most

Q: MPEG7?
we can configure to it.

Q: can we meter the viewers for films, etc.?
RIAA, MPAA has reviewed the tools and are fine with it.

Q: can we search for all types--eg search for kitchen...
developing audio recognition tool. Everytime 'femur' were mentioned, it would hit all those mentions.

video asset scriptor inside tool ,similar to REAL

Some ideas for what I'm doing that I got during a break

otherwise known as why you should come to a SWALLT meeting. You'll pay only $40 and leave much the richer wo/man!

en.gnomz.com for creating cartoons
iPod gear:
Karaoke: http://www.griffintechnology.com/products/ikaraoke/
FM reciever
Recorder with Lapel Mic
Dock with Remote
DVD player adapter
DVDShrink+Handbreak
Demo photos from TV/projector with music
hook up to computer
make playlists
smart playlists
sleep
alarms--pills
stopwatch--for exercise, etc.
contact book
voice recorder for items to do
(or check out phone buttons).

comiclife application just released Win version

use google earth for teaching a detective novel--walk the characters through the 'real' world. Imagine, Mannen på taket as he moves through Stockholm... Wow!

citycreator.com for making cities

Larry Ferlazzo google him. Every 10th post is a cool Web2.0 app

Zach and Drupal

Drupal: Content Management System - Zach Chandler - ATS Division of Languages and Cultures - Stanford
starts with experiment... hit http://ma.gnolia.com/behaqechosh
So, Zach invites us to join his gooogle docs presenation. The woman sitting next to me, Dana, is online there too. So I poked her :-)
Drupal allows blogs, RSS--aggregation and syndication, wiki ready, folksonomy, modules for multimedia and microcontent, open API: User centric!!
alphabet soup was just enjoyed-too fast to type them out.
Drupal removes the role of 'webmaster'. Democratization and user-centric model. 'Just happens'
Why use Drupal: opensource means it gets fixed faster. fewer problems than industry model.
Drupal has a solid code base making it quite stable. dedicated security team. Modules might not be as solid... Thus the fewer modules you have to use, the better. Modules that show value get folded into the codebase. Drupal now is 'out of the garage' project.
800# gorilla reputation
if you want just a blog.. use a blog. But complex projects work well with Drupal. See also plone, moodle, textpattern, joomla, xoops, rails, etc.!
[Good god, that's a lot to review and evaluate...]
3 points to info design: CCK (custom content types), Views, Taxonomy
Imagine grid with elements of items X and users Y. Granular and separate.
Views. Allows you to create complex sql queries without knowing sql. enables knowledgeable users to create data pulls and design.
taxonomy--hierarchical or folksonomy.
Every term becomes a feed!
Now onto the sandbox! http://www.stanford.edu/group/drupal/cgi-bin
Just watch out for what the neighbor's cat just did...
swallt2007 stanford
Every student can create own podcast and then aggregate it from there.
RSS2.0 harvard bought it--then gave it away! has enclosure feature--allows attachment. Didn't catch what RSS1.x was for or how it was different.
Using the tags in Drupal somehow magically creates a separate podcast for each tag, so Zach's example has 6 tags, thus 6 feeds on itunes...
Why is it better? Persistent channel... gives you a window on the data--discoverable, searchable, indexed, etc.
Will this assist 'serendipitous' discovery?
Audience is concerned about how to show value to faculty, etc.---believes in playing with tools to find value.

Oral Assessment

From Power Point to Delicious: Documenting Progress in Oral Assessment - Trevor Shanklin, Ph.D. - LARC Language Labs, San Diego State University

Can I use Web2.0 as a presentation tool?

shanklin.sdsu.edu

Presentation, Content, Technology Standards

How can I communicate what's going on @ LARC?

if I use delicious I won't have to tell you everything. I can tell you it's there--then let you pick and choose, rather than give you a canned presentation.

Should I use youtube? Picasa webalbums

Starts with server room 1TB in RAID 1 =500MB. Buying 1 more now.

del.icio.us site with bookmarks sharable by all. annotations critical!

Organized by LARC

External links: link to tool for web-based recordings.

iE-based FTP. Use skype + ecamm call recorder and upload to server. But how to make that 2-way?

See delicious site for TESOL draft on TESOL standards... http://www.tesol.org/s_tesol/sec_document.asp?CID=1&DID=9714

Japanese recordings. Surveys said that it was not overly beneficial (self-reflection by students). Ss want feedback!

Japanese U and SDSU classes doing skype projects--time differences are too vast!

Moodle hosted at LARC due to workshops require access; yet BB requires university creds.

Also Tandem program @ Tsuda uses Moodle.

Need pictures to teach science, but don't need pictures to do science.

DMA @ LARC is full of cultural content, examples of Mayan folksongs

EdTechTalk podcast

What do we do about training lifelong learning--esp technology--
Portfolios connect with that.
What are the learning outcomes? What are the tools for creating the portfolio? One tools doesn't meet everyone's desires...

#3. David Malinowski

Mapping Culture for the Foreign Language Class: An inquiry into the Role of the Geo-Interface, David Malinowski, Berkeley

maps and human relationships
how does learning work with interactions?
technokimchi
38M of 47M population in SoKr have broadband
online gaming
digital cities
"we're not going to change our cultures even though we're connected by http...."
But we're communicating all the time, etc....
Uses signature "This or This" and Ameri-centric vs Pac-centric interp.
See O'Reilly 2005 definitions of Web2.0 http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
See lazy sunday on youtube--yahoo, google,mapquest maps debate
flickr 1,700 geo-tagged 'stanford' tagged
housingmaps
facebook--where i've been

liebhold 2007 how to tie events to cyberspace
[**Is this part of the Google cybercloud plan?]

langauge learning applications:
terrraclues: plant clues in various locations on maps--Ss search and learn
openU audio and phot0 blog by Ss in Santiago de Compostela, Spain

K-E forum:Culutre in Place
83 Ss., 230 posts, 2450 views
used PhpBBB forum and Flash slide shows
**who supplies the content?

goals:

• foster awareness of cultural and social meanings indexed in multiple modes through public signs
• develop fluencey
• create context for motivation

Site:
all content in both langs
eg. keep off sign: vs. 'let's love the bushes'
look at photos: no trees anywhere... why are trees and bushes not differentiated in K?
berkeley area: 4 miles of korea town. signage there.
sahn maru. place below peak where you can rest.
info was very 1.x--but not web2.0!

Problems:
enable learner generated content.
Placing the forums--how do we give it a place? Can we use google maps to navigate the forums--geo-tag the forums?
google maps of Seoul korea is blank. Use satellite image to get info, but no roads.
"Sites are too american" reflected by Korean Ss.
Doughty and Long: better to do task than read about it.
See Korean map for cultural detail: maps show subway exits! Not street names.
How do I personalize the maps? Non-national id holders can't mark up maps there!
congnamul.com

What does it take to make a site that different cultures of use can interact/engage in?

Initial optoins for 'geospatial solutions:

• embed multiple map APIs in existing website eg Google + Naver
• keep phpbb frum separate while moving mapping to larger web communities
• develop modular configurable interface and apps

Space place language
Kern, 2000: literacy as interpretive practice in FLE
multiliteracy
6 design elements in meaning making

Anthropological approaches?

Cognitive linguistics and neo-linguistic relativity
does language pre-determine thought?

Kanno and Norton p 247--can we move outside of ourselfes?

What are our goals as teachers? How do technologies help us do this?

Finding 3rd places--able to step outside self? look @ target culture...

Synaesthesia--can we gain greater meaning when we merge modes?

new london group '96--4 pedagogical components
sit practice
overt instr
critical framing
transformed practice

what knowledges are being created and lost as we move across 'foreign cultures'?

what conventions go unquestioned as western technologies are adopted across the board?

what process of ID formation are implicit as learners?

1977 Foucault: if we understand society from prison POV, then we understand how power flows. judgement by what you did. not what you did, but what kind of person you were... prisoners were profiled, understood.
Is Facebook/Amazon doing this too?

evolved into heated discussion on advertising, scale, privacy, square tomatoes (loss of individuality and choice)...
is this new generation different? like to be expressive.
technology allows a medium for expression

Vered Shemtov-CMS+Web2.0

"Using technology to Support L2 teaching for functioning online"
shift from supporting teaching to 'functioning online'
e.g. can they rent an apartment? or function online?
4 Cs or demonstrating 4Cs in online environment?
eg. workbook to drills (CD to Web)
Authentic materials from Web
Admin of courses: grades, materials, etc.
eg.s from alphabet info how to write...
online drills, video clips, tools and search mechanisms, cultural items for praxis
assignments and drills with OL recording, etc., quizzes,
This is what we have.

Benefits:
efficient use of space and time
exposure: beyond the instr's use of language
accessibility--more self-led independent learning environment

Web 2.0
User Generated Content--potential to change way we think about langauge teaching
Todd Bryan article
Web is not data--it's communication! And in line with today's language teaching
Goal is now to immerse in hebrew web environment.
**Travel to Israel means speaking English! Very frustrating for Ss.
Thus, Web2.0 allows Ss to create and enter the L2 community!
Become part of the community!

Changes:

• How to find/develop collaborative space?
• Don't assume Ss is writing on private space (eg a piece of paper).
• How do we help Ss feel goood about writing in public space?-- have them write on board. Use classroom space to reflect web space (see photos). Also, use more than one room. Web is multiple spaces--let classroom be that too.

CMS reflects flexibility of classroom
Links to Wikipedia in Hebrew
Internal Wiki Hebrew as testing ground for longterm goal of posting on 'real' Wikipedia as a class.
then will it be accepted? changed? rejected?
Personal blogs
L2 Facebook with content, friends from L2 community... etc.
How to let 'dropbox' metaphor match communicative learning environement so that materials are mutually viewable, but just 'grades' are private... LTerm goal of CMS from faculty side.

Content creation: creating movies. Create and respond. Youtube type.
eg. everyone @ stanford speaks Hebrew (move around campus with cameras). Not a 'this is my dorm' movie.

We are changing how we think about communication. But how to connect to larger idea of learning in society? Talmud has had this for long time. Lost, but now found again.

Q: how do you get involved with 'correction'?
A: in alphabet instr: Ss become more reactive to e/o. eg 2 sarahs in class... I live in XX dorm... patterns.
Stop learning event and ftont it...

Q. How to encourage collab work?
Ss are coming from HS with group work approach. But VS adds the 'accountability' piece.

Q: move from Learning to Using--how has Ss interaction on meta level changed?
Hasn't seen that change much---technical sharing (eg how to use camcorder or blog tool) is high; but not about accuracy, etc.
eg using google as concordance "xyz" returns 3K hits, means it's OK.

Use of tools from web give the classroom more time. So deeper learning can occur.

iPod stuff to investigate

It's break time Dana says to get these items for
iPod gear:
Karaoke: http://www.griffintechnology.com/products/ikaraoke/
FM reciever
Recorder with Lapel Mic
Dock with Remote
DVD player adapter
DVDShrink+Handbreak
Wireless mic to ipod
Rip subtitles tool

Aaron Schwartz--Wikis with ESL Content Courses

Wiki support for English Learnersin Content Courses - Aaron D. Schwartz - Soka University of America

SU uses 'learning cluster' approach for classes. Matched Wiki approach to creating learning environment.
Wiki use @ SOKA University 3/22 courses used tools--wetpaint.com--
Vocab course: native speakers helped n-native speakers.
See youtube 'wikis in 'common craft'" to help non-wiki users understand what/how wiki is.
instr created list of terms with defs. didn't meet expectations of 'wiki'... students printed pages and studied for exams.
Critical Media Literacy course: instr provided vocab from readings. Ss provided definitions.
Used different font for Ss generated vocab terms.
Wetpaint wiki shows how many words added per user!
Wiki @ center for collected student knowledge: course text, class discussion, indep research, team/gp activities, guest lectures, etc.; all posted to and developed on Wiki @ center--

Tips:

• keep 'dictionary' terms out.
• context dependent words best. eg America vs. Mexico 1900 vs 2000 for "mulatto"

emphasis of process over product.
class activity is about process.

Challs:

• intrinsic motivation to post?
• how to create a 'useful' text
• grades vs. penalty
• NNS in public forum.
• How should a 'grade' be assigned for a collab project?
• some Ss post many times; others seldom
• Is it a learning resource or a 'finished product'
• frustration of 'empty pages'
• multiple signons and registrations (on off-site tools).

Conversation:
Is 'vocabulary' something to center on?
How to keep Wiki from being center of course?
Ss. need to talk and connect--then report to Wiki
Other model: require Ss to post 3 words/week.