SWALLT Notes, Meetings, and Information

Facebook with Jeff and Adan

2009-04-04T11:43:00.000-07:00

Grew in order to support community building. Decline among some programs of use of physical lab.

Expand on opportunities where langauges are ongoing--give the students more.

Conversations developed, but now moving to new more searchable tool.

Live Journal looks like a great place to get conversations going... http://www.livejournal.com/

Signage on walls "THIS IS NOT A QUIET PLACE"

Plug for SWALLT page on Facebook--hope to see you there!

The Sims in the classroom: Tabea Brukelt

2009-04-04T09:58:00.000-07:00

The Sims in the classroom: Tabea Brukelt Pomona College
Take a character and send 'him' through life.
Eat, work, toilet, etc.
ca. $18-19. SIM world plus expansion packs. eg Extend into university or library. Business models too.
Body Shop is free to 'create character'. 'Try on' changes depending on language setting for game. Interact with something else: appreciate, entertain, flirt, hug, kiss...
Why use it? Showed scans of food clothing furniture from text book. Lots of vocab from 1st year, 1st semester...
Change avatar
In class elect controller and then class helps lead to create the character.
Skin color, body type, eye color, hair length, etc.: adjectives, body parts, nose width, nostril width, chin pointiness, facial hair...
Clothing: what's the purpose? Select from everyday to formal wear.
Randomize button: let students describe the person and clothing
THIS IS A FREE DOWNLOAD--just this section!
Entered the German University SIM.
Greek organization join challenge... Make friends with people on this site.
Able to see the house inside. Enter Build mode and furnish the house.
Furniture has prices; TV styles; computers; stereos; sofa vs. chair vs. lounge chair.
Using Adv and Intermediate conversation classes: started with basement and added full house. Curtains and wallpaper!
All in target language.
Google cheats to reduce interference of running out of money or being hungry...
Google regedit hacks to change version between languages.
Needs: hunger, comfort, energy, friends, hygene, toilet urgency,
SIM improves as they read, etc. Put bookshelf in every room--learns to cook better.
Rotting food on table has flies and mold. CLick on fridge--many actions--check food levels, cook, make snack, etc.
Can control many people or just one. SUggestion to start is to create one SIM person, one house and see how that works.
Gardening is possible. Plant trees, create pond, etc. Can buy just some land and prepare it for the house.
Machinima is created from here: click V and start recording! Click C for screenshot.
Used SIMS Machinima to send sims chars into one house; recorded all interactions, then added voice overs.
Turn off green/red bars for recording...
Wrote script based on TAming of Shrew, created scene for it to 'live', recorded video and did voiceover.
Found script critical!
FLRC has 2 'gaming laptops' dedicated for this use.
Motivation was high among students. They had just returned from study abroad experiences. Challenges for faculty to 'know' computer language. Challenge for less motivated sections.
Serious Games: eg Tactical Iraqui for military.
Virtual Dollhouse?! Task driven games.
German version purchased in Germany.

Ryan Brazell on Moodle

2009-04-03T16:55:00.000-07:00

Ryan Brazell on Moodle
UCSF Migration from WebCT 4 to Moodle 193 (soon 1.9.4)
12 minute discussion--then open questions.
Hosted by RemoteLearner

Class eval by peers
multi-choice questions with images.
Adaptive mode--get feedback before 'final answer'.
Multi-language capability--user, course or system level
Glossary--instructor or student created. Creates in-system one-click
MP3 embeds.
YouTUbe embeds
Test Audio Dropbox from Clear @ UMich.
End of canned presentation:
Now to the questions.
Weekly outline vs. topic layout... Automatically puts dates on the week: BUT using the topic format
Embed command from you tube--compose a text page and then tell it it's HTML and not text. Seems to keep formatting better. RealMedia doesn't play well with Moodle.
WebCT transition to Moodle: FTP transfer, then link to the PDF.
Sakai transition questions--no experience.
Groups in 1.9.3? Should improve with v.2 and Groupings (groups of groups)
Difficult to set up. Create enrollment keys or with auto enrollment...
Modules? Layout options?
Banners for courses.
Books--module to group content.
TOC, Hardlinks, Database module has soft links,
How does it talk to Latec for math tools. See moodle for
HotPotatoes is built into Moodle!
Respondus moved quizzes from WebCT into Moodle.
Ninehub.com is moodle host @ no charge.
Etudes like Quia.
Built in Wiki vs OpenU version. OpenU Wiki is much better!
Blog is user specific! So no blog is associated with the course. Journal type tool. Forums are closest tool. Suggest using WordPress.
RSS is limited.
Gradebook will improve with 1.9.5
Attach file to discussion forum post...
Recommend 'force download' on all PDFs for best cross-browser consistency.
Use most recent version of Acrobat Reader for Firefox.
Checkout 'Workshop' tool...
http://www.emergingonlinelearningtechnology.org/ for SLOAN-C and Moodle Moot June 17 in SFO

Steven Zetlan, Supertext!

2009-04-03T14:40:00.000-07:00

Intro to Kurzweil 3000 for ESL uses. Teaches at culinary institute--many 2nd language students taking 3 classes with avg 1400 pages in the text!
Can speed up/down reading of passage.
Read aloud tool. Built in dictionary. Extract tool will pull out highlighted text--i.e. pull out vocab terms. For ESL use it to create cognitive tool.
Use it as a tutor who 'whispers in the learners' ear' --eg introduce a chapter with more language than the book provides.
Notes, multiple choice, highlighting, dictionaries, test questions,
Small group work: how would we use this software?
Available as Flashdrive application for portability.
Similar product recommendation is TextAloud $20, NeoSpeech [nextuptech.com]

Grassroots Audio and Video with Felix

2009-04-03T14:22:00.000-07:00

Felix' Grassroots AV event.
Start with Audio
Best tool MP3 recorder. Sony device ICD-UX70. Very popular for field recording and presentations
Woices.com mashup--google maps and Flash audio recorder.
Find location; click on map to create location, 'create Echo'. Upload your recording or 'record now'. Flash plugin

based. 2-5 minute limit? Maybe 10. File can be downloaded as MP3.
Then find 'close echos' made by other people.
Power of tool: create 'walks' or groups---plays series of recordings based on group. Comments on e/o statements.
Use with novels. Historical maps in Google Maps. Detective stories. Narrate a hike.
YackPack is down now.

NanoGong "the Gong Project" for simple recordings.

CLEAR.edu @ Mich State. http://ria.clear.msu.edu
Audio drop box. Demo had server problems... Good reminder that backup is essential!

Reminder of Audacity as a backup.

Voxopop.com is message board. Improved from ChinSwing. See also VoiceThread
Can have talkgroup or public thread.
RSS feed for subscription as Podcast. Shows where person is from with flag icon. Clickable links available.

PowerPoint: Record audio on the PPT.

Nanogong Java Applet on your server. Allows you to have Recorder on any page...

The Mixxer language exchange community from Dickinson College.

End of audio tools
Flip video camera. "Most successful purchase in the whole language center." Kodak Zi6 HD model records to SD card. .mov format with h.264 codec.

Viddler. Similar to YouTube. Creates Vidgets.

German media course: find native speaker. Invite to film them. Film the person. Write up experience. Had students use privacy release forms. Will take down if requested.

Think in terms of what can we do with these tools? Cell phones? Send students into community! "We create community"

Photobooth: on all Mac computers. Fake the backgrounds, etc.

Claymation
--learn how to manipulate video as part of literacy.

CallRecorder for recording Skype on Mac.

iChat for Mac and recorder.
Adobe connect used by SWALLT for monthly conferences.

MeBeam and Skype for multi-video conf using contact list.

YouTube for recording and geo-tagging. Add subtitles, comics and annotations, URLs, etc.
Make them public or private.

UStream.tv create a channel--live video stream, with text chat room. Invite viewers feature.

Narrated still images.

Blabberize

Pop-up bubbles for video.

Fabulous lunch at Oldenborg Center

2009-04-03T13:31:00.000-07:00

Great meal at Oldenborg center--signed in at desk and ate lovely international meal. Plantains!!!! Espresso! And great conversation.
Rumor is the ship on the ceiling at the entrance is related to the Star Trek 'Borgs'…
Thanks for the great meal to top the keynote!

Sawhill Keynote

2009-04-03T10:12:00.000-07:00

Fear, Control, Failure and the Language Teacher/Technologist
Cooper Intl Learning Center, Oberlin College
Chinese Cyber Language Learning Project for UNESCO
BS goal is to stimulate conversation and move us to speak.
Admiration of Bootcamp and Felix' work
Starts with Caveats:
Just because you can, doesn't mean you should [note: long syllables-- Soooo Coooollllll--means stop thinking about that Ring that Will Rule them All]. What is the learning outcome of the experience?
Failure is OK--yes, failure is part of learning. Fail Whale is part of the process for positive benefit. Have we dropped failure from the model of higher ed, due to business model pushing the industry? "Have fun after you get tenure"
Fear is unacceptable. Sceptical is OK. But fear is paralyzing and closes you to other possibilities--no shades of gray. Do one thing that scares you every day. Keep your mind open as you do these things.
[Prensky @ IATEFL--5 stages of learning finishes in Power--can this be changed to Empowerment?]
Our students like us. Really. Show me how this technology will help me as a learner. UW Quote-- Affinity Spaces. Leave the personal, social spaces alone. Facebook is there for Facebook reasons. Find a space that's appropriate for learning. Find another space--stay out of the dresser drawers after 13...
It's not just about teaching anymore. It's about learning. What we do is important. What they do is essential. What we do to help them is critical. Help students engage in their own process. Learning is participatory.
Language learning technology today: Shows slide of husband's langauge lab in 1950s.
YouTube how to cheat series video clip. Stretch rubber band. "Verb conjugations won't help you in life." What is the meaningful assessment we can have?
Edi Izzard Speaks French video--show us how to make sounds and use filler words to 'sound native'. "Keep your honor". http://www.google.com/url?sa=t&source=web&ct=res&cd=3&url=http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FEddie_Izzard&ei=jUrWScyfOI3gtAPr59CxCg&usg=AFQjCNHdUu3AGxL7QvANEGo0xCiAdUyL5g&sig2=LNC1nwlXumxWnoxnicNUKQ
Moved to Blog from BlackBoard--what was in place was not working. Open tool allowed other stuff in. Motivated students of conversation wanted to meet personal goals. Blog gave them a place to make mistakes for themselves and with others.
Learned that no one had asked them what they wanted to get out of the class--"It's the teacher's job to tell me what I want to get out of the class."
Uses WordPress multi-user. Class central, each student has own space.
Then the outside comes in. Screaming in. via Podcasts. Users in other countries searched for 'podcast' and found BS' student files. Comments about correction came from intl teachers. eg pronunciation, conjugations, etc. 'Camino Bueno' sent response podcasts on corrections that bothered her. Some students responded positively. Many horrified.
Able to talk about correction as a class. Exchange of podcasts with teachers and their students in other locations.
FARC topic brought in Columbians posting to blog. Even beat the 'real' news services in timeliness of intl events.
BS is a "risky" language teacher. Puts students in place where they can fail.
Blog posts have driven the students to write extensively in conversation--over 100 pages per student.
http://languages.oberlin.edu and follow 'class sites' link.
Example of music theory student Sean in HISP305.
The sky is the limit, but lots and lots of work. [http://thisisindexed.com]
3 goals for the class: what is the context of what grammatical point you want to master? Confidence. Comprehensible. Study abroad with natives.
Norton Pierce quote on complex social interactions.
Peter Filene Joy of Teaching quote: purpose of teahing is not to satisfy consumer wishes or find LCD.

Questions:
What levels of students? Met requirements of 1st 2 years. Students who won't blog--consent course only, so some students might be weeded out...
Reminder of languagelabunleashed.com

How do you assess student work? BS sees fear is central to assessment: What is A- vs. B+? So doesn't do it much on the "formal" basis. Students develop goals for class on overall and intermittant basis. Informal feedback is part of process. 10 min 1x/week. How does this work toward grade: end of sem: 1 page document on how they approached goals--expectations met, missed, surprised, etc. And what is your self-assessment. Also, grade each other. Help them to create a rubric for peer assessment. No attendance policy. If course is relevant, then maybe participation is natural.
Listening Comprehension: Speak with vs write to, etc.
Do we need digital TV? We have YouTube. Greatest hits of all newsworthy clips. And here's where we can make the information comprehensible.
80% of students find SL 'creepy'.
Q: How well is this stuff picked up? How many others are picking this up? What's effective in helping others to let go? A: If they buy in "I want to blog"... then ask "What do you want to do?" What's the goal?
Read Janet SWaffer's Remapping the Curriculum
New MLA piece on culture and connection to things other than the academy.
It took 3 weeks to help students develop set of goals for the course.

Welcome from Dean

2009-04-03T10:08:00.001-07:00

History of Pomona College and Claremont College group
Grew up from post-war need for colleges and expansion in this area.
Mudd, Pitzer, Keck Graduate Institute--7 schools total.
Rancho Sta. Ana Botanical Gardens and a Seminary.
Cross-registration available between all 7 schools! Also, can eat at any other school! based on decisions in 1920s. Back-office politics! "Making the dining work is part of the magic of the Claremont Colleges"!

Lab Tour and Introductions

2009-04-03T10:06:00.000-07:00

Pomona FLRC tour with Felix.
All tables, walls, etc. roll.
Remodeled old building—no power in outside walls, but floors have
No headsets on the labstations/desks... from checkout desk when necessary. St. Olof College found that jacks wore out on checkout hardware.
12 stations in lab—portable walls used for whiteboards, breaking up spaces, etc.
Want to use iMacs, but no VESA adapter for brackets...
Developed set of ‘regulars’. New center—1+ years. Faculty learning to come here.
How is tech seen in RTP? Part of teaching @ PC
Walls are beige-gray with bright project posters hanging: project title; software overview; teaching objectives; time needed; process of the project; “What else” comments, etc.
Storage space and project room on lower level.
Classrooms all have SmartBoards
Check out picture of custom chairs with tablet arm, cup holder, shelf for bag underneath.
Curved walls and enticing shapes to help people have ‘nooks and crannies’.
“Real labs and classrooms” downstairs.
Usual cap @ 20 students.
Can’t justify lab to have computers—events and activities that meet overarching needs of learning and socializing.
Introductions now.
Larry College, UCLA, St Olof (MN), UC Berkeley, CCSF, Bryn Mawr College (Philly), Colorado College, Lewis and Clark (Portland, OR), LA Valley College, CSULB, UCSB, UCI, UCSF,
Resources coming up during intros: software titles, LLTI, SWALLT, IALLT, LLTI Archives

SWALLT Online Conference Friday Sept. 12 Noon-1(PST)

2008-09-06T23:33:00.000-07:00

Did you miss last month's WorldCALL conference in Fukuoka, Japan and want to catch up on all the current trends in language learning and technology? Interested in how other campuses are approaching streamed media and course integration? Just want to check in with your colleagues after the long summer and hear what we're all up to?

Please join SWALLT panel of experts Harold Hendricks, BYU, and Mark Kaiser, Berkeley Language Center, online Friday, September 12, 2008, from from Noon-1 PM PST (1 - 2 PM MDT) (8 - 9 AM Hawaii)and learn more about how SWALLT Online Conferences will develop this fall. Felix Kronenberg, Pomona College, and Gus Leonard, CSUMB, will be your hosts and introduce this new series of meetings for Fall 2008.

Please connect to http://connect.csumb.edu/swalltsept08/
Be sure to run the Audio Setup Wizard from the Menu Meeting | Manage My Settings after you've connected.
You'll want to have a microphone on your computer and a headset to minimize audio feedback during the open mic portion of the meeting.
The meeting will be recorded and available as a video afterward if you're unable to join us live.
The 'back chat' portion of the presentations depend on you and your lively interactions--so be prepared to use the text chat feature as our panelists share!

----------------

If you have never attended a Connect Pro meeting before:

Test your connection: http://connect.csumb.edu/common/help/en/support/meeting_test.htm
Get a quick overview: http://www.adobe.com/go/connectpro_overview

Live UStream coverage of the digital narratives workshop

2008-03-18T14:25:00.001-07:00

Link will be posted soon to the archived session.

"Managing the Three Phases of a Production-Based Collaborative Movie Project (SWALLT 2008 live blogging)

2008-03-18T10:57:00.000-07:00

Very interesting and useful in that it has a focus on the process and organization of multimedia production projects. Useful: having a good plan and steps to follow. Important: presentation and evaluation of projects often overlooked but very important; how can students take ownership and be proud of their work otherwise?

Presented examples are great, nice, clean, yet simple editing. Fairytales are the content, as always a wonderful topic in language teaching and learning.

I also like that David does not have a powerpoint with bullet points (they are on the handout where they belong!) but instead media examples.

Content production enables learners to practice language in a meaningful, dynamic way. They take ownership, and today's technologies are making it easier than ever. They also reflect many learners' realities and are a useful secondary skill in the 21st century. But production itself has to be in the target language.

Perhaps some of you might want to comment on the use of English subtitles. I know they are popular with students, but are they useful? I try to always stay in the target language.

Second Life with James and Kathy

2008-03-17T15:39:00.000-07:00

What is SL? Start with Ohio State produced video
Social Environment used for learning!
links to http://karlkapp.blogspot.com/
also SLED for education
sound and visuals are 3D--distance is important!
Social network is possible; conference calling is possible for 4 Ss.
text chatting possible.
18 minimum age.
Ragnar Holliday may be my new name...
SLOODLE and other LMS tools are a possibility http://sloodle.org/

Group called 'teaching spanish in SL'

Harassment and abuse discussed. Reminder that teleport will allow you to get away.

AIML artificial intelligence is available. But Macs handle accented characters better (in scripts--no problems in chat rooms, etc.).
--ideas: scripted dialog students can interact with: store clerk, etc.

Maali Beck is our host

Now we're going in and the blog will suffer... See you at Isabella's!

BS keynote Part 2

2008-03-17T10:07:00.000-07:00

After the video break:
Student use of technology: they use technologies that form a normative means for communicating, collaborating, and playing with peers. Create informal learning spaces.
Do we need to be there with them? Should SPanish 101 be in Facebook, just because my students are there? What tools and communicative strategies are used there? Can we ask our students what they want?
Video from michael wesch @ kansas state on conflict between what students are doing and what we're asking of them.
http://www.youtube.com/watch?v=dGCJ46vyR9o
Bell Hooks quote on letting go of old ideas. Fear is good with doubt and questioning, but not when it paralyzes.
Teaching is one of the last professions where we can close the door! How can we start to open the door?
Blogs wiki's etc.
Oops. Gus will facilitate questions--got to go

Sawhill Keynote notes from Gus:

2008-03-17T09:37:00.000-07:00

Barbara Sawhill, Oberlin College
"From Knowledge Management to Knowledge Sharing: Language Learning Technologies In A Brave New World"
Plan for presentation is to move from teacher-centric to student-centric. move to conversation and hold dialog for 15 minutes.
No 1-flavor to resolving this tension of supporting and integrating technology into the language classroom. Many ways this professional role is described--see iallt.org statement of professional responsibilities http://iallt.org/iallt_documents/IALLTProfessional.pdf to continue the exploration of the roles we play.
How are we seen from the outside? Silos? See AACU report on the mystery of what is not known about what we do. Better known from the outside than on our own campus.
Why do this work? See CNN video clip.
How to change what we teach: See Swaffar " Remapping the Foreign Language Curriculum. http://apps.facebook.com/facebookshelf/books/1252359/janet-swaffar/remapping-the-foreign-language-curriculum-an-approach-through-multiple-literacies-teaching-languages-literatures-and-cultures
Are we creating mini-me's? creating more PhDs and creating more silos? Or are we contributing to the wholeism of human studies?
BS: Embracing the system about to break is a system ready for change!
"Teaching languages is not dialogic, it's polylogic."
Who is in charge in this environment? BS shows slide with multiple connections and paths from student to student and even to teacher...
Where does control come in? How do we separate student needs and wants from passions and goals? How to take the course in a direction that meets them both.
Teaching is not like playing baseball... it's more like playing frisbee! Keep the frisbee aloft, passing it from one to another--participating and flowing, not starting and stopping, counting runs and errors.
Step 2: find technology to emphasize social nature of learning. Noisy, collaborative, chaotic, etc.
So are ed-tech systems a contradiction in terms? They help maintain control, form barriers to collaboration, manage learning, and allow people to organize...
Technology is a medium, not a means.
Good technology never fixes bad teaching, but actually exacerbates it. Technology is not = pedagogy.
Fear 2.0 video. (Bryn Mawr production) http://geekymom.blogspot.com/2008/01/fear-20-video.html
End of Part 1.

10th Annual Digital Stream conference underway

2008-03-17T09:16:00.000-07:00

Look for blog updates over the next few days, and follow the conference via twitter (http://twitter.com/digitalstream/with_friends and http://twemes.com/ds2008).

Fall 2008 Meeting Location Sought

2008-03-07T15:28:00.000-08:00

SWALLT is seeking offers to host the Fall 2008 Conference and Meeting among our member campuses and schools. We have finally completed a 'sweep' of our major locations--AZ, NV, UT, HI, NoCAL and SoCAL in the last 5 years. Will your location be next? Contact gus_leonard at csumb.edu if you'd like to host the conference yourself or co-locate us with another ongoing language-related event we have a rich history of that with AZLA, DigitalStream, FLEAT, Hawai‘i TESOL and CALICO/IALLT)!

Upcoming SWALLT Meetings

2008-03-07T08:48:00.001-08:00

For the past 5 years, SWALLT has held its Spring meeting in conjunction with the DigitalStream Conference on the CSU Monterey Bay campus. Members have provided presentations and workshops. The tradition of sessions will continue this year, however this will not be our official meeting.
Instead, SWALLT will co-locate with the upcoming CALICO/IALLT conference in San Francisco, March 20-22. We will hold our business meeting Friday evening, from XXpm. See CALICO/IALLT program for details.
Agenda to be updated soon.

Keeping connected with SWALLT

2007-11-01T10:25:00.000-07:00

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!

2007-10-27T11:41:00.000-07:00

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!

2007-10-27T11:14:00.000-07:00

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

2007-10-27T10:56:00.000-07:00

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

2007-10-27T10:08:00.000-07:00

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....

2007-10-27T09:08:00.000-07:00

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!

2007-10-26T16:56:00.000-07:00

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

2007-10-26T16:09:00.000-07:00

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

2007-10-26T16:04:00.000-07:00

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

2007-10-26T15:15:00.000-07:00

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

2007-10-26T13:30:00.000-07:00

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

2007-10-26T11:06:00.000-07:00

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

2007-10-26T10:30:00.000-07:00

"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

2007-10-26T10:24:00.001-07:00

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

2007-10-26T09:41:00.000-07:00

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.