An online oral production system and its application in a blended learning environment
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Presentation slides at CALICO Amherst 2010
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Plus de Terumi Miyazoe (tell me, miya zoe)
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An online oral production system and its application in a blended learning environment
- 1. An online oral production system and its application in a blended learning environment Terumi Miyazoe (Tokyo Denki University) Paul Daniels (Kochi Institute of Technology) 6/12/10 1:30pm
- 8. Classroom CALICO AMHERST 2010
- 9. Moodle CMS CALICO AMHERST 2010 Audio file Voice recording activity Permission to upload audio files was obtained from the publisher.
- 10. Self-study cycle CALICO AMHERST 2010 listen to model audio check pronunciation practice make recording evaluate own speech
- 11. browser-based recording Assignment Blog Forum CALICO AMHERST 2010
- 12. Simple voice assignment CALICO AMHERST 2010
- 13. Describing images CALICO AMHERST 2010
- 14. Listen & record CALICO AMHERST 2010
- 15. Voice post to blog CALICO AMHERST 2010
- 16. Voice post to forum CALICO AMHERST 2010
- 17. Voice Shadowing Model audio Student Records own speech CALICO AMHERST 2010
- 18. Verbal Feedback on writing CALICO AMHERST 2010
- 19. Slideshow with voice captions CALICO AMHERST 2010
- 22. Add voice record assignment CALICO AMHERST 2010 Voice record module
- 23. CALICO AMHERST 2010 set assignment deadline.
- 24. record CALICO AMHERST 2010 Click & speak.
- 25. CALICO AMHERST 2010 Delete & try again
- 26. Teacher’s Admin Page CALICO AMHERST 2010 track performance
- 27. Student View CALICO AMHERST 2010 Late assignments in red. check own progress. No submission
- 28. Teacher View CALICO AMHERST 2010 Date & time of submission
- 29. Grader report CALICO AMHERST 2010 Assignment grades appear in Grader report.
- 30. Research Design CALICO AMHERST 2010
- 42. Class attendance CALICO AMHERST 2010 N Minimum Maximum Mean SD F2F classes 60 1 5 4.38 1.059
- 43. Online voice task completion CALICO AMHERST 2010 N Minimum Maximum Mean SD Frequency 60 1 5 3.92 1.169
- 44. Relation between classroom attendance & online assignments CALICO AMHERST 2010 ** Correlation is significant at the 0.01 level (2-tailed). Online assignment completion In class attendance Pearson Correlation .629 ** Sig. (2-tailed) .000 N 60
- 45. Results of SUS total CALICO AMHERST 2010 Overall score 31 out of 50 N Minimum Maximum Mean SD SUS Total 62 21 50 30.63 5.448
- 46. SUS results by question item CALICO AMHERST 2010
- 47. Application data CALICO AMHERST 2010 N Minimum Maximum Mean SD P1 Sound quality 60 1 5 3.08 .944 P2 Waiting time 60 1 5 3.43 1.047 P3 Talking to PC 60 1 5 3.53 1.096
- 48. Questions from the teacher CALICO AMHERST 2010 improved speaking ability N Minimum Maximum Mean SD T1 Speaking tests 60 1 5 3.12 0.739 T2 Speaking ability 60 1 5 3.48 0.813 T3 Moodle audio delivery 60 1 5 3.43 0.851 T4 Moodle voice recording 60 1 5 3.40 0.848 T5 Overall course evaluation 60 1 5 3.73 0.918
- 49. Relation between responses CALICO AMHERST 2010 Online assignment completion & feeling that assignments were helpful ** Correlation is significant at the 0.01 level (2-tailed). Online assignment completion & positive course evaluation T5 course evaluation D2 assignment completion T2 speaking ability Pearson Correlation .607 ** .453 ** Sig. (2-tailed) .000 .000 N 60 60 T5 course evaluation Pearson Correlation .437 ** Sig. (2-tailed) .000 N 60
- 52. Open Ended Questions Text Analysis CALICO AMHERST 2010
- 53. Before the course CALICO AMHERST 2010
- 54. Before the course CALICO AMHERST 2010 No. of respondents Total ( ％ ) Speaking 43 50 Difficult 31 36.0 Necessary 11 12.8 Useful 7 8.1 Vocabulary 6 7.0 Nervous 6 7.0
- 55. After the course CALICO AMHERST 2010
- 56. After the course CALICO AMHERST 2010 No. of respondents Total ( ％ ) Speaking 34 54.8 Difficult 19 30.6 Necessary 13 21.0 Phonology 10 16.1 Vocabulary 9 14.5 Fun 5 8.1 Important 5 8.1
Notes de l'éditeur
- 4. In order to enhance the multimedia capabilities of Moodle, we developed a web-based template that can easily be embedded into any Moodle activity such as a blog, an assignment, or a forum.
- 7. This is a simple example of the web-based voice recording template embedded in a Moodle assignment.
- 8. Here a voice assignment is used to elicit spoken responses from learners.
- 10. In this activity, the instructor is able to author a simple question and response exercise where the learner first listens to a question or comment and then records a response. No other applications other than a Flash-enabled web browser is required to both author or complete the multimedia exercises.
- 13. After submitting a ‘voice post’, the Flash media player appears on the blog site along with any text or photo uploaded by the user.
- 16. This is another example of how the template can be embedded into a discussion forum allowing users to add voice posts. The main advantage being that the user can record and playback media without the need of any application outside of the web browser.
- 14. Here is another example of how the voice recording template can be used. In this activity, instructors are able to quickly leave voice comments linked to specific areas of a student submitted text. It can be used to give audio feedback in a writing course for example. Without ever leaving the web-page, the instructor can highlight specific areas of the student text and record a comment which is then linked to the highlighted text.
- 17. Using the slideshow activity, users are able to create simple voice narrated slide shows from within the web browser.