Transforming Writing with Podcasts
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Presentation at Feria Internacional de Idiomas, May 2012. Guadalajara, Mexico.
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Transforming Writing with Podcasts
- 1. Transforming Writing with Podcasts
- 2. Transforming Writing with Podcasts Feria Internacional de Idiomas Thomas DeVere Wolsey, Ed.D. Guadalajara, May 2012
- 3. Theoretical perspectives • New literacies • Constructivist traditions • Language production & expression
- 4. Writing and Other Composing Tasks •Knowledge Telling •Knowledge Transforming • Bereiter and Scardamalia (1987)
- 5. What is a Podcast? • Podcasting is online audio content that is delivered via an RSS feed*. • Podcasting is a composing task * Quoted from http://www.podcasting-tools.com/what-is-podcasting.htm
- 6. Two Dimensions • Creating Podcasts • Podcasts to Transform Writing
- 7. Podcasting Considerations • Time spent learning to use the technology • Motivation, listening skills, and interpersonal skills (Dlott, 2007)
- 8. Participants Class Age 21- Age 27- Age 26/% 32% 33+/% Class 1 18 (58%) 6 (19%) 7 (23%) (N=31) Class 2 5 (29%) 5 (29%) 7 (41%) (N-17) Combined 23 (48%) 11 (23%) 14 (29%) (N=48) Source: Grisham and Wolsey, in press, 2012
- 9. The “Fear” factor in Technology and Teaching. Pre-Course Post-Course % Change Group Fear/Other Fear/Other Class 1 25/5 (83%) 17/13 (56%) (-27%) Class 2 15/2 (88%) 6/11 (35%) (-53%)
- 10. Language Tasks Domain Mode Task Speaking Expressive Writing Language Learning Listening Receptive Reading
- 11. Language Tasks • When do receptive tasks lead to expressive tasks? • In particular: – How do speaking tasks help students with written expression? Speaking>Writing – How do writing tasks help students with spoken expression? Writing>Speaking
- 12. Transforming Writing with Podcasts • Proof-revising (Dlott, 2007) • Writing a script or storyboard (Wolsey & Grisham, 2012) • Peer review and response –Audience – http://voicethread.com/share/2665115/
- 13. Implications for Teachers • Podcasting with scripts may provide more accessibility – Students can hear and read what others compose. • Proficiency with technology for personal uses to their roles as students or teachers may not transfer automatically.
- 14. Implications for Students • Composing opportunities –Using scripts and storyboards • Presenting • Constructing knowledge –Podcasts as texts
- 15. Podcast Steps 1) Compose the podcast 2) Record it and save it on your computer 3) Upload it to a podcast host 4) Share: You can add it to your blog, Facebook page, or send to your Twitter followers
- 16. 1) Compose the podcast Composing 2) Record it and save it on your computer 3) Upload it to a podcast host 4) Share it
- 17. 1) Compose the podcast Recording 2) Record it and save it on your computer 3) Upload it to a podcast host 4) Share it Creative Commons Attribution License by hiddedevries
- 18. 1) Compose the podcast Recording 2) Record it and save it on your computer 3) Upload it to a podcast host 4) Share it
- 19. Audio in Windows
- 20. 1) Compose the podcast Recording 2) Record it and save it on your computer 3) Upload it to a podcast host 4) Share it “I didn’t get no breakfast.” Proof-revising improves writing.
- 21. Upload it – 1) 2) Compose the podcast Record it and save it on your computer Share It 3) Upload it to a podcast host 4) Share it http://tdwolsey.podbean.com/
- 22. How Microphones and Hardware Audacity http://audacity.sourceforge.net/download/ Garage Band http://www.apple.com/ilife/garageband/ Telephone Digital recorders iTunes & RSS Feeds http://www.apple.com/itunes/download/
- 23. Podcast by Cell Phone
- 24. More resources • Podcast Alley http://www.podcastalley.com/index.php • iTunes http://www.apple.com/itunes/download/ • Podcasting on CNN http://www.cnn.com/services/podcasting/
- 25. Contact • Thomas DeVere Wolsey, Ed.D. – Walden University – tom.wolsey@waldenu.edu http://www.delicious.com/stacks/view/RWaKOb
- 26. References Bereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum. Davis, A. & McGrail, E. (2009). “Proof-revising” with podcasting: Keeping readers in mind as students to and rethink their writing. The Reading Teacher, 62(6), pp. 52-529. doi: 10.1598/RT.62.6.6 Dlott, A. M. (2007). A (pod)cast of thousands. Educational Leadership, 64, 7, 80-82. Wolsey, T. D. & Grisham, D. L. (2012). Transforming writing instruction in the digital age: Techniques for grades 5-12. New York, NY: Guilford
Notas del editor
- Video is another session. But there will be one video example.
- New literacies+ever changing, disposition (teach how we were taught, good, bad) Constructivist – we learn best when we learn with others (immediate proximity) Expression and production
- Continuum (telling not bad but often overused), note-taking per Hector Sanchez). How do we use the 27/26 letters, and punctuation to create new ideas. How to use transforming as a way of working with ideas but also becoming better speakers and writers. Rhetorical effect, fluency, prosodic features, etc.
- Disposition: Don’t be afraid to let students know more than you do about the technology. Don’t think that just because students may be younger that they actually do know more than you do.
- Facebook comments, example. Comments on hosts and in course management systems.
- Storyboards (paper, spreadsheet, table in Word), Script Storyboard work well for narrative structures or concepts that can be broken down into constituent sections (which is almost anything).
- Microphone image: http://www.flickr.com/photos/hiddedevries/599606659/sizes/z/in/photostream/ (Creative Commons Attribution License by hiddedevries)
- Screen capture: Audacity
- Screen capture: Audacity
- http://tdwolsey.podbean.com/ Responding>Comments (Blog example) Peer review and response.
- QR Permalink: <imgsrc="http://qrcode.kaywa.com/img.php?s=8&d=http%3A%2F%2Fwww.delicious.com%2Fstacks%2Fview%2FRWaKOb" alt="qrcode" />