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Creative uses for VoiceThread in
  Advanced Chinese Language
            Courses

            Dan Wang
         dw49@duke.edu
       AMES, Duke University
Why use VoiceThread?




http://www.robmillard.com/web20map.png
This presentation will include:

The basics of Voicethread

Creative uses in and out of the classroom

Project ideas and examples

Assessment rubrics

 Project feedbacks
What is VoiceThread?
easy upload of images,
video, audio, or Word
documents
possibility of adding text,
audio, video comments
and doodles
distribution of
VoiceThreads to
individuals or groups.
http://voicethread.com/
Project training and support
internet connection for VoiceThread
access, uploading entries and
viewing/responding to classmates

webcams /microphone to record video
/audio “entries”

orientation in language lab
Creative uses in and out of classroom


  Interviews with native speakers

  Skit project

  Video Journaling

  Oral presentation

(Students were broken into groups of 3 or 4 students each )
The objectives of these activities
 To provide a platform for students to regularly voice
 their opinions and exchange ideas with each other after
 class in Chinese.
 To help students reflect on their learning activities and
 instructional materials in class.
 To provide a new media for students to students /
 instructors to students interaction in Chinese.
 To expose students to authentic communication by
 interaction with native speakers.
 To help students apply their newly learned knowledge
 and skills to real situations.
Project sample:
 interviews with native speakers
pre-task: readings and questions
core task: interview a native speaker;
           record with Flip camcorder;
           upload to VT
Post- task: summarize this interview on VT;
           view group members’ interviews, and
           leave comments.
Project sample:
interviews with native speakers
Project sample:
         skit performance

Choose topic and design a public-interest
advertisement
perform and record it by Flip camcorder
upload to VoiceThread
view at least one ad from other groups
and leave voice comments
Project sample:
skit performance
Project sample: Video Journaling


 Viewing
 oral responses
 viewing of classmates’ responses
 in-class discussions
Project sample: Video Journaling
Project sample: oral presentation

 In-class oral presentation
 Uploading to VoiceThread
 Viewing
 Self-evaluation
 Peer evaluation and comments
Project sample: oral presentation
D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)
Project feedbacks
How much does the project help you express ideas in
Chinese outside of the classroom?
-Some, but helpful 84%    - a lot 6%

How much does the project help you make improvement in
listening comprehension?
-Some, but helpful 69%    - a lot 12%


How much does the project help you increase your
knowledge of Chinese culture?
-Some, but helpful 48%    - a lot 28%

How much does the project help you identify the
strengths and weaknesses of your presentation?
-Some, but helpful 38 %    - a lot 42%
Project feedbacks
It is useful to learn others’ opinions from their video
presentations.
-agree 60%   - strongly agree 33%

The comments or feedbacks from classmates and
instructor are helpful.
-agree 78%   - strongly agree 22%

Simulated interviews with native speakers are very
helpful.
-agree 71%   - strongly agree 22%

It is a good opportunity to practice Chinese in
the skit performance.
-agree 45%       - strongly agree 55%
Advantages:
-good user interface, fun to make project
-it is interesting to hear people’s response, it is also helpful on
identifying errors.
-it was good to be able to see my presentation and be able to self
evaluate my Chinese pronunciation
-very cool, easy to use
-I could watch myself and see where I went wrong
-has a lot of potential
-I can learn my own weaknesses
-allows speaking practice
-let you use language outside of classroom
-provides an opportunity to get a lot of feedback

Disadvantages:
-100 mb upload limit
-there were technical difficulties
90% students would like to recommend the use of Voicethread in Chn126
in the future.
Conclusions:
Encouraging active participation in target language use regardless
of distance and space; stored-and-forward communication is easily
accessible
Promoting the use of multiple communication modes from receptive
to productive and interpersonal, interpretive and presentational
communication;
Providing a wide range of participation from one-to-one, one-to-
many and many-to-many
Making good use of multiple communication devices to extend
maximum language contact hours and frequency of interaction
among teachers and students and between native speakers and
non-native speakers
Providing an opportunity to get a lot of feedbacks and the student’s
productive samples were collected for assessment.
references
Honggang Jin (2009) Participatory Learning in Internet Web technology: A
study of Three Tools in the Context of CFL Learning Journal of Chinese
Language teaching Associate, 26-45
Augar, N., Raitman, R. & Zhou, W. (2004). From e-learning to virtual
learning community: Bridging the gap. Paper presented at the International
Conference on Web-Based Learning, Advances in Web-Based Learning -
ICWL 2004, Beijing.
Lipponen, L. (2002). Exploring foundations for computer-supported
collaborative learning. In G. Stahl (Ed.), Computer Support for Collaborative
Learning: Foundations for a CSCL community. Proceedings of the
Computer-supported Collaborative Learning 2002 Conference (pp. 72-81).
Hillsdale, NJ: Erlbaum
Sidney L.Hagn, Tamara Stassen, Grading Classroom Oral Activities: Effects
on Motivation and Proficiency Foreign Language Annals 22,No 3,1989
D. Wang: Creative Use of Online Tools in Chinese Language Courses  (X4)

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D. Wang: Creative Use of Online Tools in Chinese Language Courses (X4)

  • 1. Creative uses for VoiceThread in Advanced Chinese Language Courses Dan Wang dw49@duke.edu AMES, Duke University
  • 3. This presentation will include: The basics of Voicethread Creative uses in and out of the classroom Project ideas and examples Assessment rubrics Project feedbacks
  • 4. What is VoiceThread? easy upload of images, video, audio, or Word documents possibility of adding text, audio, video comments and doodles distribution of VoiceThreads to individuals or groups. http://voicethread.com/
  • 5. Project training and support internet connection for VoiceThread access, uploading entries and viewing/responding to classmates webcams /microphone to record video /audio “entries” orientation in language lab
  • 6. Creative uses in and out of classroom Interviews with native speakers Skit project Video Journaling Oral presentation (Students were broken into groups of 3 or 4 students each )
  • 7. The objectives of these activities To provide a platform for students to regularly voice their opinions and exchange ideas with each other after class in Chinese. To help students reflect on their learning activities and instructional materials in class. To provide a new media for students to students / instructors to students interaction in Chinese. To expose students to authentic communication by interaction with native speakers. To help students apply their newly learned knowledge and skills to real situations.
  • 8. Project sample: interviews with native speakers pre-task: readings and questions core task: interview a native speaker; record with Flip camcorder; upload to VT Post- task: summarize this interview on VT; view group members’ interviews, and leave comments.
  • 10. Project sample: skit performance Choose topic and design a public-interest advertisement perform and record it by Flip camcorder upload to VoiceThread view at least one ad from other groups and leave voice comments
  • 12. Project sample: Video Journaling Viewing oral responses viewing of classmates’ responses in-class discussions
  • 13. Project sample: Video Journaling
  • 14. Project sample: oral presentation In-class oral presentation Uploading to VoiceThread Viewing Self-evaluation Peer evaluation and comments
  • 15. Project sample: oral presentation
  • 21. Project feedbacks How much does the project help you express ideas in Chinese outside of the classroom? -Some, but helpful 84% - a lot 6% How much does the project help you make improvement in listening comprehension? -Some, but helpful 69% - a lot 12% How much does the project help you increase your knowledge of Chinese culture? -Some, but helpful 48% - a lot 28% How much does the project help you identify the strengths and weaknesses of your presentation? -Some, but helpful 38 % - a lot 42%
  • 22. Project feedbacks It is useful to learn others’ opinions from their video presentations. -agree 60% - strongly agree 33% The comments or feedbacks from classmates and instructor are helpful. -agree 78% - strongly agree 22% Simulated interviews with native speakers are very helpful. -agree 71% - strongly agree 22% It is a good opportunity to practice Chinese in the skit performance. -agree 45% - strongly agree 55%
  • 23. Advantages: -good user interface, fun to make project -it is interesting to hear people’s response, it is also helpful on identifying errors. -it was good to be able to see my presentation and be able to self evaluate my Chinese pronunciation -very cool, easy to use -I could watch myself and see where I went wrong -has a lot of potential -I can learn my own weaknesses -allows speaking practice -let you use language outside of classroom -provides an opportunity to get a lot of feedback Disadvantages: -100 mb upload limit -there were technical difficulties 90% students would like to recommend the use of Voicethread in Chn126 in the future.
  • 24. Conclusions: Encouraging active participation in target language use regardless of distance and space; stored-and-forward communication is easily accessible Promoting the use of multiple communication modes from receptive to productive and interpersonal, interpretive and presentational communication; Providing a wide range of participation from one-to-one, one-to- many and many-to-many Making good use of multiple communication devices to extend maximum language contact hours and frequency of interaction among teachers and students and between native speakers and non-native speakers Providing an opportunity to get a lot of feedbacks and the student’s productive samples were collected for assessment.
  • 25. references Honggang Jin (2009) Participatory Learning in Internet Web technology: A study of Three Tools in the Context of CFL Learning Journal of Chinese Language teaching Associate, 26-45 Augar, N., Raitman, R. & Zhou, W. (2004). From e-learning to virtual learning community: Bridging the gap. Paper presented at the International Conference on Web-Based Learning, Advances in Web-Based Learning - ICWL 2004, Beijing. Lipponen, L. (2002). Exploring foundations for computer-supported collaborative learning. In G. Stahl (Ed.), Computer Support for Collaborative Learning: Foundations for a CSCL community. Proceedings of the Computer-supported Collaborative Learning 2002 Conference (pp. 72-81). Hillsdale, NJ: Erlbaum Sidney L.Hagn, Tamara Stassen, Grading Classroom Oral Activities: Effects on Motivation and Proficiency Foreign Language Annals 22,No 3,1989