Images, whether photos or pictures have a story, one that the viewer can put their own spin on, or can use as the starting point for further research. Audio files tell a story or provide information, the listener can then put the information in context. A video can both show and tell a story.
Digital images may come from a variety of sources: students and teachers can take their own photos, edit and upload. They can search for online images imbed in to projects. They can use software to create collages, turn them into slideshows or insert into videos.
Audio files can be sourced online as podcasts, created by the teacher to support other digital media, they can be created by the students to create a digital record of what they can hear, or of what they are thinking or seeing.There are so many different ways video files can be used. Either as a direct teaching tool - a biology class watching a file about predation, or a language class watching daily language use in a foreign setting. There are multiple sources of educational or inspirational podcasts such as from ABC radio, TED Talks, ITUNES U (Catholic network Australia). Students can also create their own films which brings in a whole new dimension of learning: using different sets of skills to collaborate, plan, research, create, edit new knowledge.
When I start my teaching one of my areas of specialisation will be Japanese, for today's reflection I will be focusing on the pedagogy of using online media (images, audio, and video) in LOTE. At first I was quite excited by the idea of using pod casts - native speakers giving the correct pronunciation, or demonstrating the correct stroke order for Chinese characters. However, I quickly realized that this was not much more than augmentation, and that to get above the line, students would need to be more interactive, and I have outlined some basic ideas in the flow chart below. I haven't had a chance to play with these apps but found useful feedback from the lote blog .
I think that even at the augmentation level pod-casts in particular will be of significant use to language students. Particularly when learning a foreign script. Based on this, I made a very basic stop motion movie with my kids (3 and 5), one took the photos, the other wrote and they both had a go and recording (and re recording audio). I learnt how to put it together in office. I will need to learn about encoding next...
So much to learn, it's taking me awhile to connect the potentials of these technologies with learning theories, I am hoping that the more I play with the ideas, and absorb and learn the relevant theories then this will all start to make much more sense. At the moment it is a lot of fun with a great big fear of missing the point underneath.
I think that even at the augmentation level pod-casts in particular will be of significant use to language students. Particularly when learning a foreign script. Based on this, I made a very basic stop motion movie with my kids (3 and 5), one took the photos, the other wrote and they both had a go and recording (and re recording audio). I learnt how to put it together in office. I will need to learn about encoding next...
So much to learn, it's taking me awhile to connect the potentials of these technologies with learning theories, I am hoping that the more I play with the ideas, and absorb and learn the relevant theories then this will all start to make much more sense. At the moment it is a lot of fun with a great big fear of missing the point underneath.
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