Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
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
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
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
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Hinweis der Redaktion
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.