Using VoiceThread in the classroom

Melissa M created a very simple VoiceThread activity that I chose to comment on for Mod 10. I liked her Wordle image and the use of the pen tool. I would definitely use this simple activity in my classroom with a variety of situations. It would be ideal to work on vocabulary words, again using the pen tool.

Melissa M VoiceThread

Miao G created a VoiceThread that i would use for my students after returning from our class trip or a field trip. She asked 3 simple questions and her directions were very simple and concise.

Miao G VoiceThread

VoiceThread can also be an interesting Digital Storytelling tool. A student could upload a few personal photos and speak in Spanish to describe what is happening in the photo. Their fellow students would love the interactive photo story and I would value the authentic speaking and listening experience for my students.
I am eager to use VoiceThread as a foreign language learning tool.

Using ANIMOTO for Spanish vocabulary

Make a video of your own at Animoto.

I experimented using Animoto. Unfortunately, I was only able to create 30 seconds or so of video. I think that this tool couls be used for a review of vocabulary, or prefereably I would have my high school students create their own videos in Animoto using a list of assigned vocabulary. The effects are visually pleasing and the software is user friendly.

Have you tried Bookr?

One site for digital storytelling that I recently explored is Bookr.
For the sake of trying Bookr for the first time, i kept my story short and very direct. See above example.

I have recently become an "expert" on Web 2.0 technologies, and have found a passion for teaching it to others. I used  Bookr, a virtual online bookmaking tool to create this. I used Flickr photos to help illustrate my concise questions and points.

I think that digital storytelling can be used in all areas of education, including the business world.
I suppose that I could use this simple online book publishing tool in my classroom when I do my "buffalo tourist" project. My level 3 spanish students come up with 5 tourist attractions in Buffalo and using the subjunctive, they must make recommendations to others as to why it's important to see this or that, or what it is doubtful that this or that has that, etc.
Using  Bookr would add a technology element to the project and introduce the students to Flickr and the notion of copyright laws. Simply exploring Flickr for the first time opens up a world of computer rules that many high school students are not familiar with. Combining Flickr, personal photos and other media enhances the learning experience.

Listening is hard.

Most people are either too distracted, or too impatient, to be really good listeners. In some parts of the world, this has resulted in a profusion of individuals who get paid to do the emotional labor of listening – researchers, therapists, social workers, etc. Yet anyone can learn to listen deeply. When they do, they create space for the storyteller to journey into the heart of the matter at hand.
Center for Digital Storytelling


What is Digital storytelling?  At its most basic core, digital storytelling is the practice of using computer-based tools to tell stories.  It all revolves around the idea of combining the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing.

I think that this simple truth speaks volumes to me because I tend to twenty-five 14-year olds in one classroom at a time. As a high school Spanish teacher, I look for as many tools that I can get in order for my kids to listen. Whether it's computer, re-arranging desks, turning off lights, singing, dancing... A tool is a tool, and it only works well if you know how/when to use that tool.

Technology is a powerful instrument of creativity.

Many people blame themselves for their lack of technological savvy, instead of recognizing the complexity of the tools and acknowledging that access and training are often in short supply. But new media and digital video technologies will not in and of themselves make a better world. Developing thoughtful, participatory approaches to how and why these technologies are being used is essential.

Center for Digital Storytelling

well said...

I think that digital storytelling is an enormous asset to the education world. If I am able to motivate, intrigue and enhance my classroom in any way, I will dive right in. I have used a form of digital storytelling for my Spanish classes before. The site was StoryJumper.
The students were so engaged in the new online story creating site that they forgot that they were writing in Spanish and seemed to then do so with ease and less anxiety.

Poultry Club boys listen to the expert

Poultry Club boys listen to the expert, a photo by State Library and Archives of Florida on Flickr.

Sure looks like these boys are listening! Great photo

Could it be- virtual reality!!!?

Learn a foreign language in an innovative 3D role-playing game!

MiddWorld Online

The following is exactly what I am looking for in a serious language learning game. Although I was unable to play it, please view the video to see just what could be possible.

http://www.youtube.com/watch?feature=player_embedded&v=2lfK6Zq2YQg

Second Life is probably the best known 3D virtual world, but it is not the only one. Some other virtual environments that you may have heard of include There.com, Twinity and Exit Reality.

Generally virtual worlds are relaxed environments where anyone can go to socialize. However, many businesses and countless educational institutions are using virtual worlds for private meetings, classes and public events.

- See more at: http://www.avatarlanguages.com/teaching/virtualworld.php#sthash.pJItudLX.dpuf

The reason I am drawn to MiddWorld is because there is a mission- a real sense of gaming, all while exposure to the Spanish language!

use this blog link for more information. seriousgamesmarket.blogspot.com

·       I stumbled upon this while surfing the Web. http://muzzylane.com/project/m

 Language learning objectives would be:

Social learning: students can meet others, whether fellow students from their own institution or students at a partner institute or simply native speakers of their target language. Both specific tasks and general conversation practice are available in a relaxed environment.

Immersive learning: 3D virtual environments allow students to really be somewhere. Students can easily (virtually) visit real locations or explore imaginary places. This allows us to add reality to specific tasks by including the physical interaction with the location as part of the language task, yet it avoids being bound by the logistics of arranging visits.

Creativity: some virtual worlds (especially Second Life) allow users to build objects (real or imaginary) in a cheap and easy way. Students can create and decorate their own virtual home, customize their avatar’s appearance and create virtual vehicles. There are therefore opportunities for students to role play within a specific context and to collaborate with other students in building tasks.

Relevance: for many students virtual worlds seem normal places to be. Virtual meetings or presentations are different from their real life equivalents and so students will benefit from practicing 21st Century skills within a 3D virtual environment.

- See more at: http://www.avatarlanguages.com/teaching/virtualworld.php 

 How could I assess if these learning objectives had been met? That’s a great question. Because this would be a game for students to play at home, it would be difficult at this point to determine the assessment of achievement. Perhaps it would satisfy the requirement to simply log on to the game and play. 

 I would love to explore this virtual Spanish world, if anyone has any connections, experience, links, or other to some serious gaming along these lines, Please comment below!

Perhaps a virtual reality of language learning is premature, however…

-->

Flow is a term coined by Csikszentmihalyi (1975) to refer to a mental state experienced during challenging activities in a comfortable zone between "anxiety" and "boredom,".

 (Franciosi, pg.12) A Comparison of Computer Game and Language-Learning Task Design Using Flow Theory.

 

As a high school Spanish teacher, I truly believe that real-world communication could be supported by the use of computer games and facilitate intrinsic motivation in language learners.

While I would be willing to experiment and introduce and differentiate (a word from the good old days) my instruction, I do agree that it is not clear to what extent computer games are needed to benefit overall student motivation, or if overreliance on computer games would actually be detrimental to student motivation, as mentioned in the above mentioned article by Franciosi.

I feel that the integration of gaming in the classroom could be an excessive tool that may not be worth using because of the risks involved.  Gaming in the classroom, or out of the classroom for that matter, could be time consuming, and expensiv.

1.      A definition of gamification- typically involves applying game design thinking to non-game applications to make them more fun and engaging. Gamification has been called one of the most important trends in technology by several industry experts. Gamification can potentially be applied to any industry and almost anything to create fun and engaging experiences, converting users into players.

                  http://gamification.org/wiki/Gamification

2.      A rational for using games for language learning- I truly believe that real-world communication could be supported by the use of computer games and facilitate intrinsic motivation in language learners. Gaming can ease language learning anxiety and provide "edutainment" in the classroom.  I see gamification as a tool, like any other, that can enhance and facilitate the learning process.

 3.     A link to my game to use in High School Spanish 2 "CHRONON" http://www.eyezmaze.com/chronon/v0/index.html

4.     I played this game, forst without a walkthrough script because I didn’t know what that was! Then once I figured out how to follow the walkthrough, it was interesting manipulating the game screen, and then my 6 year old wanted to play it as I read the walkthrough to her.

5.     Language learning objectives:

·        I immediately saw the “walkthrough script as a way to re-inforce commands and prepositions for teaching Spanish to my sophomores.

·       Students would collaborate in pairs to translate the walkthrough and succeed in the game.

·       Reading, listening, and communicative skills would be enhanced through the reading of the script in pairs.

·       Playing this game achieves flow by providing: goals, rules, and improvement (Hill http://www.wizards.com/Magic/Magazine/Article.aspx?x=mtg/daily/ld/184 )

6.   How the students would be actively involved- Students would collaborate in pairs to translate the walkthrough from Spanish to English and succeed in the game.

7.    The role/activity of the teacher would be to put students into functioning pairs, and assign computers. Only one computer would be needed per pair, because the walkthrough would be printed out on paper in Spanish.

8.   A walkthrough translated into Spanish would be provided upon starting the game. 

example walkthrough for game "Chronon" 

9.   Images from the game would be used as vocabulary reinforcements.  For example, items in the home: clock, fireplace, window, table, etc.

10.  What ways you could I assess whether the learning objectives had been met?

·       Simple observation of the class participation

·       Observing if the participant’s monster turns to stone.

·       Measuring length of time to achieve success

·       End of game reflection and class discussion about key prepositional phrases, vocabulary and commands that were used in the walkthrough script. Discussion could be verbal or written as a close-out activity.