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Online  recording solutions for language learning

Online  recording solutions for language learning. Dennie Hoopingarner Language Learning Center Michigan State University. “Language is different” (?). Why record audio?. Language learning requires output (Swain 1985, Gass 1997)

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Online  recording solutions for language learning

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  1. Online  recording solutions for language learning Dennie Hoopingarner Language Learning Center Michigan State University

  2. “Language is different” (?)

  3. Why record audio? • Language learning requires output (Swain 1985, Gass 1997) • Constructivist philosophy of learning encourages creative expression (Jonnasen 1991, 2008)

  4. Why online? • Classroom research on talking time (Flanders 1970) • Move to mixed mode of instruction • Distance learning language courses on the horizon

  5. Why not online? • Technological hurdles • Email: clogged inboxes • FTP uploads: lack of savvy • Time constraints: Phone

  6. Introduction to the Flash Media Server • Not Flash • Server software • Two-way streaming of audio and video • New protocol: RTMP • Communicates via Flash SWF file

  7. Why a Flash-based solution? • Ubiquity of Flash plugin • Very small footprint of application • Fast loading time (viz. Java) • Ease of development and interface design

  8. Flash plugin does the work • SWF file is the conduit for streaming • Web page with embedded SWF served by web server • SWF file connects to FMS

  9. Two-way streaming • Revolution for web-based audio recording • Small files: compression happens on the client side • No downloads or uploads • Makes web-based recording feasible • Much easier for users (The Mom Rule)

  10. Developing applications with the FMS • Authoring options: Flash, Flex, AIR • FMS handles only the media files • Business logic to name files • Two-server model: • FMS • LAMP server

  11. RTMP call function doConnect(){ myNC = new NetConnection(); myNC.onStatus = function(info){ output_txt.text = info.code + "\n" + output_txt.text; if(info.code == "NetConnection.Connect.Success"){ status_txt.text = "Connected"; } if(info.code == "NetConnection.Connect.Closed"){ status_txt.text = "Disconnected"; } } myNC.connect("rtmp://red5.llc.msu.edu/ria/demo"); }

  12. AJAX call function retrieveURL() { if (window.XMLHttpRequest) { // Non-IE browsers req = new XMLHttpRequest(); req.onreadystatechange = processStateChange; try { req.open("GET", url, true); } catch (e) { alert(e); } req.send(null); } else if (window.ActiveXObject) { // IE req = new ActiveXObject("Microsoft.XMLHTTP"); if (req) { req.onreadystatechange = processStateChange; req.open("GET", “http://llc.msu.edu/test.ajax.php?param=123”, true); req.send(); } } }

  13. Language teaching applications • Teacher-created audio: Viewpoint • Student-created audio: Audio Dropboxes, Worksheets • Simulated Interaction: Conversations • Podcasting: Broadcasts

  14. Curricular implications • Mixed mode classes • Distance learning • Support issues: The 50% Rule • Teaching vs Tool: Clark (1994)

  15. References • Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. • Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, N.J.: Lawrence Erlbaum Associates. • Flanders, N. A. (1970). Analyzing teaching behavior. Reading, Mass.,: Addison-Wesley Pub. Co. • Jonassen, D. H. (1991). Objectivism vs constructivism: Do we need a new educational paradigm? Educational Technology, 9(3), 5-14. • Jonassen, D. H. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input and second language acquisition (pp. 235-252). Rowley, Mass: Newbury House.

  16. questions/comments/hate statements THANKS!

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