Langues - Communication - Ressources - Projets - Web 2.0
Le podcasting ou baladodiffusion est un moyen de diffusion de fichiers audio sur le web, auxquels peuvent s´abonner les internautes, via un flux de syndication (RSS). Les termes audioblog, radioblog ou podcast représentent différentes variantes intégrant des fichiers son, du streaming ou un fil RSS dans un weblog. Source: Dossier Weblogs - Médias - Podcasting
L'utilisation de podcasts favorise l’acquisition de compétences fondamentales en langues étrangères, telles que la prononciation et la compréhension orale. Plusieurs études soulignent l'importance de la baladodiffusion pour l’apprentissage d' une langue étrangère: On peut ainsi améliorer la prononciation des élèves avec des activités et exercices de production orale, ainsi qu' intégrer la correction de la prononciation, l'évaluation des enregistrements audio ou l'application de tâches collaboratives ou de projets de télécollaboration entre apprenants (Abdous,2009; Ducate & Lomicka, 2009; Lord, 2008; Tomé, 2011).
Podcasting can provide access to a large amount of authentic input, as well as to teaching materials of varying quality that have different approaches to language learning behind them (depending on the content provider): from behaviourist to cognitive constructivist and communicative approaches, situated learning, and lifelong learning. The impact of podcasting on learning in general and language learning in particular could be similar to the impact of the arrival of the Internet in terms of giving access to language learning materials (Rosell-Aguilar, 2007)
COMMENT CRÉER OU ÉCOUTER UN PODCAST ?
PODCASTING ET APPRENTISSAGE DES LANGUES
ANNUAIRES – SITES – PODCASTS – ÉDUCATION
APPLICATIONS et UTILISATION du PODCASTING
OUTILS PODCASTING / BALADODIFFUSION
Podcasts et baladodiffusion en Education – Langues
HISTORIQUE: PREMIERS PODCASTS POUR L'APPRENTISSAGE DES LANGUES
http://flecampus.ning.com/profiles/blogs/podcasts-langues-historique
A number of researchers have claimed that podcasts can be an effective language-learning tool. Since most students are now coming to class fully equipped with digital devices, podcasting can create a ubiquitous learning opportunity. As long as these students have any sort of MP3 player, they can access classroom
homework or extra teacher-recommended materials while “riding the bus or subway, walking across campus or through a shopping mall”.
D'AUTRES PISTES, RÉFÉRENCES ET RESSOURCES
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A suivre les pistes sur le Podcasting Enseignement Langues du pionnier Steve McCarty
(Professor at Osaka Jogakuin College - Japan)
Entryway to an online library of selected publications by Japan specialist/EFL Professor Steve McCarty in Japan, President Emeritus of the World Association for Online Education (President of the WAOE from 1998-2007).
Bilingualism and Japanology Intersection
http://www.waoe.org/steve/epublist.html#podcasts
Japancasting
Podcasting, Coursecasting, & Web 2.0 Technologies for Research
http://pod-efl.wikispaces.com/Japancasting
Intercultural Literacy
http://waoe.blogspot.com/
Steve McCarty - Blogs
http://technorati.com/people/waoe
PODCASTS http://www.waoe.org/steve/epublist.html#podcasts
Download & listen to the 2005-2010 MP3 podcasts, most remaining from the "Japancasting" blog:
Japan - Traditional Culture and Religion: The Woman Diver: Discovering Deep East Asian Values / Fatalism and Pathos in a Bunraku Puppet Play / Reincarnation or What? Stone-Hand Temple and the Pilgrimage of Shikoku
Japan - Contemporary Society and Education: Stakes and Stakeholders in the Japanese Educational System / A family goes through Japanese education / Japanese People and Society / Questions about Japan from Developing Countries / South Korea and Japan Peace Dialogue (by students) / Another Atomic Power Plant or Conserve Energy? (by students) / Causes and solutions for Bullying in Japan (by students)
Linguistics or Multilingual: Bilingualism, Choices and Freedom / Bilingualism and Bilingual Education Concepts / (The) Japanese and Foreign Languages / Similar Proverbs in Chinese, Japanese and English? (English-Japanese-Chinese, with students) / Bangladesh report (English-Japanese, by students) / Bilingual Haiku Recital (English-Japanese)
Comparative Culture: Falling through the cracks of UNESCO World Heritage Sites / Influence of Religions on Laws and Moral Values (with students) / Nonviolence of Okinawans and African-Americans (by students) / Japanese-Americans return to their roots
Educational Technology: Founding the World Association for Online Education (WAOE) / WAOE Learning Technology Survey / First in the World to use iPods in Education / Definitions and Knowledge in Successive Educational Media / Coursecasting / Distance Learning (in Japanese) / Web 2.0 Technologies for Research / Interfaces of Bilingual Education, Japanese Socioculture and Podcasting Technologies / Podcasting to amplify the College EFL Curriculum / Social Networking behind student lines with Mixi / Making mobile phone homepages / Curtain CALL: Online performances for integrative motivation / Motivating Language Learners from before admission to after graduation with Social Media (first 14 minutes) / Video Production for Community Outreach
There are another 20 podcasts from the 2006 Coursecasting Bilingual Education podcasting blog.
Probablement les premiers apports sur le Podcasting pour l'enseignement des langues:
Diem (2005). Podcasting: A new way to reach students. The Language Teacher, 29 (8), pp. 45-46.
McCarty, S. (2005). Cultural, disciplinary and temporal contexts of e-Learning and English as a Foreign Language. eLearn Magazine: Research Papers, April 2005. Retrieved August 5, 2005, http://elearnmag.acm.org/featured.cfm?aid=1070950
McCarty, S. (2005). Spoken Internet To Go: Popularization through Podcasting. JALT CALL, 1(2), 67-74. http://www.waoe.org/president/podcasting_article.html
While podcasting is considered a new technology, McCarty notes that Internet audio files, audio conferencing and video conferencing have been around for quite a while. Audio "represents a great leap in sensory input over text" (p. 67), and recent trends in technology, including easier-to-use recording technology, high-speed Internet connections and newer versions of software available for listening to audio files has helped podcasting to grow in popularity. McCarty sites a number of resources for teachers interested in podcasting, including web-hosting services that can host and help you produce podcasts. In addition, he provides an overview of how Osaka Jogakuin College in Japan, the first college in the word to give away iPods to incoming freshmen in 2004, has been encouraging the use of iPods into the classroom. For example, students majoring in English as a Foreign Language use the iPods to download news stories needed to complete homework assignments.
In addition to providing this overview, McCarty goes into specific detail when discussing a project called Japancasting, a podcast aimed at students in Japan learning English. Japancasting, currently in progress, will contain episodes with topics such as Japanese culture and religions, as well as the educational system and ancient legends. Most episodes will contain links to transcripts, and McCarty states that students, as well as professionals, are contributing scripts and interviews. The aim for Japancasting is not merely to move existing, textual content onto the Internet in a new format, but it instead aims to add another dimension to existing content.
Source: http://www.public.iastate.edu/~volkerh/projects/podcasting/01resear...
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Stanley, G. (2006). Podcasting: Audio on the Internet Comes of Age. TESL-EJ, 9(4).
This article discusses issues related to audio and video podcasting, as well as webcasting, that are of interest to language teachers thinking about integrating these new technologies into their classrooms. Stanley begins with a brief overview of what podcasting is and how podcasts work, and then discusses possibilities for using podcasts in the language classroom, including as a supplement to textbook materials, as a source for authentic listening materials, and as a way for students to gain information on specific aspects of the language, such as idiomatic expressions or grammatical constructions. Stanley recommends many places to search for podcasts, including Podcast Alley, Podcast Pickle, Englishcaster, or the Internet TESL Journal's links.
One other approach to using podcasts in the classroom is to have your students produce their own podcast or podcast episode. Stanley suggests starting “a podcast exchange project with another class and students from other parts of the world” (p. 4). To help teachers gain the knowledge needed to do this type of project, he outlines two ways to create podcasts: an easy way, using an automatic podcast creation tool (such as Odeo or Podomatic , or a more advanced way using Audacity to record your mp3 file, server space to house the file (he cites the free space provided by Ourmedia, where you will need to register with the Internet Archive beforehand as a possibility), and a blog from which to link the file. Once you’ve decided to involve your students in the podcasting process, Stanley suggests that your students may be motivated by the prospect of a real audience, and recommends that teachers listen to any of Bob Sprankle's Room 208 podcast episodes to see how this has been done before. Stanley also discusses his experience of including students in the production of a podcast, and claims “[t]he attention to detail and interest is superior to when learners are producing work which is only being seen by an audience of one (the teacher). Questionnaires given to the students after the course also showed they appreciated the value of the publishing project” (p. 6).
Finally, Stanley discusses video podcasts and webcasts, live, video or audio broadcasts, and suggests using these to encourage interaction between students around the world. Stanley admits that “[l]ive interactive webcasting may be difficult to set up on your own, but a new venture through a site called EFLBridges makes it easier to involve your students in live voice and chat webcasts. Using the free Internet telephony software Skype, students can call in and chat to other students from around the world” (p. 6). While Stanley admits that new uses of these technologies for language learning have yet to be discovered, the possibilities are exciting.
Source: http://www.public.iastate.edu/~volkerh/projects/podcasting/01resear...
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McQuillan, J. (2006) IPod in education: The potential for language acquisition. White Paper. En ligne:
http://images.apple.com/ca/education/docs/leaders/Apple-iPodLangAcq...
Delivering Comprehensible Language with iPod
The iPod makes it possible to deliver large quantities of comprehensible language to
students in an efficient and convenient manner. One feature especially appealing to
language teachers is the ability to give students contextual support with the help of
the iPod screen, especially at the lower levels of proficiency.
Taking Advantage of the “Acquisition-Friendly” Features of the iPod
Given the parameters set out above for effective language teaching, we can now turn to how specific features of the iPod, iTunes, and iLife software can enhance instruction.
Audio-Only Input
The iPod is, above all else, a portable media player designed to deliver audio and video
content to users. As such, it can be used in instruction to provide students with literally
hundreds of hours of audio-only comprehensible language input on both conversational
and academic topics.
Audio Recording
iPod players come equipped with a high-quality audio recording capacity.With an addon
microphone, they can be used to record audio that can then be used for instruction
or assessment. The possible applications of this function are numerous. For teachers, it is
possible to record additional audio input, classroom presentations, narrated stories, and
other instructional material. Students can record themselves and classmates for a
classroom assignment and provide speech samples to the teacher for assessment.
Students can also use the iPod to interview native speakers for use with another
successful teaching strategy, “narrow listening.” Narrow listening involves listening to
several audio recordings on the same or a similar topic, recorded by different speakers of
the target language.
While few examples of the integration of podcasting into foreign language instruction are currently documented, the iPod first-year experience at Duke University provides interesting case studies. Duke University students in Lisa Merschelʼs elementary Spanish courses, for example, have used the universityʼs iTunes site to download listening materials and audio flash cards for improving pronunciation (e.g., a dramatic reading of Don Juan Tenorio by Duke Spanish instructors, oral comprehension exercises for use in class, and songs). These students have also created a diachronic and potentially developmental oral production portfolio by uploading weekly recordings of their own speech (see http://cit.duke.edu/ideas/newprofiles/merschel.do) In Peter McIsaacʼs course, “Berlin in the 20th Century,” students downloaded historical recordings of music from Berlin, famous speeches delivered in Berlin, and uploaded interviews they recorded with their iPods of Americans sharing their impressions of pivotal events in the history of Berlin (see http://cit.duke.edu/about/ipod_fac ulty_projects.do#berlin). The Duke experiment hints at the potential for podcasting to foster a more seamless integration of in-class and out-of-class activity and materials, in addition to the wealth of authentic foreign language material freely available for download. (pp. 385-386) in Thorne, S. L., Payne, J.S. (2005). Evolutionary Trajectories, Internet-mediated Expression, and Language Education. CALICO Journal, 22 (3), p-p 371-397.
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While a number of projects have used iPods in language education, few have as yet reported their fi ndings in substantive studies. In his recent discussion of podcasting, McCarty (2005) seeks to overturn the claim to ascendancy given to Duke University in the USA in being widely credited as the fi rst to give freshmen iPods for pedagogical purposes. Noting that Duke distributed the 20GB iPods to freshmen in Fall 2004 (Read, 2005), he points out that his own institution, Osaka Jogakuin College, had already distributed 15GB iPods to two hundred and ten incoming freshmen six months previously. In fact, Internet research suggests that Georgia College and State University in the USA (GCSU) in partnership with Apple Education was the fi rst to distribute iPods in 2002 (Sellers, 2002), with the explicit intention that pedagogical initiatives be developed to integrate them into existing courses. In this case 50 iPods were given out. Since then a number of its courses have sought to incorporate the devices into the curriculum, as well as develop their potential to play audio books, and permit students to listen to lectures, collect survey data, and promote their use by the universityʼs exchange students around the world. Though all three projects use iPods, they require students to capture digital audio content from their universityʼs servers, rather like downloading audio from the Internet. There is a difference, however, between downloading digital audio content and podcasting. The latter refers to a push-technology in which users subscribe to a site, and then automatically receive the latest content when they open their chosen podcasting software, such as iTunes or iPodder (Meng, 2005).
in Monk, B., Ozawa, K., & Thomas, M. (2006). iPods in English language education: A case study of English listening and reading students. NUCB Journal of Language Culture and Communication, 8(3), 85–102
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One of the large-scale projects ever undertaken regarding the application of iPods to language learing is the 2004 Duke University iPod experiment (the Duke iPod First-Year Experience) in the United States. Prior to this, two small-scale case studies had been carried out in 2002 and 2004 at George College and State University and Osaka jogakuin College, respectively (Thomas, 2006; Thorne & Payne, 2005). in Chaka, C. (2009) Portable handheld language Learning: From CALL, MALL to PALL. in Cássia Veiga Marriott, R. & Lupion Torres, P. (eds.) Handbook of Research on E-Learning Methodologies for Language Acquisition, p.546 - Google book - Thomas, M. (2006). iPod education: Innovations in the implementation of mobile learning.
Pour compléter la rubrique BIBLIOGRAPHIE
http://flenet.rediris.es/blog/actiblog2.html#biblioPodcasting
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