Things we have done

.. over the two years of this project ('07-'08)

lp_magneto_aeg_by_pablosanz_(web,_edges).jpg Teachers often don't realise how much they have collectively achieved. As a whole group, we have:

Recorded conversations

eg in an ESL class, using (on different occasions):
  • (a) laptop with Audacity, and
  • (b) a small iRiver portable mp3 recorder (Jyothi);
.. both as evidence of learning outcomes, and more informally as a way for learners to have feedback on their performance and pronunciation.

Students embed their own audio-enabled avatars in a classroom wiki

  • To get used to the sound of their own voices, learners developed avatars using Voki, and embedded these in the course wiki (Lynne at Coonara, Child Services certificate; and also Janeen at Moreland, Cert. i in IT.)
  • Learners also recorded their own introductions as an icebreaker activity .. which they also uploaded as audio files into the wiki (Lynne at Coonara, Child Services certificate)

Run Live Sessions between different classrooms

  • Two ESL classes connect in a live session via skype, to develop their skills in descriptive language (Tina and Jan)

Explore cultural diversity

.. through responding to questions about images. Each image has some questions, and students are asked to respond via a Voicethread. This was a learning experience for the tutor, but frustrating because unfortunately the software did not co-operate. (Lynne at Coonara.)

Recorded student assessments for documentation

  • used mp3 gadgets to record student assessments (David - VCAL)

Made personalised "Ringtones" to engage learners

  • used AKAI workstation to record student voices, add drum tracks, and then bluetooth the mix back to student phones (David - VCAL)

Students create Christmas cards in powerpoint

  • During a powerpoint course, students learn to add in music and voice-overs. They use this for strengthening social connections with family and friends (email the powerpoint file). These students used Audacity to edit audio files .. and then embedded them into powerpoint. (Janeen at Moreland, Cert. ii in IT.)

Recorded easy-to-read books and other texts

for language-learning:
  • recorded previous series of the Page Turners books to mp3 format, and given these to literacy learners to read and listen (Rohan);
  • recorded simple texts ("Filling in Forms") to audio and gives students a CD to listen and revise (Chris - beginner ESL/Literacy)

Recorded student stories

  • .. using a range of recording devices: laptop with audacity, iRiver mp3 recorder, and a Nokia mobile phone. Students could then listen back to their own story. (Rohan, Michael and Jyothi at PRACE )
  • combine recorded stories with images and text using powerpoint (Franca, michael at PRACE)

Recorded vox-pops

  • recorded Vox Pops with VCAL learners as they explored Syn-fm on an excursion; (Lauren)
  • interview VCAL learners on the subject of healthy eating, upload audio to wikispace and invite comment from other learners (Eleanor and Lisa - VCAL at Glenroy)

Worked with images and sound

.. to create digital stories from learners' language and experience
  • Set up an inter-class project, where VCAL interviewed ESL learners about their life stories, edited this into a digital story (Tina, Pam and Georgia - ESL/Literacy + VCAL)
  • record communication skills students' presentations to mp3 and convert into digital story (Panayota & Jill - communication skills at Carlton)
  • Students make their own digital stories, on topics including Football Clubs, The Big Issue, and "CNLC - the place to be" (Jill - adult literacy learners at Carlton). One student embeds the digital story into a MySpace page for social networking.
  • Students make videos including PRACE News (mild parody style) editing audio in Audacity (David - VCAL at PRACE)

i_love_it_by_neagu_stefan_florin_at_flickr.jpgListened to podcasts on the web

  • VCAL literacy exercises, using audio from (Lauren - VCAL)
  • intermediate ESL listening exercises using audio from simple English news (dot com) (Franca - computers & conversation ESL at PRACE)
  • used Breaking News English, as a dictation (also slowed down the audio without losing pitch) (Michael - LLNP at PRACE)

Listen & watch video on the web

  • Watched You Tube videos while studying literacy or Australian cultural history, eg Waltzing Matilda (Iris at Moreland, michael at PRACE)
  • Used videos at How Stuff Works for studying instructional language in a literacy class
  • used Behind the News video (our ABC) in class, with transcript (also other videos via laptop and projector) (Michael - LLNP)

Recorded "Screencasts" of software demonstrations in class

And in our own learning:

  • had sessions looking at Audacity, the open source audio editing software;
  • explored some portable iRiver mp3 player / recorders;
  • interviewed each other about our impressions on audio technologies;
  • brainstormed ideas around how to use audio / voice technologies in class;
  • explored other people's podcasts,
  • and started to upload our own conversations to wikispaces and other podcasting services;
  • explored other technologies such as Voki and Voicethread
  • learned more about digital storytelling, using software including Movie Maker, PhotoStory and iMovie (apple mac)
  • recorded the new series of Page Turners to mp3 format (thanks to Decibels recording studios for the sound-proof room;

Publications and reports

Yes, the rambling notes from this page have been written up into a printable document: Get your copy of The Quick Overview(almost a case study):
Great for staff room coffee tables. Now with big list of learning activities for the classroom.

image and photo credits: licensed under creative commons at flickr: Thanks very much: Pablosanz and neasteflorin at flickr