Purpose; an increase in student numbers means student groups presenting back their findings takes a long time. To help students gain confidence in speaking english. Context; 35 malaysian level 3 students on a new media technology course.
Results; the technology is very robust and easy to use. Students need time to get use to the process. Background 35 malaysian students attended an all day session on the use of web 2.0 tools to support learning. After an initial discussion on the subject groups of 3 students reviewed a online tool using a criteria discussed at the beginning of the session. The students final summary of their days work was recorded using screenr. only one student in each team narrated the presentation. Screenr is a screen capture tool attached to the twitter service. It creates videos with or without audio that can then be shared. The technology Only on account was needed all students recorded into the same account. There were no issues from this the technology easily supported multiple file creation in the same account. Students used the pause feature extensively to help them collect their thoughts during the process, or to arrange the screen for the next section. 2 student groups were very reluctant to have their voices recorded. One group even tried to use a text to speech service to create the presentation. All student group eventually produced screenr presentations with audio. The limit of 5 minutes for recording length was useful for getting the students to think about cutting content down.
a large IT suite was used to create the recordings. The background noisse was a problem for some students. Students that finished on time tended to hang around in the space chatting and helping other groups. These had to be moved on at one stage. It was planned that students would have an opportunity to review each others work at the end of the session. Half the group were late completing their presentations which meant this had to be moved to be reviewed in their own time.
The use of one account could be a problem. It is possible for students to permanently delete each others work. The password to the account was changed after the session was complete to prevent any returning students from doing this. Discussion Saving time
The technology did save time, and allowed opportunity for further review after the event. Fur her research is needed to identify how many times the movies were reviewed and what they were reviewed for. Encouraging speaking Only 12 of the students from the different groups were involved directly speaking and recording using the technology. The use of the pause button could allow all students in the group to contribute. the tool allows students to re-record. This can allow students to practice and perfect t eir delivery. More research needs to be undertaken on how this effects confidence. .
5 min rule
The amount that can be said in 5 mins was greater than the assessment called for. The recordings were tended to be short. Feedback The opportunity to provide feedback in the spaces is limited to uneditable and undeleteable twitter postings. The brevity to provide feedback in such a short form is a challenge, but several postings can be made of the same piece of work. The movies can be placed in a vle with a feedback tool there such as a wiki, but this does take extra time to organize. Recommendations and conclusions There are definite possibilities for this tool. Increased use will develop a practice for its use.
Key points 5 mins is a long time, don't set the amount of information to low
Feedback is limited, use multiple tweets
Use the pause to allow others to contribute to the recording
It is a tool that can replace normal presentation delivery.
More research is needed to measure its affect on confidence in speaking for international students.
a large IT suite was used to create the recordings. The background noisse was a problem for some students. Students that finished on time tended to hang around in the space chatting and helping other groups. These had to be moved on at one stage. It was planned that students would have an opportunity to review each others work at the end of the session. Half the group were late completing their presentations which meant this had to be moved to be reviewed in their own time.
The use of one account could be a problem. It is possible for students to permanently delete each others work. The password to the account was changed after the session was complete to prevent any returning students from doing this. Discussion Saving time
The technology did save time, and allowed opportunity for further review after the event. Fur her research is needed to identify how many times the movies were reviewed and what they were reviewed for. Encouraging speaking Only 12 of the students from the different groups were involved directly speaking and recording using the technology. The use of the pause button could allow all students in the group to contribute. the tool allows students to re-record. This can allow students to practice and perfect t eir delivery. More research needs to be undertaken on how this effects confidence. .
5 min rule
The amount that can be said in 5 mins was greater than the assessment called for. The recordings were tended to be short. Feedback The opportunity to provide feedback in the spaces is limited to uneditable and undeleteable twitter postings. The brevity to provide feedback in such a short form is a challenge, but several postings can be made of the same piece of work. The movies can be placed in a vle with a feedback tool there such as a wiki, but this does take extra time to organize. Recommendations and conclusions There are definite possibilities for this tool. Increased use will develop a practice for its use.
Key points 5 mins is a long time, don't set the amount of information to low
Feedback is limited, use multiple tweets
Use the pause to allow others to contribute to the recording
It is a tool that can replace normal presentation delivery.
More research is needed to measure its affect on confidence in speaking for international students.
Results; the technology is very robust and easy to use. Students need time to get use to the process. Background 35 malaysian students attended an all day session on the use of web 2.0 tools to support learning. After an initial discussion on the subject groups of 3 students reviewed a online tool using a criteria discussed at the beginning of the session. The students final summary of their days work was recorded using screenr. only one student in each team narrated the presentation. Screenr is a screen capture tool attached to the twitter service. It creates videos with or without audio that can then be shared. The technology Only on account was needed all students recorded into the same account. There were no issues from this the technology easily supported multiple file creation in the same account. Students used the pause feature extensively to help them collect their thoughts during the process, or to arrange the screen for the next section. 2 student groups were very reluctant to have their voices recorded. One group even tried to use a text to speech service to create the presentation. All student group eventually produced screenr presentations with audio. The limit of 5 minutes for recording length was useful for getting the students to think about cutting content down.
a large IT suite was used to create the recordings. The background noisse was a problem for some students. Students that finished on time tended to hang around in the space chatting and helping other groups. These had to be moved on at one stage. It was planned that students would have an opportunity to review each others work at the end of the session. Half the group were late completing their presentations which meant this had to be moved to be reviewed in their own time.
The use of one account could be a problem. It is possible for students to permanently delete each others work. The password to the account was changed after the session was complete to prevent any returning students from doing this. Discussion Saving time
The technology did save time, and allowed opportunity for further review after the event. Fur her research is needed to identify how many times the movies were reviewed and what they were reviewed for. Encouraging speaking Only 12 of the students from the different groups were involved directly speaking and recording using the technology. The use of the pause button could allow all students in the group to contribute. the tool allows students to re-record. This can allow students to practice and perfect t eir delivery. More research needs to be undertaken on how this effects confidence. .
5 min rule
The amount that can be said in 5 mins was greater than the assessment called for. The recordings were tended to be short. Feedback The opportunity to provide feedback in the spaces is limited to uneditable and undeleteable twitter postings. The brevity to provide feedback in such a short form is a challenge, but several postings can be made of the same piece of work. The movies can be placed in a vle with a feedback tool there such as a wiki, but this does take extra time to organize. Recommendations and conclusions There are definite possibilities for this tool. Increased use will develop a practice for its use.
Key points 5 mins is a long time, don't set the amount of information to low
Feedback is limited, use multiple tweets
Use the pause to allow others to contribute to the recording
It is a tool that can replace normal presentation delivery.
More research is needed to measure its affect on confidence in speaking for international students.
Purpose; an increase in student numbers means student groups presenting back their findings takes a long time. To help students gain confidence in speaking english. Context; 35 malaysian level 3 students on a new media technology course.
Results; the technology is very robust and easy to use. Students need time to get use to the process.
a large IT suite was used to create the recordings. The background noisse was a problem for some students. Students that finished on time tended to hang around in the space chatting and helping other groups. These had to be moved on at one stage. It was planned that students would have an opportunity to review each others work at the end of the session. Half the group were late completing their presentations which meant this had to be moved to be reviewed in their own time.
The use of one account could be a problem. It is possible for students to permanently delete each others work. The password to the account was changed after the session was complete to prevent any returning students from doing this. Discussion Saving time
The technology did save time, and allowed opportunity for further review after the event. Fur her research is needed to identify how many times the movies were reviewed and what they were reviewed for. Encouraging speaking Only 12 of the students from the different groups were involved directly speaking and recording using the technology. The use of the pause button could allow all students in the group to contribute. the tool allows students to re-record. This can allow students to practice and perfect t eir delivery. More research needs to be undertaken on how this effects confidence. .
5 min rule
The amount that can be said in 5 mins was greater than the assessment called for. The recordings were tended to be short. Feedback The opportunity to provide feedback in the spaces is limited to uneditable and undeleteable twitter postings. The brevity to provide feedback in such a short form is a challenge, but several postings can be made of the same piece of work. The movies can be placed in a vle with a feedback tool there such as a wiki, but this does take extra time to organize. Recommendations and conclusions There are definite possibilities for this tool. Increased use will develop a practice for its use.
Key points 5 mins is a long time, don't set the amount of information to low
Feedback is limited, use multiple tweets
Use the pause to allow others to contribute to the recording
It is a tool that can replace normal presentation delivery.
More research is needed to measure its affect on confidence in speaking for international students.
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