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A template for Digital audio lab model-imitation/question-response oral exams

2012/04/11 Leave a comment
Categories: digital-audio-lab, Documents, service-is-learning-materials-creation Tags: , , , ,

Protected: Spring 2012 Faculty Workshop I: How to ease your end-of-term oral assessment burden with the help of the LRC Moodle Kaltura and Sanako Study 1200 oral assessments

2012/04/06 Enter your password to view comments.

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Categories: Absolute-Beginner, Advanced, Arabic, assessments, audience-is-teachers, Beginner, classroom-management-system, English, Farsi, French, German, Greek (modern), Hindi, Intermediate, Italian, Japanese, Korean, lms, Mandarin, multimedia-recording, Polish, Portuguese, Russian, Screencasts, service-is-assessing, service-is-evaluating-learning-tools, service-is-learning-materials-creation, service-is-training, Slideshows, Spanish, Speaking, Swahili, workshops, Yoruba Tags: , , ,

Links explaining Copyright

2012/04/04 Leave a comment
  1.  Code of Best Practices in Fair Use for Academic and Research Libraries. A librarian’s write-up that can also be very useful for Learning Centers that handle learning material media (but would it be possible to run this through MS-Word to “down-design” and add a table of contents instead?).
  2. Notable:
    1. “It is fair use to make digital copies of collection items that are likely to deteriorate, or that exist only in difficult-to-access formats, for purposes of preservation, and to make those copies available as surrogates for fragile or otherwise inaccessible materials. LIMITATIONS: Preservation copies should not be made when a fully equivalent digital copy is commercially available at a reasonable cost.  Libraries should not provide access to or circulate original and preservation copies simultaneously”.
Categories: service-is-learning-materials-creation Tags: ,

Nice Syntax highlighter tool from wisc.edu @ Madison

2012/02/10 Leave a comment
  1. Wish my Latin teacher at home would have had such a nice tool when he analyzed the “Ante mare et terras et quod tegit omnia caelum / unus erat toto naturae vultus in orbe / quem dixere chaos”, he had only me:
  2. syntax highlighter1syntax highlighter2syntax highlighter3syntax highlighter4syntax highlighter5
  3. Now how could such exercise creation made more automated by having it accept the output of NLP tools like Treetagger?
Categories: Absolute-Beginner, Advanced, all-languages, audience-is-students, audience-is-teachers, Beginner, e-languages, Intermediate, learning-materials, Reading, service-is-evaluating-learning-tools, service-is-learning-materials-creation, Syntax Tags: ,

Spanish movie subtitles exercise project

2012/02/03 Leave a comment
  1. objective:
    1. To facilitate lesson delivery and student interaction in our Language Resource Center I have programmed a VBA- and MS-Word- based cloze quiz template with batch creation based on a simple markup language and rich autocorrecting functions that use string metric algorithms (Damerau-Levenshtein). image001The template supports typical activities in the digital language lab: digital audio- and video-based  listening comprehensions, e.g. Quiz Template with Chanson Lyrics, image003 and speaking and dialoguing activities for language learning or other examples):
    2. Teachers can use them as exercise-generating engines: the templates allow copy/paste of their own exercises into this template. To also automatically create language teaching materials with the required markup in French, German, Italian and Spanish (mostly based on movie subtitles) for this template, I wrote a C#-program that applies an expanding library of regular expressions which can match typical language learner tasks:
      1. function words, image002e.g for Spanish Movie Subtitling Exercise Creation, image005
      2. affixes/infixes
        1. and lexical subsets taken from corpus linguistic research on word-frequency (SUBTLEX, Opensubtitles)).
    3. This template support the learner by strengthening learner autonomy and providing immediate corrective feedback and – in conjunction with the grouping facilities of the Center’s classroom management system infrastructure – allow for custom-tailored instruction based on the immediately available outcome of formative assessments, and also automated summative feedback: image004
    4. A Spanish TA can provide meaningful vocabulary and grammar questions as input for cloze listening comprehension exercises that  I will create on the basis of subtitles  I have for Spanish movies being used in (= put on reserve for viewing in the LRC by) the Spanish program  consistent exercises that students can take while watching the movie in class adapted meaningfully to technical possibilities of template
    5. Screencasts Demos:
      1. making of template exercises
        1. manually marked up: Part II to minute 4, Part III
        2. alternatively, markup can be generated by regular expressions which we will try to develop:
      2. use of template exercises : Part II, from minute 4
        1. overview of sample exercises (German)
        2. sample application (exam setting)
      3. materials
        1. source texts:subtitle files for proof reading
            1. Amores Perros
            2. Pedro Almodovar – Mujeres al borde de un ataque de nervios
            3. Pedro Almodovar – Hable Con Ella
        2. ideas for exercise needs that fit into this cloze format
          1. grammar
            1. function words
            2. affixes
          2. vocabulary
            1. frequency-based wordlists from corpus linguistics
            2. word lists from current textbook
      4. Deliverables: combos of
        1. materials
        2. exercise ideas
Categories: audience-is-teachers, service-is-learning-materials-creation, Spanish Tags: , , , , ,

How a teacher creates a Moodle file upload assignment for writing

2012/01/30 1 comment
  1. In your Moodle course, turn editing on, choose Assignment: Advanced upload of files (required for response file from teacher). 
  2. Provide name and instructions. Choose the desired options (uploading one file is enough):w-2
  3. A gradebook column will be automatically created, and will be initially empty.w0c-gb-whole
  4. Instruct your students how to take the MS-Word upload assignment, and when (if you leave the default availability/due date on, the assignment will automatically appear in their Moodle Calendar, and can appear in their Ninermail calendar).
Categories: audience-is-teachers, documentation, lms, service-is-learning-materials-creation, Writing Tags: , ,

How a teacher best adds cues and pauses to an mp3-recording with Audacity to create student language exercises

2012/01/25 1 comment
  1. The first screencast example uses insert tones and a gut amount of pause, for an interpreting exercise, into an authentic German political speech
    1. 1:00 search for a break (button: play/stop  – pause prevents edits)
    2. 1:05 move the cursor to the break (mouse left-click on timeline)
    3. 1:20 insert a pause (menu:Generate / Silence )
    4. 1:25 zoom in (button:magnifying glass, CTRL + mouse scroll wheel)
    5. 1:45 generate a tone (menu:Generate / Noise), change the duration
    6. 2:10 do not replace the selection
    7. 2:20 use undo, just like in MS-word and other programs
    8. 2:30 move the cursor to the start of the selection (mouse left-click on timeline)
    9. 2:40 generate a tone (menu:Generate / Noise)
    10. don’t forget to review results before distributing to students
  2. the second screencast example, of post-editing a questions/response exercise in ESL, takes the amount of pause inserted from the recorded teacher instruction for the student, and uses copy/paste to speed things up even more.
  3. You can also only insert tones and not pauses, as in the 3rd screencast, and allow the students flexible pause lengths, if you can rely on the Sanako Student recorder Voice insert. Or if you must, let students use audacity for recording also, and have them learn how to move the recording cursor around manually, and throw away the source track.
Categories: documentation, e-languages, Listening, Media, Screencasts, service-is-learning-materials-creation, Speaking Tags: , ,

How a teacher creates audio recordings for use with Sanako Student Voice Insert mode

2012/01/24 Leave a comment
    1. One of the Sanako Student player’s useful features  geared toward language learning activities, is that it can save the teacher the time and effort for inserting pauses into their audio recordings,  so that students can record responses into them.
      1. Meaning the teacher can just press the red speak button sanako-student-player-speakand record through the entire file in one sitting.
      2. The teacher can still help students finding their way around the file, especially where to insert their own audio recording responses, by adding aural cues.
        1. This can be done in minimal time: I once saw a teacher use a bicycle bell – and why not, if it saves time.
        2. A spoken instruction “Respond”/”Answer in 10 seconds” is not more difficult to spot (unless only the voice graph is being browsed) and might be even better.
        3. If you have spare time: 
          1. You can post-edit the file with audacity, generating and inserting sinus tones.
          2. You can use the Sanako player to insert bookmarks instead of cues.
    2. As long as students have been instructed to how to use voice insert recording mode with the Sanako student recorder.
      1. This is for self access of students to teacher recorded files – be it during class or homework.
      2. If you want to record students under exam conditions, a similar insert recording feature is available within the activity: Model imitation, but not with a pre-recorded file, only when the live teacher is the program source students listen to for cues.
Categories: Arabic, audience-is-teachers, documentation, English, Farsi, French, German, Greek (modern), Hindi, Italian, Japanese, Korean, Listening, Mandarin, Polish, Portuguese, presenter-computer, Russian, service-is-learning-materials-creation, software, Spanish, Speaking, Student-Computers, Swahili, Yoruba Tags: , , , ,