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Freely downloadable samples from the IPA Phonetics Handbook

2013/08/21 Leave a comment
  1. This handbook provides audio pronunciation samples (in WAV) for many different languages. While they are more useful in conjunction with the book, they also can be searched by filename (= the pronounced word in English translation).
  2. We make these file accessible in the LRC on the Sanako share (S:\COAS\LCS\LRC\media\TUTOR\phonetics\ipa-phonetics-handbook\). Here are the languages included:.
    1. American-English
    2. Amharic
    3. Arabic
    4. Bulgarian
    5. Cantonese
    6. Catalan
    7. Croatian
    8. Czech
    9. Dutch
    10. French
    11. Galician
    12. German
    13. Hausa
    14. Hebrew
    15. Hindi
    16. Hungarian
    17. Igbo
    18. Irish
    19. Japanese
    20. Korean
    21. Persian
    22. Portuguese
    23. Sindhi
    24. Slovene
    25. Swedish
    26. Thai
    27. Turkish
Categories: Arabic, e-languages, Farsi, French, German, Hebrew, Hindi, Japanese, Korean, learning-materials, Mandarin, Portuguese Tags: ,

Protected: How to configure the LangLabEmailer for your school, and share back

2013/06/07 Enter your password to view comments.

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Categories: Arabic, assessments, assignments, audience-is-language-learning-center-manager, compiledcode, digital-audio-lab, e-languages, English, Farsi, French, German, Greek (modern), Hebrew, Hindi, Italian, Japanese, Latin, Mandarin, Polish, Portuguese, Russian, service-is-programming, Spanish, Speaking, Swahili, Writing, Yoruba Tags: ,

Cheatsheet for typing phonetic symbols with the IPA Keyboard Layout on Windows 7 – the ultimate training…

2013/03/28 Leave a comment

…using animated .gifs. Slower? Compact: 0.25sec, 0.5sec, 0.75sec, 1sec, 1.5sec, 2sec, 3sec, 4sec, 5sec, 6sec, 7sec, 8sec, 9sec, 10sec.

This is taken straight from the great documentation of this great Phonetic symbols Windows keyboard layout by SILS international, but needed a bit of massaging to support hands-free lookup via display on one screen of your dual screen system, while you learn or demo the keyboard to the class).  Users without dual screen (including students) are better off with the slideshow below in which they can stop the images on any page:

View album

View album

View album

The IPA MSKLC can produce both regular Roman characters and transcriptions with phonetic symbols by employing certain “dead keys”  that can be combined with regular keys. Just and like our default LRC keyboard us-international .

Your first must select the keyboard like so. image (Icelandic is suitable since it is not used for other purposes much).  In the LRC, you must wait until we upgrade to Windows7.

Categories: animated-GIFs, Arabic, audience-is-students, audience-is-teachers, cheat-sheets, e-languages, English, Farsi, French, German, Greek (ancient), Greek (modern), Hebrew, Hindi, Italian, Japanese, Korean, Latin, Mandarin, Polish, Portuguese, Presenter-Computer, Russian, service-is-documenting, Spanish, Speaking, Swahili, Uncategorized, Yoruba Tags: , ,

How a teacher can adapt a Sanako teacher-controlled class recording activity for individual student recordings

2013/03/12 Leave a comment
  1. Pedagogical need:
    1. A teacher wants her students to record a presentation,
    2. but allow the students to move around freely in their recording afterwards, when evaluating it, and submit the best out of 3 tries:
  2. Technical implementation:
    1. Using Sanako activity:model imitation of differing for multiple groups
      1. offers maximum control, least flexibility: students have to speak their presentation linearly
      2. if you anticipate presentations of considerably different lengths
        1. first try asking your students – might be useful to them anyway to realize if theirs turns out to be much shorter than others,
        2. if students are unsure about the length of their presentation,
          1. conduct the first recording with the entire class and
          2. have students note what time their recorder time counter is at when they finish, and send you the time as text via the button:envelope
          3. group your students (grouping step-by-step) into Sessions A-F by incrementing  time according to what the student icon bubble shows
        3. then differentiate class into as many groups as necessary (if <= the 6 “sessions”A-F  Sanako Study 1200 offers) end the recording at a different time for each group
      3. for each group (one or more up to 6),
        1. choose from dropdown activity:  model imitation recording
          1. and from dropdown: source: none) with more than one group at a time,
          2. and (optionally) for not more than one group at a time (suggest choosing the biggest group for that) from (dropdown: source: file )  the  background noise to play
        2. and after each group’s allocated time (+ buffer) is up,
        3. press button:end to end the recording
        4. after collection of the recordings from students is finished, you can
        5. press button:replay image, to let each student listen to her recording (linearly, without control), and
        6. press button:free image, to let  students freely move back and forth on the timeline)
        7. eventually, press button: clear, to be ready:
      4. for tries 2 and 3: repeat above steps.
    2. using Sanako activity: self access:
      1. provides
        1. the teacher some  control (none over this turning into more of an editing than coherent language practice exercise),
        2. and students more flexibility (hence requiring prior recording training for students);
      2. students individually
        1. record
        2. move around freely in the file
        3. replay
        4. record over prior footage and/or start completely over  (menu: File / new)
        5. press button:envelope to text message the teacher that they are finished and want their (final )  recording to be collected by the teacher
      3. teacher
        1. moves signaling students into a group  (grouping step-by-step) that is
          1. dedicated for collecting recordings (TBA:does this not empty their buffer?)
          2. and button:pc control: locked (= no further or accidental changes)
        2. once an appropriate  (compromise between finished students wanting to leave and teacher not having to collect each recording individually) number of students have been added to this group, presses
          1. button: end to collect and
          2. button: clear session to clear the button
        3. assesses the recordings in the folder that opens with audacity;
          1. in case of problems, moves students  back to the group dedicated to recording
          2. else lets students leave
Categories: Arabic, assessments, audience-is-teachers, digital-audio-lab, e-languages, English, Farsi, French, German, Greek (modern), Hebrew, Hindi, Italian, Japanese, Korean, Mandarin, multimedia-recording, Polish, Portuguese, Presenter-Computer, Russian, service-is-assessing, Spanish, Speaking, step-by-step-guides, Student-Computers, Swahili, Yoruba Tags: ,

Keyboarding game and Typing tutor for ESL students unfamiliar with Roman letters keyboards

2013/02/27 Leave a comment
  1. For ESL learners unfamiliar with Roman letters keyboards, the LRC features only a few keyboards with non-Roman character overlays, and otherwise software transliterators integrated into Windows that, while allowing typing in L1 for dictionary lookup and note taking, still require familiarity with the Roman letters keyboards. To help ESL learners getting started, here are a 2 websites I found:
  2. A typing tutor: image
    1. pros: pedagogically sound: English words are given as cues, and an on screen keyboard that can be operated from the hardware keyboard, but gives hints when needed by highlighting the next letter on the keyboard after a waiting period
    2. cons: a bit drab.
  3. An arcade-like keyboarding game (Missile command/Tetris): image
    1. cons:
      1. bit too much sound,
      2. not advertisement free
      3. letters only, not practice of English words
    2. pros:
      1. autostarts and thus can be directly launched for students from the teacher station as a divertissement during slow times in the LRC ,
      2. reasonably entertaining,
      3. Levels that start slow, but adaptive.
Categories: Arabic, Farsi, Hindi, Japanese, Korean, Mandarin, Russian, websites, Writing Tags:

How teachers can conduct a 1-on-1 student oral assessment in their office using Sanako Lite Recorder

2013/01/22 Leave a comment
  1. If you need to conduct an OPI or other one-on-one oral exam instead of class-size oral exams we offer in the LRC,
    1. we have conducted 1-on-1 speaking assessments using the Sanako headsets and Student Recorder in the LRC.
    2. However, since this setting does not offer much privacy (and also because it blocks  the LRC classroom ), we would recommend conducting such exams in faculty offices. For this scenario, teachers can use:
      1. one of the headsets that can now be checked out by faculty, and in working condition,
      2. the Sanako LITE or standalone recorder – which could not be rolled out by IT on all teacher computers, but I programmed a workaround installer – and is friendlier (for recording and listening/grading) than Audacity. Sanako recently provided a useful guide for one-on-one examinations with the Study Lite recorder here (you do not need a desktop microphone like shown here, it is sufficient to position the headphone appropriately on the desk instead).
Categories: announcements, Arabic, assessments, audience-is-teachers, English, Farsi, French, German, Greek (modern), Hindi, Italian, Japanese, Listening, Mandarin, Portuguese, Russian, service-is-applying-learning-tools, Spanish, Speaking Tags: ,

How to record and submit a photo presentation assignment

2013/01/22 Leave a comment

A step-by-step explanation how Moodle/PowerPoint allow

  1. a student
    1. to create a photo album from their photos (remind them that they need to be able to download their photos onto the LRC computers), we will load this from their computers analogous to this: How to create a visual cue exam file using Insert Photo album in PowerPoint
    2. to narrate the photoalbum
      1. In the LRC with 2007: https://thomasplagwitz.com/2013/01/22/how-students-can-record-their-picture-or-photo-presentations-with-powerpoint-2007/
      2. or if they use 2010 outside of the LRC, https://thomasplagwitz.com/2013/01/17/recording-student-picture-presentations-with-powerpoint/
    3. To refine their presentation:
      1. Do not edit your audio – not  good language learning  pedagogy.
      2. Rather redo your entire presentation, paying extra attention to the weaknesses you observed when reflecting on your last recorded attempt . You will learn more foreign language this way than if you learn how to edit digital audio. Before you re-record your narration, clear the existing narration from PowerPoint, or save into a new file to be able to compare the Before/After.
    4. to submit: How a student takes a Moodle Single file upload assignment.
  2. a teacher
    1. to prepare:How a teacher creates a Moodle Single file upload assignment, with optional attached file
    2. to grade (reviewHow a teacher grades a Moodle Single file upload assignment):
      1. Save the Moodle file submission assignment
      2. Double-click the PPSX  file to play the file in PowerPoint.
      3. Use the Moodle grade book to grade and provide other feedback.
Categories: Arabic, assignments, audience-is-students, audience-is-teachers, documentation, English, Farsi, French, German, Greek (modern), Hebrew, Hindi, Italian, Japanese, Korean, Mandarin, office-software, Polish, Portuguese, recording-software, Russian, service-is-applying-learning-tools, Spanish, Speaking, step-by-step-guides, Swahili, Yoruba Tags: , , , , ,

LRC learning resources Moodle metacourses: Our list

2013/01/18 1 comment

UPDATE: The LRC Metacourses are being rolled over to MOODLE2. Metacourses having only an OldID are currently still unavailable in Moodle2. And the student enrollment needs to be updated manually until the end of add/drop. On the upside, teachers do not need to make course available to students anymore. The LRC can do this (Metacourses for languages saying #Ref are waiting to be rolled over, tell me if you need them)..

The following LRC Moodle metacourses for teaching materials are available to LCS and ELTI  (including LRC-Resource  with training materials for using language learning technology in and outside of the LRC, as well as for independent study languages).

The naming scheme follows the course abbreviations taught in the departments that the LRC supports:

These courses appear in the Training branch of the Moodle-courses tree-menu on the left (for all study programs you teach in):

moodle-tree-resource-courses_thumb

The metacourse for a language (or field of study)  is accessible to all students studying this language during the term of their study.

Categories: audience-is-students, audience-is-teachers, e-infrastructure, English, erepository, Farsi, French, German, Greek (ancient), Greek (modern), Italian, Japanese, Latin, learning-materials, Mandarin, Portuguese, Russian, Spanish, Translation Tags: , , , ,