I recorded my first podcast the other day, and I was surprised at how easy it is.
It is about some things to consider when making a podcast. I need to try to figure out how to post the podcast on this blog. Here’s the script:
Hello everyone! I am a novice podcaster and this is my first attempt, so please be kind as you listen.
I have learned many things about podcasting that I would like to share with you today. Here are some tips that I plan to try as I begin my podcasting journey.
First, when composing a podcast, write for the ear, not the eye. As a visual person, I will have to work hard on this.
Next, prepare to record clear audio…no distracting noises like rustling paper and ringing phones.
Also, practice your podcast before recording it. Practice makes perfect.
Finally, always keep your listeners in mind. Audience is everything.
These tips will help me advance from being a novice towards expert status. Eventually, I hope to include a podcast in the project I am working on. The project is about linguistic and cultural issues using online media. Podcasting is a good medium for language learners because of the auditory components. Students could listen to podcasts by native speakers of the language they are studying. Bonjour, comment’allez vous? Students could even make their own podcasts, practicing their skills and exploring their ideas.
I am very eager to start my podcasting journey. Will you join me? Au revoir!
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I just read Dr. Kjeldsen’s message on Lori’s blog. He refers to an article that analyzes Al Gore’s documentary, An Inconvenient Truth, as a presentation. It is VERY interesting. Here is the link: http://www.businessweek.com/smallbiz/content/dec2006/sb20061220_144107.htm?campaign_id=rss_topStories
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Myers, J. & Beach, R. (2001, March). Hypermedia authoring as critical literacy. Journal of Adolescent & Adult Literacy, 44(6). Available: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/jaal/3-01_Column/index.html
As a proponent of critical literacy, I enjoyed reading this article. It is my belief that our world of media saturation requires a close look at the representations and agendas of media creators and distributors. In his introduction, Bertram Bruce invokes Kant when he says, “We are both empowered by our representations and limited by them. In today’s realm of learning technologies, we would say that representations provide both affordances and constraints for sense-making.” This is especially important when you are working with students to create hypermedia. Critical literacy involves the ability to ask questions like: What is really being said? What has been left out? What can I learn from and about this text/image/site/sound? It is tricky to teach students to question media without appearing to deride its value. One way to approach this is to provide different versions of the same content, for example, articles, stories, and web sites of a news event they are familiar with. Through discovery, they learn on their own that media often present slanted versions of events.
I really like the idea that Myers and Beach discuss regarding students’ use of hypermedia productions to foster critical analysis. The interactive nature of hypermedia projects practically ensures engagement. Teachers do need to provide guidance as students follow the many paths available in this type of inquiry. It is possible to become “lost in hyperspace,” and/or distracted by easy access to online videos and games. Scaffolding instruction in creating hypermedia productions might help students learn to focus. In addition, it might help if they keep a project book with notes of the process, so they can learn what works and what doesn’t. By giving them choices, using discovery learning, and scaffolding instruction, a hypermedia project is a great way to incorporate critical literacy into a class.
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