Web 2.0 Technologies and iPods for Research and Mobility

by Steve McCarty Professor, Osaka Jogakuin College President, World Association for Online Education a Keynote Address at the conference on “Wireless Ready: Podcasting Education and Mobile Assisted Language Learning” held at NUCB Graduate School, Nagoya, Japan on 24 March 2007 1 2 3 Web 2.0 Online Movie Profile Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 India-based Toufee.com offers online Flash movie making, free and hosted in their servers, so it is a representative Web 2.0 service. This is actually a video of a movie (which has no video per se in it but could have) embedded in a blog entry by copyand-pasting code. Free, easy enough, and shareable: a 4 formula for popularization of technologies. Web 2.0 Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  Salience for L2 Education Free Shared of charge  to choose  to change   L2 target community  i+1 target technologies Easy  user-driven  to start and negotiated  to motivate environments,  for learning relationships and realities MALL 2.0 Learning 2.0 Cf. Alm (2006) on Web 2.0 for autonomy, competence, 5 relatedness, motivation & agency (after Warschauer, 2000) Web 2.0 Web 2.0 ideas for research and publications Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 • Register for free accounts with Flickr photo sharing, Del.icio.us social bookmarking, Odeo podcasting & audio hosting, and Google Docs & Spreadsheets. • Make a Flickr set for research screen shots aside from personal photos and make direct links to that set. • In publishing a paper where space is limited, hybridize the article with Del.icio.us and Flickr. In your Del.icio.us site apply the same (very) unique metadata tag to all the online references cited in the paper (and perhaps more related online articles) for the reader to click on the tag to read them all listed together. Any number of other descriptive tags can also be added to each article. Use Flickr for the reader to view related screen shots, such as of password-protected virtual learning environments, which can be viewed as a slide show. The URLs for the Del.icio.us and Flickr sets can be provided to the reader in the paper, while tags are also searchable through Del.icio.us and Flickr homepages, Technorati blog search or other search engines 6 such as Google. Web 2.0 Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 • Odeo offers a voice message service whereby anyone can plug a microphone into their computer and “Send me a Message.” It could be used to receive spoken homework or to otherwise analyze L2 speech samples. • The Google Docs & Spreadsheets free version has some intriguing possible uses. It can automatically convert e-mail attachments to HTML files, export files in PDF format, or turn word-processed documents with images into public Web pages. Others can be invited, so it can be used to collaborate on documents or Web pages, to gather students' papers or other documents by e-mail. It stores files, saves files every 10 seconds automatically, and makes Web page making easy. [See URLs/Links after the References to access Websites cited in this presentation] 7 Web 2.0 Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 Online Presentations Representative Types • Asynchronous distance education learning objects or tutorials made for Internet delivery • Synchronous conference presentations, captured as images, sound and/or video, and turned into asynchronous presentations Representative Ways • Screencasting, with a streaming server (e.g. Camtasia) or freeware (e.g. Camstudio), but capturing movement smoothly generates huge files. Workaround for tutorials: shoot a video of the screen, describing each step. • Shoot a video of a presentation, edit and upload it, but for full-length presentations the file size would exceed the limits of free 8 hosting sites (e.g., YouTube). Web 2.0 Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 • Capture multi-presenter events with audioconferencing or videoconferencing software (e.g. Skype, Horizon Wimba, Elluminate, or FlashMeeting) • Combine a podcast of the talk, embedding an MP3 player (using, e.g., Odeo), together with a Flash player (using, e.g., Slideshare) for the presentation slides (e.g. PowerPoint), so the user can click to start the podcast and click through the slides at a suitable pace [illustrated in the next slide] But if, as happens, Slideshare does not work correctly, a workaround is to turn the .ppt slides into .jpg graphics posted on a Web page in succession, so the user clicks to start the podcast and then scrolls down the Web page at a suitable pace. An example is at: 9 http://waoe.org/president/presentations/JALT2006.html Online Presentation as a blog entry, with code to copy & paste automatically generated by Slideshare and Odeo 10 11 Web 2.0 Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 Podcasting and Coursecasting “[A] podcast is content such as a radio show that is recorded in the ubiquitous MP3 format and … published on a web site for download … on a mobile device or a computer. Through the use of RSS (Really Simple Syndication), information about the web site and the podcasts … is provided in a lightweight XML format. The RSS files, or ‘feeds,’ can be harvested by content aggregators … such as iTunes, all of which can download ‘subscriptions’ either on demand or at predetermined intervals” (Rogers, 2005). Coursecasting is the podcasting of the lecture parts of whole courses for review by students and other purposes. While it is likely to become more prevalent in lecture style courses than in ELT, the value of listening again will be apparent whenever students are non-native users of the medium of instruction. In April 2004 Osaka Jogakuin College was first in the world to distribute iPods to all students, loaded with EFL listening files, allowing for a mobile infrastructure. Podcasting can also be applied to imaginative campus events, student performances, public lectures, interviews, presentations, campus news, alumni services, or sharing faculty expertise with the 12 community beyond the institution (cf. McCarty, 2005 & 2006). Web 2.0 Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 Clicking on the title of a podcast opens another Web page with an MP3 player, an annotation describing the lecture, and sometimes an external link to download a course file.13 For more on coursecasting, cf. McCarty (2006 & 2007). 14 Web 2.0 Online Movies Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 As explained in this video, a better term may be “online movies,” because particularly with Flash, movies are easy to make with still photos or 15 animation, with or without video in the movies. Web 2.0 3D Virtual Learning Environments Concepts  Research  Publications  Networking 3D, perhaps poised to become a basis for Web 3.0 browsing, can be used for virtual learning environments (VLEs) such as Edunation at Second Life. 3D VLEs, with both avatars and the environment designed by users, offer an imaginative and rich sensory experience for educators and learners to meet at a distance. 3D VLEs can serve, for instance, as an online dimension of this conference, opening the venue to participants overseas. The Sony PS3 will have a similar program for 3D interaction (Musgrove, 2007), which could accelerate the popularization process. 3D software can also serve as yet another way to make online presentations [illustrated in the next slide].  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 16 With 3B software users easily make ‘villages’ (above: Sky Lounge theme). It works in tandem with Firefox: click twice to browse an actual Website. Also, .ppt slides converted to .jpg can 17 make for online presentations that viewers run through. Web 2.0 Global Virtual Organizations Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  Virtual academic organizations such as the WAOE (World Association for Online Education) show us that a division of labor is needed for a discipline to develop: no one person can play all the roles, thus such organizations exist for collaboration. The roles needing one or more volunteers include: visionaries, chroniclers, messengers, researchers, pedagogues, organizers, technologists, referees, and other participants. Both reliable persons and realistic expectations foster sustainable projects. MALL 2.0 Learning 2.0 18 Cf. Ixchel (n.d.); McCarty (2004); Bowskill et al. (2006). 19 Web 2.0 Computer Communication course Activities involving the WebCT LMS • Discussion Board (asynchronous) • Chat (synchronous) • Student Homepages – with photos from their mobile phones, self-introductions, links, e.g. to e-Learning 2.0 sites they like for EFL study, and to their blogs  Podcasting Web 2.0 activities  Online Video • EnglishClub.com – for social networking as  3D VLEs well as independent language & culture study CALL 2.0 • Yackpack – a group voice discussion board, Example courses: allowing for written outlines & planned speech  Coursecasting • My Pop Studio – design one’s avatar, mash-up music videos and reality TV shows, similar to  Lab activities how drag & drop online video editing sites work Mobile 2.0 • Listen to selected podcasts with earphones  MALL 2.0 • Watch curriculum-related online videos, 20 Learning 2.0 e.g. “Witness” for human rights activism Concepts  Research  Publications  Networking  Yackpack voice board interface 21 My Pop Studio example music video 22 23 Witness human rights training video 24 Web 2.0 Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 Mobile Phones for Education • Researchers in Japan are collaborating in engineering, cognitive science, and education to combine geopositioning (GPS) data from satellites with location-based information provided to mobile phones, which could be helpful e.g. in sudden disasters when people are in unfamiliar places. Location-based services provide a business model, e.g. for revenues from tourist attractions, as well as a vehicle for educational public information. In a perfect example of ‘glocalization,’ global positioning enhances the local experience. • There will be ways for teachers to take attendance or input student information into databases by mobile phones or other online appliances reading codes on credit card 25 style student ID cards. Web 2.0 Mobile Phone QR Codes Concepts  Research  Publications  Networking  e-Learning 2.0 Podcasting  Online Video  3D VLEs  CALL 2.0 Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 • The bar code reader, among the accessories on Japanese camera-enabled mobile phones, can be used to skip typing and translate into text or a link by pattern recognition. Since it is not digital, it provides a new interface 26 between any flat object and the Internet. 27 • Provided one has a mobile phone Internet site [see next slide], the QR Codes can be on  Concepts one’s meishi (名刺) calling card, as in the  Research previous slide, on greeting cards, or on labels  Publications in stores, e.g. to provide nutritional or  Networking geographical information on food. Various e-Learning 2.0 applications to education can be visualized.  Podcasting • In one experiment, a QR code was e-mailed as a .jpg graphic from a computer to a mobile  Online Video phone. The code thus displayed on the screen.  3D VLEs Then the bar code reader of another mobile CALL 2.0 phone was focused on it, and the second Example courses: mobile phone was clicked to access the site.  Coursecasting The process was both wired and wireless,  Lab activities analog and digital, physical and online, Mobile 2.0 suggesting trends to hybridization,  MALL 2.0 convergence and multidimensional 28 human-world-Internet interfaces. Learning 2.0 Web 2.0 Winksite Web interface to make a mobile phone site 29 accessible worldwide, also generating QR and other codes. Web 2.0 Trends to Role Division & Synthesis Concepts  Research  Publications  Networking  Both Hybridization  mix & match technologies  concrete/virtual versions  multidimensionalization e-Learning 2.0 And Convergence Podcasting  Online Video  3D VLEs  CALL 2.0     offline/online, virtual/real wired/wireless, Web/mobile human-world-online interface distance/f2f, synchronous/asynchronous Example courses:   Coursecasting Lab activities Mobile 2.0  MALL 2.0 Learning 2.0 Web 1.x closed, controlled VLE (LMS, etc.) ⇒ Open, social networks for students, too. Video-on-demand ⇒ Online video by choice. Publications that count ⇒ Online extensions of papers, conference presentations online thereafter. As time allows, questions or comments? 30 31 References • Alm, A. (2006). CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. The JALTCALL Journal, 2 (3), 29-38. • Bowskill, N., Luke, R., & McCarty, S. (2006). Global virtual organizations for online educator empowerment. In J. Weiss et al. (Eds.), The International Handbook of Virtual Learning Environments, Volume I, pp. 789-819. Berlin: Springer. • Ixchel, A. (n.d.). My teaching semester in Second Life: Pitfalls, challenges and joys. Slatenight. Retrieved March 1, 2007 from http://www.slatenight.com/index.php?option=com_content&task=view&id=107&Itemid=40 • McCarty, S. (2004, September 22). Meeting a worldwide need for community and faculty support for online education. Abstract of a presentation at The Association of Internet Researchers (AoIR) 5th Annual Conference, University of Sussex, UK. Retrieved March 3, 2007 from http://gsb.haifa.ac.il/~sheizaf/AOIR5/267.html • McCarty, S. (2005). Spoken Internet to go: Popularization through podcasting. The JALT CALL Journal, 1 (2). 67-74. Available online at http://jaltcall.org/journal/articles/1_2_McCarty.pdf • McCarty, S. (2006, November 3). Podcasting for the College EFL Curriculum. A presentation at the JALT 2006 International Conference. Kokura, Japan: Kitakyushu International Conference Centre. Available as an online presentation (PowerPoint slide show and podcast) at http://waoe.org/president/presentations/JALT2006.html • McCarty, S. (March 2007). Window into the classroom: Podcasting an English for Professional Purposes course. 『大阪女学院短期大学紀要』 第３６号. • Musgrove, M. (2007, March 7). Sony brings the PS3 ‘Home.’ Washington Post. Retrieved March 8, 2007, from http://blog.washingtonpost.com/posttech/2007/03/sony_brings_the_ps3_home.html?nav=rss_blog • Rogers, G. P. (2005). Podcasting and Its Role in Semantic Social Networks, the Web 2.0, and the Semantic Web. Retrieved March 9, 2007, from 32 http://www.ils.unc.edu/~gerogers/papers/rogers_sigsemis_paper.doc URLs/Links        Toufee Flash movie making: http://www.toufee.com/ Flickr photo sharing: http://www.flickr.com/ Del.icio.us social bookmarking: http://del.icio.us/ Odeo podcasting and other audio: http://www.odeo.com/ Google Docs & Spreadsheets (formerly Writely): http://docs.google.com/ Technorati: http://technorati.com/ Camtasia:  Camstudio:   http://www.techsmith.com/camtasia.asp  http://sourceforge.net/projects/camstudio/ YouTube: http://www.youtube.com/ Slideshare: http://www.slideshare.net/ Odeo: http://www.odeo.com/  Skype: http://www.skype.com/              Elluminate: http://www.elluminate.com/ Horizon Wimba: http://www.horizonwimba.com/ FlashMeeting: http://flashmeeting.open.ac.uk/ Second Life: http://www.secondlife.com Edunation: http://www.theconsultantse.com/edunation 3B: http://3b.net World Association for Online Education: http://waoe.org/ EnglishClub.com: http://www.englishclub.com/ Yackpack: http://www.yackpack.net/ My Pop Studio: http://www.mypopstudio.com/ Witness: http://www.witness.org/ WebCT: http://www.webct.com/ Winksite: http://winksite.com Presenter’s Sites • 英和ブログ (bilingual blog): • Japancasting (podcasts): http://stevemc.blogmatrix.com • Online library of publications: http://commune.wilmina.ac.jp/weblog/waoe http://www.waoe.org/steve/epublist.html • YouTube Educational Group: http://www.youtube.com/group/educational 33