1
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2
|
- Be aware of the limitation and strength
- Adopt a problem-solving approach
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3
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- The IQ of computers is zero!
- Lack of spontaneous interactive capacity.
- Limited capacity of meeting individual needs.
- Good for developing
receptive skills, not as much for productive skills.
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4
|
- Multi-stimulus environment: text, graphics, audio and video at the s=
ame
time.
- Wide access of useful materials.
- Never get tired and less threatening when it comes to pattern drills=
.
- Xie’s (2001) 8 recommendations
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5
|
- Isolation, CMC, and the Kenyon List
- Lack of library materials and the creation of learner-centered web s=
ite.
- Lack of staffing and the distance learning
- Independent Studies and multimedia material development.
|
6
|
- http://www2.kenyon.edu/depts/mll/chinese/bbvideo/bbvideo.htm
- http://www2.kenyon.edu/people/bai/vcsc.htm
|
7
|
- The IQ of computers is zero! When excellent foreign language teachers
and learners participate, the multimedia courseware tend to have a h=
igh
IQ.
- Faculty (on-going guidance), assistants (hard work) and students (ti=
mely
useful feedback) team up.
|
8
|
- The multimedia exercises should be an integral part of the curriculu=
m.
- "Real People on Real Topics” allow students to see how na=
tive
speakers respond to the same questions on their textbook and to learn the needed
vocabulary, sentence patterns and paragraph structures.
|
9
|
- Successful language learning requires constant meaningful interaction
among learners and teachers.
- http://www.makers.cet.middlebury.edu. The Makers and Dreamweaver hel=
p us
integrate texts with pop up annotations, listening comprehension
exercises and instructional suggestions for improving other skills s=
uch
as speaking and writing.
|
10
|
- Deliver text, graphics, audio and video at the same time.
- Multi-stimulus environment facilitates successful language learning.=
|
11
|
- http://www.makers.cet.middle=
bury.edu
- Dreamweaver from Macro=
media.
|
12
|
- File names should be
systematic: *T,htm, *E.htm, *V.htm and *G.htm.
- Create templates inste=
ad of
starting every lesson from scratch.
- Make use of simple too=
ls
like Notepad for making minor changes.
- <meta
http-equiv=3D"Content-Type" content=3D"text/html;
charset=3Dgb2312">
|
13
|
|
14
|
- What specific pedagogical problem can it help solve?
- For our project we want to provide students with authentic materials
that can be incorporated into the chapters of “Beyond the
Basics.”
|
15
|
- Videotaping: Ensure high audio (clip-on mic) and video (lighting and
etc.) quality.
- Making clips (size, length etc.) with I-movie and Cleaner 5. *.mov=
li>
|
16
|
- Creating annotated text with the Makers.
|
17
|
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18
|
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19
|
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20
|
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21
|
|
22
|
|
23
|
|
24
|
|
25
|
|
26
|
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27
|
- Title Page with links to all the lessons
- Lesson Pages with frames of the video clip, the listening exercises =
and
links to annotated texts and instructional guides.
- In addition to the Title page and the lesson page each lesson also
consists of *.mov, *T,htm, *E.htm, *V.htm and *G.htm.
|
28
|
- What specific pedagogi=
cal
problem can it help solve?
- Can we do better than =
what
we do now if computer technology is integrated?
- How can we make it pedagogically sound and where does it fits into o=
ur
curriculum?
|