Designing
Websites for Listening, Speaking, and Pronunciation
TESOL 2001
Pre-convention Institute
Sharon Widmayer
Holly Gray
At the end of the session you will have:
q
a plan for an instructional website
q
guidelines on effective websites
q
examples of how to use the web
for listening & speaking
q
guidelines for using sound and
video on the web
q
an understanding of the technology
that you will need to download or buy, skills you need to learn, time it will
take
A note about this session
Today we
are focusing on the planning and design of great listening and speaking web
sites. This is not a “how to use an HTML editor” session.
Learning
how to make a web page is the easy part. Learning how to make a good web
page is what we will cover.
Step 1 – How
can you use the Internet for listening and speaking?
Why would I want
to use the Internet for teaching pronunciation?
q
highly motivating atmosphere
q
students can work on their own
or in a lab
q
students can work at their own
pace
q
audio & video clips can be
played more than once
q
a vast array of timely, authentic
materials is available
q
students can hear a wide variety
of English
q introduces
students to valuable technology skills
What activities can we do?
Listening
q
Listen to/watch material created
for the ESL Learner
q
Listen to/watch authentic material
q
Listen for specific purposes (a springboard for
other skills)
Speaking
q
Visit sites for the ESL learner to study and practice
q
Visit authentic sites for discovery activities
q
Make recordings and post them on a web page
Sample Activities
q
Listening & Speaking
q
News Web Quest
q
Listening & Pronunciation
q
Haiku
q
Word endings
q
Limericks
q
Grammar
q
listening for tense
q
listening for word endings
Step 2- Deciding
on your web site goals
Content learning goals
q What are your class objectives?
q What are your students’ personal goals?
q Do students have to pass there any sort
of departmental evaluation or exam?
Technology learning goals
q
How can you add real value to
your class?
q
Will the technology you choose improve an aspect
of the course?
q
Are you concerned with students
accessing technology (reading or listening to a web page) or creating a product
using technology (making a web page, making PowerPoint slides, etc)?
Matching objectives to appropriate technology
q Remember, your choice of technology should
be based on your learning goals, not vice-versa.
Knowing your audience
q
Are your students familiar with
“surfing the Internet”?
q
How much time outside of class
do you expect students to be able to work on technology-related projects?
q
Are you assuming that most of
your students have home computers?
q
What technology skills are you assuming that your
students already have?
Technology resources (including free software)
q See handout
Personnel resources
q Your time
q Your support
q Student helpers
q IT Support
q Instructional Design Support
q Campus technology workshops
Considerations when digitizing audio and video
q Copyright
q Quality vs. file size and download time
q Format
q Audience’s technology
q Security
q Multimedia applications
Step 3 - Make
a Plan
Flow charting
q Make a list of things you want on your website –
q
Syllabi
q
Activities
q
Links
q
Multimedia clips
q
Worksheets
q
Group
q
Make a flow chart of how these
things should be linked
Example Flowchart
Step 4 - Development
and Implementation Considerations
Interface/Web Design
q Navigation
q Layout
q Colors
q Font
q Images
Accessibility
q Alternative formats
q Alt tags
q Bobby http://www.cast.org/bobby/
Storyboards
q Pictures of your web page
q Notes about
q Learning goals
q Navigation
q multimedia
Sample Storyboard
Effective instructional website criteria
Based on Khan, B. and Vega, R. (1997) "Factors
to Consider When Evaluating Web-based Instruction Course: A Survey." In
B. Khan (Ed) Web-based Instruction. New Jersey: Educational Technologies Publications.
Layout
q
Consistent navigation
q
Clear layout that makes it easy
to access the information you
q
Relevant links
q
Information on each page limited
to a reasonable amount
Pedagogy
q
Clear objectives
q
Use of the web consistent with the objectives
q
Students receive feedback
q
Access to the instructor provided
q
Student usage followed (by computer or teacher)
q
Course content accurate, interesting and engaging
q
Different learning styles addressed
Navigation and organization:
q Simple, clear consistent navigation
q Clear organization
q Structure of site helps students discern
the relevance of information
Accessibility
q Clear language
q Lowest common denominator technology
q Student technical support
q The material is easy to access (loading
speed, technology needed, availability of lab time,etc.)
q Alternative formats provided when possible
Other
q Is there an opportunity for students to
provide feedback on the website?
q Does the course take advantage of the capabilities
of the technology?
q Is security for the website adequate?
Step 5 - Sharing Your Design & Plans
q Participants share ideas and critique each
others plans in small groups and discuss potential stumbling blocks with the
facilitators
Thanks for coming
Holly
Gray
Anne
Arudel Community College
hdgray@
mail.aacc.cc.md.us
http://www2.aacc.cc.md.us/eslhdgray/main/Default.htm
q
Sharon
Alayne Widmayer
George
Washington University
swidmaye@gwu.edu
http://gwis2.circ.gwu.edu/~swidmaye