1	Teaching Pronunciation & Oral Skills On-line Carolyn Quarterman, NC State University Holly Gray, CSU Fresno
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3	"Both courses" Both courses Learning Management System Voice tools for recording Virtual classroom for office hours Narrated presentations NCSU course only Video clips Interactive Flash activities Course textbook with audio CD’s
4	Course Structure of FLE400 16 Course modules Module overview (objectives) video clips and/or narrated presentations textbook assignment recording assignment practice activities Weekly office hours (virtual classroom) Assessments
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12	Course Structure of ESL 21 10 Main Units, focusing on suprasegmentals, released on a weekly basis: assignment checklist warm-up worksheet with answer key narrated presentation practice exercises recording assignment 8 Supplementary Units, focusing on segmentals, for individual work and assignments
13	A Note on Technology for ESL 21 Aside from Blackboard, only freeware used: PureVoice, for class discussions and feedback Allows speed-up and slow-down of playback Allows users to insert audio into a pre-existing recording—great for teacher feedback or response activities RealProducer, for audio presentations Audacity, for MP3 files (alternative format)
14	Sample Orientation Page
15	Main Units: A Suprasegmental Focus
16	Supporting Units: Segmental Focus
17	Inside a Module
18	Sample Warm-up Worksheet
19	A Sample Presentation
20	Graded Blackboard Exercise
21	Initial Concerns of Students/Advisors Need face-to-face interaction Want individual feedback Class will lack a social element Technology may be complicated, problematic How will progress be evaluated?
22	Providing Teacher/Student Interaction NCSU on-campus orientation for local students welcome video and teaching video clips CSU Fresno welcome audio clip, lots of photos initial meeting in Korea with CSU Fresno rep Both Courses Email/discussion board postings office hours in virtual classroom homework recordings with feedback
23	Creating a Social Element On-line student photos and bios Students interact in virtual classroom Students recorded self-intros and responses on voiceboard/discussion board
24	Student Photo and Bio Page
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26	Sample Discussion Posting with PureVoice Attachment
27	Interactive Course Materials NCSU Narrated Presentations Embedded quizzes to check understanding Interactive activities Students manipulate objects to test their understanding of topics, get immediate feedback
28	Assessment NCSU On-line quizzes (in WebCT) Oral exams in virtual classroom Recorded presentations w/ self-evaluations CSU Fresno Students kept a pronunciation portfolio, completing recorded assignments and self-assessment sheets for each module
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30	Gradebook
31	Troubleshooting Technology NCSU Introduce course technology gradually Offer on-campus orientation Have technological help available Virtual classroom helpline NCSU help desk (for LMS issues) Expect occasional glitch Stay in communication with instructor
32	"CSU Fresno" CSU Fresno No local helpdesk—prediction and prevention was key Communication kept entirely within course to avoid problems with email incompatibility Students given multiple ways to contact the teacher in case of problems Audio presentations generally used instead of higher-bandwidth video, variety of file formats provided.
33	Questions? Contact information: Holly Gray holly@soundsofenglish.org Carolyn Quarterman quarterman@ncsu.edu