LeLoup, Jean W.

Ponterio, Robert

English

ScholarSpace at University of Hawai'i at Manoa

Language Learning & Technologyhttp://llt.msu.edu/vol2num1/net/July 1998, Volume 2, Number 1pp. 4-10(page numbers in PDF differ and should not be used for reference)Copyright © 1998, ISSN 1094-3501 4ON THE NETUsing WWW Multimedia in the Foreign Language Classroom:Is This for Me?Jean W. LeLoupSUNY CortlandRobert PonterioSUNY CortlandThis special issue of Language Learning & Technology looks at evaluating multimedia software. Wheredoes the Internet fit into this picture? When we talk about multimedia in the foreign language (FL)classroom, we are often primarily concerned with the use of authentic materials that make the targetlanguage culture seem more real to students. Digitizing the images, sound, and video that representmultimedia can facilitate their distribution. However, digitized multimedia files tend to be quite large, andon the net, large files mean slow going. Can we really do multimedia on the World Wide Web? How isthe quality? Does it require a fast connection or can a dial-up connection suffice? In this column we lookat several web sites that are intended to help FL teachers learn about using and even making multimediamaterials, and then explore a few sites that use online multimedia. Please note that several of these siteswere, in fact, created by the authors, who teach a course in multimedia development.1. How can the Internet lend itself to the use of multimedia?The problem with Internet-based multimedia is that images, sounds, and videos need relatively large filesthat take a long time to download. This waiting period slows down the interactions between the studentand the materials, wastes time, and creates an uncomfortable impression. The CD-ROM and DVD aresuperior media for multimedia distribution because they can hold huge files and display them nearlyinstantly either on a local machine or over a Local Area Network (LAN). The advantage of the Internet isthat it is highly distributed; that is, materials from all over the world can be accessed from anywhere inthe world. And in addition to actually transmitting media, we can certainly use the web to learn aboutmultimedia before we actually take the plunge.To make use of the Internet for multimedia, there are three basic approaches to overcoming the inherentproblems. We could distribute a very small number of files and use these extensively so that downloadingdoes not need to take place often. We might use a high speed network at both the sending and receivingends of the connection so that files are downloaded much faster. Finally, we can use a high level of filecompression so that files are smaller and thus load more quickly. None of these solutions is ideal. Limitednumbers of files can cramp the presentation style; high speed networks may not be available or networktraffic might interfere with transmissions in any case; and compression of media inevitably results insome loss of quality. A balance is required among size, quality, and speed, and in some settings aparticular balance may simply not work. Yet with these caveats in mind, we may still use onlinemultimedia to enhance web-based communicative activities. One of the most important warnings, as withany technology, is to be sure to try it out before bringing it into the classroom, and if the results are notsatisfactory, fix the problem outside of class time, not in front of 30 students.2. Where can I find information about multimedia and its uses on the Internet?Although many articles exist that deal with the uses of multimedia in a classroom setting, the vastmajority of these sources are found in traditional hard copy venues: magazines, newspapers, journalarticles, and books. Nevertheless, some authors have noted the irony in this and have placed someJean W. LeLoup and Robert Ponterio On the Net: Using WWW Multimedia ...Language Learning & Technology 5discussions of the issues and concerns (noted above in the first section) on the net. Below is an annotatedbibliography of sites that will assist you in answering the title question. Several of the sites address thesubject of multimedia and the rationale for its use. Others identify specific multimedia software anddiscuss their merits and disadvantages, particularly in relation to use for FL instruction. A database ofmultimedia software for FL use is also noted. These sites should give you a better idea of what is meantby multimedia and why you would want to use digital materials in your FL lessons."What is Multimedia?" by Antti Peltonen, University of Oulu, Finland.Defines the nature and functions of multimedia. Continues with discussion of the "why" of usingmultimedia in the classroom instead of more traditional delivery methods for information."The Development, Formative and Summative Evaluation of A Computer Multimedia Tutorial: A CaseStudy" by Robert D. Stewart, online dissertation.Not for the faint of heart (it is, after all, a dissertation), but provides some interesting observations aboutthe nature and use of multimedia and problems with the development and implementation of multimediaprojects by teaching faculty. Has an extensive literature review that includes many volumes of "how-to"for multimedia."Addressing the Need for Electronic Communication in Foreign Language Teaching" by Jean W. LeLoup& Robert Ponterio, SUNY Cortland.Proposes the use of electronic communications technologies by FL teachers as a natural segue fromtraditional language instruction to a communicative curriculum. Includes many FL sites that usemultimedia applications."A Communications Technology Module for the Foreign Language Methods Course" by Jean W.LeLoup, SUNY Cortland.Offers a rationale for learning to use and then incorporating electronic communications technologies inthe FL classroom. Provides a four-part teaching module that develops an understanding of the conceptsthrough FL-specific activities using the applications leading to practical integration of the technologies inthe FL curriculum."Multimedia in the Foreign Language Classroom" by Barbara Andrews, Maumee City Schools, Toledo,OH.Underscores the value of using multimedia applications to replace traditional projects in the FLclassroom. Addresses several thorny issues such as training in the use of multimedia applications, limitedavailability of computers in the classroom, evaluation of projects, and eventual disposition of the projects.Concentrates primarily on the use of Hyperstudio as a useful multimedia application for FL instruction."Emerging Technologies: Real-time Audio and Video Playback on the Web" by Bob Godwin-Jones,Virginia Commonwealth University.Deals with multimedia formats of audio and video streaming files. Addresses instructional uses of thesemultimedia in the FL classroom. Discusses specific applications necessary to play these files. Offersextensive listing of streaming formats and sample sites where FL teachers can obtain the software andsubsequently access such media as live radio and television broadcasts."Multimedia Authoring for Foreign Language Faculty: The Libra Authoring System" by Robert Fischer,Southwest Texas State University & Mary Ann Lyman-Hager, The Pennsylvania State University(Abstract of a paper given at the Joint International Conference of the Association for Computers and theHumanities and the Association for Literary & Linguistic Computing, Queen's University, Kingston,Ontario, Canada; June 3-7, 1997).Jean W. LeLoup and Robert Ponterio On the Net: Using WWW Multimedia ...Language Learning & Technology 6Discusses the use of the Libra authoring system, underscoring the theoretical basis for implementing thissoftware in developing multimedia FL activities. In particular, the authors argue for the realization, inactual FL lessons, of the theoretical principals involved in FL listening comprehension."Using Multimedia LIBRA to Enhance Learning and Teaching in Foreign Language Classes" by TravisBradley & Lara Lomicka, The Pennsylvania State University.Online PowerPoint presentation that presents a hypercard-based authoring template (LIBRA) for use inthe creation of interactive FL lessons that include many different types of multimedia. Discusses a studycarried out using the LIBRA multimedia authoring system and offers pedagogical conclusions based onthe study's outcome."German Studies on the Internet: Enhancing Foreign Language Acquisition through Multimedia" byAndreas Lixl-Purcell, University of North Carolina at Greensboro (Presentation at the AATG SummerWorkshop in 1995 on German Teaching and Technology).Discusses the rationale for teaching German with multimedia technologies and offers sample activities atgraded levels; also mentions several technologies and links to sites with more in-depth information.Foreign Language Multimedia Evaluation Project by the National Foreign Language Resource Center,University of Hawai'i.Goal is to establish a database of information about FL multimedia programs available forimplementation. Requests reviewers for many different multimedia software applications; some arereviewed, but many more are without comment presently. Includes an extended taxonomy of features fordeveloping and evaluating FL multimedia software.3. How might one go about learning how to create materials?The authors of this article recently taught a course in "Multimedia Materials Development forInternational Communication" for which the syllabus and the complete set of instructional materials maybe found online at: http://www.cortland.edu/flteach/mm-course/mm-syl.html.Working through these lessons, one can learn the fundamentals of creating and editing images, sounds,and videos, as well as how to pull them all together in presentation formats such as HyperStudio,PowerPoint, or web pages. Individual topics include using accents, searching the net, copyright, scanning,flowcharting and storyboards, clip art, digital cameras, sound recording and editing, photo editing,stylistic considerations, digitizing recorded video, editing video shots, publishing web pages with FTP,file compression, and client-side image maps. Taken together, these topics provide the basics ofmultimedia development.The lessons walk the learner through the steps required to accomplish the specific tasks leading tosuccessful completion of the lesson objectives and course assignments. Illustrations and screen shots areprovided to show examples of the images and sounds that may be generated. Of course, to accomplishthese tasks the learner does need to have access to the necessary software. Most of the lessons alsoinclude links to online supplementary materials related to the topics, though generally not from an FLperspective.Why bother learning about multimedia development? It certainly is not for everyone, but some teachersmay enjoy creating digital classroom materials. Others may want to use this format for student projects,and those seeking to purchase multimedia CD-ROMs may simply want to know more to become a moreinformed buyer. In any case, it is wise not to try to learn too many things at once. It may be preferable togo slowly, becoming proficient in using a few tools at first before adding more to one's bag of classroomtricks.Jean W. LeLoup and Robert Ponterio On the Net: Using WWW Multimedia ...Language Learning & Technology 74. Some examples of multimedia use in an FL instructional context on the InternetNow you have read about the what, why, and how of integrating multimedia into the FL curriculum. Allthat remains is to view a few examples of net sites that have put multimedia to use in activities meant forthe FL classroom.The sites below incorporate many of the multimedia applications (e.g., audio, digitized video) and havelinks to others (e.g., streaming audio and video) mentioned above. These sites were also constructedwithin a sound pedagogical framework and aim to use the multimedia software to its best advantage forFL instruction and learning. Explore these sites, evaluate them from your own particular perspective as anFL educator, and feel free to offer comments and feedback to the respective authors of the sites.Figure 1. The WWW Notebook for Teachers of French by Sonja Moore, Virginia CommonwealthUniversitySite for French language instruction. Offers resources, activities, and links that parallel a thematic indexof topics. Has sections on media and interactivity, grammar, dictionaries, and creating your own webpage, among others.Figure 2. Civilisation française by Marie J. Ponterio, SUNY CortlandSite for French instruction. Addresses many different cultural topics and provides a variety of activityformats, using audio with video support to be added soon. Also includes a "Voyage virtuel" throughFrance with numerous corresponding links to francophone information.Figure 3. German for Beginners by Peter Gölz, University of Victoria, CanadaSite contains lessons for beginning German students, native speaker audio files, and links to otherGerman exercises on the web.Figure 4. Hebrew Exercises by Judith Rudnick, Center for Advanced Research on Language Acquisition(CARLA), University of MinnesotaJean W. LeLoup and Robert Ponterio On the Net: Using WWW Multimedia ...Language Learning & Technology 8Site offers several types of interactive lessons in Hebrew. Must have Hebrew fonts installed on computerand as web browser default font to read exercises. Includes instructions for obtaining fonts and RealAudioEncoder, necessary to hear the audio files. Also contains list of computer vocabulary in Hebrew.Figure 5. Hindi Exercises by Gabriela Nik. Ilieva, CARLA, University of MinnesotaSite contains beginning and intermediate supplemental and review exercises to accompany basic Hindilanguage courses. Exercises use audio files. Must have Hindi script font installed to use exercises.Figure 6. Taller hispano by Jean W. LeLoup, SUNY CortlandSite for Spanish language instruction. Offers web-based lessons using video and centered around tenthemes basic to a FL curriculum. Uses authentic materials.Figure 7. Stanford African Language Learning Center by John Mugane, Stanford UniversitySite is a customized web browsing environment used in Swahili classes taught by the author. Many soundfiles accompany the Swahili text, which narrates photos as well as cultural stories.Jean W. LeLoup and Robert Ponterio On the Net: Using WWW Multimedia ...Language Learning & Technology 95. More sites including multimedia for less commonly taught languagesWhile the sites below were not necessarily constructed with specific FL instruction purposes in mind,they do include multimedia and could be useful in FL classes. The predominant medium here is audiotransmission, although several Quicktime movies are represented also. Possible uses includedemonstration of native speaker pronunciation, cultural references, and techniques of mastering difficultnon-Roman scripts.Figure 8. Gahoh page by Masayoshi Kanai Site has many Quicktime movies showing how to write in several Japanese scripts, including Hiragana,Katakana, and Kanji.Figure 9. Kabuki for Everyone by Ichimura ManjiroSite includes many vocal and musical sounds of traditional Kabuki. Can be viewed in English orJapanese. Includes Quicktime morphing movie.Figure 10. Russian Dictionary by Sarah WitheeSite offers Russian dictionary with sounds and still images. Includes native speaker sound files in AIFFformat to present vocabulary.

On the net: Using WWW multimedia in the foreign language classroom: Is this for me?

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On the net: Using WWW multimedia in the foreign language classroom: Is this for me?

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