Multimedia resources from the Internet: practical ideas & solutions By Iain Davey Iain DaveyBy

Main sections CALL : 3 main phases Internet resources AudioVideo Time shifting/ archiving Advantages of using the internet resources Other considerations CALL : 3 main phases Internet resources AudioVideo Time shifting/ archiving Advantages of using the internet resources Other considerations

The three phases NamedBehaviourist Communicative (cognitive) Integrative (socio- cognitive) Period 1960s & 70s 1980s Since 1990s Technology ltd. to mainframe computers rise of the PC dominance of the Internet Computer role as tutor as tool as messenger Methodology audio-lingual & behaviourism communicative - cognitive socio-cognitive Characteristics no autonomy, simple repetitive tasks autonomy, creative learning, goal of communicative competence task-based, autonomous learning, goal of authentic language & context

songs & lyrics famous speeches & interviews radio programmes podcasts songs & lyrics famous speeches & interviews radio programmes podcasts Using the Internet as a resource As a source of listening materials: audio content As a source of listening materials: audio content example

news current affairs programmes & documentaries own archived/ time-shifted materials archived video Embedded FLV files news current affairs programmes & documentaries own archived/ time-shifted materials archived video Embedded FLV files As a source of listening materials: video content As a source of listening materials: video content The Internet as a resource

Advantages of using the Internet authentic - inherent motivating - intrinsic critical literacy - higher order skills current ubiquitous - suited to task-based/ student-centred learning wide availability cost extends classroom boundaries can help reduce communicative stress/ encourage experimentation authentic - inherent motivating - intrinsic critical literacy - higher order skills current ubiquitous - suited to task-based/ student-centred learning wide availability cost extends classroom boundaries can help reduce communicative stress/ encourage experimentation

teacher & student IT skills (training/ streaming) currency (again!) ltd. accountability of the www technical problems & logistics hidden costs bad image - techno-phobia legality... teacher & student IT skills (training/ streaming) currency (again!) ltd. accountability of the www technical problems & logistics hidden costs bad image - techno-phobia legality... Other considerations ©® ℗℠ ©® ℗℠

teacher & student IT skills (training/ streaming) currency (again!) ltd. accountability of the www technical problems & logistics hidden costs bad image - techno-phobia legality... teacher & student IT skills (training/ streaming) currency (again!) ltd. accountability of the www technical problems & logistics hidden costs bad image - techno-phobia legality... Other considerations ©® ℗℠ ©® ℗℠

references Copy right details: Berkeley University design/resources/SIMS_Student_Reports/using_copyrighted_materials.htm BBC UNICEF WWF TIME.com Trotman, W. (2000) Aspects of the Internet and their possibilities for ELT: A survey review. The weekly column Article 2, March Retrieved on March 18, 2004 from For more information: Copy right details: Berkeley University design/resources/SIMS_Student_Reports/using_copyrighted_materials.htm BBC UNICEF WWF TIME.com Trotman, W. (2000) Aspects of the Internet and their possibilities for ELT: A survey review. The weekly column Article 2, March Retrieved on March 18, 2004 from For more information: thank you

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Guidelines for using copyrighted materials Guidelines for using copyrighted materials - use only for strictly educational purposes - use only for strictly educational purposes - limit access to the works to students enrolled in the course - limit access to the works to students enrolled in the course - use only a small fraction of any copyrighted work - use only a small fraction of any copyrighted work - avoid uses which would affect the market for the work - avoid uses which would affect the market for the work - when possible, use technology to limit unauthorized copying - when possible, use technology to limit unauthorized copying Guidelines for using copyrighted materials Guidelines for using copyrighted materials - use only for strictly educational purposes - use only for strictly educational purposes - limit access to the works to students enrolled in the course - limit access to the works to students enrolled in the course - use only a small fraction of any copyrighted work - use only a small fraction of any copyrighted work - avoid uses which would affect the market for the work - avoid uses which would affect the market for the work - when possible, use technology to limit unauthorized copying - when possible, use technology to limit unauthorized copying