Subjects: foreign language, giving students the opportunity to focus on an energy-related topic and getting them create

a podcast or podcast series in the target language for younger students or for their peers all across the world. Students are expected to work in small groups. Level: Secondary school Time: +/-180 min. work in class: • 20 minutes for introduction phase • 40 minutes for pre-production phase • 80 minutes for production phase • 30 minutes for post-production phase • 10 minutes for reflecting on the activity • Homework phase Description: In this content-based lesson on energy, students are asked to do some podcasts to reinforce key vocabulary and to create audio files and post them to the Internet for others to download and listen to (using e.g. the free iTunes software) at any time. These audio files can be downloaded to a personal computer or handheld device such as an iPod. Creating podcasts is relatively easy and costs nothing. Student-produced podcasts at school and in the classroom are expected to bring excitement into t the language classes and encourage students to collaborate with each other and with their foreign peers. The podcasts can be about any theme but since we tie this activity with a currently running pan-European energy challenge the theme should be energy. In this lesson we focus on producing a student-created podcast as a medium for student expression, news, interviews, and other related themes specific to the students’ own school or locality. Basically, we give students the chance to get their voice and opinion heard. The desired outcome is: * Students learn the technical skills needed to record a podcast. * Students brainstorm, and design the themes and content of their Podcast with teacher guidance. * Students complete pre-production, production, and post-production of their podcast. * Students ultimately learn project management skills, podcasting technical skills, and actively use the podcast as a medium for positive student expression. Pre production • Define the purpose of the podcast and decide on a topic. In our sample scenario this is energy. • Review computer skills and software needed for production process • Brainstorm potential topics for the podcast with students (Weekly classroom news broadcast, document a field trip, share book reviews, etc.) • Divide up topics to pairs of students for content/script production. Production • Produce rough scripts with students. • Practice recording the content a few times (like a dress rehearsal). • Record the Podcast content with Audacity or directly in Podomatic if you do not want to have your students’ podcasts showcased at a great collaborative site, called Posterous Group

Tools Netbooks • Students connect to the Internet toupload their podcast to Podomatic or the Posterous Group Site (NB. Twitter.com/ . and video (both links and files).podomatic. • Students have the possibility to continue homework with netbooks at home. Posting can be done by logging in to the website's rich text editor. promote the benefits of saving energy. Post production • Post content to Podomatic or to your Posterous Group Site. which would otherwise be an ideal collaborative podcast site for your students and also for the foreign partner class. promote understanding of climate change and the contribution that changes in lifestyle can make to reduce carbon emissions. • Using netbooks and projector for presenting students’ work. with attachments of photos. documents. but it is particularly designed for mobile blogging. https://posterous. • Some students report to the whole class what they have learnt.eu Eco Radio The Eco Radio Lozells project is working with primary school children in the Lozells area of Birmingham to raise awareness of energy issues. Links U4energy project website (pan-European energy initiative with resources and monthly energy themes) http://u4energy. and Facebook. • Advertise your students’ podcast to peers (through facebook/twitter etc).com/ Podomatic http://www. It supports integrated and automatic posting to other social media tools such as Flickr. http://eco-radio. • Use iTunes to subscribe to and download Podcast.podomatic. MP3s. The good news is that Posterous allows us to email up to 1GB of audio to our account and have each file embedded automatically with its own player.Site. Mobile methods include sending an email.com/login Posterous Posterous is a simple blogging platform. They could interview a foreign peer from a twin-sister partner school/class using Skype or asking foreign peers to respond to their questions in an audio file. the teacher has to set up these sites prior to the lesson (see technical help section). Other • Projector • Audacity software along with the LAME MP3 encoder software installed on machines • Skype and Call Graph software for carrying out authentic interviews in the target language with foreign peers or foreign energy experts. • Based on the podcasts some spontaneous conversation could take place. • Edit recording in Audacity or other audio program.

Post content to Podomatic or to your Posterous Group Site. short basic video tutorials 3. document a field trip. Produce rough scripts with students. Practice recording the content a few times. Record the podcast content with Audacity or directly in Podomatic if you do not want to have your students’ podcasts showcased on the project’s Posterous Group Site which would otherwise be an ideal collaborative podcast site for your students and also for the foreign partner class. share book/film/website reviews. 11. . Teacher also comments on students’ work. Brainstorm potential topics for the podcast with students (Weekly classroom/school news broadcast. Process 1. 7.Lesson preparation First of all. Audacity software. so you should aim to make one podcast within a month. 9. 10. Review computer skills and software needed for production process Podcasts usually take 3-4 weeks to produce. 6. projector. etc. When the podcasts are ready the teacher asks students to either publish the mp3 files (podcasts) on their own or send him/her the files so that he/she could publish them. Online | | Group work | Tools: notebook. projector. 2. 1. Introduction at classroom Offline | Full class | Tools: no tool is needed 2. In our sample scenario this is energy. 8. Internet Students listen to the podcasts the groups have created and comment on them. Teacher presents a sample podcast (see Eco Radio in the Link section) on the theme of energy and demonstrates how easy it is to create a podcast. Students produce rough scripts in small groups and practice recording the content a few times (like a dress rehearsal). Online | Group work | Tools: netbooks for creating podcasts and publishing them Students are split into groups and they fine-tune/edit their own podcasts in connection with the topic. 5. Organize students to participate. 3. Define the purpose of the podcast and decide on a topic. projector. Divide up topics to pairs of students for content/script production. 4. and microphone 4. Advertise your students’ podcast (through facebook/twitter etc). Online | | Full class | Tools: notebook. Edit recording in Audacity or other audio program. see the Technical Tips section (see below) on what you have to be aware of and get installed before class.) 5. The following checklist might be useful. Evaluation Online | Full class| Tools: netbook.

com/podcasting RSS in plain English An easy way to understand what RSS is and what it means to deliver audio to interested parties automatically is by watching this excellent explanatory video prepared by CommonCraft.com/watch?v=_YDFlZx0GL0 Audacity Audacity® ( http://audacity. Technical help Teachers will need to posses intermediate computer skills and should familiarise themselves with the technical aspects of the production process before trying to teach the skills to students. It is available for Mac OS X. http://www.sourceforge.wikipedia.youtube. Audacity should be installed on the computers prior to the lesson.commoncraft.htm Using Audacity to Create Digital Audio http://www. Microsoft Windows. open source software for recording and editing sounds.com/od/createyourownpodcast/ss/How-to-Create-Your-Own-PodcastMake-Your-Own-Talk-Show-Music-Program-or-Audio-Stream.6.org/wiki/Podsafe Podcasting: Step 3 – Converting and uploading your podcast ready for the masses!. They should also download and install the LAME MP3 encoder at http://audacity. . check out the links at the bottom of the http://en. Audacity software and students are encouraged to use Skype Students are asked to interview a foreign peer about an energy-related topic. GNU/Linux. Homework (optional) Online | Individual work| Tools: netbooks.commoncraft. that is.net/ ) is free.youtube. and other operating systems. The following sites give excellent help for those who are newbie to podcasting: Podcasting in plain English http://www.com/17-audacity-tutorial. students should be asked to download and install the software at home.com/rss_plain_english How to create your own podcast? http://radio.net/help/faq? s=install&item=lame-mp3 Audacity video tutorial Excellent video guides on how to use Audacity http://www.com/watch?v=_8X0d7Kf0qM&feature=related Wikipedia page for ‘Podsafe If you’re looking for music that you can legally and safely use in your podcasts.how-to-podcast-tutorial.htm How to Set up a Posterous Group Site http://www.sourceforge.about. The interview should be published at the students’ podcast website.

youtube.com/watch?v=nmyMAUCHzrY Podcasting Toolbox: 70+ Podcasting Tools and Resources http://mashable.youtube. With this plugin you can record Skype calls without any time limit.com/watch?v=sudaFr5Uywk .com/watch?v=stlWYhxMrsg Call Graph Call Graph is a free audio recording plugin for Skype.com/2007/07/04/podcasting-toolbox/ How To Record Skype Calls Free http://www.Short tutorial on Scribd http://www.scribd.biz/ iTunes http://www. http://callgraph.com/itunes/download/ iTunes Tutorial http://www.com/doc/11778431/Podcasting-Step-3-Converting-and-uploading-yourpodcast-ready-for-the-masses Creating Digital Audio Using Podomatic http://www.youtube.apple.

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