About the call course Book 12 Introduction to Computer Assisted Language Learning 13 eLearning courses for teachers 20



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Subtitles

Subtitles is a very useful tool for more purposes than most people think, e.g. for assisting deaf students working with a video. Subtitles also serve as an extra aid for language learning students who can both listen to a commentary and simultaneously read the words.
It is not at all complicated to make subtitles for a video and some tools are even free. An example is the Divxland Media Subtitler http://www.divxland.org/,which allows the user to prepare subtitles for videos. The subtitles can then be played back with the assistance of a “filter” (small program that makes your usual media player attach / play the subtitles). An example of such a filter, “VobSub”,can be downloaded from:

http://www.softpedia.com/get/Multimedia/Video/Codec-Packs-Video-Codecs/ It is also possible to add subtitles on a permanent basis to videofiles like .avi files. Please see a tutorial here: http://www.divxland.org/permanentsubtitling.php

Students usually love preparing subtitles for small videos or excerpts from videos, and find the task very rewarding


Tandem.


The best way of learning a foreign language is communication with a native speaker who wants to learn your language. It is a give and take solution, where you are the teacher (of your own language) AND the student (of a  foreign language).
Read more about Tandem Learning and watch videos with examples here: http://www.languages.dk/methods/tandem.html
To look for other tandem partners, you can visit the European Tandem Network at this address: http://www2.tcd.ie/CLCS/tandem/ or here: http://www.slf.ruhr-uni-bochum.de/.The website: http://www.babbel.com/go/friendsabroad is also a good place to start

Help and tips on how to learn as a tandem partner can be found here: http://www2.tcd.ie/CLCS/tandem/email/help/helpeng01.html  

E-mail tandems differ from face to face tandems (or online audio tandems like Netmeeting) because an e-mail tandem has to concentrate on written communication skills. Read about e-mail tandems at this address: http://inet.dpb.dpu.dk/infodok/sprogforum/Espr13/pors.html

Task based learning


Task based learning can easily benefit from online resources. Read a quick introduction to task based learning in Michael Svendsen Pedersen’s article “What does you have in your "Task" today?” http://inet.dpb.dpu.dk/infodok/sprogforum/Espr4/msp.html
Another interesting article (in English) from Sprogforum on task-based learning, and which is the result of an in-service course for language teachers who teach adult immigrants and refugees to Denmark at the country's language centres, can be found here: http://inet.dpb.dpu.dk/infodok/sprogforum/Espr20/msp.html

Vodcast


Video podcast (sometimes shortened to vidcast or vodcast) is a term used for the online delivery of on demand video clip content via Atom or RSS enclosures. The term is an specialized evolution for video, coming from the generally audio-based podcast and referring to the distribution of video where the RSS feed is used as a non-linear TV channel to which consumers can subscribe using a PC, TV, set-top box, media centre or mobile multimedia device.

From a web server, a video podcast can be distributed as a file or as a stream. Both methods have their advantages and disadvantages. Downloading complete video podcasts in advance gives the user the ability to play the video podcasts offline on, for example, on a portable media player. Streaming allows seeking (skipping portions of the file) without downloading the full video podcast, better statistics and lower bandwidth costs for the servers; however, users may encounter pauses in playback caused by slow transfer speeds.

A podcasting client may work with a separate or integrated player. One such example of the latter is iTunes, which is an unusual case of a web feed aggregator being added to a media player rather than vice versa.

Source Wikipedia: http://en.wikipedia.org/wiki/Vodcast


V

ocabulary training.


This is one of the oldest exercise types for computers. The computer asks a word and the student has to answer with a correct response. The student input can be through text or speech. This exercise type can be very fruitful, but only when the words learnedare placed in a context. It can be very useful if the student can choose words s/he wants to learn and build up her/his own exercises. In this way the student creates a personal vocabulary portfolio.

Voicemail


Voicemail (or voice mail, vmail or VMS, sometimes called messagebank) is a centralized system of managing telephone messages for a large group of people. In its simplest form it mimics the functions of an answering machine, uses a standard telephone handset for the user interface, and uses a centralized, computerized system rather than equipment at the individual telephone. Voicemail systems are much more sophisticated than answering machines in that they can:

-answer many phones at the same time


-store incoming voice messages in personalized mailboxes associated with the user's phone number -enable users to forward received messages to another voice mailbox
-send messages to one or more other user voice mailboxes

-add a voice introduction to a forwarded message
-store voice messages for future delivery
-make calls to a telephone or paging service to notify the user a message has arrived in his/her mailbox
-transfer callers to another phone number for personal assistance
-play different message greetings to different callers.

Voicemail messages are stored on hard disk drives, media generally used by computers to store other forms of data. Messages are recorded in digitized natural human voice similar to how music is stored on a CD. To retrieve messages, a user calls the system from any phone, logs on using Touch-tones (clearing security), and his/her messages can be retrieved immediately. Many users can retrieve or store messages at the same time on the same voicemail system.

Many voicemail systems also offer an automated attendant facility. Automated attendants enable callers to a "main" business number to access directory service or self-route the call to various places such as a specific department, an extension number, or to an informational recording in a voice mailbox, etc.

By the turn of the century (2000), voicemail had become a ubiquitous feature on phone systems serving companies, cellular and residential subscribers. Cellular and residential voicemail continue today in their previous form, primarily simple telephone answering. Email became the prevalent messaging system, email servers and software became quite reliable, and virtually all office workers were equipped with multimedia desktop PCs.

Instant messaging in voice: The next development in messaging was in making text messaging real-time, rather than just asynchronous store-and-forward delivery into a mailbox. It started with Internet service provider America Online (AOL) as a public Internet-based free text "chat" service for consumers, but soon was being used by business people as well. It introduced the concept of Internet-Protocol "presence management" or being able to detect device connectivity to the Internet and contact recipient "availability" status to exchange real-time messages, as well as personalized "Buddy list" directories to allow only people you knew to find out your status and initiate a real-time text messaging exchange with you. Presence and Instant Messaging (Instant Messaging) has since evolved into more than short text messages, but now can include the exchange of data files (documents, pictures) and the escalation of the contact into a voice conversational connection.

Excerpts from Wikipedia





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