Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes
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Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes

Betty Rose Facer, M’hammed Abdous
Indexed In: SCOPUS View 1 More Indices
Release Date: December, 2010|Copyright: © 2011 |Pages: 244
DOI: 10.4018/978-1-60960-141-6
ISBN13: 9781609601416|ISBN10: 1609601416|EISBN13: 9781609601430
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Description & Coverage
Description:

The use of Academic Podcasting Technology and MALL (Mobile Assisted Language Learning) is reshaping teaching and learning by supporting, expanding, and enhancing course content, learning activities, and teacher-student interactions.

Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes shares innovative and pedagogically effective ways to improve foreign language education by identifying the instructional uses and benefits of academic podcasting technology and MALL in foreign language acquisition. These include instructional uses, students’ perceived learning gains, how instructors can use/have used the technology (successes and challenges), study abroad experiences with the technology, pedagogical impact, and economic perspectives on its use.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Academic Podcasting Requirements
  • Effective Language Learning Strategies
  • Instructional Benefits of Academic Podcasting
  • Mobile Assisted Language Learning
  • Podcasting for Language Learning
  • Restructuring the Foreign Language Classroom
  • Student and Teacher Attitudes toward Podcasting
  • Supplementing Podcasts with Visual Content
  • The Future of Podcasting
  • Web 2.0 for Second Language Learning and Instruction
Reviews & Statements

As a whole, the volume bears witness to the progress that podcasting has made over the past 5 years and suggests future directions for podcasting as [Mobile Assisted Language Learning] matures as a discipline.

– Robert Fischer, Executive Director, Computer Assisted Language Instruction Consortium (CALICO)
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Editor/Author Biographies
Betty Rose Facer is Senior Lecturer of French and the Director of the Language Learning Center in the Department of Foreign Languages and Literatures at Old Dominion University in Norfolk, Virginia. She received her Master of Arts degree from Syracuse University in French Language and Literatures. Her research interests include computer-assisted language learning and instruction, and the impact of new media on foreign language pedagogy. She is the recipient of numerous grants, including one from the National Endowment for the Humanities (NEH) to focus on the use of technology in language learning and teaching. She has made presentations at the International Association for Language Learning Technology, the Computer Assisted Language Instruction Consortium, the Mid Atlantic Association for Language Learning Technology, and the American Council on the Teaching of Foreign Languages. She serves as an Official Delegate to the Joint National Committee for Languages (JNCL) in Washington, DC to identify national needs and to plan national language policies.
Mohammed Abdous is the Assistant Vice-President for Teaching and Learning with Technology and the Director of the Center for Learning Technologies at Old Dominion University in Norfolk, Virginia, where he provides leadership and assistance to the Provost’s Office and to the Distance Learning office to (1) conceive, implement, and evaluate processes for effectively integrating technology into teaching and learning practices, and (2) manage and produce quality online programs and courses. His responsibilities include, among other things, the development of institution-wide faculty development programs and the management of online program/course production projects. Dr. Abdous' research interests include emerging technologies, process re-engineering, and quality assurance for online courses. Dr. Abdous works also as a UNICEF consultant for the Tunisian and Syrian Ministries of Education, where he has conducted a series of workshops on program and project evaluation, textbooks and curriculum design, and evaluation and project review.
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Editorial Advisory Board
Susanne Rott, University of Illinois at Chicago, USA
Kathryn Murphy-Judy, Virginia Commonwealth University, USA
Gillian Lord, University of Florida, USA
Alison Schoew, Old Dominion University, USA