LEE Seung Youn_#3 Synchronous CMC Tools AND Asynchronous CMC Tools

 

Synchronous CMC Tools AND Asynchronous CMC Tools

1) Brief descriptions of the tools and links to their websites
Synchronous CMC Tool :  Scribblar  www.scribblar.com

As a real-time multi-user whiteboard, 'Scribblar' provides a virtual classroom environment with teachers and students.  On the on-line whiteboard teachers can do any teaching actvities with no limits in writing texts, drawing pictures or uploading images and so on.  Out of all the functions text chats with participants' list will be an efficient tool in real-time management of the class.  Brainstorming, free discussions or getting instant feedbacks from the learners are possible by text chatting.  No limits in user access, time and space.  Easy to set up the on-line classroom.

Asynchronous CMC Tool :  Voicethread  http://voicethread.com

A cloud based application which allows any uploading of media, documents, images or presentations. Working as slide show, teaching materials can be easily accessed by various users from anywhere.  The users can leave comments, through which this tool can facilitate topic discussions or project collaborations.

2) Your thoughts about how the Synchronous CMC tool and the Asynchronous CMC tool could support learning and the development of language skills.  Are there any similarities and differences in how they could support language learning?

 - Increase learner exposures to English speakers with various language backgrounds.

 

- Strengthen learner motivation to speak English since there is no chance to talk  

  unless they speak in English. 

 

- Enhance communicative fluency through either real-time open talk and text chatting

  or leaving comments.

 

- Provide learners with dynamic ways of learning and self-driven language learning

  attitudes.  Learners get more actvily engaged in learning activities.

 

- Learner type based tool application could be a more efficient support.  Synchronous tools with real-time interaction basis could better go with interpersonal type learners who are likely to be active and willing to risk-taking in English speaking.  For shy and interpersonal type learners, however, Asynchronous tools could be more effective since they can lower the affecitive filter of the learners. 

3) Some of your ideas of possible activities and ways that the tools could be used in a language class to supplement in-class content and instruction.

 

In regular classroom settings, CMC tools will have some limits such as difficulties in PC availabilty for every student.  Thus the tools could be supplementary to main class activities especially as a way of preparations for lessons or additional assignments after class.  In this context chances to use asynchronous tools rather than synchronous ones are more probable.

 

- Preview activities : New words and key expressions of the lesson presented in advance.  For young learners word games/puzzles could be used in the tool.  For advanced learners, short sentence compositions with the new words and expressions (or voice recording) could be used.  

 

- After class activities :  "Collaborated projects" under specific subjects could be considered.  In addition to writing or voice recording activities, expressions with musics or pictures could be suggested.  For example if the teacher suggest a theme, "my dream",  learners are required to generate a group material with writing, recording their conversations or uploading any picture images or songs related with the subject. 

 

"Topic discussions or debates" such as Pro and con debates could be a suitable activity for advanced learners.