Málfríður - 15.03.2007, Blaðsíða 31

MÁLFRÍÐUR 1
– or of course both (though currently, each activity
would have to be initiated individually). The white­
board tool therefore adds to Moodle´s collaborative
text annotation tools the possibility of graphical
annotation.
3.3.2.3 Audio-Video Conferencing
All of the synchronous communication tools men­
tioned so far have been text­based (Messenger,
Chatroom, User Presence and Chat). However, a
normal feature of contemporary messenger tools
is the possibility of audio­video conferencing. The
Covcell Project is therefore developing an Audio­
Video Conferencing tool for Moodle, based on the
Red5 Server, which is the open source version of the
commercial Flashcomm Server. As well as text­chat
and whiteboard sessions, the student will therefore
also be able to launch live audio­video chat with one
or more other students. Teachers will also be able to
arrange moderated online seminar sessions. Time
and financing restrictions mean that the Project will
not be able to develop an option for the audio­video
feed to be recordable (so the teacher will not be
able to set audio­video discussions as a submission
assignment). However, the Project will also develop
a tool for recording individual audio streams for
submission and evaluation, so that teachers can set
assignments that require students to record their
speech and submit it.
3.3.2.4 Personal Glossary and Quizzer
Finally, the Covcell Project will be making a contribu­
tion in the area of the glossary. The current glossary
tool is a course activity, meaning that the contents of
the glossary are tied to a particular course in which
the student must be registered and which must be
available for student access. However, vocabulary­
building is an important and ongoing aspect of lang­
uage learning. From the student´s perspective, there
may be vocabulary items in various courses which
have been useful and of which they would like to
keep a record. The Covcell Project will therefore also
be developing a Personal Glossary tool which will
be linked to an individual user rather than a course.
This glossary will be accessible from the student´s
own personal access page (their “My Moodle”
page). It will also include a quizzing function,
allowing them to test themselves on their vocabul­
arly. This tool supports the Covcell Project aim of
allowing student independence, spontaneity and
control in the learning process, rather than focusing
exclusively on teacher­prescribed activities.
Conclusion
The Covcell Project is thus developing a range of
exciting new tools in support of collaborative learn­
ing activities to add to the rich set of tools already
provided by the Moodle Learning Management
System. The tools being used and developed reflect
the emphasis on constructivist and cohort­oriented
approaches; and the development itself would not be
possible without the commitment to an open source
approach. We hope that these tools will provide
language learners and teachers will a greater var­
iety of learning opportunities and stimulate further
imaginative developments in the field.
References
Chapelle, C. (2003). English Language Learning and Technology.
Philadelphia: John Benjamins Publishing Company.
Maddux, C. D., Johnson, D. L., & Willis, J. W. (1997). Educational comput-
ing: Learning with tomorrow‘s technologies. Boston: Allyn & Bacon.
Steffe, L. P. G., J. . (1995). Constructivism in Education. Hillsdale, NJ:
Lawrence Erlbaum.
The Open University (2005) Rationale for Selection of Moodle. Contact:
VLE Programme Office, The Open University, MK7 6AA, UK.
Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.