What? A Speaking Task on an LMS?

Speaking on an LMS

An LMS opens itself up more easily to Reading/Writing activities.  An instructor can direct learners to a website, or upload a reading onto the LMS, and then link the task with a writing assignment.  Listening activities are also quite simple to do…  But a speaking activity?

MOODLE uses the “nanogong” tool – which I have used, with some degree of success in the classroom.  Nanogong is a voice recording tool, similar to Vocaroo or other such devices.  I like that it connects with the LMS, for tracking and whatnot.

How Learners Use it:

The Instructor needs to create a nanogong activity first, which the learners can then access simply by clicking on the activity.

Nanogong in Action

The learners in my SLT class (Retail) were researching interview techniques, specifically the STAR interview process.  Learners had ample time in the classroom with this procedure, and had written STAR answers in their journal prior to this activity.

Learners were then posed a common behavioural job interview question, such as:

  • Tell me about  a time when you had to work with a difficult person.  How did you resolve your differences?
  • Tell me about a time when you went above and beyond the call of duty at work.

I encouraged the learners to think about their answers, and to maybe jot notes, but not to write out their entire responses.  To illustrate this, I had a teacher demonstrate by reading some text, and then by naturally answering it.  Learners discussed the differences in the two responses.

When they were ready, the learner would access the program and record his or her answer.  They could stop, rewind, delete, and try as many times as they wanted until they were satisfied.  Then they could listen to their responses.

The instructor can give feedback right in the activity, and provide links to help with fluency, or provide feedback face to face.

Challenges

The learners were all together, in one CALL Lab, working on the LMS.  They were also working on other assignments, and would not all necessarily be on the speaking assignment at the same time.  Students would feel self-conscious in an otherwise quiet lab, suddenly giving an answer to the interview question.  Or, if a few were on the same topic at the same time, the recording would pick up the background noise.

Solution:  The lab was big enough that we could dedicate a recording corner, which might afford some privacy and keep the background noise to a minimum.

TECHNOLOGY

The Nanogong tool works best in the Firefox browser, but it still comes up with a security alert message.  Learners have to be directed to select the right response, or the application will not work.

Other Speaking Tasks:

  1. Leaving voicemail messages:  Students are given a scenario where they have to return the phone call of a job interviewer, and give details regarding availability, etc.
  2. Customer Service Scenarios:  Return phone calls –voice mail message; students role play customer service associates returning a customer call with specific information
  3. Customer Service – Inquiries: Role play learners as customers asking about a specific service or product
  4. Work Role Play – Calling in Sick – students are given information or told to make up their own and role play a phone call voicemail message to their supervisors
  5. Customer Service – Product Knowledge – students use the nanogong to record their response to a customer’s question about a specific product (warrantee, features, benefits, etc)

LIMITATIONS:  The nanogong is hard to do interactively, but it can be done if you have the right equipment in the lab.  Our lab is currently set up with a headset/microphone, so only one person can record at a time.  With a hand-held microphone, however, you can do more interactive role-plays and other scenarios that would be useful training tools.

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