An Example Evaluation

As part of a class activity, we were asked to form groups, pick a language skill, and identify criteria for determining whether that software is relevant for the language classroom. My group chose listening as our language skill, and we developed criteria with YouTube in mind. However, I would like to also use this criteria to evaluate podcasts, especially those featured on iTunes.

The criteria

• Are there distractions?
• Our group felt like this was important because we tend to have short attention spans when it comes to technology. Just look at StumbleUpon, where you can hit "Stumble" each time you are bored and want something new. With listening especially, it is easy to get distracted. 
• Is the design easy to use?
• If the software is too complicated, students will not want to take the time to use it, unless there is a clear motivating factor in doing so. In addition, hard-to-use designs are time-consuming and perhaps not useful in a classroom setting. This criterion also takes into account whether the design works on different devices, especially if the students are asked to use it at home.
• Who is the author of the content?
• Because anyone can post online, it is good to determine whether the author is a reliable source.
• Is the content authentic?
• Of course, determining the author leads into whether the material is authentic, which is useful for listening purposes. Exposure to different dialects and registers is key.
• Is the content appropriate and useful?
• Content should be appropriate for a class and for a listening activity, and the listening software needs to match the objectives of the course. 

The evaluation: YouTube

Distractions:

YouTube has ads before some videos (usually music videos or videos associated with copyrighted material), and there are occasionally bright, interactive ads in the background advertising TV shows and movies. Otherwise, the layout is clean.

Easy to use:

Yes. Most students will already be very familiar with this website, but for those who are not, the concept is straightforward: search for a specific topic or video, and the internal search engine generates results based on the key word(s). 

Author:

There are some well-known authors on there, including musical artists, but generally speaking, the author is a complete stranger who is posting for fun or for informative reasons. As such, determining whether someone is reliable is tricky. However, for a listening activity, reliability may not be essential.

Authentic content:

Authenticity would count more, and because YouTube is a place to post informally (usually), it is likely that people use their home dialects. In this manner, if the purpose of the listening activity is to expose students to various dialects, this website is useful.

Appropriate and useful content:

Whether or not YouTube meets this criterion depends largely on the individual video. YouTube does have content guidelines, and more "mature content" videos require a login, but there are definitely videos that are not classroom appropriate. As for usefulness, this factor depends on the course and again, the video in question.

The evaluation: iTunes podcasts

Distractions:

Students download podcasts to their iTunes, so there are no visual distractions.

Easy to use:

Yes. Most podcasts are free, and students can download them from the iTunes store, and then listen from their computer, their iPod, etc. If students do not have iTunes yet, the software is also free and easy to download. It is compatible with all but the most dinosaur computers.

Author:

Again, the author really depends here. As such, content may or may not be reliable.

Authentic content:

Like YouTube, podcasts tend to be recorded in "home dialects," so for listening purposes, it is likely that they will be useful.

Appropriate and useful content:

Also like YouTube, podcasts vary in content. It is up to the instructor to determine whether each podcast used is useful for the course objectives, and whether the content itself is appropriate based on age, purpose, and so on. 

The Results

YouTube and podcasts are similar in that they both have varied content and can be useful for listening purposes. YouTube requires just the internet to work, while podcasts are a little more complicated. However, podcasts are good for just audio, while YouTube videos can be distracting with ads and the visual aspect. Overall, it comes down to the activity itself to determine which is better, though both seem to be useful based on the above criteria.

Another look at the criteria

Though we tried to pick easy, straightforward criteria, it seems like there was one that was less important than the others: the author. It seems like if the content is authentic, appropriate, and useful, then the author is less relevant.

Moreover, in my last post, I mentioned that criteria should fit the specific goals of an institution and should move away from the generic. Our criteria was largely generic, so 

Source: themiamibikescene.com

Until next time, dear readers.