For those who are enrolled in Grammar in Context II (Spring 2020), we'll be using this website and In the Classroom page to interact with course content. This week, we'll focus on the following:
This deep dive into Anchor.fm is meant to provide insights into whether or not this podcasting service is a good choice for hosting podcasts as an educator. Should you be considering Anchor.fm? Stating the obvious, one can tell what my answer is.
Reasons for not using Anchor.fm
Many have argued against using Anchor.fm which basically relates to ownership of content and branding issues.
Creative Commons License
An understanding of Creative Commons license is helpful in determing whether Anchor.fm should be used or not.
Anchor.fm Deep Dive (Explainers)
Explainer #1: Explainer: You’re responsible for making sure the content you create or post on Anchor does not breach any laws or regulations, and does not infringe on anyone else’s rights. Also, Anchor.fm is not responsibile for any loss of content.
Explainer #2: You own your content. Anchor prides itself on empowering creators, and we have no intention to take ownership of your content in any way.
Explainer 3: In order to use Anchor, you are giving us permission to use, host, and distribute the content you create. For example, this license allows us to syndicate your content to other platforms, so that your audience can hear your podcast anywhere they choose. We believe strongly in creators’ rights, and in no way does this license take away the ownership rights you have in your content.
Explainer 4: One of the best parts of Anchor is the ability to create in one place and optionally let us handle the hassle of distributing your podcast everywhere. This language allows us to distribute your content on your behalf, so that you can focus on creating and leave the technical headache of podcast distribution to us. You are also welcome to distribute your podcast to other platforms manually if you prefer.
Explainer 5: If you provide any content for use in connection with another person’s User Content, you give them the right to use that content. If you receive any content from another person and incorporate that into your User Content, you must ensure you have all necessary permissions to use it.
Source: (User content)
What others think...
Getting Smart: Anchor, another tool for podcasting, is one that has helped me to finally create my own podcast to share my ideas with other educators. But it’s also a popular tool that can easily be used with students to create their own podcast, adding in transitions and even creating a hook to advertise a podcast they create. Using a tool like Anchor would be good for launching a school podcast to share what’s happening in the school with the greater school community.
elegant themes: Honestly, it seems a little too good to be true. Anchor offers a lot of features for the low, low price of nothing at all. Some detractors argue that you’re paying Anchor by giving up rights to your content, which is not true. As per their documentation, “creators on Anchor always have and always will own their content.”
reddit opínions about Anchor.fm: highlifenerd says, I’m loving using Anchor.fm but I’m not sweating all this stuff that’s getting mentioned, maybe I should. Not everyone can shell out money for hosting, not everyone getting into podcasting has experience from radio or broadcasting, and not everyone owns their equipment. Why is the platform I’m using to host my content getting me labeled as “the most amateur of podcasters”? I find it rude to be using language like this and it comes across like you’ve already made up your mind. Why are you asking for our opinions if you’ve made it clear you think I’m an idiot for using that platform! I hope you don’t use this tone in your podcast.
So, what do you think... is Anchor.fm for you?
Enjoyed Eric Sheninger's recent scope called, "It’s Time to Reconsider Giving Kids Zeros" #edchat #cpchat #suptchat #leadered
Here are some of the main points/questions brought up during the scope:
Here are four assumptions that relate to the points listed above that I feel are relevant:
Also referred to as task-based language learning (TBLT) and task-based instruction (TBI), task-based language learning (TBLL) focuses on assessing English language language learning on authentic tasks that are relevant, meaningful, and engaging for the English language learner (Wikipedia: task-based language learning). The use of term TBLL over TBLT or TBI is intentional and significant if learning is to be stressed over teaching. This does not ignore pedagogical tasks but only to the degree they enable or facilitate skill sets, knowledge, habits of mind, and attitudes about implicit and explicit linguistic development.
I'll be teaching Grammar in Context II the spring 2020 semester (i.e., January-June 2020) to English language learners at an A2-B1 English proficiency level, which will combine TBLL, problem-based learning (PBL), and the Paideia Program (Mortimer, 1984). The level of authenticity that surrounds PBL for the purposes of this class will be to the degree that authentic input and learning outcomes relate to issues learners face day to day or likely will face in the future. A key facet to learning outcomes also includes having English language learners perform "Socratic seminars" whereby the Socratic method provides the basis for open discussions about content and language (Mortimer, 1984, 27).
Throughout the course, some variation of Long's (1998) approach for designing and delivering a task-based language teaching/learning environment is being considered:
Benjamin L. Stewart
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