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Granada, September 7th 2006

How to create a powerful learning environment based on authentic video materials , pitfalls and challenges. Granada, September 7th 2006. Piet Desmet Carmen Eggermont Antoine Besnehard Jennifer Poullier. Need for a intensive reflection on technological and pedagogical constraints.

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Granada, September 7th 2006

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  1. How to create a powerful learning environment based on authentic video materials, pitfalls and challenges Granada, September 7th 2006 Piet Desmet Carmen Eggermont Antoine Besnehard Jennifer Poullier

  2. Need for a intensive reflection on technological and pedagogical constraints. How to use video materials to create pedagogical added value ? How to get started with video material ? Which criterium can be selected ? Our experience with Franel :The video materials workflow 0.1. Using video materials in CALL applications.

  3. An electronic language learning environment with a French (FRa) and a Dutch component (NeL), available for free and thus accessible for the general public:www.franel.eu 0.2 Our test case: FRANEL

  4. Franel is being developed as part of the European Interreg-project Linguatic Two universities involved in the project : K.U.Leuven Campus Kortrijk and Université Charles de Gaulle-Lille3 Franel takes into account the foreign language level of the learners : A2 and B1 for Dutch – B1 and B2 for French

  5. An intuitive interface animated by the Franel mascot Learning activities built on lively and authentic video materials delivered as streaming video Possible integration in language classes More information: www.kuleuven-kortrijk.be/linguatic

  6. Listening skills Preparatory activities

  7. Listening skills Skimming

  8. Listening skills Scanning

  9. Vocabulary Activities

  10. Vocabulary Index cards

  11. Grammar Activities

  12. Grammar Index card

  13. Spelling and pronunciation

  14. Communication situations Activities

  15. Communication situations Index cards

  16. Additional activities Reading skills Listening skills

  17. Tracking and logging for the learner

  18. Tracking and logging for the coach

  19. 1.1. Technological constraints 1.1.1. High image and sound quality 1.1.2. Flexible final editing facilities 1.1.3. Easy to load 1.2. Pedagogical constraints 1.2.1. Maximum 2 minutes 1.2.2. Lively and attractive (to keep attention going) 1.2.3. Thematic variety (e.g. business vs. general themes) 1.2.4. Degree of interaction (e.g. dialogue vs. monologue) 1.2.5. Functionality of the images 1.2.6. Language use (e.g. oralized written vs. spontaneous speech) 1.2.7. Authenticity (with intercultural information) 1. The selection of video materials

  20. 1.1. Technological constraints 1.1.1. High image and sound quality • volume: 5 minutes = 1GB (avi) • workflow 1 ( workflow 2) Television channels Compress AVI films to MPEG MPEG-films gathered by content developers Double compression: Quality loss Montage in Premiere Assembled films are Compressed to QuickTime

  21. (workflow 1)  workflow 2 Television channels copy AVI-films on DV tapes without compression Films are imported in Premiere in AVI (without compression) One compression: no quality loss Assembled films are compressed to QuickTime (Sörensen Squeeze) Films are assembled in Premiere (AVI without compression) Publication format Developing format

  22. 1.1.2 Flexible final editing facilities Project file to manage the whole editing workflow (Premiere: *.prproj) Three sequences: Complete video fragment (s1 ) Video fragments cut into partial fragments (s2 ) Sound without image fragments (s3 ) Frame (image)

  23. Tape ... xxxx|xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx|xxx ... ... ----|------------------------------------|--- ... S1 |xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx| |------------------------------------| S2 |xxxx|xxxxxxxx|xxxxx|xxx|xxxxxxxxxxxx| |----|--------|-----|---|------------| a b c d e S3 | | |----|-----|--|-----|---|---|---|----| 01 02 03 04 05 06 07

  24. Sequences: Sörensen squeeze *.wav => *.mp3 *.avi => *.mov Frames: Graphics editor (Photoshop) *.bmp => *.jpg Export (compression)

  25. 1.1.3. Easy to load

  26. Top suggestion of users questionnaire Avoid attention reduction Final editing in Premiere by content developers (also impact on ‘degree of interaction’, ‘functionality’ and ‘language use’,…) 1.2.1. Maximum 2 minutes 1.2. Pedagogical constraints

  27. 1.2.2. Lively and attractive • Pedagogical constraints: keep attention going • Workflow: close cooperation between different partners (TV channels and content developers) • Content developers select fragments in Premiere (final editing)

  28. 1.2.3. Thematic variety (e.g. business vs. general themes) • ? Heterogeneous public: variety of interests • ? Also requested from professionals • Thematic check list (based on the “Common European Framework of Reference for Languages”) • business and general oriented exploitation of the same themes

  29. 1.2.4. Degree of interaction (e.g. dialogue vs. monologue) Authentic speech situations Emphasis on skills and communication Report (authenticity, topicality): interviews privileged Film (movie): more interaction (but acted) Micro-trottoirs: acted or not (hidden camera)

  30. 1.2.5. Functionality of the images Video should support and simplify listening activities Detailed instructions per level for the developer (based on the “Common European Framework of Reference for Languages”): e.g. Franel Dutch levels A2 and B1, french B1 and B2

  31. 1.2.6. Language use (e.g. oralized written vs. spontaneous speech) Natural discourse Voice over vs. interview/dialogue

  32. 1.2.7. Authenticity Making the learner familiar with the foreign language speaker’s environment to augment his motivation Intercultural information through thematic reports

  33. e.g. Media-Tic for teachers: integrate the video materials into a digital image repository Pedagogical qualities: features for labelling the footage (metadata)

  34. 2.1. Pedagogical constraints 2.1.1. Opening gradually the didactic scenario 2.1.2. Allowing different learning styles 2.2. Technological constraints “Merging” the video materials with the didactic scenario 2. The integration of the video materials in a CALL application

  35. Vertical exploitation of the video materials 2.1.1. Opening gradually the didactic scenario 2.1. Pedagogical constraints

  36. Horizontal exploitation of the video materials • thematically • linguistically

  37. 2.1.2. Allowing different learning styles • Video as leading thread • Learner controlled vs. program controlled • Filter

  38. FRANEL Zoom Camera Module Module Module listening LX GR Camera Zoom our montage your montage listening LX GR Unit Unit

  39. 2.2. Technological constraints “Merging” the video materials with the didactic scenario

  40. MagPie: transcription: e.g. FR001T222_trans.txt translation: e.g. FR001T222_trad.txt QTconversion: FR001T222_trans.txt => FR001T222_trans.mov FR001T222_trad.txt => FR001T222_trad.mov 2.2.1 The creation of subtitles

  41. MagPie

  42.  Videoplayer templates 2.2.2 different versions of the video player • FR001T222s1_t1.mov: video • FR001T222s1 _t2.mov: video + transcription • FR001T222s1 _t3.mov: video + translation • FR001T222s1 _t4.mov: video + transcription + translation

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