Learning material from students
for students

MEDEAnet Webinar
10 October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory
The Video Podcast Project – Ina S Gray, October 2013
The Video Podcast Project – Ina S Gray, October 2013

1. Context

2. Task and process
3. Assessment

4. Students’ feedback...
The Video Podcast Project – Ina S Gray, October 2013

Context
Language Center


central service institution



compulsor...
The Video Podcast Project – Ina S Gray, October 2013

6

Context
PELA


funding by German Research Foundation (DFG) and t...
The Video Podcast Project – Ina S Gray, October 2013

Context
Degree programmes
1.

Architectural Lighting Design (MA)

2....
The Video Podcast Project – Ina S Gray, October 2013

Context
Type of assessment
Alternative examination format (alternati...
The Video Podcast Project – Ina S Gray, October 2013

1. Context

2. Task and process
3. Assessment

4. Students’ feedback...
The Video Podcast Project – Ina S Gray, October 2013

Task and process
Task 1: podcast production
o

7-10 minutes

o

topi...
The Video Podcast Project – Ina S Gray, October 2013

Task and process
Task 2: reflection (collaborative writing)
o

trans...
The Video Podcast Project – Ina S Gray, October 2013

12

Task and process
1.

Information: students collect and organise ...
The Video Podcast Project – Ina S Gray, October 2013

13

Task and process
3.

Transfer: the story is adapted as a screenp...
The Video Podcast Project – Ina S Gray, October 2013

14

Task and process
4.

Memorisation: students practice dialogues.
...
The Video Podcast Project – Ina S Gray, October 2013

15

Task and process
6.

Peer review: mutual feedback.

7.

Analysis...
The Video Podcast Project – Ina S Gray, October 2013

1. Context

2. Task and process
3. Assessment

4. Students’ feedback...
The Video Podcast Project – Ina S Gray, October 2013

Assessment
Podcast


concept of product assessment (Bohl 2005)



...
The Video Podcast Project – Ina S Gray, October 2013

18

Assessment
Podcast (70%)
Group mark:

45%

Information:

20%

Is...
The Video Podcast Project – Ina S Gray, October 2013

19
The Video Podcast Project – Ina S Gray, October 2013

20

Assessment
Analysis (30%)
Group mark:

20%

Complexity and detai...
The Video Podcast Project – Ina S Gray, October 2013

Assessment
Critical aspects
 design criteria not yet optimally expl...
The Video Podcast Project – Ina S Gray, October 2013

1. Context

2. Task and process
3. Assessment

4. Students’ feedback...
The Video Podcast Project – Ina S Gray, October 2013

Students‘ feedback

23
The Video Podcast Project – Ina S Gray, October 2013

Students‘ feedback

24
The Video Podcast Project – Ina S Gray, October 2013

Students‘ feedback
„The group members still talk about the project m...
The Video Podcast Project – Ina S Gray, October 2013

Students‘ feedback
„The pride in one‘s own product plays an essentia...
The Video Podcast Project – Ina S Gray, October 2013

1. Context

2. Task and process
3. Assessment

4. Students’ feedback...
The Video Podcast Project – Ina S Gray, October 2013

Perspectives
Potential uses for podcasts as teaching & learning mate...
The Video Podcast Project – Ina S Gray, October 2013

1. Context

2. Task and process
3. Assessment

4. Students’ feedback...
The Video Podcast Project – Ina S Gray, October 2013

Theory
Constructivism
Constructivism’s suppositions:
a.

learning is...
The Video Podcast Project – Ina S Gray, October 2013

Theory
Constructivism
c.

teachers’ task: rather than in-struction, ...
The Video Podcast Project – Ina S Gray, October 2013

Theory
Constructivism
Podcast project = constructivist learning tool...
The Video Podcast Project – Ina S Gray, October 2013

33

Theory
Emotion-based learning


hypothesis: emotional reactions...
The Video Podcast Project – Ina S Gray, October 2013

34
The Video Podcast Project – Ina S Gray, October 2013

Ina S Gray
University of Wismar
Germany
www.hs-wismar.de
Ina.gray@hs...
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Presentation Ina Gray - MEDEAnet Webinar Media-supported language learning

  1. 1. Learning material from students for students MEDEAnet Webinar 10 October 2013
  2. 2. 1. Context 2. Task and process 3. Assessment 4. Students’ feedback 5. Perspectives 6. Theory
  3. 3. The Video Podcast Project – Ina S Gray, October 2013
  4. 4. The Video Podcast Project – Ina S Gray, October 2013 1. Context 2. Task and process 3. Assessment 4. Students’ feedback 5. Perspectives 6. Theory
  5. 5. The Video Podcast Project – Ina S Gray, October 2013 Context Language Center  central service institution  compulsory modules: business and technical English  non-compulsory modules: English, French, Spanish, Italian, Swedish, Dutch, Russian, Japanese, Chinese http://www.millikin.edu/cie/Pages/default.aspx 5
  6. 6. The Video Podcast Project – Ina S Gray, October 2013 6 Context PELA  funding by German Research Foundation (DFG) and the state of Mecklenburg-Vorpomerania  opened May 2012  25 sqm green screen  2 full HD cameras A view into the studio. http://www.millikin.edu/cie/Pages/default.aspx
  7. 7. The Video Podcast Project – Ina S Gray, October 2013 Context Degree programmes 1. Architectural Lighting Design (MA) 2. Architecture / Interior Design (BA/MA) 3. Business Law (BA) since June 2012: 90+ students, 40 podcasts (groups of 2-4) 7
  8. 8. The Video Podcast Project – Ina S Gray, October 2013 Context Type of assessment Alternative examination format (alternative Prüfungsleistung):  conducted in the context of the seminar  demonstrates a student‘s systematic approach to and processing of a topic or subject area 8
  9. 9. The Video Podcast Project – Ina S Gray, October 2013 1. Context 2. Task and process 3. Assessment 4. Students’ feedback 5. Perspectives 6. Theory
  10. 10. The Video Podcast Project – Ina S Gray, October 2013 Task and process Task 1: podcast production o 7-10 minutes o topic related to course content o format chosen freely (news show, talk show, online lecture, role-play etc.) 10
  11. 11. The Video Podcast Project – Ina S Gray, October 2013 Task and process Task 2: reflection (collaborative writing) o transcription o language analysis o process description Etherpad – a collaborative writing tool 11
  12. 12. The Video Podcast Project – Ina S Gray, October 2013 12 Task and process 1. Information: students collect and organise information regarding topic and language. 2. Contextualisation: students create a story in the context of their current (academic) or future (professional) life. Storyboard writing session, May 2013
  13. 13. The Video Podcast Project – Ina S Gray, October 2013 13 Task and process 3. Transfer: the story is adapted as a screenplay (storyboard). Storyboard template http://atec.utdallas.edu/midori/Handouts/storyboard_files/template2.jpg
  14. 14. The Video Podcast Project – Ina S Gray, October 2013 14 Task and process 4. Memorisation: students practice dialogues. 5. Performance: students enact alternative identities Business Law students in the studio, January 2013
  15. 15. The Video Podcast Project – Ina S Gray, October 2013 15 Task and process 6. Peer review: mutual feedback. 7. Analysis: linguistic, content-, process-related aspects. Peer review: feedback form
  16. 16. The Video Podcast Project – Ina S Gray, October 2013 1. Context 2. Task and process 3. Assessment 4. Students’ feedback 5. Perspectives 6. Theory
  17. 17. The Video Podcast Project – Ina S Gray, October 2013 Assessment Podcast  concept of product assessment (Bohl 2005)  differentiation between o o subject-specific quality (scope, language, depths) o  information (variety, references) design (ideas, aesthetics) mix of individual and group assessment 17
  18. 18. The Video Podcast Project – Ina S Gray, October 2013 18 Assessment Podcast (70%) Group mark: 45% Information: 20% Is the topic covered appropriately with regard to content? Is the presented situation informative and /or educational? Subject-specific quality: 15% Is the topic covered appropriately with regard to important technical vocabulary? Does the language match the chosen format? Does the level of language match the topic? Design: 10% Does the format match the topic? How creative is the execution? Individual mark: Subject-specific quality: Does the student speak freely and fluently? What is the style and level of language? 25% 25%
  19. 19. The Video Podcast Project – Ina S Gray, October 2013 19
  20. 20. The Video Podcast Project – Ina S Gray, October 2013 20 Assessment Analysis (30%) Group mark: 20% Complexity and detailing of the content 10% Reflection/correction of language used in the podcast 5% Language accuracy and style 5% Individual mark: 10% Correct podcast transcription 10%
  21. 21. The Video Podcast Project – Ina S Gray, October 2013 Assessment Critical aspects  design criteria not yet optimally exploited: o plot elements (mise-en-scene, cinematography) o sound o structural criteria (central theme, activating elements)  proportion of group (65%) vs. individual assessment (35%) questionable 21
  22. 22. The Video Podcast Project – Ina S Gray, October 2013 1. Context 2. Task and process 3. Assessment 4. Students’ feedback 5. Perspectives 6. Theory
  23. 23. The Video Podcast Project – Ina S Gray, October 2013 Students‘ feedback 23
  24. 24. The Video Podcast Project – Ina S Gray, October 2013 Students‘ feedback 24
  25. 25. The Video Podcast Project – Ina S Gray, October 2013 Students‘ feedback „The group members still talk about the project many months later and enjoy the memories. This method combines many aspects: text, speaking, organisation, preparation and group processes.“ „Preparing and recording podcasts is a very modern, exciting and fun project.“ 25
  26. 26. The Video Podcast Project – Ina S Gray, October 2013 Students‘ feedback „The pride in one‘s own product plays an essential role.“ „For me personally, producing the podcasts was very successful since being pro-active and involved has meant that I now remember a lot of the language.“ „A very well-designed task. My time at university has been enriched by the experience of the podcast production.“ 26
  27. 27. The Video Podcast Project – Ina S Gray, October 2013 1. Context 2. Task and process 3. Assessment 4. Students’ feedback 5. Perspectives 6. Theory
  28. 28. The Video Podcast Project – Ina S Gray, October 2013 Perspectives Potential uses for podcasts as teaching & learning material:  transcriptions  language analyses  extracting information  gapped text  vocabulary exercises  etc etc 28
  29. 29. The Video Podcast Project – Ina S Gray, October 2013 1. Context 2. Task and process 3. Assessment 4. Students’ feedback 5. Perspectives 6. Theory
  30. 30. The Video Podcast Project – Ina S Gray, October 2013 Theory Constructivism Constructivism’s suppositions: a. learning is a self-referential process, which cannot be regulated from the outside (Siebert, 2009) b. learners: autonomous individuals, responsible for their learning process 30
  31. 31. The Video Podcast Project – Ina S Gray, October 2013 Theory Constructivism c. teachers’ task: rather than in-struction, support for students’ con-struction of knowledge d. deep-level learning: through generation of genuine interest in topic and task e. interest = relevance ascribed to the topic 31
  32. 32. The Video Podcast Project – Ina S Gray, October 2013 Theory Constructivism Podcast project = constructivist learning tool 1. construction rather than reproduction of knowledge 2. context of complex tasks 3. organisation of own learning 4. scenarios of practical (future) relevance 5. learning in a social context 6. reflective processes 32
  33. 33. The Video Podcast Project – Ina S Gray, October 2013 33 Theory Emotion-based learning  hypothesis: emotional reactions are necessary for deep-level learning (Edlinger & Hascher, 2008)  Gerald Hüther: “The brain’s shape and design are a result of how it is used with enthusiasm.” (Hüther, 2009)
  34. 34. The Video Podcast Project – Ina S Gray, October 2013 34
  35. 35. The Video Podcast Project – Ina S Gray, October 2013 Ina S Gray University of Wismar Germany www.hs-wismar.de Ina.gray@hs-wismar.de

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