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Using You Tube For Writing, Boston 2010 TESOL Convention presentation Using You Tube For Writing, Boston 2010 TESOL Convention presentation Presentation Transcript

  • Re-imagining Teaching Writing: Using YouTube for IEP Students
    TESOL Convention Boston 2010
    25 March 2010
    David Bartsch
    Ozgur Pala
    EAP
    IEP
  • 2
    http://blog.eches.net/wp-content/uploads/2007/11/youtube-length-limit.jpg
  • 3
    http://www.cartoonstock.com/newscartoons/cartoonists/cwl/lowres/cwln575l.jpg
  • Overview
    Theoretical background
    Video usage thoughts
    Video examples:
    Practical and technical considerations
    Conclusion: a blog
    4
  • Today’s goal
    Lots of information = overwhelming
    Take away one thing
    5
  • Theoretical background
  • Tools
    7
    http://www.clipartguide.com/_named_clipart_images/0511-0903-2623-1938_Handyman_Holding_a_Bunch_of_Tools_clipart_image.jpg
  • Technology?
    http://www.martinvt.com/Editorials/New_Technology_Cartoon02.jpg
    8
  • Videos:
    “It is a well-known fact that audio-visual materials are a great help in stimulating and facilitating the learning of a foreign language.” (Çakir 2006)
    9
  • Challenge
    “The problem is … to effectively integrate technological literacy instruction into the composition classroom in meaningful ways.”
    (Vie 2008)
    10
  • Is the answer…?
    http://www.jklossner.com/TechToons/Images/flipper.html
    11
  • Affective benefit
    “A recent large-scale survey by Canning-Wilson (2000) suggests that the students like learning language through the use of videos.”
    (in Canning-Wilson 2000)
    12
  • Contextualization benefit
    “The realism of movies provides a wealth of contextualized linguistic, paralinguistic and authentic cross-cultural information, classroom listening comprehension and fluency practice.”
    (Braddock, 1996; Mejia, 1994; Stempleski, 2000, Wood, 1995 cited in King 2002).
    13
  • Critical thinking benefit
    “The use of visuals overall can help learners to predict information, infer ideas and analyze the world that is brought into the classroom via the use of video instruction.”
    (Canning-Wilson 2000)
    14
  • Important guideline
    “Effective instructional video is not television-to-student instruction but rather teacher-to-student instruction, with video as a vehicle for discovery.”
    (Duffy 2008)
    15
  • Video usage thoughts
  • Similarities and differences: L/S vs. W
    Both used for schemata activation
    L/S: videos for language and aural cues
    W: videos as a means to an end
    17
  • Videos as a point of departure
    18
    http://www.mbta.com/schedules_and_maps/subway/
  • Videos as a point of departure
    With a little creativity…
    19
  • Ways to use videos
    Process analysis
    Helpful model for students
    For written version
    For oral presentations
    20
  • Ways to use videos
    Vocabulary-building
    Describing people or objects
    Describing physical attributes of people or objects
    Describing actions
    Note-taking skills
    Can be modified for student level
    21
  • Ways to use videos
    Critical thinking activities
    Summarizing
    Arguing a side/defending an opinion
    Filling in charts/graphic organizers
    22
  • Ways to use videos
    Compare and contrast
    “How do the events in the video compare to your life experience? How are they different?”
    23
  • Ways to use videos
    Further research:
    “What (physical/cultural/economic/etc.) factors influenced the story? How?”
    “Why do you think this situation came about?”
    24
  • And now…to the videos
  • Videos?
    How to charge an Ipod with an onion
    Battle at Kruger
    Homer Simpson: voting for Barack
    26
  • How to charge an Ipod with an onion
    27
  • How to charge an Ipod with an onion
    28
  • How to charge an Ipod with an onion
    Time…to brainstorm
    Credit: Microsoft Office 2007
    29
  • Ipod/onion activities: introduction
    30
  • Ipod/onion activities: introduction
    31
  • Ipod/onion activities: vocabulary
    32
  • Ipod/onion activities: overview
    33
  • Ipod/onion activities: taking notes 1
    34
  • Ipod/onion activities: taking notes 2
    35
  • Ipod/onion activities: listening 1
    36
  • Ipod/onion activities: listening 2
    37
  • Ipod/onion activities: process 1
    38
  • Ipod/onion activities: process 2
    39
  • Battle at Kruger video
    40
  • Battle at Kruger video
    41
  • Battle at Kruger video
    42
  • Battle at Kruger video
    43
  • Battle at Kruger (B@K) activities
    • Time…to brainstorm
    44
    http://farroutlinks.net/blog/wp-content/uploads/2009/06/brainstorm1.jpg
  • B@K activities
    45
    Think of as many words as possible to describe each animal/the environment in the video. (vocabulary)
  • B@K activities
    46
    How is it different for animals to live in a park like Kruger instead of living in a zoo? (compare and contrast)
  • B@K activities
    47
    What animals live in Kruger National Park. Pick one and find out more about it so you can write a report about typical food, habitat, etc. (extension: research)
  • B@K activities: introduction
    48
  • B@K activities: introduction
    49
  • B@K activities: introduction
    50
  • B@K activities: introduction
    51
  • B@K activities: vocabulary
    52
  • B@K activities: vocabulary
    53
  • B@K activities: note-taking
    EXERCISE THREE – Note-taking
    Directions: Watch the video. As you watch, try and write down what’s happening. You will watch the video again if necessary. The animal pictures in the chart will help you know what you should be watching for.
    54
  • B@K activities: note-taking
    EXERCISE THREE – Note-taking
    Directions: Watch the video. As you watch, try and write down what’s happening. You will watch the video again if necessary. The animal pictures in the chart will help you know what you should be watching for.
    55
  • B@K activities: summarizing
    56
  • B@K activities: summarizing
    57
  • B@K activities: description
    58
  • B@K activities: description
    59
  • B@K activities: compare & contrast
    60
  • B@K activities: compare & contrast
    61
  • B@K activities: synthesis
    62
  • Homer Votes
    63
  • Homer Votes prologue
    64
  • Homer Votes
    65
  • Homer Votes
    66
    Time…to brainstorm
    Introductory information
    Description
    Process analysis
    Classification
    Compare/contrast
    Narrative
    Critical thinking
    Argumentative/opinion
    Personalization
  • Homer Votes activities: introduction
    67
    Go to the following website on democracy and answer the questions below.
    http://en.wikipedia.org/wiki/Democracy
  • Homer Votes activities: introduction
    68
  • Homer Votes activities: introduction
    69
    What does democracy mean?
    When and where did it start?
  • Homer Votes activities: introduction
    70
    What are some of the most important concepts related to democracy? Find at least 6 of them in the website and study what they mean.
    What are some of the criticisms of democracy?
  • Homer Votes activities: introduction
    71
  • Homer Votes activities: vocabulary
    72
    Study the following vocabulary. Find their meanings in your English-English dictionary and use them in a sentence. You will need to use them in your writing assignments below.
  • Homer Votes activities: vocabulary
    73
  • Homer Votes activities: description
    74
    Describe the town in the video clip. What are some of the things that you think are interesting about this town? Do you think this town represents the USA?
    Describe the polling place in detail. Is there anything interesting about this place? What is it?
  • Homer Votes activities: process analysis
    75
    Have you ever voted? Brainstorm about the steps involved in voting. Order them according to their importance for you.
    Now write a well-organized paragraph that explains the processes involved in voting.
  • Homer Votes activities: process analysis
    76
    Talk to someone who ran or is running for office in the past or in present. Ask them to explain the procedures required to become a candidate for the office they are running for.
    Now write a well-organized and detailed paragraph on the procedures required to fulfill when running for an office.
  • Homer Votes activities: classification
    77
    Go to the following web-site and take notes on the differences between e-voting and paper-based voting.
    http://www.electronic-vote.org/INTRO/anonimi_en.php
  • Homer Votes activities: classification
    78
  • Homer Votes activities: classification
    79
    Following standard guidelines, write a classification essay on these two different kinds of voting.
  • Homer Votes activities: compare & contrast
    80
    Compare the governmental system in your country to the USA.
    Compare/contrast pre-election atmosphere & propaganda in your country to the USA.
    Compare and contrast e-voting to paper-based voting
  • Homer Votes activities: critical thinking
    81
    Following are some statements with varying degrees of truth, validity, reliability, logicality, depth, breadth, etc.
    Work with a partner or in groups. First of all, read the statements on your own. Taking turns state your opinion about each one, suggest improvements and then briefly justify your changes.
  • Homer Votes activities: critical thinking
    82
    Most of the countries in the world are democracies because democracy is the best form of governmental system in the world.
    It’s almost impossible to change major policies of a country. So voting does not really make a difference.
  • Homer Votes activities: critical thinking
    83
    Major political powers of the world should make democracy prevail with any means possible.
    Most politicians abuse the power people assign them.
  • Homer Votes activities: critical thinking
    84
    We are living in an age of technology. People do not have enough time, so e-voting should be an option.
    Non-democratic countries are a threat to the security of the world.
  • Homer Votes activities: critical thinking
    85
    It is projected that democracy will be the only system that people prefer in the 22nd century.
  • Homer Votes activities: argumentative
    86
    E-voting should be made available.
    Voting is an important duty in a democracy and those who do not vote should be penalized under law.
  • Homer Votes activities: argumentative
    87
    Minors should be allowed to vote.
    Voting does not change policies.
    Democracy is best form of government.
  • Homer Votes activities: personalization
    88
    Have you ever voted? How did you feel? What was your motivation to vote? Did your party/candidate win or lose? How did this result affect you? Will you vote again the next election?
    Talk to your parents about their voting experience. Take down notes and share it with class.
  • Homer Votes activities: personalization
    89
    Talk to someone who is running or has run for office/candidacy for a position. Ask him/her questions about the important procedures they went through for being able to run for office and their feelings along the process. Take notes.
  • Homer Votes activities: personalization
    90
    Now, put yourself in that person’s shoes and write a narrative essay talking about the process, your feelings and other people’s reactions.
  • Homer Votes activities: opinion/argument
    91
    How do the election results in the USA or in another part of the world affect your country or region? Support your ideas with examples.
    Write a letter to the president of the USA explaining three of the most urgent policies that need to be changed and why? Support your suggestions with examples, statistics or other facts.
  • Practical and technical considerations
  • How do I find a “good” video?
    Some videos are better at teaching some genres/concepts than others.
    Many videos can be used for a variety of purposes.
    Wander YouTube.
    Wander Facebook. Use videos your friends post.
    Try to find commercials or programs you see on TV.
    93
  • Technicalconsiderations
  • Technical considerations
    95
    http://www.weblogcartoons.com/cartoons/you-v-tech.gif
  • Technical considerations
    96
    http://www.uk-insight.org.uk/images/malcolm-white.jpg
  • Technical considerations
    How show the clips?
    Wireless in your classroom?
    Slower
    Solution:
    Preload the video
    Use wired internet access
    97
  • Technical considerations
    Download the file
    Why?
    Constant access
    Biggest problem: removal from the website
    98
  • Technical considerations
    Different file formats
    .flv, .avi, .wmv, MPEG4
    Getting much easier
    Realplayer SP
    www.real.com
    99
  • Using RealPlayer SP
    100
  • Using RealPlayer SP
    101
  • Potential problem:
    102
    Blank screen/disappearing text in Firefox
    Solution: disable the RealPlayer plug-in
  • Potential problem:
    103
    Doesn’t seem to be a problem in Internet Explorer
  • Using RealPlayer’s converter
    104
  • Another option: copy the URL
    105
  • www.keepvid.com
    106
  • Pick a download format
    107
  • Choose: highest quality
    108
  • You may need…
    109
    Players
    Converters
    …etc.
  • A great place to look:
    110
  • Technical considerations review
    111
    Download clips when you find them.
    Realplayer SP
    www.keepvid.com
    www.download.com
  • Conclusion
  • Conclusion: realities
    Fixed curricula
    Implement the ideas as best you can within your context
    Personal preferences
    Find something that works for you
    Student preferences
    Find techniques that they enjoy and can learn from
    113
  • What now?
    Contact information:
    David Bartsch, david.bartsch@qu.edu.qa
    Ozgur Pala, ozgur.pala@qu.edu.qa
    114
  • What now?
    Check out the slides, videos and worksheets shown today at
    http://youtubeforwriting.blogspot.com/
    115
  • References
    Çakir, İsmail. “The Use of Video as an Audio-visual Material in Foreign Language Teaching Classroom.”Turkish Online Journal of Educational Technology, TOJET v5 n4 Oct 2006.
    Canning-Wilson, Christine. “Practical Aspects of Using Video in the Foreign Language Classroom”. The Internet TESL Journal, Vol. VI, No. 11, November 2000.
    Duffy, P. “Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning.” 2008. The Electronic Journal of e-Learning Volume 6 Issue 2, pp 119 - 130, available online at www.ejel.org.
    King, Jane. “Using DVD feature films in the EFL classroom.” ELT Newsletter, February (2002).
    Liao, Christine L. “Collaboration and Dialogue: Video as an Agent in Extending and Enriching Learning and Writing.” International Conference on Computer Graphics and Interactive Techniques, ACM SIGGRAPH 2007.
    Vie, Stephanie. “Digital Divide 2.0: ‘Generation M’ and Online Social Networking Sites in the Composition Classroom.” Computers and Composition 25 (2008) 9-23.
    116
  • References
    Battle at Kruger www.youtube.com/watch?v=LU8DDYz68kM
    How to Charge an iPod using electrolytes and an onion
    http://www.youtube.com/watch?v=GfPJeDssBOM&
    Homer Simpson tries to vote for Obama
    http://www.youtube.com/watch?v=1aBaX9GPSaQ
    117
  • Once again…
    David Bartsch: david.bartsch@QU.edu.QA
    Ozgur Pala: ozgur.pala@QU.edu.QA
    118
    http://youtubeforwriting.blogspot.com/
  • 119
  • Technicalconsiderations
  • Technical considerations
    How show the clips?
    Wireless in your classroom?
    Slower
    Solution:
    Preload the video
    Use wired internet access
    121
  • Technical considerations
    Download the file
    Why?
    Constant access
    Biggest problem: removal from the website
    122
  • Technical considerations
    Different file formats
    .flv, .avi, .wmv, MPEG4
    Getting much easier
    Realplayer SP
    www.real.com
    123
  • Using RealPlayer SP
    124
  • Using RealPlayer SP
    125
  • Potential problem:
    126
    Blank screen/disappearing text in Firefox
    Solution: disable the RealPlayer plug-in
  • Potential problem:
    127
    Doesn’t seem to be a problem in Internet Explorer
  • Using RealPlayer’s converter
    128
  • Another option: copy the URL
    129
  • www.keepvid.com
    130
  • Pick a download format
    131
  • Choose: highest quality
    132
  • You may need…
    133
    Players
    Converters
    …etc.
  • A great place to look:
    134
  • Technical considerations review
    135
    Download clips when you find them.
    Realplayer SP
    www.keepvid.com
    www.download.com
  • Conclusion
  • Conclusion: realities
    Department-wide implementation--?!!
    Our hope: gained a new perspective that you’re now willing to consider.
    137
  • Conclusion: realities
    Fixed curriculum
    Implement the ideas as best you can within your level.
    Personal preferences
    Find something that works for you.
    Student preferences
    Find techniques that they enjoy and can learn from.
    138
  • Conclusion: review
    Basics of CT
    Rationale for using videos
    Use of videos for CT
    Examples of videos and how to use them
    Technical aspects
    139
  • Thanks for coming to our presentation!
    140