2011 blended learning through podcasts, videocasts and screencasts
Blended learning through podcasts, videocasts and screencasts in CAL courses and CLIL projectsAlberto Lanzat García CETA Conference firstname.lastname@example.org Córdoba, May 7th 2011
What would be our starting point?¿Cuál sería nuestro punto de partida? Quel serait notre point de départ? Was wäre unser Ausgangspunkt? Public bilingual schools in Andalusia 762 693 57 12
CLIL Content and Language Integrated Learning It goes way beyond the mere translation of contents.CLIL: a Foreign Language is used as a TOOL in the learning of a NON-LANGUAGE SUBJECT in which BOTH language and the subject HAVE A JOINT ROLE. (D. Marsh)
Knowledge Analysis Comprehension Synthesis Applica)on Evalua)on Cogni)on L1 L2 L1 Culture L3 Community Culture CLIL Communica)on L2-‐ L3 Culture Technology History L i s te g Science in Read ning Geography Wri)ng Music Art Content P.E. Maths Coyle (2002)
Na)onal & Regional curriculum School Curricular Project Cogni)ve Ac)vi)es skills and tasks subject 3 Content Learning outcome Final task Aims Aims language areas subject 2 Content Integrated Lang. skills Topic Vocabulary Contents Contents Structures subject 1 Content Pronuncia)on Cultural / Community link
When the first CLIL projects started being implemented in our schools, many arose…• Participating teachers: – language / NLS teachers / both? – language assistants – Minimum level of competence in L2 required?• Syllabus design?• Level of students upon completing CSE: A2- A2+- B1?• Design of own materials (graded, podcasts, videocasts, …)• Evaluation criteria and tools (language-based, NLS, …)• Available resources (graded texts, authentic texts, audio, video, podcasts, videocasts, web, LMS, IWB…)• Attention to diversity…
Blended learningFace-‐ to-‐ face Collabora)ve teacher-‐led team learning learning Online Self-‐paced collabora)ve e-‐learning learning
…and “blending” is directly connected to diversity.
Spanish Catalan Basque Oﬃcial and co-‐oﬃcial Valencian languages Galician Portuguese Oﬃcial and Aranese co-‐oﬃcial English languages Curricular languages French German Classiﬁca)on of … languages present in schools and the community Russian … Arabic Environmental Chinese Oﬃcial and languages co-‐oﬃcial languages Curricular Bangla languages
And if we talk about the teachers, we have to refer to their training.
A large percentage of of content subjectteachers are currently attending /have attendedC.A.L. courses at Official Schools of Languages. With very clear needs
Among these demand, we can mention…-‐ Speciﬁc aAenBon paid to the content subjects they teach -‐ AcBviBes to improve their listening and, above all, speaking skills -‐ Examples of the design and exploitaBon of acBviBes and tasks for their didacBc units -‐ Mock oral presentaBons in CAL lessons for their real teaching pracBce -‐ Frequent use of WEB 2.0 and ICT in CAL lessons
Is this common practice? Listening clips from the A1-A2 and B1 level textbooks with aLet’s see an example… clear connection with NLS • Classroom language • Tolouse-‐ Latrec • Music • Film reviews • School • Women inventors • Diets • Football • News reports: ﬁgures & percentages
…which leads us to talk about resourcesin both CLIL projects and CAL courses…
What is the atmosphere? Visual scaffolding• The atmosphere is the air which surrounds the Earth. Air is a mixture of gases. It is mainly nitrogen and oxygen. There are also small quan))es of carbon dioxide, ozone and water vapour. • The atmosphere is essen)al to life on Earth: it has the oxygen which all living things breathe. It also has carbon dioxide which plants Vocabulary: need for photosynthesis. Carbon To surround dioxide and other gases are like a Mixture blanket which retains the Earth’s To breathe heat. Ozone ﬁlters Blanket harmful ultraviolet rays. To filter bad Harmful
Visual and textual scaffolding + Linguistic simplification and elaboration Rocks are conglomera)ons of minerals, and they form the bulk of the Earth. The main classiﬁca)on of crustal rocks is based on their origin. Igneous rocks form from molten rock called magma, which is emplaced into and onto the crust during volcanic ac)vity. Uplib and exposure of rocks at the Earths surface can be aﬀected by weathering causing the rocks to break down into smaller grains which are transported and deposited as sediments. The sediments are lithiﬁed, and sedimentary rocks are formed. Changes in temperature, pressure, and/or rock or ﬂuid chemistry can allow igneous and sedimentary rocks to change physically or chemically to form metamorphic rocks. At higher temperatures, metamorphic (or any other rock type) rocks may be par)ally melted, and crystalliza)on of this melt will create igneous rocks. Uplib and erosion can expose all rock types at the surface, re-‐ini)a)ng the cycle. The approximate volume propor)ons of these three rock types throughout the Earth’s crust are: igneous 65%: metamorphic 27%; and sedimentary 8%.
Rocks are accumulations of minerals and they form the main part of the Earth.The crust is the outside layer of the Earth. Rocksfrom the crust of the Earth are called crustal rocks.The main classification of crustal rocks is based on their origin.Igneous rocks come from molten rock. This moltenrock is called magma, and it is moved into and onto the crust during volcanic activity.When the rocks come up to the surface of the Earth and they are exposed, they can be affected byerosion. Then the rocks separate into smaller grains and these smaller grains are transported and deposited as sediments. The sediments arecompressed, and sedimentary rocks are formed.
Ea)ng disorders Visual and textual scaffolding People started saying nice things to me I couldn’t stop thinking about ___ I lost weight without control strange Was I didn’t feel I following was a member of the group en)re I was ﬁnally happy wth my body vomited looking If someone had said… Ate without control ea)ng put Would = used to Did exercise
Games: bingo, dominoes, ba-leships, happy L families i Iden)fying loca)on/speakers/places s DescripBon based on graphics, photographs… t Drawing-‐ Labeling a diagram/picture/map / en stages i Matching items/ MulBple choice n Key lexis recogniBon g Filling in grids/gaps-‐True/False/Not men0oned q. Open-‐ended ques)ons (short answers) Following instrucBons O Open-‐ended ques)ons (medium to long answers) r InformaBon transfer a Roleplays / Interviews l Problem solving Word guessing games i Summarizing a short text orally . RelaBng personal experiences & Slideshow-‐based/ Video-‐based presenta)on p InformaBon transfer -‐ quesBons sheet to support
• Podcasts • Videocasts • Screencasts What do these terms mean?• They are audio, image and video files which: • Can be played directly from the server where they are hosted. • Can be downloaded for later playing on a computer, an mp3-mp4 player, a tablet, etc.. • Are published periodically. • Can be located by means of topic tags. • Can be subscribed to by means of feed aggregators.
State, regional and corporate web sites Streaming Content downloads syndication Examples of resources on Image, the WEB 2.0 podcast, General andvideocast & specific screencast search directories engines Blogs, wikis, bookmarks, eBooks, tweets, …
And about screencasts…• They are video files• Playable on any computer, mp4 player, DVD player, etc.• They can include all or part of the content on a computer screen. • Images, audios and videos • Presentations, word processor docs, etc • The cursor movement• Ideal for recording full lessons and tutotials.