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D7.4 
Dissemination Publications 
WP No. WP7 
WP Title Dissemination 
Activity description This document contains data abo...
List of Tables 
Table 1. Facebook pages targeted and users reached ...................................... 6 
Table 2. Twit...
1. Introduction 
The purpose of this document is to gather information on project dissemination 
activities and to show ho...
Figure 1. Facebook posts on related Facebook pages 
Table 1 below includes detailed information about Facebook pages targe...
Group/Community URL Users Languages 
https://www.facebook.com/eurocentres?ref=br_rs 93057 Various 
https://www.facebook.co...
Group/Community URL Users Languages 
Language-Teaching/134987960003924?ref=br_rs 
https://www.facebook.com/pages/Learning-...
2.1.2 Dissemination through Twitter 
Partner institutions and individual members with a Twitter account “followed” 
ClipFl...
Table 2 below includes detailed information about Twitter accounts targeted and 
users reached (based on the number of Fol...
Group/Community 
URL Followers Languages 
Languages 2918 Various 
Transparent French 31700 French 
Learn English Online 21...
Figure 5. Example of tweets posted by non-partners to disseminate the project 
2.1.3 Dissemination through LinkedIn 
Linke...
Group/Community URL Group members 
eu-TELL: Technology Enhanced Language Learning 364 
Communicaid | Views on Global Langu...
Group/Community URL Group members 
HETL Scholarship of Teaching and Learning 2203 
HETL Technology in Teaching and Learnin...
Online dissemination of the project Type Partner ID 
AVT Lab website from the 
University of Warsaw 
Information on 
websi...
Online dissemination of the project Type Partner ID 
Universitatea Babes-Bolyai – 
Facultatea de Litere - Information 
abo...
Online dissemination of the project Type Partner ID 
IV Encuentros Virtuales Todoele 
P4. ICL & P1. 
http://www.todoele.ne...
Mireia Vargas Urpi on her blog, where she shares positive feedback about 
Clipflair’s final conference in Barcelona and ab...
Figure 9. Blog post on ClipFlair’s conference and project (Mireia Vargas) 
Other examples of virtual dissemination are pro...
2.2 Oral presentations 
The table below includes information about oral presentations carried out by different project par...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. ICL 
Jorge Díaz-Cintas 
La traducc...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P9. UALG 
Conceição Bravo 
21st centur...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P8. UW 
Elzbieta Gajek & 
Agnieszka 
S...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P10. NUIG 
Laura McLoughlin 
& Jennife...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P10. NUIG 
Laura McLoughlin 
Clipflair...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
Associate partner 
Paulina 
Burczyńska...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. ICL 
Marga Navarrete 
Cierra los o...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. ICL 
Rocío Baños & 
Marga Navarret...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P7. TLU 
Tuuli Oder 
TU Language centr...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. UCL 
Jorge Díaz-Cintas 
Metodologí...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. UCL 
Rocío Baños 
Meeting with e-l...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
UNED (Associated 
partner) 
Noa Talavá...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P10. NUIG 
Jennifer Lertola 
ClipFlair...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P2. CTI 
Giorgos Birbilis 
Meeting wit...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. UCL 
Emmanouela 
Patiniotaki 
New ...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P5. UBB 
Alexandra Cotoc & 
Anamaria R...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P10. NUIG 
Jennifer Lertola 
ClipFlair...
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. UCL 
Emmanouela 
Patiniotaki 
ACCE...
2.3 Written publications 
The table below includes information about publications written by different 
project partners. ...
Partner ID Title Publisher/ Name 
of publication Type Publication 
date 
P8. UW 
Elżbieta Gajek 
Aktywizowanie 
ucznia jęz...
Partner ID Title Publisher/ Name 
of publication Type Publication 
date 
P5. UBB 
Alexandra 
Cotoc, 
Anamaria 
Radu 
Creat...
3. Appendixes 
ClipFlair was announced at the "Get inspired" section of the European Commission 
webpage on Languages! htt...
July-2014 Page | 41
July-2014 
APPENDIX 1. 
Examples of virtual 
dissemination
1. FABULA.ORG - Anamaria Colceriu, “ClipFlair – un progetto innovativo nel campo 
dell’insegnamento e dello studio delle l...
3. Linkedin – Cristina Felea
July-2014 
APPENDIX 2. 
Examples of oral 
dissemination
31/07/2014 
1 
ClipFlair 
Foreign Language Learning through 
Interactive Revoicing & Captioning of Clips 
Jennifer Lertola...
31/07/2014 
2 
ClipFlair Studio 
Revoicing & Captioning 
31/07/2014 
31/07/2014 
31/07/2014 31/07/2014 
ClipFlair Gallery ...
31/07/2014 
3 
Thank you! 
clipflair.net 
facebook.com/ClipFlair 
twitter.com/ClipFlair 
clipflair@cti.gr 
jennifer.lertol...
31/07/2014 
1 
ClipFlair - indispensable material 
to supplement the coursebooks 
Kristiina Tedremaa-Levorato (MA) 
Kristi...
31/07/2014 
2 
Clipflair-Foreign Language Learning through 
Interactive Captioning and Revoicing of Clips 
www.clipflair.n...
31/07/2014 
1 
Close your eyes, and I’ll tell you what’s going on: 
Audiodescription tasks to promote language learning 
M...
31/07/2014 
2 
• Funded by the EU 
• Main aim: providing audiovisual translation tasks for 
language learning (15) 
• Part...
31/07/2014 
3 
Task 1: AD text is provided Task 2: Short film AD 
Task 3: AD for a promotional video Task procedure 
Tasks...
31/07/2014 
4 
Skills that can be developed 
• Work on phonetic competence, rhythm, 
stress and intonation in the foreign ...
31/07/2014 
1 
Creating subtitling and dubbing 
activities to learn a foreign 
language with ClipFlair Studio 
31/07/2014 ...
31/07/2014 
2 
AVT: What is revoicing and captioning? 
• Add written text to a clip using 
subtitles, annotations, speech ...
31/07/2014 
3 
Browse the gallery for existing activities 
http://clipflair.net/ > Gallery 
13 14 
You can search or use 
...
31/07/2014 
4 
Properties within windows… 
19 
Once you have finished… 
1) Remember to save your activity 
Ł You’ll be ask...
31/07/2014 
5 
Copyright issues… 
• To upload a video to the Gallery, you must make 
sure you have the right to use it: 
2...
AUDIOVISUAL TRANSLATION 
AS A DIDACTIC RESOURCE 
FOR THE ENGLISH CLASS IN 
INFANT AND PRIMARY EDUCATION
TABLE OF CONTENTS 
1. Introduction to AVT 
2. AVT and the learning of languages 
3. New technologies and the video 
4. The...
1. INTRODUCTION TO AVT (traditional) 
Dubbing 
Subtitling 
• Surtitles 
• Intertitles 
Voice-over 
Interpretation (sign 
l...
AVT AND ACCESSIBILITY IN THE MEDIA 
• SDH (subtitles for the deaf and the hard of 
hearing) intralingual 
• Recording/(sem...
SDH- sample
Audiodescription- sample
Open discussion (1)
2. AVT and the learning of languages 
 Recommended didactic approaches 
 : 
Communicative 
approach 
• Communicative act...
Common European Framework of 
Reference for Languages (CEFR) 
 Action-oriented approach
Europe – subtitling and dubbing
COMPARATIVE DATA 
Percentage of survey related to users able to speak at least one 
foreign language (adapted from the Eur...
Dubbing vs. Subtitling 
Dubbing Subtitling 
More expensive More economical 
Loss of original dialogue Integrity of origina...
Dubbing Subtitling 
Dialogue exchanges overlap 
(several actors speak simultaneously) 
No dialogue exchanges overlap 
View...
Dubbing Subtitling 
Subordinated to lip synchrony Subordinated to spatio-temporal 
restrictions 
One linguistic code Two d...
PREFERENCES 
Preference regarding the use of subtitling vs. dubbing 
(adapted from the European Commission [2006] European...
POTENTIAL INTERESTS 
Results from a European survey on the possible benefits of 
subtitling (in accordance with age)- Medi...
Open discussion (2)
3. NEW TECHNOLOGIES AND THE VIDEO 
 Perfect symbiosis today- Survey of Schools: ICT in Education, 2013 
http://ec.europa....
THE VIDEO 
AUDIOVISUAL 
LANGUAGE 
Authentic 
video 
Educational 
video
PRESENTATION TECHNIQUES 
Technique Purpose 
Sound off/vision on Stimulation of linguistic 
activities based on prediction ...
Technique Purpose 
Sound and vision on 
To carry out all sort of visual and oral 
comprehension tasks 
Jumbling sequences ...
BEFORE USING A VIDEO 
Short sequences (6 min. max.; 2’+-) 
The task core Activities which exploit the language of the vide...
TASK DESIGN 
post-viewing 
aimed at stimulating the use of linguistic and 
communicative elements included in the video an...
VIDEO EDITING 
 A TUBE CATCHER http://atube-catcher.dsnetwb.com/video/ 
 FREEMAKE VIDEO CONVERTER 
http://www.freemake.c...
TASK 1 
Option 1 
• Search for a video on 
Youtube to use with a 
specific group of 
students/task draft 
Option 2 
• Sear...
Open discussion (3)
4. THE PEDAGOGIC USE OF SUBTITLES 
AS A SUPPORT 
Subtitles for the deaf and the hard of hearing (SDH) 
Optional, extra inf...
THEORETICAL JUSTIFICATION 
Cogn itive theory of multimedia learning (Mayer, 2003) 
1 channel-2 channel-3 channels: limited...
TEACHING CONTEXT 
• Preparation for the task, selection of 
subtitles in accordance with level/purpose 
• Monitoring of th...
TASK 2 
Option 1 
• Design a draft of this task by using 
the video from task 1 with subtitles, 
considering the type of s...
Open discussion (4)
5. SUBTITLING AS A DIDACTIC TOOL 
Subtitling conventions 
• Number of lines (1 or 2/ SDH sometimes 3 or 4) 
• Screen posit...
• Suspension dots: pause, hesitation, suspense, lines 
between different subtitles. 
• Full stop: at the end of the senten...
• Advisable to use two-liners instead of a 
very long one-liner; accordingly, subtitles 
must be segmented maintaining ful...
SOFTWARE TO SUBTITLE 
On sale 
• WinCAPS, Fab Subtitler, Swift, Spot Subtitling… 
For free 
• Clipflair - http://studio.cl...
SKILLS TO FOSTER 
ORAL 
COMPREHENSION 
• Interlinguistic 
• Intralinguistic 
• SDH (L2-L2 y L2- 
L1) 
ORAL 
PRODUCTION 
• ...
WRITTEN 
PRODUCTION 
• Interlinguistic 
(+ reverse) 
• Intralinguistic 
• SDH (L2-L2 and 
L2-L1) 
WRITTEN 
COMPREHENSION 
...
VOCABULARY 
• Interlinguistic 
(+ reverse) 
• Intralinguistic 
• SDH (L2-L2 and 
L2-L1) 
GRAMMAR 
• Interlinguistic 
(+ re...
BENEFITS 
• The intrinsic benefits of translation/mediation --- make 
the student consider form as meaning as a whole – 
a...
• Learning of lexical elements- memory connections-search 
for equivalences- recognising of words 
• Cultural elements: co...
SAMPLE OF A DIDACTIC TASK –Oral Comp. 
STAGE 
ACTIVITIES 
DUARATION 
Pre-viewing 
5 minutes 
Oral discussion before watchi...
SAMPLE OF A DIDACTIC TASK- Orig. Vers. 
STAGE ACTIVITY 
1st hour Pre-viewing 
Fist viewing (sound off); hypothesis on the ...
TASK 3 
Option 1 
• Design a draft of the task by using the 
video from task 1 so that the students 
write the subtitles, ...
Open discussion (5)
6. DUBBING AND AUDIODESCRIPTION (AD) 
 2 FORMS OF ‘REVOICING’ –flexible techniques—adaptation at one’s will 
(general ind...
SKILLS TO FOSTER 
ORAL 
COMPREHENSION 
• Intralinguistic 
ORAL 
PRODUCTION 
• Interlinguistic 
(L1-L2) 
• Intralinguistic ...
WRITTEN 
PRODUCTION 
• Interlinguistic L1- 
L2 
• Intralinguistic 
WRITTEN 
COMPREHENSION 
• Intralinguistic 
Scanning of ...
VOCABULARY 
• Interlinguistic 
L1-L2 
• Intralinguistic 
GRAMMAR 
• Interlinguistic 
L1-L2 
• Intralinguistic 
INTERCULTUR...
SAMPLE OF A DIDACTIC TASK– AD – Oral Prod. 
STAGE 
ACTIVITIES 
DURATION 
Pre-viewing 
5 minutes 
Oral discussion before wa...
TASK 4 
Option 1 
• Design a draft of the task using the 
video from task 1 so that the 
students dub or audiodescribe it,...
Open discussion (6)
7. PROJECTS (CLIPFLAIR)
OTHER WEBSITES
CLIPFLAIR
TASK 5 
Option 1 
• Surf Clipflair searching for 
an activity appropriate for 
your students – ‘social’ 
Option 2 
• Creat...
Open discussion - conclusions
Questions? 
ntalavan@flog.uned.es 
javila@flog.uned.es 
Thank you!
AAIS 2014 Annual Conference 
ClipFlair and MOVET: 
Innovative Language Learning Projects 
Dr. Jennifer Lertola, National U...
Learner and Teacher Needs 
• New educational tools and ideas for foreign 
language learning; 
• Active ways to work with a...
Why Clips? 
Because the audiovisual mode: 
•offers variety and flexibility; 
•presents linguistic aspects of communication...
Foreign Language Learning through 
Interactive Revoicing & Captioning of Clips 
Education, Audiovisual and Culture Executi...
The Idea: Revoicing and Captioning Video Clips 
Learners can be motivated to work with audiovisuals 
productively by revoi...
The Platform: clipflair.net
The ClipFlair Gallery
Revoicing Activity: Italia che piace
How to create a captioning/revoicing activity 
1) Plan the activity 
a) Decide the learning objectives 
b) Decide the task...
studio.clipflair.net
Movies for Vocational Education and Training 
Education, Audiovisual and Culture Executive Agency 
(EU Lifelong Learning P...
• Improve and develop language skills and 
proficiency: writing, reading, speaking and 
listening. 
• Focusing on their in...
Movie Making: 
Step by step 
• Brainstorming 
• Plot 
• Scenes 
• Script 
Before 
Shooting 
• Roles 
• Acting out 
• Filmi...
Before Shooting: 
Brainstorming 
• Stimulate creativity: provide the students with 
some script examples and possible topi...
Before Shooting: 
Plot and Scenes 
• Write the plot (events, characters and settings). 
• Divide the story into different ...
Before Shooting: 
Writing the Script 
• Each group writes the script of the assigned scenes. 
• Teacher’s feedback on spec...
Shooting: 
Roles and Acting Out 
• Through group discussion: the students 
decide on the setting, the roles, the outfits 
...
• Pronunciation. 
Shooting: 
Filming 
• Repeating mistakes and memorization. 
• Paralinguistic aspects. 
• Keep everybody ...
After Shooting: 
Editing and Screening 
• Video editing software: Windows Movie 
Maker, iMovie or Wevideo. 
• Movie screen...
Movie Making 
• EUROPASS YouTube channel 
• Incroci d’amore 
Sample
Why ClipFlair and MOVET? 
• Learning by doing. 
• Active approach, hands-on experience. 
• “Tangible” and shareable result...
Questions? 
Thank you! 
Dr. Jennifer Lertola 
jennifer.lertola@gmail.com 
www.europass.it
31/07/2014 
1 
THE USE OF INTERLINGUAL SUBTITLING TO 
IMPROVE LISTENING COMPREHENSION 
SKILLS IN ADVANCED EFL STUDENTS 
No...
31/07/2014 
2 
Methodology, 
resources, procedures 
` Quasi-experimental design/ triangulation: 
` LC assessment tests, qu...
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ClipFlair Publications

  1. 1. D7.4 Dissemination Publications WP No. WP7 WP Title Dissemination Activity description This document contains data about publications and dissemination actions performed by all consortium members. Authors Rocío Baños-Piñero (UCL) Reviewers Carmen Pérez, Stavroula Sokoli (UPF) Status (D: draft; RD: revised draft; F: final) F File Name D7.4Publications Date July 2014 This work has been performed within the project "CLIPFLAIR: Foreign Language Learning Through Interactive Revoicing and Captioning of Clips", 519085-LLP-1-2011-1-ES-KA2-KA2MP. This project is funded with support of the Lifelong Learning Programme of the European Union. All here provided information and documentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Table of Contents 1. Introduction ........................................................................................................3 2. Dissemination actions ........................................................................................3 2.1 Virtual dissemination actions.......................................................................3 2.1.1 Dissemination through Facebook.........................................................3 2.1.2 Dissemination through Twitter..............................................................7 2.1.4 Dissemination through other online resources...................................12 2.2 Oral presentations.....................................................................................18 2.3 Written publications...................................................................................37 3. Appendixes ......................................................................................................40 July-2014 Page | 1
  2. 2. List of Tables Table 1. Facebook pages targeted and users reached ...................................... 6 Table 2. Twitter accounts targeted and users reached....................................... 9 Table 3. LinkedIn groups targeted and users reached ..................................... 12 Table 4. Examples of online dissemination of the project................................. 15 Table 5. List of oral presentations .................................................................... 36 Table 6. List of written publications .................................................................. 39 List of Figures Figure 1. Facebook posts on related Facebook pages............................................4 Figure 2. Example of ClipFlair-related tweets posted by partners ...........................7 Figure 3. ClipFlair’s Twitter page data ....................................................................7 Figure 4. Example of tweet posted to reach short and long term target groups.......7 Figure 5. Example of tweets posted by non-partners to disseminate the project...10 Figure 6. Example of message posted on targeted LinkedIn groups.....................10 Figure 7. Example of message posted on a blog from ClipFlair social network.....15 Figure 8. Blog post on ClipFlair (Hancock McDonald blog) ...................................16 Figure 9. Blog post on ClipFlair’s conference and project (Mireia Vargas) ............17 July-2014 Page | 2
  3. 3. 1. Introduction The purpose of this document is to gather information on project dissemination activities and to show how the project has been disseminated to a large number of members of the wider educational community, including local educational authorities and policy makers, academics, school communities, teacher associations, researchers, university staff and students, and the general public. This information has been reported by partners on Redmine, the online platform used to manage the project, and collected through the following online dissemination forms: • Virtual dissemination form: http://webanketa.com/forms/64wk2d1j5wt6acv4c9jkedr/ • Written publication form: http://webanketa.com/forms/64wk0e9r5wt68rhn6gvkjsg/ • Oral presentation form: http://webanketa.com/forms/64wk0e9n5xh3ac3375k6ae8/ . For more information about these forms and the methods and instruments used to collect dissemination-related information, please see Delivery 7.1 (Dissemination Plan). Dissemination actions are regularly updated at the “Spreading the word” blog of the project website. 2. Dissemination actions 2.1 Virtual dissemination actions A wide range of virtual dissemination actions have been carried out by project partners, mainly through social media such as Facebook, Twitter and LinkedIn, but also through other type of online resources. ClipFlair partners have thus posted information about the project and related events on social networks, blogs, forums, mailing lists, newsgroups, etc., and have engaged with a wide range of stakeholders via email. Most of these actions have been posted online as written articles, but some have also been published in the form of podcasts. 2.1.1 Dissemination through Facebook Partner institutions and individual members with a Facebook account “liked” and shared ClipFlair’s page and updates in order to disseminate the project among the short and long term target groups identified (see Dissemination Plan). At the time of writing this deliverable (July 2014), ClipFlair’s Facebook page had 340 likes. In addition to publishing information and events related to the project, the ClipFlair Facebook page has been used to post information on others’ pages. An example of this is shown below, where information has been posted on Teaching English – British Council Facebook Page. July-2014 Page | 3
  4. 4. Figure 1. Facebook posts on related Facebook pages Table 1 below includes detailed information about Facebook pages targeted and users reached (based on the number of Likes) following this approach. Group/Community URL Users Languages https://www.facebook.com/pages/Learning-French- Language/146217768777680?ref=br_rs 3842 French https://www.facebook.com/LLCMV?ref=br_rs 63072 Various https://www.facebook.com/InnovativeLanguage/timeline 3094 Various https://www.facebook.com/KannadaLanguageLearningSchool?ref=b r_rs 1072 Various https://www.facebook.com/enjoykorea2012?ref=br_rs 193 Korean https://www.facebook.com/Nexus.English.Centre?ref=br_rs 10315 English https://www.facebook.com/EF.Solutions?ref=br_rs 1966 Various https://www.facebook.com/FrenchLanguage?ref=br_rs 82033 French https://www.facebook.com/learnrussianlanguageRU?ref=br_rs 2158 Russian https://www.facebook.com/rizgar.kori?ref=br_rs 2493 English https://www.facebook.com/learningturkisheasily?ref=br_rs 26056 Turkish https://www.facebook.com/LanguageOpenLearning?ref=br_rs 12470 Various https://www.facebook.com/LearningPlus?ref=br_rs 6873 English https://www.facebook.com/alllanguages.org.uk?ref=br_rs 3086 Various https://www.facebook.com/LLTJournal?ref=br_rs 1567 Various https://www.facebook.com/EnglishIsWhatINeedToCommunicate?ref =br_rs 8129 English July-2014 Page | 4
  5. 5. Group/Community URL Users Languages https://www.facebook.com/eurocentres?ref=br_rs 93057 Various https://www.facebook.com/holmwoods?ref=br_rs 2574 Various https://www.facebook.com/allp.org?ref=br_rs 5885 Arabic https://www.facebook.com/EnglishKurdishLanguage?ref=br_rs 7303 English https://www.facebook.com/MadinahArabiccom?ref=br_rs 1872 Arabic https://www.facebook.com/English.Second.Language?ref=br_rs 296430 Various https://www.facebook.com/languageteachingandlearning?ref=br_rs 1036 Various https://www.facebook.com/BellBeyondEnglishLanguageLearning?ref =br_rs 2491 English https://www.facebook.com/languagelearningwithtechnology?ref=br_r s 561 Various https://www.facebook.com/pages/Learning-the-Hopi-language/ 359548114058708?ref=br_rs 1255 Hopi https://www.facebook.com/annie.lawler.learnenglish?ref=br_rs 102 English https://www.facebook.com/actilingua.at?ref=br_rs 20035 German https://www.facebook.com/pages/Active-Language- Learning/123018134378862?ref=br_rs 495 Various https://www.facebook.com/pages/AIM-Language- Learning/107257862629713?ref=br_rs 1286 French https://www.facebook.com/LearningLanguagesWithAdvices?ref=br_r s 2164 Various https://www.facebook.com/pages/Language- Learning/1445723242373517?ref=br_rs 13 Various https://www.facebook.com/europeanlearningcenter?ref=br_rs 12884 Various https://www.facebook.com/letstalkpodcast?ref=br_rs 153922 English https://www.facebook.com/RioandLearn?ref=br_rs 25413 Portuguese https://www.facebook.com/ltlbrentwood?ref=br_rs 338 Spanish https://www.facebook.com/pages/Scuola-Leonardo-da-Vinci-Learn- Italian-in-Rome/21937799741?ref=br_rs 4126 Italian https://www.facebook.com/ailmadrid.spanish.language.school.studyi nspain?ref=br_rs 5313 Spanish https://www.facebook.com/pages/Language-Learning-Apps- LLC/248143675232551?ref=br_rs 1286 Various https://www.facebook.com/clac.languages?ref=br_rs 4120 English https://www.facebook.com/learnchineseforfree?ref=br_rs 69951 Chinese https://www.facebook.com/languageforlearning?ref=br_rs 131 Various https://www.facebook.com/pages/Learning-japanese-tagalog-language/ 214861331966114?ref=br_rs 450 Japanese https://www.facebook.com/pages/Crossing-English-Learning- Language-Center/722379841134232?ref=br_rs 538 English https://www.facebook.com/arabic.turkish?ref=br_rs 81297 Turkish https://www.facebook.com/LanguageLearningCenter?ref=br_rs 274 Various https://www.facebook.com/pages/English-Language- Learning/115377565146416?ref=br_rs 8258 English https://www.facebook.com/asapgerman?ref=br_rs 380 Various https://www.facebook.com/UnityLanguageCenter?ref=br_rs 35140 English https://www.facebook.com/pages/SMART-Language-Learning- Centre/340188416821?ref=br_rs 896 Various https://www.facebook.com/Kurdish.English?ref=br_rs 1754 English https://www.facebook.com/LanguageLearningResourceCentre?ref= br_rs 1084 Various https://www.facebook.com/pages/Language-Learning-and- 1342 Various July-2014 Page | 5
  6. 6. Group/Community URL Users Languages Language-Teaching/134987960003924?ref=br_rs https://www.facebook.com/pages/Learning-English- Language/136504649785124?ref=br_rs 581 English https://www.facebook.com/llatherapy?ref=br_rs 355 Various https://www.facebook.com/learninglanguageindallas?ref=br_rs 33 English https://www.facebook.com/LanguageLearningInstitute?ref=br_rs 205 Various https://www.facebook.com/pages/LEARNING-LANGUAGE-Spanish/ 438694700187?ref=br_rs 51 Spanish https://www.facebook.com/LearningEL?ref=br_rs 9337 English https://www.facebook.com/TheLanguageLearning?ref=br_rs 129 Various https://www.facebook.com/groups/250532918483125/?ref=br_rs 760 Various https://www.facebook.com/ulpanor?ref=br_rs 17942 Hebrew https://www.facebook.com/EILInterculturalLearning?ref=br_rs 4538 Various https://www.facebook.com/ilearncairo?ref=br_rs 9490 English https://www.facebook.com/russianinrussia?ref=br_rs 6772 Russian https://www.facebook.com/welearnthaicm?ref=br_rs 730 Thai https://www.facebook.com/pages/ABC-KIDS-Early-English- Learning-Centre/120908271286759?ref=br_rs 11811 English https://www.facebook.com/flireland?ref=br_rs 3450 English https://www.facebook.com/frenchtoday?ref=br_rs 8172 French https://www.facebook.com/frenchtutortoronto?ref=br_rs 2556 French https://www.facebook.com/LearnEnglishWithParwezBughio?ref=br_r s 8780 English https://www.facebook.com/lMaryPoppinsSchool?ref=br_rs 1263 English https://www.facebook.com/byki.language.learning?ref=br_rs 8720 Various https://www.facebook.com/EDC.Rwanda?ref=br_rs 263 Various https://www.facebook.com/jakocentre?ref=br_rs 451 Korean/Japanese https://www.facebook.com/Languageslearningtips?ref=br_rs 8249 Various https://www.facebook.com/effectivelanguagelearning?ref=br_rs 3259 Various https://www.facebook.com/pages/Centrul-pentru-Industriile-Limbii- 200 Romanian https://www.facebook.com/noidirectii.didacticalimbilor 169 Various https://www.facebook.com/Livemocha?fref=ts 640383 Various https://www.facebook.com/TeachingEnglish.BritishCouncil/posts/102 01063133859816?notif_t=like 2412430 English https://www.facebook.com/PracticamosEspanol 27247 Spanish TOTAL: 4,262,201 Table 1. Facebook pages targeted and users reached July-2014 Page | 6
  7. 7. 2.1.2 Dissemination through Twitter Partner institutions and individual members with a Twitter account “followed” ClipFlair on Twitter and tweeted about the project, its related activities and events. An example of the tweets posted by partner members can be found in Figure 2 below. Figure 2. Example of ClipFlair-related tweets posted by partners At the time of writing this version of the dissemination plan (July 2014), the data regarding ClipFlair’s Twitter account was as follows: Figure 3. ClipFlair’s Twitter page data ClipFlair members also used Twitter to target short and long term target groups directly, by adding their account names to tweets. An example of this is shown below, where information was tweeted to @TeachingEnglish, from the British Council, (https://twitter.com/TeachingEnglish) and @ForeverLangs (https://twitter.com/ForeverLangs), a language learning material provider based in Ireland. Figure 4. Example of tweet posted to reach short and long term target groups July-2014 Page | 7
  8. 8. Table 2 below includes detailed information about Twitter accounts targeted and users reached (based on the number of Followers). Group/Community URL Followers Languages LanguageAvenue.com 284 Various Teachers.Net 5707 Various Language Classroom 360 Various Happy Languages 981 Various Fair Languages 590 Various LanguageImprove 482 Various Net4LanguagesLondon 632 Various esl-library.com 19000 Various IH London 2416 Various TeachThought 36700 Various Scholastic Teachers 73100 Various British Council ELT 3395 Various Teaching Strategies 20400 Various Languages Initiative 689 Various Teaching Channel 32000 Various Language Reference 2431 Various Teaching Languages 3515 Various Language Assistants 2967 Various Teaching English 82000 English Forever Languages 366 Various language learning 911 Various Afrikaans language 811 Afrikaans Greek Language 803 Greek LearnEnglish 94900 English Language Perfect 921 Various Duolingo 103000 Various Thai Language 794 Thai Learn Language 44 Various BBC Languages 3564 Various Esperanto Language 2162 Esperanto Norwegian Language 2723 Norwegian Hindi Language 2394 Hindi LanguageUnited 1441 Various Learn Language 3592 Various Mango Languages 7312 Various Lingualia 1889 Various Language Learning 66 Various Learn Language Today 149 Various Learn A Language 401 Various July-2014 Page | 8
  9. 9. Group/Community URL Followers Languages Languages 2918 Various Transparent French 31700 French Learn English Online 21500 English Swedish Language 2407 Swedish Learn A Language 4832 Various Portuguese Language 5594 Portuguese Irish Language 8844 Irish Learn Thai Language 623 Thai Learn Languages 1447 Various Latin Language 7122 Latin Livemocha 29400 Various KLOO Languages 1954 Various Languages Direct Ltd 4101 Various Korean Language 13100 Korean Italian Language 21400 Italian German Language 31500 German Japanese Language 22500 Japanese Routes into Language 4131 Various BBC Learning English 149000 English Living Language 4765 Various Language Log 24500 Various ESL Teaching Jobs 2359 Various Language Learning 632 Various Your Second Language 35 Various Rosetta Stone 82000 Various My Language Cloud 25700 Various WeAreTeachers 143000 Various Language learning 71 Various Rosetta Stone UK 30000 Various Language Hunters 2144 Various Language on the Move 7515 Various GdnLanguageLearning 1540 Various Open Languages 771 Various TOTAL 1,204,997 Table 2. Twitter accounts targeted and users reached The impact of this social network on the dissemination of ClipFlair is reflected on the tweets posted by users (who were not directly involved in the project) to recommend the platform and some activities to their followers. These can be seen by entering ClipFlair as a search term in Twitter, but a couple of examples are included in Figure 5 below. July-2014 Page | 9
  10. 10. Figure 5. Example of tweets posted by non-partners to disseminate the project 2.1.3 Dissemination through LinkedIn LinkedIn was also used to disseminate the project. In this case, instead of creating a specific profile on this social platform, partner members used their individual accounts to target LinkedIn groups related to Foreign Language Learning, Audiovisual Translation, Learning and Technology, etc. Laura McLoughlin (NUIG) and Stavroula Sokoli (UPF) prepared a standard text that could be shared with all targeted LinkedIn groups. An example of the information posted on LinkedIn groups can be seen in Figure 6. Figure 6. Example of message posted on targeted LinkedIn groups Table 3 below includes detailed information about the LinkedIn groups targeted and users reached (based on the number of members). Group/Community URL Group members Language Learning 2813 Language Learning Academy 715 English Language Services Professionals 30403 Learning technologies for language teaching 1205 Learning the Russian Language 1194 Language Experts!!! 18992 July-2014 Page | 10
  11. 11. Group/Community URL Group members eu-TELL: Technology Enhanced Language Learning 364 Communicaid | Views on Global Language Learning 355 Language e-Learning 349 The Best Language Learning Apps 286 Language Learning Network (LLN) 246 Learning and Teaching English as a Foreign Language. 432 AIM language learning 204 Spanish as a Second Language - Spanish Connector 5948 IALLT - International Association for Language Learning Technology 107 Hungarian Language Learning 60 NNELL - The National Network For Early Language Learning 59 Computer Assisted Language Learning 1850 Learn Chinese language 1502 Hello-Hello Language Learning Community 31 Teach Yourself Language Learning 30 Language Academy - Language Teaching & Learning Resources Site! 29 All About L.I.F.E.© (Language Information For English) 1140 GABALL - Game Based Language Learning 26 JALT - Japan Association for Language Teaching 1104 Chinese Learning 学汉语2169 Onine Language Learning a subgroup of Language Center "UNICUM" 29 ESL International 31107 English Language Learning in India 18 P2P Tech Language Learning 14 Language learning and teaching in Estonia, Finland and Italy 11 E-Learning for Second Language Educators and Trainers 24 HindiUniversity - A global platform for Hindi Language 465 ESL Teacher Professionals 20000 Applied Linguistics 15678 Professional English Teachers Network 14367 The IELTS TOEFL Centre 12922 Teaching English 4741 Modern Languages Association (Unofficial) Networking Group 5310 Second Language Acquisition (SLA) & Technology Group 103 ESL Learners 3257 ESL Apps: apps that teach English 3247 Teaching Spanish - sharing ideas for teaching 5988 ITiLT (Interactive Technologies in Language Teaching) 1093 Applied Linguistics 16004 HETL Technology in Teaching and Learning 17086 Language Experts!!! 17086 Film in Language Teaching Association 76 E-Learning 2.0 52,512 Educause 27556 EUROCALL 1243 Education Technology Specialists 2942 Future of Learning 5513 Gaeilgeoir (Irish Gaelic Enthusiasts) 837 HETL International Teaching and Learning 1476 Higher Education Teaching and Learning 46364 July-2014 Page | 11
  12. 12. Group/Community URL Group members HETL Scholarship of Teaching and Learning 2203 HETL Technology in Teaching and Learning 1812 innovaUni - Online Think Tank for Technology Integration in Education 338 eLearning Papers 436 Transforming Assessment 1051 Media and Learning 2020 Learning technologies for language teaching 1204 Irish Learning Technology Association (ILTA) 781 International Society of the Learning Sciences 1107 International Society for Technology in Education 48015 Irish Learning Technology Association (ILTA) 728 TOTAL 438,377 Table 3. LinkedIn groups targeted and users reached 2.1.4 Dissemination through other online resources The following table contains information about the activities carried out for the dissemination of the project through a wide range of online resources (blogs, emails, websites, newsletters, podcasts, etc.). Online dissemination of the project Type Partner ID Comment on blog post from Veintemundos.com Blog P4. UCL http://www.veintemundos.com/magazi nes/93-en/ Italian and e-learning Blog http://www.scoop.it/t/italian-and-e-learning Blog P10. NUIG Diploma in Italian online Blog http://italianonlinenuig.wordpress.com/l inks/ Blog P10. NUIG Email to fecc@escolacristiana.org http://www.escolacristiana.org/ Email communication P1. UPF Email and Phone communication with the PDST (Professional Development Service for Teachers) in Ireland Email communication P10. NUIG Primary, secondary and third level language teachers Email communication P10. NUIG Email communication with Routes into Languages consortium Email communication P4. UCL Email communication with language tutors from Cambridge University Email communication P4. UCL July-2014 Page | 12
  13. 13. Online dissemination of the project Type Partner ID AVT Lab website from the University of Warsaw Information on website P8. UW http://avt.ils.uw.edu.pl/clipflair/ ILS website http://ils.uw.edu.pl/ Information on website P8. UW Information about the second project meeting of ClipFlair in Tallinn on DeustoTech.deusto.es News Section http://www.deustotech.deusto.es/servl et/Satellite/Noticia/1353332072184/_c ast/%231280393103162%231353332 072184/c0/UniversidadDeusto/comun/r ender?tipoColeccion=Page Information on website P6. UD Post-Primary Languages Initiative http://languagesinitiative.ie/component/ content/article/175-mobile/302-italian Information on website P10. NUIG European Union Portal – Call for Papers for New Trends in Language Didactics conference organised by UBB http://ec.europa.eu/languages/news/20 14/20140210-call-didactics_en.htm Information on website P5. UBB Didactic.ro http://www.didactic.ro/stiri/proiectul-clipflair Information on website P5. UBB Forum portal – Ministry of Education www.edu.ro http://forum.portal.edu.ro/index.php?ac t=ST&f=64&t=204139 Information on website P5. UBB http://test.fabula.org/ - Call for Papers for New Trends in Language Didactics conference organised by UBB http://test.fabula.org/actualites/ne w-trends-in-language-didactics-noi-directii- si-orientari-in-pedagogia-limbilor- straine_60867.php Information on website P5. UBB IATIS - Call for Papers for New Trends in Language Didactics conference organised by UBB http://www.iatis.org/index.php/commun ity-resources/events-schedule/ item/873-new-trends-in-language- didactics Information on website P5. UBB July-2014 Page | 13
  14. 14. Online dissemination of the project Type Partner ID Universitatea Babes-Bolyai – Facultatea de Litere - Information about New Trends in Language Information on Didactics conference website P5. UBB http://lett.ubbcluj.ro/departamente/dep artamentul-de-limbi-moderne-aplicate/ Universitatea Babes-Bolyai – Information about New Trends in Language Didactics conference http://news.ubbcluj.ro/events/banner-new- trends-in-language-didactics/ Information on website P5. UBB FILTA – Film in Language Teaching Association http://filtacommunity.ning.com/profiles/ members/ Information on website P10. NUIG Greek School Network http://www.sch.gr/96-announces/3017- clipflair Information on website P2. CTI European Society for Translation Studies - Call for Papers for New Trends in Language Didactics conference organised by UBB http://isg.urv.es/conferences/ Information on website P5. UBB Article in the Newsletter of Metafrasi School of Translation in Greece http://www.metafrasi.edu.gr/newsletter/ PDF/issue115.pdf Newsletter P2. CTI Newsletter from the Interdisciplinary Centre for History, Culture and Societies from the University of Évora in Portugal. http://creativemedpt.files.wordpress.co m/2014/02/newsletter-5_5fevereiro.pdf Newsletter P5. UBB Traducción Audiovisual y aprendizaje de lenguas extranjeras: subtitulación, doblaje y audio-descripción http://www.canaluned.com/mmobj/inde x/id/18843 Podcast P4. UCL & UNED (Associate Partner) Online seminar “Translation and quality assurance” in the Open Translation MOOC (organized by the Open University (UK) http://www.ot12.org/ Online seminar P3. UAB July-2014 Page | 14
  15. 15. Online dissemination of the project Type Partner ID IV Encuentros Virtuales Todoele P4. ICL & P1. http://www.todoele.net/encuentros/enc Online seminar UPF uentros4_call.html Table 4. Examples of online dissemination of the project In addition to these activities, the articles posted on ClipFlair social network have also been essential to disseminate the project. So far, these have been organised in three main categories: - For language teachers - Hints and tips for creating ClipFlair activities - Spreading the word An example of such posts is provided below, but more information can be found in the Blogs area of ClipFlair social network. Figure 7. Example of message posted on a blog from ClipFlair social network The dissemination efforts made by all partners involved in the project have resulted in posts on blogs by authors not directly related to the project. This is the case with the blog by Mark Hancock and Annie McDonald on English Language Teaching, where a post was included with information on the paper on ClipFlair given by Elzbieta Gajek and Agnieszka Szarkowska at the the Annual Conference of the International Association of Teachers of English as a Foreign Language (see Figure 8). Another example is the article posted by July-2014 Page | 15
  16. 16. Mireia Vargas Urpi on her blog, where she shares positive feedback about Clipflair’s final conference in Barcelona and about the project in general (see Figure 9). Figure 8. Blog post on ClipFlair (Hancock McDonald blog) July-2014 Page | 16
  17. 17. Figure 9. Blog post on ClipFlair’s conference and project (Mireia Vargas) Other examples of virtual dissemination are provided in Appendix 1. July-2014 Page | 17
  18. 18. 2.2 Oral presentations The table below includes information about oral presentations carried out by different project partners. In addition to the dissemination activities reported below, it is essential to consider the papers and workshops delivered at these two key events: - Conference New Trends in Language Didactics organised by ClipFlair partner UBB (Universitatea ”Babeş-Bolyai” Cluj- Napoca), held on the 9-10 May 2014 in Cluj-Napoca (Romania). ClipFlair was one of the key themes in the conference, which represented an outstanding opportunity to exchange ideas with members from the academic community working in Foreign Language Learning, as well as with other stakeholders. For more information about the conference, see Appendix 4 (Report on Clipflair Conference “New Trends in Language Didactics”). - ClipFlair’s final conference, Innovation in Language Learning: Multimodal Approaches, held on the 18-19 June 2014 in Barcelona (Spain). For more information about the final conference, please check the Final Conference Report (Deliv_7.5_Jul_2014.doc), available through Redmine at http://colsrv.cti.gr/boards/43/topics/4897. Examples of oral presentations are provided in Appendix 2. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. ICL Jorge Díaz-Cintas New Developments in Audiovisual Translation Giornata di Studi sulla Traduzione Audiovisiva: Audiovisual Translation in the Third Millennium Invited talk 05/12/2011 Italy - Bari 100 P4. ICL Jorge Díaz-Cintas Teoría y práctica de la subtitulación MA in Audiovisual Translation Face to face course 13/01/2012 Spain Barcelona 40 P4. ICL Jorge Díaz-Cintas Traducción editorial de cómics y textos audiovisuales (inglés/español) Máster Universitario en Traducción Editorial Face to face course 31/01/2012 Spain - Murcia 19 P4. ICL Jorge Díaz-Cintas Técnicas de traducción aplicadas a la subtitulación Máster en Traducción Audiovisual: Localización, Subtitulación y Doblaje Face to face course 08/02/2012 Spain - Sevilla 20 July-2014 Page | 18
  19. 19. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. ICL Jorge Díaz-Cintas La traducción audiovisual: imagen y creatividad Máster Universitario en Traducción y Mediación Cultural Face to face course 13/02/2012 Spain - Salamanca 90 P10. NUIG Laura Incalcaterra McLoughlin Subtitling in Applied Linguistics Italian Studies Seminar Seminar presentation 18/02/2012 Ireland - Cork 20 P2. CTI Stavroula Sokoli The ClipFlair Project 5th Workshop of Multimedia Innovative management and presentation of results in adult educational projects by using multimedia Invited talk 02/03/2012 Greece - Patras 30 P10. NUIG n/a English in not enough, Conference Distribution of leaflets and posters 09/03/2012 Ireland 50 P1. UPF Cristina Varga Les multiples facettes de l’enseignement de la traduction audiovisuelle Colloque international ISTTRAROM-Translationes - De la méthode en traduction et en traductologie Paper 26/04/2012 Romania - Timis 20 P3. UAB Sara Rovira- Esteva Clip-Flair Project Presentation ChAT 4th Consortium Meeting Invited talk 27/04/2012 Spain - Granada 20 July-2014 Page | 19
  20. 20. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P9. UALG Conceição Bravo 21st century language lab: a web platform with interactive audiovisual activities Akdeniz Language Studies Conference Paper 09/05/2012 Turkey - Antalya 40 P10. NUIG Dorothy Ní Uigín Foreign-Language Learning through Interactive Revoicing and Captioning of Clips: www.clipflair.net The written word – Writing, Publishing and Communication in Higher Education Paper 07/06/2012 Ireland - Galway 200 P3. UAB Lupe Romero and Olga Torres El uso del revoicing y el captioning en el aprendizaje de la lengua extranjera: el proyecto ClipFlair First International Conference on Research into the Didactics of Translation Paper 21/06/2012 Spain – Barcelona 200 P4. ICL Marga Navarrete El doblaje como herramienta de aprendizaje en el aula de español y desde el entorno Clipflair II Encuentro para profesores de centros universitarios y de centros formadores de ELE de Londres. Paper 26/06/2012 UK - London 200 P4. ICL Rocío Baños ClipFlair: Foreign Language Learning through Captioning and Revoicing of Clips Innovative Language Teaching and Learning at University: Enhancing the Learning Experience through Student Engagement Paper 28/06/2012 UK - Manchester 70 P1. UPF Patrick Zabalbeascoa Subtitling and Dubbing in FLL in a web 2.0 environment Subtitling and Dubbing in FLL in a web 2.0 environment Face to face course 03/07/2012 Spain - Barcelona 28 July-2014 Page | 20
  21. 21. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P8. UW Elzbieta Gajek & Agnieszka Szarkowska ClipFlair - Language Learning through Interactive Captioning and Revoicing of Clips The 21st Conference of International Association of Teachers of English as a Foreign Language Poland Paper 08/09/2012 Poland - Wroclaw 20 P8. UW Elzbieta Gajek ClipFlair International Association of Teachers of English as a Foreign Language in Poland Łódź 2013 Conference Invited talk 08/09/2012 Poland 700 P6. UD Mº Luz Guenaga DeustoTech Learning Projects: ClipFlair DeustoTech Learning Presentation Paper 11/09/2012 Spain - Bilbao 30 P4. ICL Jorge Díaz-Cintas Maximising the Potential of AVT in the Foreign Language Classroom: The ClipFlair Project International Conference on Subtitles and Language Learning Invited talk 13/09/2012 Italy – Pavia 150 P2. CTI Stavroula Sokoli The ClipFlair Project Subtitles and Language Learning International Conference Invited talk 13/09/2012 Italy – Pavia 100 P4. ICL Jorge Díaz-Cintas Subtitling: theory and practice MA in Traduzione per il Cinema, la Televisione e l'Editoria Multimediale Face to face course 05/10/2012 Italy - Turin 30 July-2014 Page | 21
  22. 22. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P10. NUIG Laura McLoughlin & Jennifer Lertola ClipFlair - Language learning through captioning and revoicing of clips The Future of Italian Teaching (5th-6th Oct 2012) Paper 06/10/2012 Italy - Rome 70 P2. CTI George Birbilis Σύνοψη έργου ClipFlair Διασκέδαση και Γνώση στην Ψηφιακή Εποχή Invited talk 09/10/2012 Greece - Kerkira 30 P5. UBB Cristina VARGA ClipFlair - Pentru cine traducem? Colocviu LMA - Pentru cine traducem? Paper 12/10/2012 Romania - Cluj 60 P4. ICL Jorge Díaz-Cintas La investigación en traducción, literatura y medios audiovisuales en Europa Primer Simposio TRALIMA Invited talk 18/10/2012 Spain - Vitoria 50 P4. ICL Jorge Díaz-Cintas An introduction to subtitling: bridging the language and culture divide An introduction to subtitling: bridging the language and culture divide Invited talk 26/10/2012 UK - London 100 P6. UD Mª Luz Guenaga and Iratxe Mentxaka Social Tech Book Day - Dissemination of ClipFlair Social Tech Book Day Meeting, Distribution of Bookmarks and Leaflets 15/11/2012 Spain – Bilbao 85 July-2014 Page | 22
  23. 23. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P10. NUIG Laura McLoughlin Clipflair, foreign language learning through captioning and revoicing of clips Creativity in Language Learning Exhibition 15/11/2012 Belgium - Brussels 70 P4. ICL Jorge Díaz-Cintas The serious side of Audiovisual Translation: conducting research Translating Humour in Audiovisual Text Invited talk 30/11/2012 Italy - Lecce 150 P8. UW Elżbieta Gajek ClipFlair - Foreign Language Learning through Interactive Revoicing and Captioning of Clips Institute of Applied Linguistics staff meeting Paper 04/12/2012 Poland 70 P5. UBB Cristina VARGA Subtitrarea. Prezentare generala Workshop - Master Comunicare multilingvă și multiculturală Workshop 05/12/2012 Romania - Cluj 20 P7. TLU Kristiina Tedremaa- Levorato Presentation at the Swedish Institute Staff meeting (department of Swedish Language Studies) Meeting 07/12/2012 Sweden - Stockholm 4 P3. UAB Lupe Romero Las posibilidades didácticas del captioning en el aprendizaje de la lengua extranjera: el proyecto ClipFlair Congreso Internacional AIETI 6. Traducimos desde el sur Paper 24/01/2013 Spain – Las Palmas de Gran Canaria 30 July-2014 Page | 23
  24. 24. Partner ID Title Name of event Type Date of event Location Aprox. nº participants Associate partner Paulina Burczyńska Dubbing-based exercises as a powerful tool to enhance multiply language skills I Congreso Internacional de Lingüística Aplicada CONLA UNA 2013 Paper 06/02/2013 Costa Rica - Heredia 100 P7. TLU Ilana Faiman & Kristiina Rebane International Conference: Foreign Languages Creating Learning Communities Conference for FL teachers Paper 12/04/2013 Estonia - Tallinn 80 P8. UW Elżbieta Gajek & Agnieszka Szarkowska ClipFlair - Foreign Language Learning through Interactive Revoicing and Captioning of Clips IATEFL PL Computer SIG Meeting Meeting 13/04/2013 Poland 15 P5. UBB Alexandra Cotoc & Anamaria Radu ClipFlair Gols - Spring School Paper 12/05/2013 Austria - Gols 30 P1. UPF Stavroula Sokoli, Patrick Zabalbeascoa & Vasilis Delis ClipFlair - Foreign Language Learning through interactive revoicing and captioning of clips Learning Innovations and Quality: "The Future of Digital Resources" Round Table 16/05/2013 Rome, Italy 300 July-2014 Page | 24
  25. 25. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. ICL Marga Navarrete Cierra los ojos que yo te retrato la escena con la ayuda de ClipFlair III Encuentro para profesores de centros universitarios y centros formadores de ELE en Londres Paper 21/06/2013 United Kingdom 100 P4. ICL Marga Navarrete Lend your voice to an actor and your eyes to a friend: Using ClipFlair audiovisual translation tasks for Spanish language learning 35th Annual Conference of the Association for Contemporary Iberian Studies Paper 09/09/2013 Portugal, Lisbon 100 P3. UAB Lupe Romero & A. Galán-Mañas Possibilidades didáticas do captioning e o revoicing na aprendizagem da língua estrangeira: o projeto ClipFlair XI CONGRESSO INTERNACIONAL DA ABRAPT / V CONGRESSO INTERNACIONAL DE TRADUTORES Paper 24/09/2013 Brazil - Florianópolis 35 P4. ICL Rocío Baños Dubbing: Creating spontaneous-sounding dialogues Media for All 5: Audiovisual Translation: Expanding Borders Workshop 25/09/2013 Croatia - Dubrovnik 15 P10. NUIG Jennifer Lertola & Cristina Mariotti Effects of Reversed Dubbing and Subtitling on the Pragmalinguistic Awareness of Italian ESL Learners Media for All 5- Audiovisual Translation: Expanding Borders Paper 26/09/2013 Croatia - Dubrovnik 200 July-2014 Page | 25
  26. 26. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. ICL Rocío Baños & Marga Navarrete Learning Foreign Languages via Revoicing Media for All 5: Audiovisual Translation: Expanding Borders Paper 26/09/2013 Croatia - Dubrovnik 200 NUIG & UNED (Associated partner) Noa Talaván & Jennifer Lertola Audiodescription and foreign language education: new approaches Media for All 5- Audiovisual Translation: Expanding Borders Paper 27/09/2013 Croatia - Dubrovnik 200 P8. UW Elżbieta Gajek & Agnieszka Szarkowska ClipFlair - Language Learning through Interactive Captioning and Revoicing of Clips Annual Conference of International Association oF Teachers of English as a Foreign Language in Poland 2013 Paper 27/09/2013 Poland 700 P3. UAB Anabel Galán- Mañas Possibilidades didáticas do captioning e o revoicing na aprendizagem da língua estrangeira: o projeto ClipFlair A formação inicial de tradutores Workshop 04/10/2013 Brazil - Florianópolis 10 P3. UAB & NUIG P. Rodríguez-Inés, O. Torres- Hostench & L. McLoughlin Acquiring translation skills through interactive captioning and revoicing of clips Methodological Challenges for Contemporary Translator Educators Workshop 10/10/2013 Poland 15 P10. NUIG Laura McLoughlin Introduction to ClipFlair n/a Invited talk 22/11/2013 Ireland - Marino 5 July-2014 Page | 26
  27. 27. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P7. TLU Tuuli Oder TU Language centre methodology days Methodology Days for FL Teachers Paper 22/11/2013 Estonia - Tallinn 60 P3. UAB Helena Casas- Tost Lenguas e Innovación: el uso del captioning y el revoicing en el aprendizaje de lenguas n/a Invited talk 02/12/2013 Taiwan - Taipei 15 P3. UAB Helena Casas- Tost & Sara Rovira-Esteva Clipflair: the use of captioning and revoicing for TCFL The First International Conference on Teaching Chinese as a Foreign Language Paper 04/12/2013 Hong Kong 25 P4. UCL Jorge Díaz-Cintas The role of subtitling in the digital society Guest Speakers series Invited talk 04/12/2013 UK - Manchester 30 P6. UD MªLuz Guenaga Meeting with Langune n/a Meeting 13/12/2013 Spain 7 P4. UCL Jorge Díaz-Cintas Teoría y práctica de la subtitulación MA in Audiovisual Translation Face to face course 08/01/2014 Spain - Barcelona 40 July-2014 Page | 27
  28. 28. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. UCL Jorge Díaz-Cintas Metodología de la Investigación en Traducción Audiovisual Máster en Investigación en Traducción e Interpretación online Face to face course 13/01/2014 Spain - Castellón 20 P10. NUIG Laura McLoughlin Workshop with Clipflair Workshop Workshop 23/01/2014 Poland 12 P4. UCL Rocío Baños Creating subtitling and dubbing activities to learn a foreign language with ClipFlair Studio LLAS - e-learning symposium 2014 Workshop 24/01/2014 United Kingdom - Southampton 60 P4. UCL Marga Navarrete Close your eyes, and I’ll tell you what’s going on: Audiodescription tasks to promote language learning LLAS 9th annual elearning symposium Paper 24/01/2014 United Kingdom - Southampton 70 P4. UCL Jorge Díaz-Cintas A practical approach to subtitling Guest Speakers series Invited talk 25/01/2014 Germany – Saarland 20 P7. TLU Tuuli Oder Meeting with stakeholders: Heads of language centres of Estonian public universities Annual co-operation meeting of public universities Round table 30/01/2014 Estonia - Pärnu 50 July-2014 Page | 28
  29. 29. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. UCL Rocío Baños Meeting with e-learning team at UCL n/a Meeting 31/01/2014 London - UK 12 P7. TLU Tuuli Oder Meeting with SA Innove, the former Exam and Qualification Centre Meeting with SA INNOVE Meeting 05/02/2014 Estonia - Tallinn 10 P4. UCL Jorge Díaz-Cintas Técnicas de traducción aplicadas a la subtitulación MA in Traducción Audiovisual: Localización, Subtitulación y Doblaje Face to face course 12/02/2014 Spain – Seville 22 P4. UCL Jorge Díaz-Cintas Módulo Audiovisual: Subtitulado Postgrado Multimedia Online course 14/02/2014 Spain - Vigo 18 UNED (Associated partner) Noa Talaván & José Javier Ávila- Cabrera Audiovisual Translation as a Didactic Resource for the English Class in Infant and Primary Education Seminario de Investigación Invited talk 15/02/2014 Spain - Madrid 100 P4. UCL Jorge Díaz-Cintas Braving a new media world: the case of fansubbing International Conference Subtitling and Intercultural Communication: European Languages and beyond Invited talk 27/02/2014 Italy - Siena 100 July-2014 Page | 29
  30. 30. Partner ID Title Name of event Type Date of event Location Aprox. nº participants UNED (Associated partner) Noa Talaván & Pilar Rodríguez The Use of Interlingual Subtitling to Improve Listening Comprehension Skills in Advanced EFL Students Subtitling and Intercultural Communication. European Languages and Beyond Paper 28/02/2014 Italy 100 P4. UCL Rocío Baños & Marga Navarrete Meeting with UCL language tutors n/a Meeting 05/03/2014 London - UK 15 P6. UD Mª Luz Guenaga Meeting with "Euskal Irakaslegoa" (basque language school of University of Deusto) n/a Meeting 06/03/2014 Spain 4 P6. UD Mª Luz Guenaga Meeting with American School of Bilbao (Jon Asensi) n/a Meeting 07/03/2014 Spain 3 P4. UCL Jorge Díaz-Cintas Video conference on subtitling U. Nacional de Educación a Distancia Invited video conference 10/03/2014 Spain - Madrid 100 P7. TLU Tuuli Oder Prospective students' day Prospective students's Day Paper 14/03/2014 Estonia - Tallinn 100 July-2014 Page | 30
  31. 31. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P10. NUIG Jennifer Lertola ClipFlair The Creative Classroom: Tools and Tips for Language Teachers Workshop 14/03/2014 Italy - Florence 6 P4. UCL Jorge Díaz-Cintas A practical approach to subtitling Directorate-General for Translation Invited talk 14/03/2014 Belgium - Brussels 70 P5. UBB Cristina Varga Clipflair. General Presentation Pedagogy English Course Invited talk 17/03/2014 Romania - Cluj-napoca 45 P10. NUIG - National University of Ireland, Galway Inatra conference Interdisciplinary Approaches to translation Distribution of promotional material 27/03/2014 Poland 50 P5. UBB Alexandra Cotoc & Anamaria Radu Chișinău Workshop UNHCR Chișinău Workshop Workshop 27/03/2014 Republic of Moldova - Chisinau 25 P4. UCL Jorge Díaz-Cintas The impact of technology on subtitling International Conference on Didactics of Audiovisual Translation Invited talk 27/03/2014 Bydgoszcz – Poland 90 July-2014 Page | 31
  32. 32. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P2. CTI Giorgos Birbilis Meeting with Giorgos Panopoulos, member of the project “In-Service Training of Teachers for the utilisation and application of ICT in the teaching practice” n/a Meeting 01/04/2014 Greece - Patras 2 P7. TLU Kristiina Tedremaa & Levorato, Kristiina Rebane ClipFlair - indispensable material to supplement the coursebooks With or without a coursebook? Paper 04/04/2014 Estonia 100 P4. UCL Jorge Díaz-Cintas Nuevos desarrollos tecnológicos en la subtitulación VII Jornadas de Doblaje y Subtitulación Invited talk 08/04/2014 Spain - Alicante 125 P2. CTI George Birbilis, Vasilis Delis Meeting with Head and ICT Manager Doukas schools (primary and secondary private school) Meeting with Doukas schools Meeting 15/04/2014 Greece - Patras 5 P8. UW Elżbieta Gajek Aktywizowanie ucznia poprzez dodawanie napisów i głosu do materiałów audiowizualnych w nauczaniu języka polskiego jako obcego Nowe perspektywy w nauczaniu języka polskiego jako obcego Invited talk 25/04/2014 Poland - Torun 70 July-2014 Page | 32
  33. 33. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. UCL Emmanouela Patiniotaki New Trends in Subtitling: The Crowd & The Cloud Translation and the Digital Invited talk 25/04/2014 UK - London 70 P4. UCL Jorge Díaz-Cintas La traducción de canciones para doblaje y subtitulación: propuestas didácticas International Symposium on Cultural Transfers in Audiovisual Media: Music and Translation Invited talk 29/04/2014 Spain - Vitoria- Gasteiz 80 P4. UCL Jorge Díaz-Cintas Traducción editorial de cómics y textos audiovisuales (inglés/español) Máster Universitario en Traducción Editorial Face to face course 05/05/2014 Spain - Murcia 20 P1. UPF Stavroula Sokoli Audiovisual Translation for Foreign Language Learning: New Multimodal Resources II International Workshop on Technological Innovation for Specialized Linguistic Domains Invited talk 07/05/2014 Spain - Ávila 30 P4. UCL Emmanouela Patiniotaki AVT & AST in Accessible Online Education II International Workshop on Technological Innovation for Specialized Linguistic Domains Paper 08/05/2014 Spain - Ávila 50 P5. UBB Cristina Varga Clipflair. General Presentation NTLD 2014 (9-10 may 2014 ) – New Trends in Language Didactics Workshop 09/05/2014 Romania - Cluj-napoca 20 July-2014 Page | 33
  34. 34. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P5. UBB Alexandra Cotoc & Anamaria Radu Creativity and Innovation in Learning Romanian as a Foreign Language New Trends in Language Didactics Paper 09/05/2014 Romania - Baia Mare 40 P4. UCL Jorge Díaz-Cintas Subtitling in the digital society Guest Speakers series, Centre for Translation Studies Invited talk 09/05/2014 Austria - Vienna 60 P5. UBB Liana Muthu Practical Aspects of Using Audiovisual Materials in the Foreign Language Learning New Trends in Language Didactics Paper 10/05/2014 Romania - Cluj-napoca 30 P10. NUIG Laura McLoughlin ClipFlair n/a Workshop 12/05/2014 Ireland - Sligo 5 P5. UBB Cristina Varga Clipflair - General Presentation 21.03.2014 Meeting with the English teachers of National College Emil Racoviță - Cluj-Napoca Meeting 21/05/2014 Romania - Cluj-napoca 6 P4. UCL Jorge Díaz-Cintas Multimedia Translation in the Digital Age Multimedia Translation in the Digital Age Round table 21/05/2014 UK - London 80 July-2014 Page | 34
  35. 35. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P10. NUIG Jennifer Lertola ClipFlair and MOVET: innovative language learning projects AAIS (American Association for Italian Studies) 2014 Annual Conference Paper 24/05/2014 Switzerland 500 P4. UCL Jorge Díaz-Cintas The theory and practice of subtitling IFB, Institut für Fremdsprachenberufe Invited talk 30/05/2014 Germany - Kempten 20 Associated partner & NUIG Susanna Nocchi / Laura McLoughlin Presentation of ClipFlair project One Voice for Languages meeting Meeting 31/05/2014 Ireland - Dublin 10 P4. UCL Jorge Díaz-Cintas The technification of subtitling International Conference on New Perspectives in Translation and Intercultural Studies Invited talk 13/06/2014 China - Ningbo 175 P10. NUIG - National University of Ireland, Galway ClipFlair: Sottototilazione e doppiaggio per apprendenti d'italiano L2 VIII Convegno Seminario CIS (Centro di Italiano per Stranieri) Paper 14/06/2014 Italy - Bergamo 100 P4. UCL Emmanouela Patiniotaki Accessible Online Education: AVT & AST at the Crossroads HCI International 2014 Paper 23/06/2014 Greece - Heraklion 300 July-2014 Page | 35
  36. 36. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. UCL Emmanouela Patiniotaki ACCESSIBILITY IN HIGHER EDUCATION ONLINE Current & Future Trends INCLUDiT – International Conference for Inclusion Paper 05/07/2014 Portugal - Leiria 100 P3. UAB L. Molina Nuevas herramientas en la formación de traductores e intérpretes: la plataforma CLIPFLAIR Second International Conference on Research into the Didactics of Translation Paper 08/07/2014 Spain - Barcelona 30 P3. UAB L. Molina Nuevas herramientas en la formación de traductores e intérpretes: la plataforma CLIPFLAIR Second International Conference on Research into the Didactics of Translation Paper 08/07/2014 Spain - Barcelona 30 P5. UBB Cristina Varga Predarea limbii române ca limbă străină prin intermediul subtitrării și dublajului 40 de ani de limba română ca limbă străină la UBB 1974-2014 Paper 03/10/2014 Romania - Cluj-napoca 50 P5. UBB Cristina Varga Enseñar las lenguas románicas a través de la subtitulación y el doblaje Coloquio Internacional Comunicación y Cultura en la Romania Europea Paper 04/10/2014 Romania - Timisoara 40 Table 5. List of oral presentations July-2014 Page | 36
  37. 37. 2.3 Written publications The table below includes information about publications written by different project partners. Examples of written publications are provided in Appendix 3. Partner ID Title Publisher/ Name of publication Type Publication date P4. ICL Marga Navarrete El doblaje como herramienta de aprendizaje en el aula de español y desde el entorno Clipflair Marcoele Online article http://marco ele.com/des cargas/16/8. londres- 2.pdf (see Appendix 3) 31/01/2013 P8. UW Elzbieta Gajek & Agnieszka Szarkowska Audiodeskrypcja i napisy jako techniki uczenia się języka - projekt ClipFlair Języki Obce w Szkole Article (see Appendix 3) 31/03/2013 P3. UAB Helena Casas-Tost & Sara Rovira- Esteva Presentation of the Clipflair project illustrated with some activities for learning Chinese Instituto Confucio Article (see Appendix 3) 30/11/2013 P4. ICL Emmanouela Patiniotaki Assistive Technology and Audiovisual Translation. A key combination for Access Services in Online Education. A Global Village Online article http://agloba lvillage.org/j ournal/issue 11/e-democracy/ emmanuela-patiniotaki/ 01/10/2013 P1. UPF Stavroula Sokoli Dubbing and subtitling for language learning Media & Learning News Article (see Appendix 3) 10/03/2014 P10. NUIG Laura Incalcaterra McLoughlin & Jennifer Lertola Audiovisual Translation in Second Language Acquisition: Integrating Subtitling in the Foreign Language Curriculum The Interpreter and Translator Trainer Article (see Appendix 3) 30/05/2014 P10. NUIG Laura Incalcaterra McLoughlin & Jennifer Lertola Captioning & Revoicing of Clips in Foreign Language Learning: Using ClipFlair for Teaching Italian in Online Learning Environments The Future of Italian Teaching Article Accepted July-2014 Page | 37
  38. 38. Partner ID Title Publisher/ Name of publication Type Publication date P8. UW Elżbieta Gajek Aktywizowanie ucznia języka polskiego jako obcego poprzez dodawanie napisów i głosu do materiałów audiowizualnych University Nicolaus Copernicus Publishers Article (see Appendix 3) Accepted P8. UW Elzbieta Gajek & Agnieszka Szarkowska Przekład audiowizualny w edukacji językowej – na przykładzie tłumaczenia tekstów naukowych Univeristy of Warsaw Publications Article (see Appendix 3) Accepted P8. UW Elzbieta Gajek & Agnieszka Szarkowska Audiovisual scientific text for self-directed Content and Language Integrated Learning (CLIL) TBC Article (see Appendix 3) Accepted P4. UCL Frederic Chaume Panorámica de la investigación en traducción para el doblaje In R. Baños (coord.), Últimas tendencias en la investigación sobre traducción para el doblaje, TRANS. Revista de Traductología, 17:13- 34 Article (see Appendix 3) 02/12/2013 P4. UCL Rocío Baños Últimas tendencias en la investigación sobre traducción para el doblaje In R. Baños (coord.), Últimas tendencias en la investigación sobre traducción para el doblaje, TRANS. Revista de Traductología, 17:9- 12 Introduction to edited journal (see Appendix 3) 02/12/2013 P10. NUIG Jennifer Lertola Subtitling in Language Teaching: Suggestions for Language Teachers In Y. Gambier, A. Caimi and C. Mariotti (eds.), Subtitles and Language Learning, Bern: Peter Lang. Book chapter 09/2014 P1. UPF Stavroula Sokoli ClipFlair: Foreign Language Learning through Interactive Revoicing and Captioning of Clips In Y. Gambier, A. Caimi and C. Mariotti (eds.), Subtitles and Language Learning, Bern: Peter Lang. ( Book chapter (see Appendix 3) 09/2014 P5. UBB Cristina Varga Publication of proceedings of “New Trends in Language Didactics” conference New Trends in Language Didactics, to be published in Presa Universitară Clujeană Edition of conference proceedings To be published on 30/09/2014 P5. UBB Liana Muthu Is Film Terminology Subtitling a Difficult Task for the Subtitler? International Review of Studies in Applied Modern Languages Article 2013 July-2014 Page | 38
  39. 39. Partner ID Title Publisher/ Name of publication Type Publication date P5. UBB Alexandra Cotoc, Anamaria Radu Creativity and Innovation in Learning Romanian as a Foreign Language New Trends in Language Didactics, to be published in Presa Universitară Clujeană Conference proceedings To be published on 30/09/2014 Table 6. List of written publications July-2014 Page | 39
  40. 40. 3. Appendixes ClipFlair was announced at the "Get inspired" section of the European Commission webpage on Languages! http://ec.europa.eu/languages/inspire/0810-clipflair_en.htm July-2014 Page | 40
  41. 41. July-2014 Page | 41
  42. 42. July-2014 APPENDIX 1. Examples of virtual dissemination
  43. 43. 1. FABULA.ORG - Anamaria Colceriu, “ClipFlair – un progetto innovativo nel campo dell’insegnamento e dello studio delle lingue straniere” in RIELMA, no 6/2012, pp 167-173 http://www.fabula.org/actualites/revue-internationale-en-langues-modernes-appliquees-international- review-of-studiesin-applied_59087.php 2. Educatinal forum of the Ministry of Education, Romania - http://forum.portal.edu.ro/index.php?act=ST&f=64&t=204139
  44. 44. 3. Linkedin – Cristina Felea
  45. 45. July-2014 APPENDIX 2. Examples of oral dissemination
  46. 46. 31/07/2014 1 ClipFlair Foreign Language Learning through Interactive Revoicing & Captioning of Clips Jennifer Lertola National University of Ireland, Galway 31/07/2014 The ClipFlair Idea Learners can be motivated to work with audiovisuals productively by revoicing or captioning video clips (film scenes, documentaries, news, animation or songs). • Revoicing (to add speech to a motion picture). • Captioning (to add writing to a motion or still picture). The project in numbers Education, Audiovisual and Culture Executive Agency (EU Lifelong Learning Programme) • 30 months (Dicembre 2011 – Maggio 2014) • 10 partners • 8 countries • 15 languages (+Italian) • 300 activities • 2.000 users (students, teachers and activity authors) • 1 platform http://clipflair.net/ LeViS: 2006-08 http://levis.cti.gr/ 31/07/2014 ClipFlair: 2011-14 http://clipflair.net/ 31/07/2014 clipflair.net 31/07/2014
  47. 47. 31/07/2014 2 ClipFlair Studio Revoicing & Captioning 31/07/2014 31/07/2014 31/07/2014 31/07/2014 ClipFlair Gallery 31/07/2014
  48. 48. 31/07/2014 3 Thank you! clipflair.net facebook.com/ClipFlair twitter.com/ClipFlair clipflair@cti.gr jennifer.lertola@gmail.com
  49. 49. 31/07/2014 1 ClipFlair - indispensable material to supplement the coursebooks Kristiina Tedremaa-Levorato (MA) Kristiina Rebane (MA) With or without coursebook – what do the learners think? Questionnaire: How would you like to learn a foreign language? 1. contact lesson with a coursebook 2. contact lesson with a coursebook + internet 3. contact lesson with internet materials 4. independent learning / online learning Students: 194 (English, Spanish, Swedish, German, Italian) Language level: A1-C1 Results 1. contact lesson with a coursebook (49) 2. contact lesson with a coursebook + internet (135) 3. contact lesson with internet materials (8) 4. independent learning / online learning (2) 1 2 3 4 PC-based language learning platforms • RosettaStone www.rosettastone.eu • TellMeMore www.tellmemore.com • Livemocha www.livemocha.com • Babel www.babel.com • The British Broadcasting Corporation www.bbc.com/languages Clipflair-Foreign Language Learning through Interactive Captioning and Revoicing of Clips • Duration: 2011-2014 • Activities in 15 languages • Language levels A1-C2 • Universities: 11 from 8 countries Universities • Universitat Pompeu Fabra (Spain) • Computer Technology Institute (Greece) • Universitat Autònoma de Barcelona (Spain) • Imperial College London (Great Britain) • Universitatea ”BabeƔ-Bolyai” (Romania) • Universidad de Deusto (Spain) • Tallinn University (Estonia) • University of Warsaw (Poland) • Universidade do Algarve (Portugal) • National University of Ireland, Galway (Ireland)
  50. 50. 31/07/2014 2 Clipflair-Foreign Language Learning through Interactive Captioning and Revoicing of Clips www.clipflair.net The innovative character of Clipflair • it offers ready-for-use captioning activies • it offers ready-for-use revoicing activities • social-networking aspect: the activities are offered online through a social networking web platform in order to increase social interaction of learners Principles of pedagogical approach Role of learners • Learning is active • Learning is a unique and individual process • Learning is a social process • Learners progress at different paces Role of teachers • Teachers providing sporadic activities • Teachers providing complementary activities in a regular language course • Teachers providing ClipFlair activities in class • Teachers presenting full online language courses Thank you! www.clipflair.net
  51. 51. 31/07/2014 1 Close your eyes, and I’ll tell you what’s going on: Audiodescription tasks to promote language learning Marga Navarrete m.navarrete@ucl.ac.uk 24th January 2014 LLAS: e-learning symposium Overview • Audiodescription (AD): introduction • The ClipFlair Project • Using AD activities in FL environments • Examples of AD activities created in ClipFlair Studio • Potential of AD in FL learning Audiodescription (AD): example http://studio.clipflair.net/?activity=VisitBritain-Dorina.clipflair Audiodescription: Definition AD is a type of audiovisual translation (AVT) used for making products accessible to blind and visually impaired viewers. An additional narration is inserted in the audiovisual product, between the original dialogue, and describes information transmitted visually: actions, facial expressions, scenery, etc. Audiodescription features What/who/where? Description of: • Settings • Characters How? Explaining actions using: • Verbs in present tense • Adjectives • Adverbs • Pronouns (direct, indirect, reflexive) The project
  52. 52. 31/07/2014 2 • Funded by the EU • Main aim: providing audiovisual translation tasks for language learning (15) • Participants: 10 European universities • Products: – Free access platform – Tasks framed in lesson plans (300) – Social network: for the teaching and learning community (web 2.0: wikis, tags, blogs) – Software design • Dissemination The consortium The platform http://clipflair.net/ AVT modalities used in ClipFlair • Revoicing: ”refers to any interaction between speech and image, such as dubbing, audio description, karaoke singing and reciting.” (ClipFlair) – Audiodescription – Dubbing – Voice-over – Free Commentary – Karaoke • Subtitling: “refers to any interaction between writing and image, such as conventional subtitling, same language subtitling, transcription, video annotations and comments.” (ClipFlair) Sample activities http://studio.clipflair.net/?activity=Supercafetera-con-chapas-56-CapRev-A1- SP.clipflair http://studio.clipflair.net/?activity=Maldicion-Rev-B1-ES.clipflair http://studio.clipflair.net/?activity=VisitBritain.clipflair
  53. 53. 31/07/2014 3 Task 1: AD text is provided Task 2: Short film AD Task 3: AD for a promotional video Task procedure Tasks: 1, 2 & 3 Level A2, B1 & Any Step Task Warm-up: Introduction to task topics Gathering of information and discussing linguistic & cultural issues related to the clip. Viewing of the clip Taking notes and further discussion on previous points Writing a the script for the AD Recording the AD Focus on writing skills Focus on prosodic elements Watching each other’s creations A representative number of clips are watched General feedback given Teacher comments on voc, grammar, content, pronunciation etc. Why use Audiodescription in FLL? The use of AD for FLL is an underexplored field The benefits have been highlighted by very few authors who have explored this area; motivating value for FLL, and the benefits by the integrated development of the four skills (Ibañez Moreno, A. & Vermeulen, 2013) AD enables working on a wide range of skills when learning a FL
  54. 54. 31/07/2014 4 Skills that can be developed • Work on phonetic competence, rhythm, stress and intonation in the foreign language. Speaking • When the clip includes audio in L2, understanding Listening general/specific information. Writing work on register, style, cohesion • If students have to ‘translate’ images into L2, • Reading students own creations for recording. If the script is provided, work on reading comprehension. Reading Further skills & learning strategies • Through images, but also through paralanguage, intonation, etc. Inter-cultural awareness • Vocabulary acquisition, grammar, register, cohesion & coherence, etc. Consolidate linguistic items • Collaborative & independent learning • Problem solving, context based understanding, transferrable skills, etc. Learning strategies • AV Literacy: a complex set of abilities to understand a wide range of forms of communication. Audiovisual skills To follow, join, subscribe or contact clipflair.net facebook.com/ClipFlair twitter.com/ClipFlair clipflair@cti.gr studio.clipflair.net/ Questions? Comments? Thanks! MargaNavarrete m.navarrete@ucl.ac.uk •Chiu, Y. H. (2012). Can film dubbing projects facilitate EFL learners' acquisition of English pronunciation? British Journal of Educational Technology, 43(1), 24-27. •Danan, M. (2010). Dubbing projects for the language learner: a framework for integrating audiovisual translation into task-based instruction. Computer Assisted Language Learning 23(5), 441-456. •IbañezMoreno, A. & Vermeulen (forthcoming). La audiodescripción como recurso didáctico en la enseñanza de ELE para promover el desarrollo integrado de competencias. •Talaván, N. (2013). La subtitulación en el aprendizaje de lenguas extranjeras. Barcelona: Octaedro. •Talaván, N. & Avila-Cabrera, J. (forthcoming). First insights into the combination of dubbing and subtitling as L2 didactic tools. In A. Caimi and C. Mariotti Subtitles and Language Learning. Peter Lang.
  55. 55. 31/07/2014 1 Creating subtitling and dubbing activities to learn a foreign language with ClipFlair Studio 31/07/2014 Rocío Baños @rbanospi University College London 1 LLAS - e-learning symposium 2014 Overview • What is ClipFlair? • Advantages of using Audiovisual Translation (AVT) in language learning • Introduction to ClipFlair Studio Ł Using existing activities Ł Creating your own activities • Introduction to ClipFlair Social network 2 To download handout http://goo.gl/pnVyb7 3 What is ClipFlair? 4 About ClipFlair European-funded project for Foreign Language Learning (FLL) 2011/2014 Participants 10 Universities Providing a motivating, easily accessible online platform and activities to learn a foreign language through AVT (revoicing and captioning) Main aim 5 Why use AVT (revoicing and captioning) to learn L2? AVT involves active tasks that engage learners and discourage passive viewing. AVT enables working on a wide range of skills when teaching/learning a foreign language. 6
  56. 56. 31/07/2014 2 AVT: What is revoicing and captioning? • Add written text to a clip using subtitles, annotations, speech bubbles, etc. Captioning (subtitling) • Add speech to a clip through dubbing, audio description, karaoke singing, free commentary, reciting, etc. Revoicing 7 Project aims and objectives 8 • To establish a methodological framework for FLL through the interaction of words (written and spoken), pictures (still or moving) and sounds. • To develop educational materials for language learning (300 activities in 15 languages), including material for minority languages. • To develop an easily accessible online platform to work with these activities. • To create a web community that will give learners and instructors the opportunity to cooperate. Languages targeted in the project • Arabic • Basque • Catalan • Chinese • English • Estonian • Greek • Irish • Japanese • Polish • Portuguese • Romanian • Russian • Spanish • Ukranian 9 ClipFlair components: http://clipflair.net/ Online platform to work with clips Social networking area to share activities and experiences through forums, blogs and groups. Library of resources: - Activities - Clips - Images Tutorials and FAQ 10 ClipFlair Studio • You only need: Ł Internet connection Ł Silverlight installed on your computer PART 1 –Working with an existing activity 11 12
  57. 57. 31/07/2014 3 Browse the gallery for existing activities http://clipflair.net/ > Gallery 13 14 You can search or use existing filters 15 Browse the activity gallery Part II – Creating an activity 16 1) Choose a video 1) Choose a video from the gallery 2) Use your own video (advanced; explained later) Once you have chosen the video, click on the Play icon Once here, you just need to add components to your activity Make sure you save it Or changes will be lost! 17 Saving your activity 18 ClipFlair activities have this extension: .clipflair
  58. 58. 31/07/2014 4 Properties within windows… 19 Once you have finished… 1) Remember to save your activity Ł You’ll be asked to save the activity again; you can just replace the file you created originally. Now what? 1) Upload your activity in the Feedback Forum so that your students can use it (and other tutors too!). 2) Email the activity file (example.clipflair) to your students. If you would like your activity to be included in the ClipFlair Gallery, post it on the Feedback Forum in the ClipFlair Social Network. Each activity in the Gallery has its unique URL which you can share, e-mail, post or tweet. 20 Naming conventions Naming conventions for activities: x No spaces or special characters are allowed. x The first letter of each word will be in upper case if there are more than one words for an item. The name should include the name of the clip, if it is a revoicing or captioning activity, the language level and the language learned: ClipName-RevCap-LanguageLevel-Language RosettaStone-Rev-B2-PL RosettaStone-CapRev-A1-PL BeforeSunrise-Cap-A2-EN 21 22 23 24 Using videos not listed in the Gallery • Can I upload videos to the Gallery? • Yes. Visit the Video topic in the Feedback Forum (Suggest Material >Video). • Upload your video in a new post. • Mp4 and wmv are the formats supported. • The administrator will add your video to the Gallery. • If you post a .wmv file you can use it straight away! Just right click, copy the URL link and paste it in the Clip Component in the Studio. • Can I use a clip from YouTube? • Yes, but first you have to download the video from YouTube and then convert it to .wmv. • Then, follow the instructions above. • Can I use a clip directly from my PC or Mac? • Yes. Click on the wrench icon to flip the clip component. Go to Content Options > Media Source and click on the folder icon to open local media file. • Attention! The clip WILL NOT be saved in the activity. Each time you open the activity you have to load the clip again.
  59. 59. 31/07/2014 5 Copyright issues… • To upload a video to the Gallery, you must make sure you have the right to use it: 25 ClipFlair Social Network 26 27 To follow, join, subscribe or contact clipflair.net facebook.com/ClipFlair twitter.com/ClipFlair clipflair@cti.gr studio.clipflair.net/ 28 More information… • Tutorials are available at http://social.clipflair.net/Pages/Tutorials.aspx 29 Questions? Comments? Thank you! r.banos@ucl.ac.uk @rbanospi 30
  60. 60. AUDIOVISUAL TRANSLATION AS A DIDACTIC RESOURCE FOR THE ENGLISH CLASS IN INFANT AND PRIMARY EDUCATION
  61. 61. TABLE OF CONTENTS 1. Introduction to AVT 2. AVT and the learning of languages 3. New technologies and the video 4. The pedagogic use of subtitles as a support 5. Subtitling as a didactic tool 6. Dubbing and Audiodescription (AD) 7. Projects (Clipflair)
  62. 62. 1. INTRODUCTION TO AVT (traditional) Dubbing Subtitling • Surtitles • Intertitles Voice-over Interpretation (sign language/festivals) Narration
  63. 63. AVT AND ACCESSIBILITY IN THE MEDIA • SDH (subtitles for the deaf and the hard of hearing) intralingual • Recording/(semi)direct/respeaking • SDH (subtitles for the deaf and the hard of hearing) interlingual Auditive impairment • Audiodescription • Recording/(semi)direct • Audiosubtitling Visual impairment
  64. 64. SDH- sample
  65. 65. Audiodescription- sample
  66. 66. Open discussion (1)
  67. 67. 2. AVT and the learning of languages  Recommended didactic approaches  : Communicative approach • Communicative activs., authentic materials, audiovisual language, open approach (TBL), use of the language (= importance of their learning) Learning based on tasks • Learn to learn through real, functional and attractive tasks; multiple resources-authentic texts-learn by doing The postmethod
  68. 68. Common European Framework of Reference for Languages (CEFR)  Action-oriented approach
  69. 69. Europe – subtitling and dubbing
  70. 70. COMPARATIVE DATA Percentage of survey related to users able to speak at least one foreign language (adapted from the European Commission, 2012- Europeans and their Languages. Special Eurobarometer 386). DUBBING COUNTRIES GER 66% SPA 48% FRAN 51% IT 38% SUBTITLING COUNTRIES BE 72% DENM 89% NETH 94% SWE 91%
  71. 71. Dubbing vs. Subtitling Dubbing Subtitling More expensive More economical Loss of original dialogue Integrity of original dialogue More complicated and slow process Less complicated and fast process Domestic product Fosters the learning of languages Repetitive dubbing actors’ voices Keeps original voices Best for the (semi-)illiterate and kids Best for the deaf and immigrants Respects the original image Pollutes the original image Less ST reduction More ST reduction
  72. 72. Dubbing Subtitling Dialogue exchanges overlap (several actors speak simultaneously) No dialogue exchanges overlap Viewers can focus on the image Attention loss: image + written text + original soundtrack More manipulation of dialogue Dialogue harder to manipulate Permits more calques from the ST Permits few calques from the ST Viewers can follow the plot even though they get lost Viewers can get lost if distracted
  73. 73. Dubbing Subtitling Subordinated to lip synchrony Subordinated to spatio-temporal restrictions One linguistic code Two different and simultaneous linguistic codes > disorientation Used for films and TV series Used for any audiovisual programme/product Orality is maintained Transfer from oral to written text More cinematographic illusion Less cinematographic illusion
  74. 74. PREFERENCES Preference regarding the use of subtitling vs. dubbing (adapted from the European Commission [2006] Europeans and their Languages. Special Eurobarometer 243. http://ec.europa.eu/public_opinion/archives/ebs/ebs_243_en.pdf DUBBING GER SPA FR COUNTRIES 19% 27% 31% IT 27% SUBTITLING COUNTRIES BE 67% DENM 94% NETH 90% SWE 94%
  75. 75. POTENTIAL INTERESTS Results from a European survey on the possible benefits of subtitling (in accordance with age)- Media Consulting Group, 2011 Study on the Use of Subtitling. The potential of subtitling to encourage foreign language learning and improve the mastery of foreign languages Final Report. Informe EACEA/2009/01
  76. 76. Open discussion (2)
  77. 77. 3. NEW TECHNOLOGIES AND THE VIDEO  Perfect symbiosis today- Survey of Schools: ICT in Education, 2013 http://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf  ICT in Education
  78. 78. THE VIDEO AUDIOVISUAL LANGUAGE Authentic video Educational video
  79. 79. PRESENTATION TECHNIQUES Technique Purpose Sound off/vision on Stimulation of linguistic activities based on prediction and assumption Sound on/vision off Similar main goal- the students count on linguistic information Pause/freeze frame control Used with the two previous ones in order to suggest ideas, predict word meanings, etc.
  80. 80. Technique Purpose Sound and vision on To carry out all sort of visual and oral comprehension tasks Jumbling sequences To make the students identify the temporal thread, infer what happened previously, make predictions… Split-viewing Collaborative oral comprehension and production tasks based on techniques to infer the remaining information
  81. 81. BEFORE USING A VIDEO Short sequences (6 min. max.; 2’+-) The task core Activities which exploit the language of the video Selection of sequence Clear purpose Type of taks and structure/mode of presenting the video What skill? What content? What roles for the teacher-student? Motivating, which keeps one’s interest, independent Culturally pertinent, clear and adapted to the didactic purpose
  82. 82. TASK DESIGN post-viewing aimed at stimulating the use of linguistic and communicative elements included in the video and a better understanding of them Samples: summarise, imagine alternative endings, start discussions, participate in role-plays, write a composition, etc. while-viewing helps the students to focus on the necessary features at visual and sound level Samples: true/false or multiple choice, fill in the gaps, note taking, etc. pre-viewing prepares the students, activates mental outlines as well as the previous knowledge Samples: brainstorming, elaboration of semantic fields, questions and answers or discussions on the topic of the sequence
  83. 83. VIDEO EDITING  A TUBE CATCHER http://atube-catcher.dsnetwb.com/video/  FREEMAKE VIDEO CONVERTER http://www.freemake.com/free_video_converter/  DVD SHRINK http://www.dvdshrink.org/  Miro Video Converter http://www.mirovideoconverter.com/
  84. 84. TASK 1 Option 1 • Search for a video on Youtube to use with a specific group of students/task draft Option 2 • Search for a video on our files and split it to adapt it to a specific teaching context/task draft
  85. 85. Open discussion (3)
  86. 86. 4. THE PEDAGOGIC USE OF SUBTITLES AS A SUPPORT Subtitles for the deaf and the hard of hearing (SDH) Optional, extra information (paratextual), immigrants Bimodal subtitles/intralinguistic Reading speed, intermediate levels (oral and written comprehension, lexical development) Traditional subtitles/interlinguistic Security, low levels Reverse subtitles Vocabulary, less common Combination of subtitles Scaffolding (take out the support step by step) Bilingual subtitles?
  87. 87. THEORETICAL JUSTIFICATION Cogn itive theory of multimedia learning (Mayer, 2003) 1 channel-2 channel-3 channels: limited attention capacity, extra information, better information processing— less cognitive overload Dual-coding theory (Paivio, 1991) 2 memory systems (visual and verbal) interrelated, alonside AVT connections Theory of information processing (Wan and Shen, 2007) Sensorial memory, short time basis memory (iconic and echoic) and long time basis memory
  88. 88. TEACHING CONTEXT • Preparation for the task, selection of subtitles in accordance with level/purpose • Monitoring of the use of subtitles • Observer TEACHER • Active viewing • Use out of the educative context • Auditive STUDENT and reading comprehension
  89. 89. TASK 2 Option 1 • Design a draft of this task by using the video from task 1 with subtitles, considering the type of subtitles to use and their utility within the task Option 2 • Search for a video subtitled for an activity with subtitles as a support- deciding for what type of students, what skill, what type of subtitles; task structure, timing, etc.
  90. 90. Open discussion (4)
  91. 91. 5. SUBTITLING AS A DIDACTIC TOOL Subtitling conventions • Number of lines (1 or 2/ SDH sometimes 3 or 4) • Screen position: lower (with the exception of displaying visual information). Centred or justified (preferences). • Number of characters and spaces/line: Max. 28-40— 35; Min. 4/5 • Font and colour: readable/preferences (Arial, Helvetic, Times New Roman). Spatial • Time on screen: 1 line 4 seconds, 2 lines 6. • Synchrony: in and out cues of the subtitles • Asynchrony: possible in some cases (some frames before or after. • Rhythm: following the film rhythm, cadence of speech and reading speed. • Cuts and changes of shot: must be respected as far as possible to make reading smooth and to avoid confusion. Temporal
  92. 92. • Suspension dots: pause, hesitation, suspense, lines between different subtitles. • Full stop: at the end of the sentence/subtitle. • Semi-colon, colon: never at the end of the subtitle to avoid confusion. ‘;’ hardly ever used. • Parenthesis and brackets: very limited use. • Inverted commas: consistently. Simple preferred (‘) or double (“). Punctuation • Abbreviations, acronyms, etc: common (save space) but used with caution (easily comprehensible). • Symbols: $-- just when necessary and always if well understood. • Numbers: zero-nine (terms); 10 onwards (figures). Ortho-typographic
  93. 93. • Advisable to use two-liners instead of a very long one-liner; accordingly, subtitles must be segmented maintaining full phrases semantically and syntactically self-contained, dividing the sentences as logically as possible. • Some subtitles tend to omit (vocatives, for example), while in others everything must be shown (all the elements containing new information). • In the professional subtitling practice there is a series of elements that must be maintained: offensive/taboo terms, humouristic elements, cutlural features. OTHERS
  94. 94. SOFTWARE TO SUBTITLE On sale • WinCAPS, Fab Subtitler, Swift, Spot Subtitling… For free • Clipflair - http://studio.clipflair.net/ • Subtitle Workshop - http://www.urusoft.net/products.php?cat=sw • DivXLand Media Subtitler - http://www.divxland.org/en/media-subtitler/ • Aegisub - http://www.aegisub.org/ • *LvS (Learning via Subtitling) • … To merge • Virtual Dub - http://www.virtualdub.org/ • Pocket DivX Encoder - http://www.pocketdivxencoder.net/EN_index.htm
  95. 95. SKILLS TO FOSTER ORAL COMPREHENSION • Interlinguistic • Intralinguistic • SDH (L2-L2 y L2- L1) ORAL PRODUCTION • Interlinguistic • Intralinguistic • SDH Post-viewing, role-plays, Interpretative listening: the gist (1st stage), selective listening (2nd stage or more complex clips), intensive listening (‘perfection’), general listening (revision stage) etc.
  96. 96. WRITTEN PRODUCTION • Interlinguistic (+ reverse) • Intralinguistic • SDH (L2-L2 and L2-L1) WRITTEN COMPREHENSION • Interlinguistic • Intralinguistic • SDH (L2-L2 and L2-L1) Register, style selection, sequencing of ideas, correct use of coherence and cohesion (guiding the reader through the message), correct writing (spelling), etc. Information scanning, interpretation from the context, getting the gist, better comprehension of coherence and cohesion…
  97. 97. VOCABULARY • Interlinguistic (+ reverse) • Intralinguistic • SDH (L2-L2 and L2-L1) GRAMMAR • Interlinguistic (+ reverse) • Intralinguistic • SDH (L2-L2 and L2-L1) INTERCULTURAL AWARENESS • Interlinguistic (+ reverse) • Intralinguistic • SDH (L2-L2 and L2-L1) Listen to (new vocabulary/forms), repeat (L2-L2 = words/forms), paraphrase (synonyms/equivalent structures), recreate (search for new vocab./other forms or structures) Deeper knowledge of the text and (inter)cultural elements
  98. 98. BENEFITS • The intrinsic benefits of translation/mediation --- make the student consider form as meaning as a whole – adapting the audiovisual text +/- • A real and practical task with inmediate and tangible results • Permits to develop self-learning and cooperative skills • Advantages of the didactic use of audiovisual language • Especially useful for fostering oral comprehension, general interpretative listening, restructuring of the message gist • Improvement of written production, lexical learning, cultural awareness… Advantages
  99. 99. • Learning of lexical elements- memory connections-search for equivalences- recognising of words • Cultural elements: communication beyond the joining of words • Multimedia tools: active production itself • Attracting different student profiles (films/series, translation fans, ICTs, fansubbers, etc.) • Projection beyond the educative context: lifelong learning Advantages … • Technical requirements • Lack of materials available (selecting the video, editing it…) Limitations
  100. 100. SAMPLE OF A DIDACTIC TASK –Oral Comp. STAGE ACTIVITIES DUARATION Pre-viewing 5 minutes Oral discussion before watching the first clip. Topics: theme of the films or TV series, description of main characters, opinion on them, etc. Viewing 10 minutes Viewing of the first clip (twice) with bimodal subtitles and OC test of all the ideas the students can remember to have understood. Main task 25 minutes Subtitling (each student works on a computer or in pairs) the clip under the teacher’s supervision and with any help if necessary. Finally, one random clip is shown to the group. Viewing 10 minutes Viewing of the second clip (twice) related to bimodal subtitles and OC test summarising all ideas the students can remember to have understood. Post-viewing 10-20 minutes Discussion on the contents of the clip. The clip is watched again without subtitles. Comprehension and lexical questions by both the teacher and students. Second and last viewing of the clip without subtitles. Optional role-plays performing a communicative situation similar to those of the clips.
  101. 101. SAMPLE OF A DIDACTIC TASK- Orig. Vers. STAGE ACTIVITY 1st hour Pre-viewing Fist viewing (sound off); hypothesis on the content; second viewing (sound on); confirmation of hypothesis 2nd hour Viewing the video for the third time with the script; comprehension 3rd hour Translation/subtitling 4th hour Subtitling
  102. 102. TASK 3 Option 1 • Design a draft of the task by using the video from task 1 so that the students write the subtitles, adapting the task with subtitles as the main task Option 2 • Search for a new video for an activity with subtitling as a resource- decide for what students, what skill, what subtitles will be used, how to structure the task, timing, etc.
  103. 103. Open discussion (5)
  104. 104. 6. DUBBING AND AUDIODESCRIPTION (AD)  2 FORMS OF ‘REVOICING’ –flexible techniques—adaptation at one’s will (general indications for the students- as with subtitling) DUBBING • Imitate a well-known professional task • Dificulty to adapt- ‘lip-sync’ • ‘Advanced’ use of ICTs • Combine oral/written production • Integrated-skills practice • Other advantages applicable to subtitling AD • ‘Social work’ (visual impairment)- sharing • Difficulty to adapt - make the best of silences (faster narration speed) • Requires imagination and creativity • More open task (no text translation but images translation) • Integrated-skills practice • Other advantages applicable to subtitling
  105. 105. SKILLS TO FOSTER ORAL COMPREHENSION • Intralinguistic ORAL PRODUCTION • Interlinguistic (L1-L2) • Intralinguistic Interpretative listening RECORDING: natural manner, fluency, pronunciation, speed of speech… listening and repetition (similar words/structures), paraphrasing (summarise/change elements) and recreate (create new dialogue, narrating, recreating images…)
  106. 106. WRITTEN PRODUCTION • Interlinguistic L1- L2 • Intralinguistic WRITTEN COMPREHENSION • Intralinguistic Scanning of information, interpretation from the context, getting the gist, better understanding of coherence and cohesion… SCRIPT- Register, selection of style, sequencing of ideas, correct use of cohesion y coherence (guides the reader through the message), correct spelling, etc.
  107. 107. VOCABULARY • Interlinguistic L1-L2 • Intralinguistic GRAMMAR • Interlinguistic L1-L2 • Intralinguistic INTERCULTURAL AWARENESS • Interlinguistic L1-L2 • Intralinguistic Deeper knowledge of the text and (inter)cultural elements/especially when writing the script Listen to (new vocabulary/forms), repeat (L2-L2 = words/forms), paraphrase (synonyms/equivalent structures), recreate (search for new vocabulary/other forms or structures)
  108. 108. SAMPLE OF A DIDACTIC TASK– AD – Oral Prod. STAGE ACTIVITIES DURATION Pre-viewing 5 minutes Oral discussion before watching the first clip. Topics: theme of the films or TV series, description of main characters, opinion on them, etc. Viewing 5 minutes Viewing the first clip taking notes. Main task 40 minutes (20- 20) In pairs, describe the script for AD while the clip is watched (play-pause). Record as much as you can. Post-viewing 10-20 minutes Oral discussion on the contents of the clip and sharing of activities done in pairs. A random recording is shown to the rest. Optional role-plays performing a communicative situation similar to those of the clips.
  109. 109. TASK 4 Option 1 • Design a draft of the task using the video from task 1 so that the students dub or audiodescribe it, adapting the task to revoicing as the main task Option 2 • Search for a new video for an activity with dubbing/AD as a resource- decide for what students, what skill, how to structure the task, timing, etc.
  110. 110. Open discussion (6)
  111. 111. 7. PROJECTS (CLIPFLAIR)
  112. 112. OTHER WEBSITES
  113. 113. CLIPFLAIR
  114. 114. TASK 5 Option 1 • Surf Clipflair searching for an activity appropriate for your students – ‘social’ Option 2 • Create your task in Clipflair by using some of the videos of the previous tasks
  115. 115. Open discussion - conclusions
  116. 116. Questions? ntalavan@flog.uned.es javila@flog.uned.es Thank you!
  117. 117. AAIS 2014 Annual Conference ClipFlair and MOVET: Innovative Language Learning Projects Dr. Jennifer Lertola, National University of Ireland, Galway EUROPASS Centro Studi Europeo, Firenze
  118. 118. Learner and Teacher Needs • New educational tools and ideas for foreign language learning; • Active ways to work with audiovisual materials; • Authentic tasks to enhance authentic materials.
  119. 119. Why Clips? Because the audiovisual mode: •offers variety and flexibility; •presents linguistic aspects of communication (real or real-like examples of face-to-face communication); •provides exposure to cultural and extra-linguistic elements.
  120. 120. Foreign Language Learning through Interactive Revoicing & Captioning of Clips Education, Audiovisual and Culture Executive Agency (EU Lifelong Learning Programme) • 30 months (Dicember2011 – May 2014) • 10 partners • 8 countries • 15 languages (+Italian) • 300 activities • 2.000 users (students, teachers and activity authors) • 1 platform http://clipflair.net/
  121. 121. The Idea: Revoicing and Captioning Video Clips Learners can be motivated to work with audiovisuals productively by revoicing or captioning video clips (film scenes, documentaries, news, animation or songs). • Revoicing (to add speech to a motion picture). • Captioning (to add writing to a motion or still picture).
  122. 122. The Platform: clipflair.net
  123. 123. The ClipFlair Gallery
  124. 124. Revoicing Activity: Italia che piace
  125. 125. How to create a captioning/revoicing activity 1) Plan the activity a) Decide the learning objectives b) Decide the task(s) 2) Select a video from the Gallery http://gallery.clipflair.net 3) Add text component for activity instructions 4) Add captioning component and do the spotting 5) Save the activity as ClipFlair file
  126. 126. studio.clipflair.net
  127. 127. Movies for Vocational Education and Training Education, Audiovisual and Culture Executive Agency (EU Lifelong Learning Programme) • 24 months (December 2012 – November 2014) • 5 partners • 5 languages • 1 webpage http://www.movetproject.eu/ • 2011 European Language Label Award
  128. 128. • Improve and develop language skills and proficiency: writing, reading, speaking and listening. • Focusing on their individual linguistic needs, students can learn new grammar points or deepen their knowledge.
  129. 129. Movie Making: Step by step • Brainstorming • Plot • Scenes • Script Before Shooting • Roles • Acting out • Filming Shooting • Editing • Screening After shooting
  130. 130. Before Shooting: Brainstorming • Stimulate creativity: provide the students with some script examples and possible topics. • Working in small groups. • Write ideas on the board and ask to vote.
  131. 131. Before Shooting: Plot and Scenes • Write the plot (events, characters and settings). • Divide the story into different scenes. • The teacher should assign the scenes to the groups (but not in sequence).
  132. 132. Before Shooting: Writing the Script • Each group writes the script of the assigned scenes. • Teacher’s feedback on specific grammatical points to the whole class. • The teacher links together all the scenes in order to create a full movie script. • Choose the title.
  133. 133. Shooting: Roles and Acting Out • Through group discussion: the students decide on the setting, the roles, the outfits and attributes. • Create a number of roles, such as cameraman, interviewer, director etc. • Memorization of the script.
  134. 134. • Pronunciation. Shooting: Filming • Repeating mistakes and memorization. • Paralinguistic aspects. • Keep everybody busy and engaged.
  135. 135. After Shooting: Editing and Screening • Video editing software: Windows Movie Maker, iMovie or Wevideo. • Movie screening in class. • Focus on language and activity reflection.
  136. 136. Movie Making • EUROPASS YouTube channel • Incroci d’amore Sample
  137. 137. Why ClipFlair and MOVET? • Learning by doing. • Active approach, hands-on experience. • “Tangible” and shareable result: the clip.
  138. 138. Questions? Thank you! Dr. Jennifer Lertola jennifer.lertola@gmail.com www.europass.it
  139. 139. 31/07/2014 1 THE USE OF INTERLINGUAL SUBTITLING TO IMPROVE LISTENING COMPREHENSION SKILLS IN ADVANCED EFL STUDENTS Noa Talaván & Pilar Rodríguez Universidad Nacional de Educación a Distancia (UNED) Table of contents ` Introduction ` Theoretical framework ` The study ` Participants, resources and procedures ` Analysis and discussion ` Conclusions Introduction ` Audiovisual Translation in foreign language learning ` Subtitles as a support (Guia, 2012) ` Subtitling as an active task (Talaván, 2013) ` Other modalities ` ICTs and blended learning ` Our proposal: independent+non-independent learning through interlingual subtitling (with C1 students) Listening comprehension—audiovisual language CLIPFLAIR Theoretical framework ` TRANSLATION in the L2 educational framework ` From ‘outlaw’ to recent ‘acceptance’ ` Appropriate guidelines and further reasearch needed ` AVT & language learning ` Subtitling: software development, vocabulary acquisition, intercultural awareness, listening comprehension, integrated skills, writing skills, and teacher training ` Revoicing: dubbing for oral production and the introduction of audiodescription. ` Autonomous learning and audiovisual language The study Interlingual subtitling (from English into Spanish) to improve listening comprehension - advanced Spanish students of English - blended learning scenario ` Short video clips (1-3 minutes) ` Selection criteria: relevance, interest, the number of characters involved, the type of situation contained, the type of language presented… ` Clipflair activities ` Activity 1 (Dinning Car scene): http://studio.clipflair.net/?activity=beforesunrise_train.clipflair ` Activity 2 (Train scene): http://studio.clipflair.net/?activity=beforesunrise_train3.clipflair Activity 3 (Bridge scene): http://studio.clipflair.net/?activity=beforesunrise_bridge.clipflair ` Participants (10) English C1 course at the University Language Centre (UNED) Participants AVT PREFERENCES Dubbed audiovisual material 0 0% Subtitled audiovisual material (Spanish) 5 50% Subtitled audiovisual material (English) 5 50% Foreign audiovisual material without subtitles 0 0% ICT PROFICIENCY Very good 2 20% Good 2 20% Average 6 60% Poor 0 0% Very poor 0 0% 1 Very bad 0 0% 2 2 20% 3 2 20% 4 1 10% 5 2 20% 6 3 30% 7 0 0% 8 0 0% 9 0 0% 10 Excellent (almost nativ e) 0 0% LC PROFICIENCY
  140. 140. 31/07/2014 2 Methodology, resources, procedures ` Quasi-experimental design/ triangulation: ` LC assessment tests, questionnaires and observation ` Resources: ` Computer lab ` Clipflair ` Before Sunrise (Linklater, 1995) ` Language tests ` Google forms ` Procedures: ` One month- pre-test+pre-questionnaire activities (computer lab-home) post-test+post-questionnaire Analysis and discussion Pre-test Post-test Improvement Average mark 5/10 6.2/10 + 1.2 Standard deviation 1.76 1.75 LISTENING WRITING Other skills/ Grammar & voc Analysis and discussion… ` Post-questionnaire ` satisfied with Clipflair (70%), with the selected clips (100%), with the duration of the activity (80%), with the activity of subtitling in itself (90%). ` 100% - willingness to subtitle again, 100% - more motivated to watch English audiovisual products in the original version, 100% inclined - this type of subtitling activities -in their English classes (50% thought twice a year, 20% once a year, 30% once every two months) ` Observation: ` Direct increasing motivation/positive reactions/ +blended- CLIPFLAIR ` Indirect activities’ assessment –marks improvement CONCLUSIONS ` Hypothesis- confirmation (int. subt- LC- blended- C1) ` Subtitling (in FLL) has still a lot to offer ` Other skills ` Other language combinations ` Long-term results ` Different levels (beginners?) ` In an audiovisual world…AVT rules ` students are more and more familiar with subtitles and know what needs to be done, they don’t consider it learning: it is about performing real tasks that you can use and ‘share’ in the real world (learning and living on the move) THANKS - ntalavan@flog.uned.es prodriguez@flog.uned.es

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