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EUROCALL 2007 paper presentation

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  1. 1. c o-operative a udiovisual c omprehension using Web 2.0 tools Joan-Tomàs Pujolà eurocall 2007 Coleraine, Northern Ireland
  2. 2. Index <ul><li>Context: UB </li></ul><ul><li>CAC Project - Objectives </li></ul><ul><li>CAC Project Development </li></ul><ul><li>Outcomes and analysis of some examples </li></ul><ul><li>Students’ comments </li></ul><ul><li>Conclusion </li></ul>
  3. 3. Context <ul><li>Dept. EFL Teaching – Faculty of Education </li></ul><ul><li>English III – Lecturer: Elisa Rosado </li></ul><ul><li>38 students </li></ul><ul><li>Blended-learning: </li></ul><ul><ul><li>Regular classes </li></ul></ul><ul><ul><li>UB Campus virtual: Moodle </li></ul></ul><ul><li>Assessment: </li></ul><ul><ul><li>Portfolio </li></ul></ul><ul><ul><li>Eng3 Test – includes a listening comprehension exercise using video </li></ul></ul>
  4. 4. Web 2.0 <ul><li>Democratic approach </li></ul><ul><li>Participation </li></ul><ul><li>Easy access to content </li></ul><ul><li>Multimedia material </li></ul><ul><li>Easier editing </li></ul><ul><li>Sharing content </li></ul><ul><li>Wisdom of the crowds </li></ul><ul><li>ACTIVE USER </li></ul>
  5. 5. CAC Project - protagonists <ul><li>Students </li></ul>
  6. 6. CAC Project – in a nutshell <ul><li>Students had to select a video extract on YouTube or similar online video sites </li></ul><ul><li>Write listening/audiovisual comprehension activity </li></ul><ul><li>Upload them onto UB CampusVirtual – Moodle </li></ul><ul><li>Do the other students’ activities </li></ul>
  7. 7. CAC Project - objectives <ul><li>Improve sts’ listening and audiovisual comprehension skills (CEF – </li></ul><ul><li>Help them understand what AC involves </li></ul><ul><li>Provide sts’ exposure to a variety of texts </li></ul><ul><li>Learn cooperatively </li></ul><ul><li>Be part of the teaching-learning process </li></ul><ul><li>Get used to working on a VLE </li></ul>
  8. 8. CAC Project Development <ul><li>UB – Campusvirtual: trialing phase of Moodle as UB’s VLE </li></ul><ul><li>Moodle 1.7 vs 1.6 </li></ul><ul><li>Assign an Editor Role to Students </li></ul><ul><li>Editor’s responsibility – </li></ul><ul><ul><li>Elisa: linguistic supervision </li></ul></ul><ul><ul><li>JT: pedagogic and editing supervision </li></ul></ul>
  9. 9. CAC Project - Development <ul><li>1st session: </li></ul><ul><ul><li>two-hour presentation session and practice with model activities </li></ul></ul><ul><li>Email exchanges – </li></ul><ul><ul><li>Tutors  Students </li></ul></ul><ul><li>Face-2-face Tutorials – groups of three or four (optional) </li></ul><ul><ul><li>consulting exercise problems </li></ul></ul>
  10. 10. Audiovisual resources <ul><li>YouTube </li></ul><ul><li>Google Video </li></ul><ul><li>Yahoo! video </li></ul><ul><li>Soapbox </li></ul><ul><li>Metacafe </li></ul><ul><li>ifilm </li></ul>
  11. 11. Types of activities <ul><li>Multiple Choice </li></ul><ul><li>True/False </li></ul><ul><li>Matching </li></ul><ul><li>Short Answer (few words) </li></ul><ul><li>Essay (longer text) </li></ul><ul><li>Cloze exercise – </li></ul><ul><ul><li>Open fill-in-the-blanks </li></ul></ul><ul><ul><li>M/C fill-in </li></ul></ul>
  12. 12. Audiovisual comprehension activities <ul><li>AC tasks focus on: </li></ul><ul><ul><li>General comprehension </li></ul></ul><ul><ul><li>Detailed comprehension </li></ul></ul><ul><ul><ul><li>Auditory recognition </li></ul></ul></ul><ul><ul><ul><li>Specific information </li></ul></ul></ul><ul><ul><ul><ul><li>Vocabulary or expressions </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Grammar structures </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Background information </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Cultural information </li></ul></ul></ul></ul>
  13. 13. Audiovisual comprehension activities <ul><li>AC tasks have 3 stages: </li></ul><ul><ul><li>Before listening: preparation for the listening ( guessing/inferring/predicting ) </li></ul></ul><ul><ul><li>While listening: </li></ul></ul><ul><ul><ul><li>the act of audiovisual comprehension </li></ul></ul></ul><ul><ul><ul><li>taking notes </li></ul></ul></ul><ul><ul><li>After-listening activities that usually focus on: </li></ul></ul><ul><ul><ul><li>language of the text </li></ul></ul></ul><ul><ul><ul><li>its content </li></ul></ul></ul>For more information :
  14. 14. Types of listening <ul><li>Intensive listening </li></ul><ul><ul><li>Short passages with comprehension exercises </li></ul></ul><ul><ul><ul><li>Easy text – difficult task </li></ul></ul></ul><ul><ul><ul><li>Difficult text – easy task </li></ul></ul></ul><ul><li>Extensive listening </li></ul><ul><ul><li>Longer texts (no more than 30 min.) </li></ul></ul><ul><ul><li>(documentaries/TV programmes) </li></ul></ul><ul><ul><ul><li>taking notes / summarising </li></ul></ul></ul>
  15. 15. CAC Project – CampusVirtual UB
  16. 16. CAC Project - outcome <ul><li>10 groups: </li></ul><ul><ul><li>7 finished </li></ul></ul><ul><ul><ul><li>5 were edited before the June exam </li></ul></ul></ul><ul><ul><ul><li>2 uploaded before the Sept. exam </li></ul></ul></ul><ul><li>Number of activities/texts </li></ul><ul><ul><li>3 per group = 21 act./texts </li></ul></ul><ul><li>Average use out of 40 sts: </li></ul><ul><ul><li>26 students </li></ul></ul>
  17. 17. 21 CAC Texts <ul><li>TV Series </li></ul><ul><li>Home-made videos </li></ul><ul><li>Cartoons </li></ul><ul><li>Music videos </li></ul><ul><li>TV programme </li></ul><ul><li>Humour show </li></ul><ul><li>Film / The making-of </li></ul><ul><li>Documentary </li></ul><ul><li>Interview </li></ul>
  18. 18. English varieties <ul><li>British </li></ul><ul><li>American </li></ul><ul><li>Canadian </li></ul><ul><li>Indian </li></ul>
  19. 19. Types of activities <ul><li>Multiple Choice (8) </li></ul><ul><li>True/False (2) </li></ul><ul><li>Matching (2) </li></ul><ul><li>Short Answer (5) </li></ul><ul><li>Cloze exercise – </li></ul><ul><ul><li>Open fill-in-the-blanks (3) </li></ul></ul><ul><ul><li>M/C fill-in (4) </li></ul></ul><ul><li>Essay (longer text) </li></ul>
  20. 20. CAC Project helps them develop Cultural knowledge <ul><li>To be informed on: </li></ul><ul><li>Specific English cultural issues </li></ul><ul><li>To be “culturally updated” on: </li></ul><ul><li>Popular TV series </li></ul><ul><li>Music </li></ul><ul><li>Humour </li></ul>
  21. 21. Students’ comments <ul><li>“ we had a great chance to create our own listening comprehension activities” </li></ul><ul><li>“ preparing listening exercises has been one of the most practical, functional and constructive activities that have helped me more to improve my listening abilities” </li></ul><ul><li>“ After doing the audiovisual comprehension activity I have become a fan of YouTube” </li></ul><ul><li>“ The AC activity was another thing I enjoyed doing very much. There are two main reasons for that: the team work and the research made to create the activities” </li></ul><ul><li>“ […]The listening exercises done in class were not sufficient. Therefore, I congratulate the initiative of the audiovisual comprehension newly introduced this term. I really enjoyed doing the activities proposed by other students as well as preparing ours . At the same time, knowledge about didactics was required in order to prepare good and consistent activities.” </li></ul>
  22. 22. Improving audiovisual comprehension <ul><li>By trying to select a video extract – sts had to watch various videos to select one </li></ul><ul><li>By rewatching the video extract several times to develop the question(s) </li></ul><ul><li>By doing their classmates’ activities </li></ul>The CAC task was truly a learning-by-doing task
  23. 23. Benefits to using CAC <ul><li>Using the full potential of </li></ul><ul><li>Web 2.0 for the intended purpose </li></ul><ul><li>participatory </li></ul><ul><li>very democratic </li></ul><ul><li>using “live” materials </li></ul><ul><li>truly collaborative project </li></ul><ul><li>wisdom of the crowds </li></ul>
  24. 24. Future multimedia development <ul><li>“ Video is going to be the centrepiece of a revolution in online content” </li></ul><ul><li>(web designer magazine, issue 135, Aug 07) </li></ul>Language teachers and learners need to be ready to use online video in a pedagogically-sound way for developing comprehensible input and output in our language classes
  25. 25. Thank you for your attention! Joan-Tomàs Pujolà [email_address] Departament de Didàctica de la Llengua i la Literatura Facultat de Formació del Professorat Universitat de Barcelona