Video in Modern Language Education Revisited. Presented by Ton Koenraad (TELLConsult) and Patrick de Boer (Penta College, CSG J. van Liesveldt) at the
Dutch bi-annual National EFL 2015 Conference. Ede, Netherlands
1. Video in Modern Language
Education Revisited.
Ton Koenraad (TELLConsult)
Patrick de Boer (Penta College, CSG J. van Liesveldt)
Dutch National EFL 2015 Conference. Ede, Netherlands
• .
2. Presentation Contents
• Teacher and learner generated content: methods &
tools
• 3D Worlds & Video Production. Focus on CLIL contexts.
3. Find this document and more
references to related web
resources here:
http://tinyurl.com/video-camelot
11. More platforms to add interactivity
Zaption
EdPuzzle
Hapyak
Mozilla
Popcornmaker
12. Users generate content
Film making is more than just
remembering information and
reproducing it, it takes:
- creativity
- investigation of sources,
- structuring
And contributes to develop:
- problem-solving skills
- higher levels of thinking, e.g.:
- writing, teamwork, planning &
sharing
14. Adobe Voice (App)
Can be used to:
• Introduce oneself / family / school (e.g. for e-Twinning projects)
• Present a visual CV (vocational Ed.)
• Produce a Tourist guide / cultural event reports
• Report school trips
• Retell fairy tales or folk stories.
• Produce Instructional guides (how to / cooking)
23. Toegevoegde waarde
Veel mogelijkheden om je onderwijs te verrijken
Onderwijs op afstand
Blended learning
Flipping the classroom
Telecollaboration
Stage begeleiding
27. Aims and Objectives
1. Create, test & share machinima exploring the role of
visual communication in language learning
2. Produce guidelines & training about how to create
them
3. Promote teacher autonomy and blended learning
4. Create an online community of practice
30. MFL Pedagogical
Functions
• Introduce a new topic
• Introduce special /
CLIL language
content
• Visualise meaning
• Model language use
• Promote extensive
reading motivation
• The eye
• If I could fly…
• Making a call
• Professional skills
training
• Book trailer
31. MFL Pedagogical
Functions
• Provide context for
tasks & projects
• Telecollaborative
projects
• Subtitling,
synchronous
reporting processes,
content presentation
• Transmedia
storytelling
• Blended: 2D + 3D
activities
• Intercultural
exchanges,
What if …
32. Machinima as input for learning
objects:
with content processing scaffolds
For blended learning &
classroom flipping
38. The start of the CLIL Pilot
• November 2014: Ton contacted me
• November: Colleagues were asked to
participate
• Resources on video formats
and machinima provided
39. Pilot development
• December: First ideas were submitted
• December: Ton meets with colleagues
January: Feedback and discussion
40. My machinima [link]
• Pythagoras in 3-D; Why the machinima?
• What do I hope
to accomplish?
• What did I do
in the lesson?
41. My machinima production
• February: First version of video for
mathematics was developed
• March: Final version of video available
• Collaboration with Michela Occhioni
• “Mathland”
42. More info on:
- Practitioner reports
- Camelot film productions
- Training options
- Joining the Camelot network
CAMELOT
Language Learning with Machinima
43.
44. Registration for Summercourses at:
www.tellconsult.eu
• ICT for oral skills
&
telecollaboration
• IWB / Tablets - in
Education
• Promoting
Dialogue using
IWB & Tablets
Again next year. Also here
in...?