This document discusses using authentic audio-visual texts in language classrooms. It provides examples of audio-visual resources used such as documentaries, interviews, films and songs. It also discusses platforms like Moodle and Edmodo that can be used and the importance of audio-visual texts in language curriculums. Challenges in teaching comprehension of audio-visual texts and developing higher-order thinking skills are also addressed. The document concludes with considerations around copyright and ways to embed and use audio-visual content within online courses.

1. Maria Lobytsyna
• Using Authentic, Online, Audio-Visual
texts in the Language classroom.
• Open High School (Languages).
• Russian online courses (Russian
Continuers: Preliminary and HSC).
• maria.lobytsyna1@det.nsw.edu.au

2. The platforms:
• Moodle
• Edmodo
• Schoology

3. BOASTES (NSW) Board of Studies –Teaching
and Language Standards
• in their language curriculums explicitly
state the importance of using authentic texts
(including AV texts).
• Using audio-visual texts dovetails itself
with the “Quality Teaching (QT) in NSW
public schools discussion paper (2003). It
encourages teachers to use audio-visual
texts in a language classroom context.

4. The Open High School: e-learning
• This presentation is based on the practical
experience of teaching Russian audio-visual
texts incorporated in the new online
language courses for Year 11 and year 12
students (on Moodle). It refers to both face-
to-face and distance education modes (as
part of the new online course).

5. Teaching the AV texts: teaching comprehension
and understanding.
The challengers encountered:
• Encouraging students to comprehend the socio-
cultural and semantic context of the authentic AV
texts.
• Discussing and analysing the different cultural
“undercurrents” of the selected AV texts.

6. Quality Learning Environment
• Engagement Using prior knowledge and
analytical skills to examine the AV text vs
personal experiences.
• High expectations
• Understanding the context,
• making connections between local and
global issues.

7. Quality Learning Environment
• Higher-order thinking Evaluate, analyse, apply:
an impact of the national heritage on modern
culture.
• Analysing environmental issues in local and
global context.
• Moving between cultures.
• Metalanguage Making linguistic connections.
Discussing how the language works.

8. Significance of using the AV texts:
• Background knowledge gathered
• Cultural knowledge: linking the lessons content to different
socio-cultural groups demonstrating that different cultures
are accepted
• Knowledge integration: linking to other subjects (modern
history, legal studies,)
• Connectedness: learning outcomes are valuable beyond the
classroom and school (RE: students’ feedback)
• The AV texts were the triggers for the projects/students
shared their knowledge.

9. Selection of audio-visual
texts
• Russian Continuers Syllabus Stage 6
• Themes:
• The Individual
• The Russian-speaking community
• The Changing World

10. Types of audio-visual resources:
• Documentaries about the famous people (ie.
writers, composers), etc.
• Documentaries on socio-cultural issues
• Extracts from films
• Short films made by students
• Interviews
• Songs

11. Text type Topic Theme
Report
• Russian teenagers and the Internet
• Addictions
• Health and social issues
• Environment
• Teenage life
• Family life

12. TV interview
• TV interview with a popular media
presenter: “100 questions to an adult”
• People at work
• Career aspirations
• Relationships with family and friends

13. Films
An episode from a film by Akira Kurosava
“Dersy Uzala” (Russian/Japanese)
• Environment
• Conservation

14. Documentary
• Life and works of Russian composer
Tchaikovsky
• Modern culture and music
• Professional aspirations

15. Popular song
• Friendship
• Personal life
• Community

16. How to use audio-visual texts
with students?
• Projects
• Assessment-type questions
• Enrichment: Society and Culture
• Extension

17. Developing skills
• Speaking skills
• Discussion and debating skills
• Analytical skills
• High order thinking

18. My Pedagogy
• Students’ participation in the research and
selection process (ie films and
documentaries based on the literary texts)
• Students’ feedback
• Surveys

19. The Copyright Considerations
Australian Copyright Council
E-mail: info@copyright.org.au
Website: www.copyright.org.au
YouTube’s Copyright Center for users:
www.youtube.com/copyright/

20. Using other people’s material in YouTube videos
– Copyright expired material
– Pre-cleared material (video, images and footage that has
been pre-cleared for use on YouTube)
– Open licensed material (ie Creative Commons material)
– Fair Dealing (is tired to specific purposes such as . . .
reporting the news, research and study)

21. The Embedded link
• YouTube
• Click on Embed
• Copy the link
• Go to Moodle
• Click on Edit HTML Source
• Paste the link and unclick Word Wrap
• Update
• Enter the Questions/Tasks
• Save and Return to course

22. TubeChop
– Go to YouTube, select your film
– Click on Share and copy the link
– Open TubeChop
– Paste the link in the Search area
– Click on “Chop” and select the required episode.
– Copy the embed code for Moodle
– Or copy the link and create a hyperlink (if you use the
Word file).