1. Learning material from students
for students
MEDEAnet Webinar
10 October 2013

2. 1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory

3. The Video Podcast Project – Ina S Gray, October 2013

4. The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory

5. The Video Podcast Project – Ina S Gray, October 2013
Context
Language Center

central service institution

compulsory modules: business and technical English

non-compulsory modules: English, French, Spanish, Italian, Swedish,
Dutch, Russian, Japanese, Chinese
http://www.millikin.edu/cie/Pages/default.aspx
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6. The Video Podcast Project – Ina S Gray, October 2013
6
Context
PELA

funding by German Research Foundation (DFG) and the state of
Mecklenburg-Vorpomerania

opened May 2012

25 sqm green screen

2 full HD cameras
A view into the studio.
http://www.millikin.edu/cie/Pages/default.aspx

7. The Video Podcast Project – Ina S Gray, October 2013
Context
Degree programmes
1.
Architectural Lighting Design (MA)
2.
Architecture / Interior Design (BA/MA)
3.
Business Law (BA)
since June 2012: 90+ students, 40 podcasts (groups of 2-4)
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8. The Video Podcast Project – Ina S Gray, October 2013
Context
Type of assessment
Alternative examination format (alternative Prüfungsleistung):

conducted in the context of the seminar

demonstrates a student‘s systematic approach to and processing
of a topic or subject area
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9. The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory

10. The Video Podcast Project – Ina S Gray, October 2013
Task and process
Task 1: podcast production
o
7-10 minutes
o
topic related to course content
o
format chosen freely
(news show, talk show, online lecture, role-play etc.)
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11. The Video Podcast Project – Ina S Gray, October 2013
Task and process
Task 2: reflection (collaborative writing)
o
transcription
o
language analysis
o
process description
Etherpad – a collaborative writing tool
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12. The Video Podcast Project – Ina S Gray, October 2013
12
Task and process
1.
Information: students collect and organise information regarding
topic and language.
2.
Contextualisation: students
create a story in the context
of their current (academic)
or future (professional) life.
Storyboard writing session, May 2013

13. The Video Podcast Project – Ina S Gray, October 2013
13
Task and process
3.
Transfer: the story is adapted as a screenplay (storyboard).
Storyboard template
http://atec.utdallas.edu/midori/Handouts/storyboard_files/template2.jpg

14. The Video Podcast Project – Ina S Gray, October 2013
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Task and process
4.
Memorisation: students practice dialogues.
5.
Performance: students enact
alternative identities
Business Law students in the studio, January 2013

15. The Video Podcast Project – Ina S Gray, October 2013
15
Task and process
6.
Peer review: mutual feedback.
7.
Analysis: linguistic, content-, process-related aspects.
Peer review: feedback form

16. The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory

17. The Video Podcast Project – Ina S Gray, October 2013
Assessment
Podcast

concept of product assessment (Bohl 2005)

differentiation between
o
o
subject-specific quality (scope, language, depths)
o

information (variety, references)
design (ideas, aesthetics)
mix of individual and group assessment
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18. The Video Podcast Project – Ina S Gray, October 2013
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Assessment
Podcast (70%)
Group mark:
45%
Information:
20%
Is the topic covered appropriately with regard to content?
Is the presented situation informative and /or educational?
Subject-specific quality:
15%
Is the topic covered appropriately with regard to important technical vocabulary?
Does the language match the chosen format? Does the level of language match the topic?
Design:
10%
Does the format match the topic? How creative is the execution?
Individual mark:
Subject-specific quality:
Does the student speak freely and fluently? What is the style and level of language?
25%
25%

19. The Video Podcast Project – Ina S Gray, October 2013
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20. The Video Podcast Project – Ina S Gray, October 2013
20
Assessment
Analysis (30%)
Group mark:
20%
Complexity and detailing of the content
10%
Reflection/correction of language used in the podcast
5%
Language accuracy and style
5%
Individual mark:
10%
Correct podcast transcription
10%

21. The Video Podcast Project – Ina S Gray, October 2013
Assessment
Critical aspects
 design criteria not yet optimally exploited:
o plot elements (mise-en-scene, cinematography)
o sound
o structural criteria (central theme, activating elements)
 proportion of group (65%) vs. individual assessment (35%)
questionable
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22. The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory

23. The Video Podcast Project – Ina S Gray, October 2013
Students‘ feedback
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24. The Video Podcast Project – Ina S Gray, October 2013
Students‘ feedback
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25. The Video Podcast Project – Ina S Gray, October 2013
Students‘ feedback
„The group members still talk about the project many months
later and enjoy the memories. This method combines many
aspects: text, speaking, organisation, preparation and group
processes.“
„Preparing and recording podcasts is a very modern, exciting and fun project.“
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26. The Video Podcast Project – Ina S Gray, October 2013
Students‘ feedback
„The pride in one‘s own product plays an essential role.“
„For me personally, producing the podcasts was very successful since
being pro-active and involved has meant that I now remember a lot of the
language.“
„A very well-designed task. My time at university has been enriched
by the experience of the podcast production.“
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27. The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory

28. The Video Podcast Project – Ina S Gray, October 2013
Perspectives
Potential uses for podcasts as teaching & learning material:

transcriptions

language analyses

extracting information

gapped text

vocabulary exercises

etc etc
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29. The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory

30. The Video Podcast Project – Ina S Gray, October 2013
Theory
Constructivism
Constructivism’s suppositions:
a.
learning is a self-referential process, which cannot be
regulated from the outside (Siebert, 2009)
b.
learners: autonomous individuals, responsible for their
learning process
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31. The Video Podcast Project – Ina S Gray, October 2013
Theory
Constructivism
c.
teachers’ task: rather than in-struction, support for
students’ con-struction of knowledge
d.
deep-level learning: through generation of genuine
interest in topic and task
e.
interest = relevance ascribed to the topic
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32. The Video Podcast Project – Ina S Gray, October 2013
Theory
Constructivism
Podcast project = constructivist learning tool
1.
construction rather than reproduction of knowledge
2.
context of complex tasks
3.
organisation of own learning
4.
scenarios of practical (future) relevance
5.
learning in a social context
6.
reflective processes
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33. The Video Podcast Project – Ina S Gray, October 2013
33
Theory
Emotion-based learning

hypothesis: emotional reactions are necessary for deep-level learning
(Edlinger & Hascher, 2008)

Gerald Hüther: “The brain’s shape and design are a result of how it is
used with enthusiasm.” (Hüther, 2009)

34. The Video Podcast Project – Ina S Gray, October 2013
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35. The Video Podcast Project – Ina S Gray, October 2013
Ina S Gray
University of Wismar
Germany
www.hs-wismar.de
Ina.gray@hs-wismar.de