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Creating videos as a tool for outreach to multicultural students Theresa Giakoumatou 2 nd  Lyceum Of Intercultural Education
Our project <ul><li>Beware of Greeks – Creation of a video- guide for visitors of Athens </li></ul><ul><li>Students in a G...
Benefits <ul><li>Students need to learn as many things as they need in order to be able to present material in a video.  <...
Applications to other disciplines  <ul><li>This assignment is an excellent way for students to synthesize and present info...
Description for Students <ul><li>The goal of this project is to extend what you have learned by designing a video for tour...
More instructions <ul><li>Please create your video for someone who does not have any prior knowledge of Greece. The best s...
Objectives <ul><li>The objectives of  this assignment were: </li></ul><ul><li>To effectively illustrate concepts. </li></u...
Project Stages <ul><li>Students are divided in groups of four in order to create a three-minute video.  </li></ul><ul><li>...
Project Stages -2 <ul><li>Once that is accepted the groups have to plan the story line for their video project. </li></ul>...
Skills Involved <ul><li>Digital video authoring </li></ul><ul><li>Teamwork </li></ul><ul><li>Presentation skills </li></ul...
Equipment and Software Used <ul><li>Digital Video Camera </li></ul><ul><li>Digital camera </li></ul><ul><li>Photostory </l...
Grading Process <ul><li>Content. 50%. Be rigorous and demonstrate mastery of the subject.  </li></ul><ul><li>Entertainment...
Grading Process <ul><li>Production Quality. 10% Check the sound quality and make sure you have good transitions, lighting,...
Grading Process <ul><li>Work allotment (Credits). 5% Please state that you worked together on the project by all appearing...
The problem <ul><li>Our students are digital natives  </li></ul><ul><li>They think and process information in a fundamenta...
Benefits <ul><li>We did  not only  access and consume content but we  also  interacted with it. </li></ul><ul><li>We  cons...
Benefits-2 <ul><li>We applied technology to develop students’ higher order skills and creativity </li></ul><ul><li>We trie...
Project basis <ul><li>We tried to integrate students’ prior knowledge and understanding of the subject </li></ul><ul><li>W...
Collaboration is the key <ul><li>We gave our students opportunities to communicate in interesting and meaningful ways </li...
Active learners <ul><li>This project offered opportunities to develop target language skills in specific contexts. </li></...
Authentic learning environment <ul><li>Our students are immigrants  </li></ul><ul><li>in their second year of learning Gre...
Real-world relevance <ul><li>Authentic activities such as constructing a video guide, match the real-world tasks of profes...
Multiple sources and perspectives <ul><li>Learners are not given a list of resources. Authentic activities provide the opp...
Collaboration <ul><li>Success is not achievable by an individual learner working on their own.  </li></ul><ul><li>Our proj...
Reflection (metacognition)  <ul><li>Authentic activities such as constructing a user generated video, enable learners to m...
Integrated assessment  <ul><li>Assessment is not merely summative in authentic activities but it is seamlessly woven  into...
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Creating videos for Edutubeplus

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The speech was given by Ms Ganossi Margie, on Edutubeplus conference

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Creating videos for Edutubeplus

  1. 1. Creating videos as a tool for outreach to multicultural students Theresa Giakoumatou 2 nd Lyceum Of Intercultural Education
  2. 2. Our project <ul><li>Beware of Greeks – Creation of a video- guide for visitors of Athens </li></ul><ul><li>Students in a Greek-language course create their own fun, but educational video demonstrating concepts learned in classroom ( mainly History – Modern Greek and computer skills). </li></ul>
  3. 3. Benefits <ul><li>Students need to learn as many things as they need in order to be able to present material in a video. </li></ul><ul><li>Project requires long term planning and conceptualization. </li></ul>
  4. 4. Applications to other disciplines <ul><li>This assignment is an excellent way for students to synthesize and present information learned in a lesson, and could be applied to many disciplines. </li></ul>
  5. 5. Description for Students <ul><li>The goal of this project is to extend what you have learned by designing a video for tourists visiting Athens. </li></ul><ul><li>EduTubePlus provides a platform for sharing user-generated content. You can use whatever video filming and authoring tool you prefer, as long as it is supported by EduTubePlus.  </li></ul>
  6. 6. More instructions <ul><li>Please create your video for someone who does not have any prior knowledge of Greece. The best submissions will be showcased on our school’s website. </li></ul><ul><li>The project should be straightforward, captivating, and professionally done. </li></ul><ul><li>You will work in teams of four. </li></ul>
  7. 7. Objectives <ul><li>The objectives of this assignment were: </li></ul><ul><li>To effectively illustrate concepts. </li></ul><ul><li>To utilize technology in order to present ideas. </li></ul><ul><li>To express ideas in a suitable for the occasion way. </li></ul>
  8. 8. Project Stages <ul><li>Students are divided in groups of four in order to create a three-minute video. </li></ul><ul><li>Submission of a draft for the introductory section is due during the first week of the project. Each group is expected to submit a 250 word prospectus that describes their idea for the project. </li></ul>
  9. 9. Project Stages -2 <ul><li>Once that is accepted the groups have to plan the story line for their video project. </li></ul><ul><li>Videos must include  title screen  listing student names </li></ul>
  10. 10. Skills Involved <ul><li>Digital video authoring </li></ul><ul><li>Teamwork </li></ul><ul><li>Presentation skills </li></ul><ul><li>Creative storytelling </li></ul><ul><li>Time management </li></ul>
  11. 11. Equipment and Software Used <ul><li>Digital Video Camera </li></ul><ul><li>Digital camera </li></ul><ul><li>Photostory </li></ul><ul><li>Moviemaker </li></ul><ul><li>Word processor </li></ul><ul><li>Web browser </li></ul>
  12. 12. Grading Process <ul><li>Content. 50%. Be rigorous and demonstrate mastery of the subject. </li></ul><ul><li>Entertainment Value. 20% The video should be captivating. </li></ul>
  13. 13. Grading Process <ul><li>Production Quality. 10% Check the sound quality and make sure you have good transitions, lighting, and that the camera is not too shaky. </li></ul><ul><li>Each Video Should be Three Minutes Long. 10% A sliding scale will be used to make deductions the farther away from 3 minutes. </li></ul>
  14. 14. Grading Process <ul><li>Work allotment (Credits). 5% Please state that you worked together on the project by all appearing in the credit section </li></ul><ul><li>Works Cited. 5% Every project requires sources. At the end of the project include a works cited screen that includes the sources you used in pulling this together. </li></ul>
  15. 15. The problem <ul><li>Our students are digital natives </li></ul><ul><li>They think and process information in a fundamentally different way from their predecessors </li></ul>
  16. 16. Benefits <ul><li>We did not only access and consume content but we also interacted with it. </li></ul><ul><li>We constructed meaning by connecting ideas around this subject enriching it with personal experiences. </li></ul>
  17. 17. Benefits-2 <ul><li>We applied technology to develop students’ higher order skills and creativity </li></ul><ul><li>We tried to challenge Ss’ understanding and promote deeper thinking and reflection. </li></ul>
  18. 18. Project basis <ul><li>We tried to integrate students’ prior knowledge and understanding of the subject </li></ul><ul><li>We adopted a multi-disciplinary approach with this problem-solving pursuit stimulating students to create content in different forms </li></ul>
  19. 19. Collaboration is the key <ul><li>We gave our students opportunities to communicate in interesting and meaningful ways </li></ul><ul><li>We encouraged learners to participate in collaborative efforts where students and teachers complement one another’s skills, expertise and knowledge. </li></ul>
  20. 20. Active learners <ul><li>This project offered opportunities to develop target language skills in specific contexts. </li></ul><ul><li>We encouraged them to be active creators of the target language and not merely passive recipients of it. </li></ul>
  21. 21. Authentic learning environment <ul><li>Our students are immigrants </li></ul><ul><li>in their second year of learning Greek. </li></ul><ul><li>They had the incentive to perfect their presentation because it would be attended by a live audience. </li></ul>
  22. 22. Real-world relevance <ul><li>Authentic activities such as constructing a video guide, match the real-world tasks of professionals in practice as close as possible. </li></ul><ul><li>Learning rises to the level of authenticity when it asks students to work actively with concepts and facts within a realistic environment </li></ul>
  23. 23. Multiple sources and perspectives <ul><li>Learners are not given a list of resources. Authentic activities provide the opportunity for students to examine the task from a variety of perspectives, using a variety of resources, and require students to distinguish relevant from irrelevant information in the process. </li></ul>
  24. 24. Collaboration <ul><li>Success is not achievable by an individual learner working on their own. </li></ul><ul><li>Our project made collaboration integral to the task. </li></ul>
  25. 25. Reflection (metacognition) <ul><li>Authentic activities such as constructing a user generated video, enable learners to make choices and reflect on their learning, both individually and as a team or community. </li></ul>
  26. 26. Integrated assessment <ul><li>Assessment is not merely summative in authentic activities but it is seamlessly woven into the major task in such a way that reflects real-world evaluation processes. </li></ul>
  27. 27. Thank you for your kind attention!

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