Locating appropriate images or content for teaching and sharing our own resources can lead to difficulties if you are unaware of ownership rights. Creative Commons licensing provides an effective way to assert ownership internationally without preventing re-use. This brief guide will help you to become an Open Educational Practitioner.
Created by beginner students of Mandarin in Higher Education, this role play scenario is performed in a location that is appropriate to the content, helping increase the authenticity of the task.
In this example the teacher is using a simple tool called Present.Me to act out a part of an exam. In this example we can see a teacher working with a student but this could easily be two students working together. The questions have been written into PowerPoint and uploaded into the system and then the voice and webcam has been added to a the PowerPoint. The tool is very easy to use.
In this example the student has been asked to create a PowerPoint presentation and then add their voice to it. The student used a free tool called MyBrainShark.com which allows students to upload video, PPT, Word docs, PDF files and much more and then add their voice. The resulting videos can then be shared or embedded. The tool is free and very easy to use.
This video demonstrates how language learners can use the TOOLS project dictionary tool. The project was funded by the EU.
Computer Assisted Language Learning can particularly help for teaching the less widely taught languages. Use of a computer or mobile apps can increase access to resources and tools but learning design should always include a range of activities. Exploring vocabulary in this way can help learners to take control of their learning and construct meaning themselves.
Learners write and create a subject to narrate their experience in a foreign country. They write a script in the target language and shoot the mini-documentary in target language, following the script that they wrote. At the end they can subtitle the documentary in the mother tongue. Alternatively, the video could be realized in the mother tongue and subtitled in the target language. In this case the learning objectives are different.
Using an integrated video recording tool within his course page on a Moodle VLE, this Higher Education student has submitted a video assignment which was set for homework. The assignment set a topic which he reflected on, he prepared a script and then performed the response, recording it using his laptop webcam connecting through the virtual learning environment in his student room. Once he was happy with the recording, he was able to submit it for marking to his tutor.
Machinima (filming in computer-generated environments) allows us to create recordings in simulated environments that would otherwise be too expensive to visit or to recreate settings populated by actors (using avatars) in order to capture or produce “real-life” situations. The real voices of the actors are used in the filming. In this example great care has been taking with the scripting and post-production to create an interesting example of a role-play scenario which is linguistically accessible to Italian language learners.
This activity captures reflection in a foreign language. It follows a standard video production approach and works especially well within adult education. It is also a useful way of capturing a particular use of language, in this case tense.