In this video on CEFR, Claudia introduces you some useful online tools, related to the CEFR but aiming at different purposes. One aims tool aims at speaking assessment, the other one aims at intercultural assessment. Claudia introduces WebCEF which makes use of videos of learners to assess their spoken output.
This video on CEFR looks at learning portfolios and self-assessment tools. The key theme here is developing student autonomy. The ELP (European Language Portfolio) is a tool for self-assessment. The video shows tempates and assesses your on-line options. In essence, the ELP is a tool owned by learners to document their language learning experiences and to plan and monitor their progress.
This video on CEFR shows you some tools for familiarizing yourselves with the Common European Framework of reference. In particular, it highlights the CEFTrain Project. This project has a ‘training area’ to help you understand the relationship between tasks and levels of learner performance.
The first video on CEFR explains the aims and origins of the Common European Framework of reference. This video will be useful for users of Video for All. The CEFR is mainly aimed at language practioners and is helpful in thinking about learner’s needs. This video provides key on-line resources.
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.
Step-by-step guide on how to embed a video-clip into an internet text page, add any text (or transcription) to the text page, link all the words of the text to an online dictionary, and link to other electronic practice exercises, such as Hot Potatoes. The CLIL store project was funded by the EU. The repository of existing units is open access, therefore, teachers or students wishing to use existing units do not have to register with the service before viewing or using the materials. The authoring interface has been designed to be user-friendly, however, new users are encouraged to read the step by step guides provided on the project website and if possible to avail of one of the many training workshops offered by the Tools team.
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.
Students created a video to promote their language and culture.This video encourages people to speak Basque and not set it aside. Teachers in the video encourage everyone to speak Basque at school, with friends and with the family and to enjoy speaking that language. Besides launching this message, they are celebrating Ikastola’s Day. Every year, the Basque community create a new video with the same topic.
This recording of researcher Robert O’Dowd presenting his description of the skills necessary for teachers to facilitate Online intercultural Exchange (OIE) was part of an online conference which was organised and hosted by the Language Centre at the University of Warwick. Recording a webinar or event is a great way of sharing afterwards and allows more people to review and respond to the content.