Students create a video clip with pictures, videos, interviews and bloopers and outtakes with classmates and teachers about a specific project done in class or a special event which took place at school. This is an excellent way to reflect on the learning process (especially through the interviews) and a good keepsake for students which they love having, watching and sharing. It is also useful to be used with future students so that they see the work done by “real” people like them. Bloopers and outtakes are really funny and add enjoyment to the final product.
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 is a talking head video, where most of the screen is taken up with the image of the person introducing themselves. Made as part of a virtual exchange collaboration between students of German at Warwick University Language Centre and students of Media in Stuttgart. Connecting using Google+, the students scripted and created short video clips which they exchanged on their G+ community page.
This collection of video clips was made by Higher Education students in Blaise Pascal University, Clermont Ferrand, France. They are all learning English and chose a favourite recipe which they explain and demonstrate making. Their video clips are created and published online and the URL used to create a QR code. These graphic codes can be scanned using a free QR code reader and playback on mobile devices.
Scan the QR code on your phone to view the playlist.
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.
This is a screen cast where the teacher has created a simple mini grammar lesson. The teacher has noticed there are problems with a certain grammar rule and simply written out some examples in Microsoft Word and then used a screen cast technology to record themselves going over the rule. It is very quick to make and requires minimum technological skills. The teacher can send the video to the students or put it on a blog, wiki or on the virtual learning environment of the school or institution.
The teacher simply marks out the area of the screen and clicks a button. Whatever is under the marked area will be recorded as a video along with the voice. It makes no difference to the screen cast tool what is on the screen. It simply records the area that has been marked out. This particular example was used using SnagIt. There are also other solutions such as ScreenR and JING.
Here is an example of using screen cast videos to give feedback to students on their vocabulary. The teacher has been taking notes in the classroom, focusing on some of the vocabulary problems the students are having. The teacher then writes up the words into a word processor and turns on the screen capture software and records themselves going through the words, providing guidance on pronunciation, stress and spelling. The teacher could even focus on meaning or provide an example sentence using the word. Once the recording is made, the teacher can send the video to the students via an email or upload the link or video to a blog, wiki or the virtual learning environment if the institution has one.
The teacher is providing feedback on the student’s written work. The teacher has opened the student’s work onto the screen, read it and then turns on the screen capture software and goes through the essay, highlight various parts and discussing it. The teacher could go through and make the highlights first and then begin the recording. The resulting video in then sent to the students. The students receive feedback that is both visual and aural. This particular idea has been widely disseminated, research has found that listening to the tutor’s voice gives greater insight into the tone of their feedback, this HEA funded research for example The teacher simply marks out the area of the screen and clicks a button. Whatever is under the marked area will be recorded as a video along with the voice. It makes no difference to the screen cast tool what is on the screen. It simply records the area that has been marked out. This particular example was used using SnagIt.
The original Speech Bubbles idea is based on children presenting words in their own mother tongue to other children across Europe (the programmes were broadcast on local television). Equally words in a foreign language can be presented. This practice is more suited for the lower language competences.
Words can be chosen from any theme which is done as part of the language lesson.
Learners can produce news articles (one clip about one topic) or full news programmes (a collection of news articles) based on their own topics – news from the school, events, trips, local topics. Opportunities to exmplore the many roles involved in news preparation and presenting. Focus: writing of factual script; presentation in front of the camera. News programmes will help the writing skills and presentation skills (pronunciation) while additionally giving an insight into the production of TV news.