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.
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 starring some of the Pelican staff was made especially for
Video for all meeting in Brno. It shows a simple recording of both sides
of a telephone conversation edited together.
Having met examples of telephone language and practised key
expressions, learners can script and capture a conversation using
simple video techniques. They can plan the location and make the
recordings of both halves of the conversation separately and then edit
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.
Photo stories combine still images and text to create a simple story. Photo stories rely on basic ideas of video production, they offer an opportunity to provide discussion starters for e new topic. A range of technologies are available to combine still images and text, such as Microsoft Powerpoint. Music can be added to give atmosphere. This example was created as part of the Divis project.
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.