Telephone conversations

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
them together

pdfTelephone conversations

Video for homework


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.

Video presentations


Created with a group of asylum seekers (Afghanistan, Pakistan, Sub Saharan Africa) within a task based language (Italian  as  L2) learning programme. Learners briefly present themselves to the video camera: who they are, where they come from, what they can do and what they like to do. As preparation, the learners can organise the presentation in a written form.

pdfVideo presentations

Introducing yourself

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.

pdfIntroducing yourself


Using video to provide model answers

In this example the students have been sent a model answer to a question using screen cast technology. The teacher has highlighted the key points that should have been included in the answer using a word processor and then created the video where the teacher talks through the answer and what should be included. The teacher then sends the model answer to the students, who can then use the video to evaluate their own work. This can be an excellent way of doing self-evaluation since the students can listen to the video and decide what mark they should get, what was missing from their own essay etc.

The idea of the model answer video is to encourage the students to reflect and think about their own work. It is cognitively more demanding to get the students to think about their own work rather than simply provide feedback to the students.  It works best where all the students are all writing the same essay since it would be impossible to create model answers for each question if each student did something different. Model examples of presentations, telling a story, describing something could all help students reflect on their own work.

pdfUsing video to provide model answers


Using video for mini grammar lessons

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.

pdf Using video for mini grammar lessons





Student reflecting



In this example we can see the students reflecting on a lesson. The student has done a class with the teacher and the teacher has given all the students in the class a set of questions to think about after the lesson. The student has written the questions into a PowerPoint  presentation and then loaded them up onto Present.Me. The student has then recorded the answers and shared the link with the teacher. This means the students practice the target language and reflect on the lesson.

pdfStudent reflecting