Self evaluation through video

pdfSelf-evaluation

 

 

Students use any video recording device to video record each other in a class activity. Later they watch the video at home, transcribe their speech and fill in a self-evaluation form. Strengths and weaknesses from their performances are highlighted and discussed in the following class. Self evaluation, critical thinking and constructive criticism are some of the skills practiced within this activity.

Video language pals

pdfVideo pals

 

 

Students practice the L2 by speaking to other students from abroad through Skype, Hangout or other telecollaborative tools. Two students, one from Spain and another one from the USA (English-Spanish L1 &L2), speak half of the time in English, another half in Spanish and sometimes they use code switching when they do not know specific vocabulary, so they help each other. They talk about different things (food, Xmas, what they do at school, in their free time, favourite films and books, etc). At the end of their talk, they provide feedback about this activity.

Role playing an exam scenario

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.

pdfRole playing an exam scenario

Recording a presentation

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.

pdf  Recording a presentation

 

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

Multilingual birds

A short cartoon to support children´s engagement in learning languages. It motivates children to learn, use and keep languages. It was produced by the project team of the Multilingual Families.

There are many online tools for creating simple animations such as this one. Enhancing speaking, writing and creative literacy skills is an important support to many aspects of learning. Animated videos offer a way to experiment and utilise these skills in a way that removes constraints caused by psychological barriers to production in L2 learners and minimize stress connected to productive skills as this instrument allows them to express contents confidently through cartoon characters.

pdfMultilingual birds

 

 

Hola Leo

pdf

Hola Leo

 

 

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.

 

Virtual acting skills

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.

pdf Virtual acting skills

 

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

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

 


 

 

 

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