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.

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

 

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

Remembering an event – Pecha Kucha day

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.

pdfPecha Kucha memories

Poem realisation

pdf

Poem Realisation

 

 

A compilation of Creative Commons licensed images and good quality audio recording of a poem produced by a student in Higher Education who has completed a Beginner’s course in French. Combining an audio track with a collection of images to create a video poem is a simple technique and ensures that the meaning and delivery of the poem is examined. The resulting reosurce can be used by others for commentary or remixing.

Online display

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.

pdfOnline display

Event capture

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.

pdfEvent capture

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

 

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