It was too big so I had to divide it ...
Part One
Part Two
Tuesday, May 6, 2008
Wednesday, April 30, 2008
Saturday, April 12, 2008
MP #3
THE VIDEO IS NOT WORKING!!! SO HERE IS THE URL! THE URL WORKS!
In today's world, technology is continuously expanding and continuously changing. In recent years, educators have started to research the potential uses of new technologies in education. One area that has taken a lot of interest in technology use is foreign language. New technology and especially the Internet have opened new doors and made authentic materials more easily attainable. There are many different ways to use technology in creating language learning activities like email, chat, blogs, wikis, podcasts, DVDs, cameras, videos, etc. The activity discussed in this post deals specifically with the use of digital video cameras and video-editing software.
The activity includes students at the collegiate level, either intermediate or advanced. The students will use digital video cameras and video-editing software. The students should be given at least 3 weeks to do the project to work out scheduling issues and in case there are editing issues. In my example I video-taped two different students, but in a classroom setting it would work best if each student had a partner and they took turns video-taping each other. Each student will be video-taped speaking in the target language. Their content for speaking is provided for them in the "Student Evaluation" handout (see Blank Handouts links below). It is important to remind the students that the length of the actual session is not crucial because they will be editing it later. There is not a specificed time limit, but students should be reminded that some video-editing software will not work properly if the file is too large.
The content for their speaking includes the use of present tense, past tense, and what they like about or would like to learn about an aspect of the culture of the TL. Each student will then download the clips of themselves to the computer. They will each watch themselves and fill out the "Self-Evaluation" form (see Blank Handouts links below). This form is to have them critique and analyze their own abilities in speaking in the TL. This includes how well they command the present and past tense, they might notice struggles in vocabulary, etc. The section about the culture is just another way to get the students to produce speech in the TL, as well as an evaluation by the teacher to see what the students know about the culture in general and what they are interested in.
Each student will then use a video-editing software (either Windows Movie Maker or one of their choice) to edit out any long pauses, etc. to "clean-up" the video. They will also be required to add a title, transitions, and credits. The final video will be saved to a CD or disk and given to the teacher along with the "Self-Evaluation" form and the name of their partner. The teacher will then watch and evaltuate the students (see Blank Handouts links below for the form). After a grade is given, the CD/disk and forms will be given back to the students since it is a record of their speech production. Hopefully the students will take this self-analysis to correct and improve their speech in the TL.
As a teacher you will need to:
1) Make sure that digital video-cameras are available for students to use/check-out
2) Make sure the computer lab has installed a free version of editing software like Windows Movie Maker for students who do not have access to this type of software outside of school
3) Include a copy of the grading rubric with the forms given to the students so they know what they will be graded on
4) Familarize yourself with the cameras and software in case questions arise
5) Spend a few minutes in class having students familarize themselves with the cameras and software as well
Reasons for creating this specific project:
1) The popularity of video-sharing sites such as YouTube might interest the students in this project because through doing the project they will learn the skills they need to participate in such sites.
2) I wanted to focus on the grammar of speech production to aid in the students' linguistic development. Through speaking, listening to themselves, and evaluating their success, students can work through their ZPD for lexical and syntactic negotiations of meaning.
3) Through this project the teacher becomes less of the sole "correcter" and allows the students to evaluate themselves.
4) Creating their own videos of themselves will help give them a feeling of self-ownership and thus put more time into the activity.
Blank Handouts:
Video Permission Form (I had to use this for my example, but the students' activity will not be posted online so this will not be needed. If as a teacher you decide to put them on the web you may use this permission form. But if each student is willingly posting videos of themselves, I do not think a permission form is needed)
Student Self-Evaluation of the Video
Teacher Evaluation of the Project
My Video Project Example:
Permission Forms
Student #1 Self-Evaluation
Student #2 Self-Evaluation
Monday, April 7, 2008
Tuesday, April 1, 2008
Second Life & Other Virtual Realities
I had never heard of Second Life or virtual realities until I took this course. Who would have thought that there is an entirely different world online?! Like with any new possibility, questions arise about the programs usefulness in education.
Some of the potentials of the use of these virtual worlds in language learning include having an actual virtual stimulus of real life in which students can practice their language communication skills. Also, the fact that the program is actually like a game makes it so that students are learning without really thinking that they are learning. So it makes it a little more interesting to them.
From personal hands-on experience with Second Life (which is not much), I am a bit hesitant to use these virtual realities in a classroom. The thing I do not like the most is that you have no control over the people that your students encounter. It also scares me that you can do ANYTHING in the virtual world that you can in real life ... and I mean anything. To combat these fears, one idea is to look into TEEN Second Life which might be more cautious, however I believe as we talked about in class that a small fee is required for background checks. Another idea is to have a well structured activity fully planned out for students like a SurReal Quest.
Like I said, I am not completely sure of the ins and outs of Second Life. But one SurReal quest could be having the students go to a Spanish speaking community or island. Each student would have certain pieces of information they are required to find out. They then will have to ask different residents questions in the target language to find out the information. They will record the answers and have a time limit so that they will not be tempted to venture off into other worlds or mess around with things like changing their appearance.
Some of the potentials of the use of these virtual worlds in language learning include having an actual virtual stimulus of real life in which students can practice their language communication skills. Also, the fact that the program is actually like a game makes it so that students are learning without really thinking that they are learning. So it makes it a little more interesting to them.
From personal hands-on experience with Second Life (which is not much), I am a bit hesitant to use these virtual realities in a classroom. The thing I do not like the most is that you have no control over the people that your students encounter. It also scares me that you can do ANYTHING in the virtual world that you can in real life ... and I mean anything. To combat these fears, one idea is to look into TEEN Second Life which might be more cautious, however I believe as we talked about in class that a small fee is required for background checks. Another idea is to have a well structured activity fully planned out for students like a SurReal Quest.
Like I said, I am not completely sure of the ins and outs of Second Life. But one SurReal quest could be having the students go to a Spanish speaking community or island. Each student would have certain pieces of information they are required to find out. They then will have to ask different residents questions in the target language to find out the information. They will record the answers and have a time limit so that they will not be tempted to venture off into other worlds or mess around with things like changing their appearance.
Monday, March 31, 2008
Wednesday, March 26, 2008
Intercultural Communication
I am a huge supporter of intercultural communication. I think that it is very important for learners to get a good understanding of other cultures and just a better world view in general. Studying abroad personally, I saw first hand that you never fully understand a culture until you are immersed in it or even exposed to it. Learning about a new culture can really change a person's belief system. It helps them to see outside the box and to really analyze not only the new culture but their own culture as well.
Intercultural communication I think is especially important for language learners. One of the best ways to help a student understand and better appreciate the language is to expose them to that language's culture. For example, finding out cultural customs or beliefs might make the language a little more interesting to the student who is simply in the class to get the credit. The only risk I believe in the success of intercultural communication is that it definitely relies on the effective participation of both sides. Like we have seen in our readings, sometimes intercultural communication does not always yield positive results when there is a lack of teacher preparation or misscommunication between partners. Successful intercultural communication also relies on the fact that participants are sensitive to and know the "socio-pragmatic" rules for communicating with the other culture.
But like I said, I am still a huge fan of the benefits of intercultural communication. A lot of these benefits are as Byram mentioned, being more curious and open, getting an understanding of different social groups and practices, learning skills of relating and interaction, and just developing better cultural awareness in general.
Intercultural communication I think is especially important for language learners. One of the best ways to help a student understand and better appreciate the language is to expose them to that language's culture. For example, finding out cultural customs or beliefs might make the language a little more interesting to the student who is simply in the class to get the credit. The only risk I believe in the success of intercultural communication is that it definitely relies on the effective participation of both sides. Like we have seen in our readings, sometimes intercultural communication does not always yield positive results when there is a lack of teacher preparation or misscommunication between partners. Successful intercultural communication also relies on the fact that participants are sensitive to and know the "socio-pragmatic" rules for communicating with the other culture.
But like I said, I am still a huge fan of the benefits of intercultural communication. A lot of these benefits are as Byram mentioned, being more curious and open, getting an understanding of different social groups and practices, learning skills of relating and interaction, and just developing better cultural awareness in general.
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