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