Video in Modern Language Education Revisited. Presented by Ton Koenraad (TELLConsult) and Patrick de Boer (Penta College, CSG J. van Liesveldt) at the Dutch bi-annual National EFL 2015 Conference. Ede, Netherlands

1. Video in Modern Language
Education Revisited.
Ton Koenraad (TELLConsult)
Patrick de Boer (Penta College, CSG J. van Liesveldt)
Dutch National EFL 2015 Conference. Ede, Netherlands
• .

2. Presentation Contents
• Teacher and learner generated content: methods &
tools
• 3D Worlds & Video Production. Focus on CLIL contexts.

3. Find this document and more
references to related web
resources here:
http://tinyurl.com/video-camelot

4. 2011 – present
TELLConsult
Technology
Enhanced
Lifelong & Language
Learning
2005
1990 – 2011
Hogeschool Utrecht
University of Applied Sciences
Faculty of Education
Ton Koenraad

5. EU project ‘Camelot’
3D Virtuele Werelden als Studio’s voor de Productie van
Video Lesmateriaal.

6. Professional & Authentic video content.
Classroom viewing techniques.

7. Teacher and learner generated
content: methods & tools
Digital Classrooms
Online video
A digital Book For
Teachers
Nik Peachey

8. Vialogues

9. MailVu
Teacher shares
recording of
dictation text
Students also
record same
tekst to practise
receptive and
productive
pronunciation.

10. EduCanon

11. More platforms to add interactivity
Zaption
EdPuzzle
Hapyak
Mozilla
Popcornmaker

12. Users generate content
Film making is more than just
remembering information and
reproducing it, it takes:
- creativity
- investigation of sources,
- structuring
And contributes to develop:
- problem-solving skills
- higher levels of thinking, e.g.:
- writing, teamwork, planning &
sharing

13. 21st Century Skills

14. Adobe Voice (App)
Can be used to:
• Introduce oneself / family / school (e.g. for e-Twinning projects)
• Present a visual CV (vocational Ed.)
• Produce a Tourist guide / cultural event reports
• Report school trips
• Retell fairy tales or folk stories.
• Produce Instructional guides (how to / cooking)

15. ClipFlair (Revoicing & captioning clips)

16. Video4ALL

17. 3D worlds for Language & Intercultural competence development
through encounters and events
Virtuele werelden in het onderwijs

18. Toegevoegde waarde
Communicatie

19. Immersive Training

20. Socialising /
Informal learning

21. Sharing activities

23. Toegevoegde waarde
Veel mogelijkheden om je onderwijs te verrijken
Onderwijs op afstand
Blended learning
Flipping the classroom
Telecollaboration
Stage begeleiding

24. Virtual Language Village
Pupils
•Teachers
• Student
Teachers &
Trainers
•Fellow pupils

25. Meaningful interaction tasks
Exchanging info
about appartment
Sharing info about pictures
Example Clips

26. EU project ‘Camelot’
CreAting Machinima
Empowers
Live Online Language
Teaching
and Learning

27. Aims and Objectives
1. Create, test & share machinima exploring the role of
visual communication in language learning
2. Produce guidelines & training about how to create
them
3. Promote teacher autonomy and blended learning
4. Create an online community of practice

28. GENRES OF MACHINIMA

29. GENRES OF MACHINIMA
Informative (Documentaries)
Instructions (Tutorials)
Demonstrations (Language use, Portfolio evidence
Humour /Jokes and Riddles
Narratives (Storytelling)
Role-plays
Promotion (Book trailer)

30. MFL Pedagogical
Functions
• Introduce a new topic
• Introduce special /
CLIL language
content
• Visualise meaning
• Model language use
• Promote extensive
reading motivation
• The eye
• If I could fly…
• Making a call
• Professional skills
training
• Book trailer

31. MFL Pedagogical
Functions
• Provide context for
tasks & projects
• Telecollaborative
projects
• Subtitling,
synchronous
reporting processes,
content presentation
• Transmedia
storytelling
• Blended: 2D + 3D
activities
• Intercultural
exchanges,
What if …

32. Machinima as input for learning
objects:
with content processing scaffolds
For blended learning &
classroom flipping

33. MFL Pedagogical
Functions
• Learner generated
content for:
– Telecollaborative
projects
– Feedback provision
– Portfolio content
Credits: Christel Schneider

34. dInteresting for CLIL because…

35. Variety of theme & discipline related sims

38. The start of the CLIL Pilot
• November 2014: Ton contacted me
• November: Colleagues were asked to
participate
• Resources on video formats
and machinima provided

39. Pilot development
• December: First ideas were submitted
• December: Ton meets with colleagues
January: Feedback and discussion

40. My machinima [link]
• Pythagoras in 3-D; Why the machinima?
• What do I hope
to accomplish?
• What did I do
in the lesson?

41. My machinima production
• February: First version of video for
mathematics was developed
• March: Final version of video available
• Collaboration with Michela Occhioni
• “Mathland”

42. More info on:
- Practitioner reports
- Camelot film productions
- Training options
- Joining the Camelot network
CAMELOT
Language Learning with Machinima

44. Registration for Summercourses at:
www.tellconsult.eu
• ICT for oral skills
&
telecollaboration
• IWB / Tablets - in
Education
• Promoting
Dialogue using
IWB & Tablets
Again next year. Also here
in...?