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                              About      Methodology      Video Practices     Resources
Are you looking for ways to use video in language teaching and learning?
The European funded educational project Video for ALL
Brings together current video ideas and innovative practices for teaching and learning languages

Click on the categories below to search for video ideas


VIDEO FOR ALL GUIDE
Learn how to use
VIDEO FOR ALL
Click on the video

USE
MAKE
COMMUNICATE







LAUNGUAGE FOCUS
SKILLS
CULTURE
EVALUATION


A1-A2
B1-B2
C1-C2
primary
secondary
adult






Introduction

Today is the video age, with many possibilities for integrating video in to language learning. Language learning is a multi-sensory process and video allows communicative learning skills, listening, speaking, reading and writing, with one resource.
Video for ALL will be the European project that will bring together all current methodologies, ideas and innovative practices to teach and learn languages by integrating digital video. The project believes that video must be a basic tool for a more multidisciplinary approach to language teaching and learning in today’s world.



About     Methodology     Video Practices     Resources


ABOUT
______________________

The European Video for ALL educational project is a European project that will bring together all current methodologies,
ideas and innovative practices to teach and learn languages by integrating digital video.


Introduction
Today is the video age, with many possibilities for integrating video in to language learning. Language learning is a multi-sensory process and video allows communicative learning skills, listening, speaking, reading and writing, with one resource.
Video is the definitely the best resource for listening and speaking, the most difficult skills for language learners. Video also allows the student to learn languages at their own pace and when they have the time.
Video for ALL will be the European project that will bring together all current methodologies, ideas and innovative practices to teach and learn languages by integrating digital video. The project believes that video must be a basic tool for a more multidisciplinary approach to language teaching and learning in today’s world.

What the project will do
The project will build a comprehensive repository of how every type of video, language practice through templates that will describe the practice with examples of usage. A single video practice could be used at more than one level and examples of use will be created for the needs of the different language learners, defined by age and CEFR levels. ‘How to’ videos will be produce that show how teachers and students can use and make their own videos. Many of the practices will be piloted with teachers from multiple levels of language education (primary and secondary schools, adult and university) to ensure quality.
The project will build accessibility and use to allow educators to understand which practices can be used by:
  • Age of students (primary, secondary, university, adult learners)
  • CEFR levels (A1-C2)
  • Type of usage (inside/outside the classroom, Internet, hand-held cameras, screen capture tools, etc.)
Video for ALL will create an In-service teacher training course for teachers to learn how to use video as a basic tool for language teaching as well as understanding the pedagogic value and uses.

How to get involved
The project will be asking for language teachers to share with us their ideas and how they use video in their language teaching. They can also pilot the practices that the project produces and give feedback on the effectiveness. Resources
You can get involved in the project and pilot by contacting us.







About     Methodology     Video Practices     Resources


Methodology
______________________

The European Video for ALL educational project is a European project that will bring together all current methodologies,
ideas and innovative practices to teach and learn languages by integrating digital video.


Project process
The project will be completed in steps, comprising:
  1. Research on the use of video in language teaching
  2. Resource Development
  3. Making the practices accessible
  4. Preparation for Piloting
  5. Piloting
  6. In-service Teacher training course and online & offline workshops

In addition there will be separate work packages for:
  1. Management
  2. Quality control (Monitoring & Evaluation)
  3. Dissemination
  4. Exploitation

Research on the use of video in language teaching
A research will be undertaken to give background and additional information on the use of video in language education. This will include academic literature, case studies and best practices.

Resource Development
Will build at least 50 language practices using language video media and  techniques.
Each of the 50 language practices will be described within a template, with examples of usage differentiated by the age, CEFR levels and, were appropriate, a ‘How to’ video. The practices will be targeted at language educators so that they will be able to understand how they can use them in their teaching. The deliverables will target each age and CEFR level, and be divided in to Template documents and ‘How to’ video.

Making the practices accessible
Ensure the usability of the, potentially, 300 templates and videos resources.

Preparation for Piloting
Organizing the materials produced in the previous WPs within a didactic format and will complete them with a theoretical background that will ground the pedagogic approach.

Piloting
From February until May 2014, a series of online and offline piloting events will take place to test the practices, video and documents produced in WP3 & WP 5.

In-service Teacher training course and online & offline workshops
After analysis of the piloting evaluation results, the partners will be ready to perfect the practices and the transferability methodology. Therefore, by using the programme of the tested sessions,  they will design the In-Service training course as well as the final layout of online and offline workshops.







About     Methodology     Video Practices     Resources


Video Practices
______________________



CategoriesTitle and Description
Giving feedback
Feedback on an essay An example of using screen capture software to provide feedback to students on their written work. It provides both oral and visual feedback.

Using Video to provide model answers An example of how screen capture technology can be used to provide answers to questions that the students can then use to mark their work.

Using screencasting for providing feedback on vocabulary An example of how we can use screen cast technology to provide feedback to students on their vocabulary. Great for stress, meaning, intonation and pronunciation
Reflecting
Remembering an event – Pecha Kucha day
Video for all Students create a video report on an event for language learning with interviews, pictures and snippets of information

Student reflecting Present.me is a great tool for encouraging your students to do fluency work. Students can upload PowerPoint presentations and add their voice and webcam

Als ich 16 war This activity captures reflection in a foreign language. It follows a standard video production approach and works especially well within adult education. It is also a useful way of capturing a particular use of language, in this case tense.
Practising language
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.

Video presentations Created with a group of asylum seekers (Afghanistan, Pakistan, Sub Saharan Africa) within a task based language (Italian  as  L2) learning programme.

Puppet shows  Learners can produce their own script making up a story according to their level. Create a puppet show means not only inventing a story, but also creating up characters, studying their way of speaking and their relationships.

In the restaurant  Video created by Language School PELICAN in Czech Republic as one of the POOLS-3 Project outputs.

Telephone conversation This video starring some of the Pelican staff was made especially forVideo for all meeting in Brno. It shows a simple recording of both sides of a telephone conversation edited together.

Pop music clips Creating music clips – with guidelines produced by the PopuLLar project. PopuLLar is a very successful European funded project that uses popular music, video and languages to motivate language learning.

Situated performance. Created by beginner students of Mandarin in Higher Education, this role play scenario is performed in a location that is appropriate to the content, helping increase the authenticity of the task.
Telling a story
Déjeuner du matin A compilation of copyright free 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.

Short drama productions Video drama is an active support for the application of a foreign language.
Recording an event
Online 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.
Displaying work
Online display using QR codes This collection of video clips was made by Higher Education students in Blaise Pascal University, Clermont Ferrand, France.

CLILstore: creating web content Step-by-step guide on how to embed a video-clip into an internet text page, add any text (or transcription) to the text page, link all the words of the text to an online dictionary

Creative collages Creative collages is about bringing words (written and spoken) together in a modern style video production.
Editing and remixing
Remix Using Mozilla’s Popcorn Maker tool, an existing video clip is repurposed for language learning by overlaying speech bubbles with text. The tool allows users to work with any publically available video content and remix it, adding text pop-ups, images, information from Wikipedia or google maps, editing the audio and adding other effects.

Using Creative Commons Locating appropriate images or content for teaching and sharing our own resources can lead to difficulties if you are unaware of ownership rights. Creative Commons licensing provides an effective way to assert ownership internationally without preventing re-use. This brief guide will help you to become an Open Educational Practitioner.

Singing Lip Sync A video produced by young children of different ages during a recreational activity in Italian and English.

Applying pixelation to protect visual  identification  In this clip the identity of a famous character portrayed by Les Guignols is obscured using pixelation.
Informing others
Present your school School presentations are a universal video format where students introduce their own school.

Recording a presentation In this example the student has been asked to create a PowerPoint presentation and then add their voice to it.

Television news Learners can produce news articles (one clip about one topic) or full news programmes (a collection of news articles) based on their own topics – news from the school, events, trips, local topics.

Introducing yourself This is a talking head video, where most of the screen is taken up with the image of the person introducing themselves.
Presenting language
Define love A modern dictionary for a modern audience through video for all. Learners create a video about a word or expression of their choice using signs, written examples in context…

Using video for mini grammar lessons This is a screen cast where the teacher has created a simple mini grammar lesson.

Video words: speech bubbles The original Speech Bubbles idea is based on children presenting words in their own mother tongue to other children across Europe.
Researching cultures
If these walls could talk. Photo stories combine still images and text to create a simple story. Photo stories rely on basic ideas of video production, they offer an opportunity to provide discussion starters for e new topic.
Comparing cultural differences
Hola Leo This is part of a compilation of videos where young refugee men learning italian as L2 are presenting themselves and their professional profile, talking about what their skills are and what they like to do.

Learn my language! Students created a video to promote their language and culture. This video encourages people to speak Basque and not set it aside

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.
Evaluating and assessing
Video for homework Using an integrated video recording tool within his course page on a Moodle VLE, this Higher Education student has submitted a video assignment which was set for homework.

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.

Self evaluation through video 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.
Building autonomy
Stop motion: Lego French revolution This clip was created by primary school students as a way of communicating what they had learned about the French Revolution as part of an outreach activity with the University of Warwick.

Video language pals. Students practice the L2 by speaking to other students from abroad through Skype, Hangout or other telecollaborative tools.

Shy infront of the camera. Video editing suitable for those people who are shy to speak in front of the camera.

Using subtitles for supported listening Subtitles can provide a scaffold for this intensive listening activity, they also offer an opportunity to increase understanding of applied language skills such as translation.
Vocabulary building
Exploring vocabulary This video demonstrates how language learners can use the TOOLS project dictionary tool. The project was funded by the EU.

Creating a commercial Everybody is familiar with the concept of television commercials. Relying on the 30 second common framework students develop a short script.
CEFR
Introduction to CEFR Familiarsation with CEFR Promoting autonomy with CEFR
CEFR for self assessment
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