presentation ina gray - medeanet webinar media-supported language learning
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Learning material from students
for students
MEDEAnet Webinar
10 October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory
The Video Podcast Project – Ina S Gray, October 2013
The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory
The Video Podcast Project – Ina S Gray, October 2013 5
Context Language Center
central service institution
compulsory modules: business and technical English
non-compulsory modules: English, French, Spanish, Italian, Swedish,
Dutch, Russian, Japanese, Chinese
http://www.millikin.edu/cie/Pages/default.aspx
The Video Podcast Project – Ina S Gray, October 2013 6
Context PELA
funding by German Research Foundation (DFG) and the state of
Mecklenburg-Vorpomerania
opened May 2012
25 sqm green screen
2 full HD cameras
http://www.millikin.edu/cie/Pages/default.aspx
A view into the studio.
The Video Podcast Project – Ina S Gray, October 2013 7
Context Degree programmes
1. Architectural Lighting Design (MA)
2. Architecture / Interior Design (BA/MA)
3. Business Law (BA)
since June 2012: 90+ students, 40 podcasts (groups of 2-4)
The Video Podcast Project – Ina S Gray, October 2013 8
Context Type of assessment
Alternative examination format (alternative Prüfungsleistung):
conducted in the context of the seminar
demonstrates a student‘s systematic approach to and processing
of a topic or subject area
The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory
The Video Podcast Project – Ina S Gray, October 2013
Task and process
Task 1: podcast production
o 7-10 minutes
o topic related to course content
o format chosen freely
(news show, talk show, online lecture, role-play etc.)
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The Video Podcast Project – Ina S Gray, October 2013
Task and process
Task 2: reflection (collaborative writing)
o transcription
o language analysis
o process description
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Etherpad – a collaborative writing tool
The Video Podcast Project – Ina S Gray, October 2013
Task and process
1. Information: students collect and organise information regarding
topic and language.
2. Contextualisation: students
create a story in the context
of their current (academic)
or future (professional) life.
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Storyboard writing session, May 2013
The Video Podcast Project – Ina S Gray, October 2013
Task and process
3. Transfer: the story is adapted as a screenplay (storyboard).
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Storyboard template http://atec.utdallas.edu/midori/Handouts/storyboard_files/template2.jpg
The Video Podcast Project – Ina S Gray, October 2013
Task and process
4. Memorisation: students practice dialogues.
5. Performance: students enact
alternative identities
14
Business Law students in the studio, January 2013
The Video Podcast Project – Ina S Gray, October 2013
Task and process
6. Peer review: mutual feedback.
7. Analysis: linguistic, content-, process-related aspects.
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Peer review: feedback form
The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory
The Video Podcast Project – Ina S Gray, October 2013
Assessment Podcast
concept of product assessment (Bohl 2005)
differentiation between
o information (variety, references)
o subject-specific quality (scope, language, depths)
o design (ideas, aesthetics)
mix of individual and group assessment
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The Video Podcast Project – Ina S Gray, October 2013
Assessment Podcast (70%)
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Group mark: 45%
Information:
Is the topic covered appropriately with regard to content?
Is the presented situation informative and /or educational?
20%
Subject-specific quality:
Is the topic covered appropriately with regard to important technical vocabulary?
Does the language match the chosen format? Does the level of language match the topic?
15%
Design:
Does the format match the topic? How creative is the execution?
10%
Individual mark: 25%
Subject-specific quality:
Does the student speak freely and fluently? What is the style and level of language?
25%
The Video Podcast Project – Ina S Gray, October 2013 19
The Video Podcast Project – Ina S Gray, October 2013
Assessment Analysis (30%)
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Group mark: 20%
Complexity and detailing of the content 10%
Reflection/correction of language used in the podcast 5%
Language accuracy and style 5%
Individual mark: 10%
Correct podcast transcription 10%
The Video Podcast Project – Ina S Gray, October 2013
Assessment Critical aspects
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design criteria not yet optimally exploited:
o plot elements (mise-en-scene, cinematography)
o sound
o structural criteria (central theme, activating elements)
proportion of group (65%) vs. individual assessment (35%)
questionable
The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory
The Video Podcast Project – Ina S Gray, October 2013
Students‘ feedback
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The Video Podcast Project – Ina S Gray, October 2013
Students‘ feedback
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The Video Podcast Project – Ina S Gray, October 2013
Students‘ feedback
25
„The group members still talk about the project many months
later and enjoy the memories. This method combines many
aspects: text, speaking, organisation, preparation and group
processes.“
„Preparing and recording podcasts is a very modern, exciting and fun project.“
The Video Podcast Project – Ina S Gray, October 2013
Students‘ feedback
26
„The pride in one‘s own product plays an essential role.“
„For me personally, producing the podcasts was very successful since
being pro-active and involved has meant that I now remember a lot of the
language.“
„A very well-designed task. My time at university has been enriched
by the experience of the podcast production.“
The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory
The Video Podcast Project – Ina S Gray, October 2013
Perspectives
Potential uses for podcasts as teaching & learning material:
transcriptions
language analyses
extracting information
gapped text
vocabulary exercises
etc etc
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The Video Podcast Project – Ina S Gray, October 2013
1. Context
2. Task and process
3. Assessment
4. Students’ feedback
5. Perspectives
6. Theory
The Video Podcast Project – Ina S Gray, October 2013
Theory Constructivism
Constructivism’s suppositions:
a. learning is a self-referential process, which cannot be
regulated from the outside (Siebert, 2009)
b. learners: autonomous individuals, responsible for their
learning process
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The Video Podcast Project – Ina S Gray, October 2013
Theory Constructivism
c. teachers’ task: rather than in-struction, support for
students’ con-struction of knowledge
d. deep-level learning: through generation of genuine
interest in topic and task
e. interest = relevance ascribed to the topic
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The Video Podcast Project – Ina S Gray, October 2013
Theory Constructivism
Podcast project = constructivist learning tool
1. construction rather than reproduction of knowledge
2. context of complex tasks
3. organisation of own learning
4. scenarios of practical (future) relevance
5. learning in a social context
6. reflective processes
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The Video Podcast Project – Ina S Gray, October 2013
Theory Emotion-based learning
hypothesis: emotional reactions are necessary for deep-level learning
(Edlinger & Hascher, 2008)
Gerald Hüther: “The brain’s shape and design are a result of how it is
used with enthusiasm.” (Hüther, 2009)
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The Video Podcast Project – Ina S Gray, October 2013
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The Video Podcast Project – Ina S Gray, October 2013
Ina S Gray
University of Wismar
Germany
www.hs-wismar.de
Ina.gray@hs-wismar.de
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