presentation ina gray - medeanet webinar media-supported language learning

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


1. Context

2. Task and process

3. Assessment


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


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.


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)


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


1. Context

2. Task and process

3. Assessment


5. Perspectives

6. Theory


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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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


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


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


Task and process

4. Memorisation: students practice dialogues.

5. Performance: students enact

alternative identities

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Business Law students in the studio, January 2013


Task and process

6. Peer review: mutual feedback.

7. Analysis: linguistic, content-, process-related aspects.

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Peer review: feedback form


1. Context

2. Task and process

3. Assessment


5. Perspectives

6. Theory


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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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%


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%


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


1. Context

2. Task and process

3. Assessment


5. Perspectives

6. Theory


Students‘ feedback

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„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.“



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„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.“


1. Context

2. Task and process

3. Assessment


5. Perspectives

6. Theory


Perspectives

Potential uses for podcasts as teaching & learning material:

transcriptions

language analyses

extracting information

gapped text

vocabulary exercises

etc etc

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1. Context

2. Task and process

3. Assessment


5. Perspectives

6. Theory


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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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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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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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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Ina S Gray

University of Wismar

Germany

www.hs-wismar.de

[email protected]

http://www.hs-wismar.de/



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