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D7.4 Dissemination Publications WP No. WP7 WP Title Dissemination Activity description This document contains data about publications and dissemination actions performed by all consortium members. Authors Rocío Baños-Piñero (UCL) Reviewers Carmen Pérez, Stavroula Sokoli (UPF) Status (D: draft; RD: revised draft; F: final) F File Name D7.4Publications Date July 2014 This work has been performed within the project "CLIPFLAIR: Foreign Language Learning Through Interactive Revoicing and Captioning of Clips", 519085-LLP-1-2011-1-ES-KA2-KA2MP. This project is funded with support of the Lifelong Learning Programme of the European Union. All here provided information and documentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Table of Contents 1. Introduction ........................................................................................................ 3 2. Dissemination actions ........................................................................................ 3 2.1 Virtual dissemination actions....................................................................... 3 2.1.1 Dissemination through Facebook......................................................... 3 2.1.2 Dissemination through Twitter.............................................................. 7 2.1.4 Dissemination through other online resources ................................... 12 2.2 Oral presentations ..................................................................................... 18 2.3 Written publications ................................................................................... 37 3. Appendixes ...................................................................................................... 40 July-2014 Page | 1

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  • 1. D7.4Dissemination PublicationsWP No. WP7WP Title DisseminationActivity description This document contains data about publications and dissemination actionsperformed by all consortium members.Authors Roco Baos-Piero (UCL)Reviewers Carmen Prez, Stavroula Sokoli (UPF)Status (D: draft; RD: reviseddraft; F: final) FFile Name D7.4PublicationsDate July 2014This work has been performed within the project "CLIPFLAIR: Foreign Language Learning ThroughInteractive Revoicing and Captioning of Clips", 519085-LLP-1-2011-1-ES-KA2-KA2MP.This project is funded with support of the Lifelong Learning Programme of the European Union. All hereprovided information and documentation reflects the views only of the authors, and the Commissioncannot be held responsible for any use which may be made of the information contained therein.Table of Contents1. Introduction ........................................................................................................32. Dissemination actions ........................................................................................32.1 Virtual dissemination actions.......................................................................32.1.1 Dissemination through Facebook.........................................................32.1.2 Dissemination through Twitter..............................................................72.1.4 Dissemination through other online resources...................................122.2 Oral presentations.....................................................................................182.3 Written publications...................................................................................373. Appendixes ......................................................................................................40July-2014 Page | 1

2. List of TablesTable 1. Facebook pages targeted and users reached ...................................... 6Table 2. Twitter accounts targeted and users reached....................................... 9Table 3. LinkedIn groups targeted and users reached ..................................... 12Table 4. Examples of online dissemination of the project................................. 15Table 5. List of oral presentations .................................................................... 36Table 6. List of written publications .................................................................. 39List of FiguresFigure 1. Facebook posts on related Facebook pages............................................4Figure 2. Example of ClipFlair-related tweets posted by partners ...........................7Figure 3. ClipFlairs Twitter page data ....................................................................7Figure 4. Example of tweet posted to reach short and long term target groups.......7Figure 5. Example of tweets posted by non-partners to disseminate the project...10Figure 6. Example of message posted on targeted LinkedIn groups.....................10Figure 7. Example of message posted on a blog from ClipFlair social network.....15Figure 8. Blog post on ClipFlair (Hancock McDonald blog) ...................................16Figure 9. Blog post on ClipFlairs conference and project (Mireia Vargas) ............17July-2014 Page | 2 3. 1. IntroductionThe purpose of this document is to gather information on project disseminationactivities and to show how the project has been disseminated to a large numberof members of the wider educational community, including local educationalauthorities and policy makers, academics, school communities, teacherassociations, researchers, university staff and students, and the general public.This information has been reported by partners on Redmine, the online platformused to manage the project, and collected through the following onlinedissemination forms: Virtual disseminationform: http://webanketa.com/forms/64wk2d1j5wt6acv4c9jkedr/ Written publicationform: http://webanketa.com/forms/64wk0e9r5wt68rhn6gvkjsg/ Oral presentationform: http://webanketa.com/forms/64wk0e9n5xh3ac3375k6ae8/ .For more information about these forms and the methods and instruments usedto collect dissemination-related information, please see Delivery 7.1(Dissemination Plan).Dissemination actions are regularly updated at the Spreading theword blog of the project website.2. Dissemination actions2.1 Virtual dissemination actionsA wide range of virtual dissemination actions have been carried out by projectpartners, mainly through social media such as Facebook, Twitter and LinkedIn,but also through other type of online resources. ClipFlair partners have thusposted information about the project and related events on social networks,blogs, forums, mailing lists, newsgroups, etc., and have engaged with a widerange of stakeholders via email. Most of these actions have been posted onlineas written articles, but some have also been published in the form of podcasts.2.1.1 Dissemination through FacebookPartner institutions and individual members with a Facebook account liked andshared ClipFlairs page and updates in order to disseminate the project amongthe short and long term target groups identified (see Dissemination Plan). At thetime of writing this deliverable (July 2014), ClipFlairs Facebook page had 340likes.In addition to publishing information and events related to the project, theClipFlair Facebook page has been used to post information on others pages.An example of this is shown below, where information has been postedon Teaching English British Council Facebook Page.July-2014 Page | 3 4. Figure 1. Facebook posts on related Facebook pagesTable 1 below includes detailed information about Facebook pages targetedand users reached (based on the number of Likes) following this approach.Group/Community URL Users Languageshttps://www.facebook.com/pages/Learning-French-Language/146217768777680?ref=br_rs 3842 Frenchhttps://www.facebook.com/LLCMV?ref=br_rs 63072 Varioushttps://www.facebook.com/InnovativeLanguage/timeline 3094 Varioushttps://www.facebook.com/KannadaLanguageLearningSchool?ref=br_rs 1072 Varioushttps://www.facebook.com/enjoykorea2012?ref=br_rs 193 Koreanhttps://www.facebook.com/Nexus.English.Centre?ref=br_rs 10315 Englishhttps://www.facebook.com/EF.Solutions?ref=br_rs 1966 Varioushttps://www.facebook.com/FrenchLanguage?ref=br_rs 82033 Frenchhttps://www.facebook.com/learnrussianlanguageRU?ref=br_rs 2158 Russianhttps://www.facebook.com/rizgar.kori?ref=br_rs 2493 Englishhttps://www.facebook.com/learningturkisheasily?ref=br_rs 26056 Turkishhttps://www.facebook.com/LanguageOpenLearning?ref=br_rs 12470 Varioushttps://www.facebook.com/LearningPlus?ref=br_rs 6873 Englishhttps://www.facebook.com/alllanguages.org.uk?ref=br_rs 3086 Varioushttps://www.facebook.com/LLTJournal?ref=br_rs 1567 Varioushttps://www.facebook.com/EnglishIsWhatINeedToCommunicate?ref=br_rs 8129 EnglishJuly-2014 Page | 4 5. Group/Community URL Users Languageshttps://www.facebook.com/eurocentres?ref=br_rs 93057 Varioushttps://www.facebook.com/holmwoods?ref=br_rs 2574 Varioushttps://www.facebook.com/allp.org?ref=br_rs 5885 Arabichttps://www.facebook.com/EnglishKurdishLanguage?ref=br_rs 7303 Englishhttps://www.facebook.com/MadinahArabiccom?ref=br_rs 1872 Arabichttps://www.facebook.com/English.Second.Language?ref=br_rs 296430 Varioushttps://www.facebook.com/languageteachingandlearning?ref=br_rs 1036 Varioushttps://www.facebook.com/BellBeyondEnglishLanguageLearning?ref=br_rs 2491 Englishhttps://www.facebook.com/languagelearningwithtechnology?ref=br_rs 561 Varioushttps://www.facebook.com/pages/Learning-the-Hopi-language/359548114058708?ref=br_rs 1255 Hopihttps://www.facebook.com/annie.lawler.learnenglish?ref=br_rs 102 Englishhttps://www.facebook.com/actilingua.at?ref=br_rs 20035 Germanhttps://www.facebook.com/pages/Active-Language-Learning/123018134378862?ref=br_rs 495 Varioushttps://www.facebook.com/pages/AIM-Language-Learning/107257862629713?ref=br_rs 1286 Frenchhttps://www.facebook.com/LearningLanguagesWithAdvices?ref=br_rs 2164 Varioushttps://www.facebook.com/pages/Language-Learning/1445723242373517?ref=br_rs 13 Varioushttps://www.facebook.com/europeanlearningcenter?ref=br_rs 12884 Varioushttps://www.facebook.com/letstalkpodcast?ref=br_rs 153922 Englishhttps://www.facebook.com/RioandLearn?ref=br_rs 25413 Portuguesehttps://www.facebook.com/ltlbrentwood?ref=br_rs 338 Spanishhttps://www.facebook.com/pages/Scuola-Leonardo-da-Vinci-Learn-Italian-in-Rome/21937799741?ref=br_rs 4126 Italianhttps://www.facebook.com/ailmadrid.spanish.language.school.studyinspain?ref=br_rs 5313 Spanishhttps://www.facebook.com/pages/Language-Learning-Apps-LLC/248143675232551?ref=br_rs 1286 Varioushttps://www.facebook.com/clac.languages?ref=br_rs 4120 Englishhttps://www.facebook.com/learnchineseforfree?ref=br_rs 69951 Chinesehttps://www.facebook.com/languageforlearning?ref=br_rs 131 Varioushttps://www.facebook.com/pages/Learning-japanese-tagalog-language/214861331966114?ref=br_rs 450 Japanesehttps://www.facebook.com/pages/Crossing-English-Learning-Language-Center/722379841134232?ref=br_rs 538 Englishhttps://www.facebook.com/arabic.turkish?ref=br_rs 81297 Turkishhttps://www.facebook.com/LanguageLearningCenter?ref=br_rs 274 Varioushttps://www.facebook.com/pages/English-Language-Learning/115377565146416?ref=br_rs 8258 Englishhttps://www.facebook.com/asapgerman?ref=br_rs 380 Varioushttps://www.facebook.com/UnityLanguageCenter?ref=br_rs 35140 Englishhttps://www.facebook.com/pages/SMART-Language-Learning-Centre/340188416821?ref=br_rs 896 Varioushttps://www.facebook.com/Kurdish.English?ref=br_rs 1754 Englishhttps://www.facebook.com/LanguageLearningResourceCentre?ref=br_rs 1084 Varioushttps://www.facebook.com/pages/Language-Learning-and- 1342 VariousJuly-2014 Page | 5 6. Group/Community URL Users LanguagesLanguage-Teaching/134987960003924?ref=br_rshttps://www.facebook.com/pages/Learning-English-Language/136504649785124?ref=br_rs 581 Englishhttps://www.facebook.com/llatherapy?ref=br_rs 355 Varioushttps://www.facebook.com/learninglanguageindallas?ref=br_rs 33 Englishhttps://www.facebook.com/LanguageLearningInstitute?ref=br_rs 205 Varioushttps://www.facebook.com/pages/LEARNING-LANGUAGE-Spanish/438694700187?ref=br_rs 51 Spanishhttps://www.facebook.com/LearningEL?ref=br_rs 9337 Englishhttps://www.facebook.com/TheLanguageLearning?ref=br_rs 129 Varioushttps://www.facebook.com/groups/250532918483125/?ref=br_rs 760 Varioushttps://www.facebook.com/ulpanor?ref=br_rs 17942 Hebrewhttps://www.facebook.com/EILInterculturalLearning?ref=br_rs 4538 Varioushttps://www.facebook.com/ilearncairo?ref=br_rs 9490 Englishhttps://www.facebook.com/russianinrussia?ref=br_rs 6772 Russianhttps://www.facebook.com/welearnthaicm?ref=br_rs 730 Thaihttps://www.facebook.com/pages/ABC-KIDS-Early-English-Learning-Centre/120908271286759?ref=br_rs 11811 Englishhttps://www.facebook.com/flireland?ref=br_rs 3450 Englishhttps://www.facebook.com/frenchtoday?ref=br_rs 8172 Frenchhttps://www.facebook.com/frenchtutortoronto?ref=br_rs 2556 Frenchhttps://www.facebook.com/LearnEnglishWithParwezBughio?ref=br_rs 8780 Englishhttps://www.facebook.com/lMaryPoppinsSchool?ref=br_rs 1263 Englishhttps://www.facebook.com/byki.language.learning?ref=br_rs 8720 Varioushttps://www.facebook.com/EDC.Rwanda?ref=br_rs 263 Varioushttps://www.facebook.com/jakocentre?ref=br_rs 451 Korean/Japanesehttps://www.facebook.com/Languageslearningtips?ref=br_rs 8249 Varioushttps://www.facebook.com/effectivelanguagelearning?ref=br_rs 3259 Varioushttps://www.facebook.com/pages/Centrul-pentru-Industriile-Limbii- 200 Romanianhttps://www.facebook.com/noidirectii.didacticalimbilor 169 Varioushttps://www.facebook.com/Livemocha?fref=ts 640383 Varioushttps://www.facebook.com/TeachingEnglish.BritishCouncil/posts/10201063133859816?notif_t=like 2412430 Englishhttps://www.facebook.com/PracticamosEspanol 27247 SpanishTOTAL: 4,262,201Table 1. Facebook pages targeted and users reachedJuly-2014 Page | 6 7. 2.1.2 Dissemination through TwitterPartner institutions and individual members with a Twitter account followedClipFlair on Twitter and tweeted about the project, its related activities andevents. An example of the tweets posted by partner members can be found inFigure 2 below.Figure 2. Example of ClipFlair-related tweets posted by partnersAt the time of writing this version of the dissemination plan (July 2014), the dataregarding ClipFlairs Twitter account was as follows:Figure 3. ClipFlairs Twitter page dataClipFlair members also used Twitter to target short and long term target groupsdirectly, by adding their account names to tweets. An example of this is shownbelow, where information was tweeted to @TeachingEnglish, from the BritishCouncil, (https://twitter.com/TeachingEnglish) and @ForeverLangs(https://twitter.com/ForeverLangs), a language learning material provider basedin Ireland.Figure 4. Example of tweet posted to reach short and long term target groupsJuly-2014 Page | 7 8. Table 2 below includes detailed information about Twitter accounts targeted andusers reached (based on the number of Followers).Group/CommunityURL Followers LanguagesLanguageAvenue.com 284 VariousTeachers.Net 5707 VariousLanguage Classroom 360 VariousHappy Languages 981 VariousFair Languages 590 VariousLanguageImprove 482 VariousNet4LanguagesLondon 632 Variousesl-library.com 19000 VariousIH London 2416 VariousTeachThought 36700 VariousScholastic Teachers 73100 VariousBritish Council ELT 3395 VariousTeaching Strategies 20400 VariousLanguages Initiative 689 VariousTeaching Channel 32000 VariousLanguage Reference 2431 VariousTeaching Languages 3515 VariousLanguage Assistants 2967 VariousTeaching English 82000 EnglishForever Languages 366 Variouslanguage learning 911 VariousAfrikaans language 811 AfrikaansGreek Language 803 GreekLearnEnglish 94900 EnglishLanguage Perfect 921 VariousDuolingo 103000 VariousThai Language 794 ThaiLearn Language 44 VariousBBC Languages 3564 VariousEsperanto Language 2162 EsperantoNorwegian Language 2723 NorwegianHindi Language 2394 HindiLanguageUnited 1441 VariousLearn Language 3592 VariousMango Languages 7312 VariousLingualia 1889 VariousLanguage Learning 66 VariousLearn Language Today 149 VariousLearn A Language 401 VariousJuly-2014 Page | 8 9. Group/CommunityURL Followers LanguagesLanguages 2918 VariousTransparent French 31700 FrenchLearn English Online 21500 EnglishSwedish Language 2407 SwedishLearn A Language 4832 VariousPortuguese Language 5594 PortugueseIrish Language 8844 IrishLearn Thai Language 623 ThaiLearn Languages 1447 VariousLatin Language 7122 LatinLivemocha 29400 VariousKLOO Languages 1954 VariousLanguages Direct Ltd 4101 VariousKorean Language 13100 KoreanItalian Language 21400 ItalianGerman Language 31500 GermanJapanese Language 22500 JapaneseRoutes into Language 4131 VariousBBC Learning English 149000 EnglishLiving Language 4765 VariousLanguage Log 24500 VariousESL Teaching Jobs 2359 VariousLanguage Learning 632 VariousYour Second Language 35 VariousRosetta Stone 82000 VariousMy Language Cloud 25700 VariousWeAreTeachers 143000 VariousLanguage learning 71 VariousRosetta Stone UK 30000 VariousLanguage Hunters 2144 VariousLanguage on the Move 7515 VariousGdnLanguageLearning 1540 VariousOpen Languages 771 VariousTOTAL 1,204,997Table 2. Twitter accounts targeted and users reachedThe impact of this social network on the dissemination of ClipFlair is reflectedon the tweets posted by users (who were not directly involved in the project) torecommend the platform and some activities to their followers. These can beseen by entering ClipFlair as a search term in Twitter, but a couple of examplesare included in Figure 5 below.July-2014 Page | 9 10. Figure 5. Example of tweets posted by non-partners to disseminate the project2.1.3 Dissemination through LinkedInLinkedIn was also used to disseminate the project. In this case, instead ofcreating a specific profile on this social platform, partner members used theirindividual accounts to target LinkedIn groups related to Foreign LanguageLearning, Audiovisual Translation, Learning and Technology, etc. LauraMcLoughlin (NUIG) and Stavroula Sokoli (UPF) prepared a standard text thatcould be shared with all targeted LinkedIn groups. An example of theinformation posted on LinkedIn groups can be seen in Figure 6.Figure 6. Example of message posted on targeted LinkedIn groupsTable 3 below includes detailed information about the LinkedIn groups targetedand users reached (based on the number of members).Group/Community URL Group membersLanguage Learning 2813Language Learning Academy 715English Language Services Professionals 30403Learning technologies for language teaching 1205Learning the Russian Language 1194Language Experts!!! 18992July-2014 Page | 10 11. Group/Community URL Group memberseu-TELL: Technology Enhanced Language Learning 364Communicaid | Views on Global Language Learning 355Language e-Learning 349The Best Language Learning Apps 286Language Learning Network (LLN) 246Learning and Teaching English as a Foreign Language. 432AIM language learning 204Spanish as a Second Language - Spanish Connector 5948IALLT - International Association for Language LearningTechnology 107Hungarian Language Learning 60NNELL - The National Network For Early LanguageLearning 59Computer Assisted Language Learning 1850Learn Chinese language 1502Hello-Hello Language Learning Community 31Teach Yourself Language Learning 30Language Academy - Language Teaching & LearningResources Site! 29All About L.I.F.E. (Language Information For English) 1140GABALL - Game Based Language Learning 26JALT - Japan Association for Language Teaching 1104Chinese Learning 2169Onine Language Learninga subgroup of Language Center "UNICUM" 29ESL International 31107English Language Learning in India 18P2P Tech Language Learning 14Language learning and teaching in Estonia, Finland andItaly 11E-Learning for Second Language Educators and Trainers 24HindiUniversity - A global platform for Hindi Language 465ESL Teacher Professionals 20000Applied Linguistics 15678Professional English Teachers Network 14367The IELTS TOEFL Centre 12922Teaching English 4741Modern Languages Association (Unofficial) NetworkingGroup 5310Second Language Acquisition (SLA) & Technology Group 103ESL Learners 3257ESL Apps: apps that teach English 3247Teaching Spanish - sharing ideas for teaching 5988ITiLT (Interactive Technologies in Language Teaching) 1093Applied Linguistics 16004HETL Technology in Teaching and Learning 17086Language Experts!!! 17086Film in Language Teaching Association 76E-Learning 2.0 52,512Educause 27556EUROCALL 1243Education Technology Specialists 2942Future of Learning 5513Gaeilgeoir (Irish Gaelic Enthusiasts) 837HETL International Teaching and Learning 1476Higher Education Teaching and Learning 46364July-2014 Page | 11 12. Group/Community URL Group membersHETL Scholarship of Teaching and Learning 2203HETL Technology in Teaching and Learning 1812innovaUni - Online Think Tank for Technology Integrationin Education 338eLearning Papers 436Transforming Assessment 1051Media and Learning 2020Learning technologies for language teaching 1204Irish Learning Technology Association (ILTA) 781International Society of the Learning Sciences 1107International Society for Technology in Education 48015Irish Learning Technology Association (ILTA) 728TOTAL 438,377Table 3. LinkedIn groups targeted and users reached2.1.4 Dissemination through other online resourcesThe following table contains information about the activities carried out for thedissemination of the project through a wide range of online resources (blogs,emails, websites, newsletters, podcasts, etc.).Online dissemination of the project Type Partner IDComment on blog post fromVeintemundos.comBlog P4. UCLhttp://www.veintemundos.com/magazines/93-en/Italian and e-learning Bloghttp://www.scoop.it/t/italian-and-e-learningBlog P10. NUIGDiploma in Italian online Bloghttp://italianonlinenuig.wordpress.com/links/Blog P10. NUIGEmail to [email protected]://www.escolacristiana.org/Emailcommunication P1. UPFEmail and Phone communicationwith the PDST (ProfessionalDevelopment Service for Teachers)in IrelandEmailcommunication P10. NUIGPrimary, secondary and third levellanguage teachersEmailcommunication P10. NUIGEmail communication with Routesinto Languages consortiumEmailcommunication P4. UCLEmail communication with languagetutors from Cambridge UniversityEmailcommunication P4. UCLJuly-2014 Page | 12 13. Online dissemination of the project Type Partner IDAVT Lab website from theUniversity of WarsawInformation onwebsite P8. UWhttp://avt.ils.uw.edu.pl/clipflair/ILS websitehttp://ils.uw.edu.pl/Information onwebsite P8. UWInformation about the secondproject meeting of ClipFlair inTallinn on DeustoTech.deusto.esNews Sectionhttp://www.deustotech.deusto.es/servlet/Satellite/Noticia/1353332072184/_cast/%231280393103162%231353332072184/c0/UniversidadDeusto/comun/render?tipoColeccion=PageInformation onwebsite P6. UDPost-Primary Languages Initiativehttp://languagesinitiative.ie/component/content/article/175-mobile/302-italianInformation onwebsite P10. NUIGEuropean Union Portal Call forPapers for New Trends in LanguageDidactics conference organised byUBBhttp://ec.europa.eu/languages/news/2014/20140210-call-didactics_en.htmInformation onwebsite P5. UBBDidactic.rohttp://www.didactic.ro/stiri/proiectul-clipflairInformation onwebsite P5. UBBForum portal Ministry ofEducation www.edu.rohttp://forum.portal.edu.ro/index.php?act=ST&f=64&t=204139Information onwebsite P5. UBBhttp://test.fabula.org/ - Call forPapers for New Trends in LanguageDidactics conference organised byUBB http://test.fabula.org/actualites/new-trends-in-language-didactics-noi-directii-si-orientari-in-pedagogia-limbilor-straine_60867.phpInformation onwebsite P5. UBBIATIS - Call for Papers for NewTrends in Language Didacticsconference organised by UBBhttp://www.iatis.org/index.php/community-resources/events-schedule/item/873-new-trends-in-language-didacticsInformation onwebsite P5. UBBJuly-2014 Page | 13 14. Online dissemination of the project Type Partner IDUniversitatea Babes-Bolyai Facultatea de Litere - Informationabout New Trends in LanguageInformation onDidactics conferencewebsite P5. UBBhttp://lett.ubbcluj.ro/departamente/departamentul-de-limbi-moderne-aplicate/Universitatea Babes-Bolyai Information about New Trends inLanguage Didactics conferencehttp://news.ubbcluj.ro/events/banner-new-trends-in-language-didactics/Information onwebsite P5. UBBFILTA Film in Language TeachingAssociationhttp://filtacommunity.ning.com/profiles/members/Information onwebsite P10. NUIGGreek School Networkhttp://www.sch.gr/96-announces/3017-clipflairInformation onwebsite P2. CTIEuropean Society for TranslationStudies - Call for Papers for NewTrends in Language Didacticsconference organised byUBB http://isg.urv.es/conferences/Information onwebsite P5. UBBArticle in the Newsletter of MetafrasiSchool of Translation in Greecehttp://www.metafrasi.edu.gr/newsletter/PDF/issue115.pdfNewsletter P2. CTINewsletter from the InterdisciplinaryCentre for History, Culture andSocieties from the University of vorain Portugal.http://creativemedpt.files.wordpress.com/2014/02/newsletter-5_5fevereiro.pdfNewsletter P5. UBBTraduccin Audiovisual yaprendizaje de lenguas extranjeras:subtitulacin, doblaje y audio-descripcinhttp://www.canaluned.com/mmobj/index/id/18843PodcastP4. UCL & UNED(AssociatePartner)Online seminar Translation andquality assurance in the OpenTranslation MOOC (organized bythe Open University (UK)http://www.ot12.org/Online seminar P3. UABJuly-2014 Page | 14 15. Online dissemination of the project Type Partner IDIV Encuentros Virtuales TodoeleP4. ICL & P1.http://www.todoele.net/encuentros/encOnline seminar UPFuentros4_call.htmlTable 4. Examples of online dissemination of the projectIn addition to these activities, the articles posted on ClipFlair social networkhave also been essential to disseminate the project. So far, these have beenorganised in three main categories:- For language teachers- Hints and tips for creating ClipFlair activities- Spreading the wordAn example of such posts is provided below, but more information can be foundin the Blogs area of ClipFlair social network.Figure 7. Example of message posted on a blog from ClipFlair social networkThe dissemination efforts made by all partners involved in the project haveresulted in posts on blogs by authors not directly related to the project. This isthe case with the blog by Mark Hancock and Annie McDonald on EnglishLanguage Teaching, where a post was included with information on the paperon ClipFlair given by Elzbieta Gajek and Agnieszka Szarkowska at the theAnnual Conference of the International Association of Teachers of English as aForeign Language (see Figure 8). Another example is the article posted byJuly-2014 Page | 15 16. Mireia Vargas Urpi on her blog, where she shares positive feedback aboutClipflairs final conference in Barcelona and about the project in general (seeFigure 9).Figure 8. Blog post on ClipFlair (Hancock McDonald blog)July-2014 Page | 16 17. Figure 9. Blog post on ClipFlairs conference and project (Mireia Vargas)Other examples of virtual dissemination are provided in Appendix 1.July-2014 Page | 17 18. 2.2 Oral presentationsThe table below includes information about oral presentations carried out by different project partners. In addition to thedissemination activities reported below, it is essential to consider the papers and workshops delivered at these two key events:- Conference New Trends in Language Didactics organised by ClipFlair partner UBB (Universitatea Babe-Bolyai Cluj-Napoca), held on the 9-10 May 2014 in Cluj-Napoca (Romania). ClipFlair was one of the key themes in the conference,which represented an outstanding opportunity to exchange ideas with members from the academic community working inForeign Language Learning, as well as with other stakeholders. For more information about the conference, see Appendix 4(Report on Clipflair Conference New Trends in Language Didactics).- ClipFlairs final conference, Innovation in Language Learning: Multimodal Approaches, held on the 18-19 June 2014 inBarcelona (Spain). For more information about the final conference, please check the Final Conference Report(Deliv_7.5_Jul_2014.doc), available through Redmine at http://colsrv.cti.gr/boards/43/topics/4897.Examples of oral presentations are provided in Appendix 2.Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP4. ICLJorge Daz-CintasNew Developments inAudiovisual TranslationGiornata di Studi sullaTraduzione Audiovisiva:Audiovisual Translationin the Third MillenniumInvited talk 05/12/2011 Italy - Bari 100P4. ICLJorge Daz-CintasTeora y prctica de lasubtitulacinMA in AudiovisualTranslationFace to facecourse 13/01/2012 Spain Barcelona 40P4. ICLJorge Daz-CintasTraduccin editorial decmics y textosaudiovisuales(ingls/espaol)Mster Universitario enTraduccin EditorialFace to facecourse 31/01/2012 Spain - Murcia 19P4. ICLJorge Daz-CintasTcnicas de traduccinaplicadas a lasubtitulacinMster en TraduccinAudiovisual:Localizacin,Subtitulacin y DoblajeFace to facecourse 08/02/2012 Spain - Sevilla 20July-2014 Page | 18 19. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP4. ICLJorge Daz-CintasLa traduccin audiovisual:imagen y creatividadMster Universitario enTraduccin y MediacinCulturalFace to facecourse 13/02/2012 Spain -Salamanca 90P10. NUIGLaura IncalcaterraMcLoughlinSubtitling in AppliedLinguistics Italian Studies Seminar Seminarpresentation18/02/2012 Ireland - Cork 20P2. CTIStavroula Sokoli The ClipFlair Project5th Workshop ofMultimedia Innovativemanagement andpresentation of results inadult educational projectsby using multimediaInvited talk 02/03/2012 Greece - Patras 30P10. NUIG n/a English in not enough,ConferenceDistribution ofleaflets andposters09/03/2012 Ireland 50P1. UPFCristina VargaLes multiples facettes delenseignement de latraduction audiovisuelleColloque internationalISTTRAROM-Translationes- De lamthode en traduction eten traductologiePaper 26/04/2012 Romania - Timis 20P3. UABSara Rovira-EstevaClip-Flair ProjectPresentationChAT 4th ConsortiumMeeting Invited talk 27/04/2012 Spain - Granada 20July-2014 Page | 19 20. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP9. UALGConceio Bravo21st century language lab:a web platform withinteractive audiovisualactivitiesAkdeniz LanguageStudies Conference Paper 09/05/2012 Turkey - Antalya 40P10. NUIGDorothy N UignForeign-LanguageLearning throughInteractive Revoicing andCaptioning of Clips:www.clipflair.netThe written word Writing, Publishing andCommunication in HigherEducationPaper 07/06/2012 Ireland - Galway 200P3. UABLupe Romero andOlga TorresEl uso del revoicing y elcaptioning en elaprendizaje de la lenguaextranjera: el proyectoClipFlairFirst InternationalConference on Researchinto the Didactics ofTranslationPaper 21/06/2012 Spain Barcelona 200P4. ICLMarga NavarreteEl doblaje comoherramienta deaprendizajeen el aula de espaol ydesde el entorno ClipflairII Encuentro paraprofesores de centrosuniversitarios y decentros formadores deELE de Londres.Paper 26/06/2012 UK - London 200P4. ICLRoco BaosClipFlair: ForeignLanguage Learningthrough Captioning andRevoicing of ClipsInnovative LanguageTeaching and Learning atUniversity: Enhancing theLearning Experiencethrough StudentEngagementPaper 28/06/2012 UK - Manchester 70P1. UPFPatrickZabalbeascoaSubtitling and Dubbing inFLL in a web 2.0environmentSubtitling and Dubbing inFLL in a web 2.0environmentFace to facecourse 03/07/2012 Spain -Barcelona 28July-2014 Page | 20 21. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP8. UWElzbieta Gajek &AgnieszkaSzarkowskaClipFlair - LanguageLearning throughInteractive Captioning andRevoicing of ClipsThe 21st Conference ofInternational Associationof Teachers of English asa Foreign LanguagePolandPaper 08/09/2012 Poland -Wroclaw 20P8. UWElzbieta GajekClipFlairInternational Associationof Teachers of English asa Foreign Language inPoland d 2013ConferenceInvited talk 08/09/2012 Poland 700P6. UDM Luz GuenagaDeustoTech LearningProjects: ClipFlairDeustoTech LearningPresentation Paper 11/09/2012 Spain - Bilbao 30P4. ICLJorge Daz-CintasMaximising the Potentialof AVT in the ForeignLanguage Classroom: TheClipFlair ProjectInternational Conferenceon Subtitles andLanguage LearningInvited talk 13/09/2012 Italy Pavia 150P2. CTIStavroula Sokoli The ClipFlair ProjectSubtitles and LanguageLearning InternationalConferenceInvited talk 13/09/2012 Italy Pavia 100P4. ICLJorge Daz-CintasSubtitling: theory andpracticeMA in Traduzione per ilCinema, la Televisione el'Editoria MultimedialeFace to facecourse 05/10/2012 Italy - Turin 30July-2014 Page | 21 22. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP10. NUIGLaura McLoughlin& Jennifer LertolaClipFlair - Languagelearning throughcaptioning and revoicing ofclipsThe Future of ItalianTeaching (5th-6th Oct2012)Paper 06/10/2012 Italy - Rome 70P2. CTIGeorge Birbilis ClipFlair Invited talk 09/10/2012 Greece - Kerkira 30P5. UBBCristina VARGAClipFlair - Pentru cinetraducem?Colocviu LMA - Pentrucine traducem? Paper 12/10/2012 Romania - Cluj 60P4. ICLJorge Daz-CintasLa investigacin entraduccin, literatura ymedios audiovisuales enEuropaPrimer SimposioTRALIMA Invited talk 18/10/2012 Spain - Vitoria 50P4. ICLJorge Daz-CintasAn introduction tosubtitling: bridging thelanguage and culturedivideAn introduction tosubtitling: bridging thelanguage and culturedivideInvited talk 26/10/2012 UK - London 100P6. UDM Luz Guenagaand IratxeMentxakaSocial Tech Book Day -Dissemination of ClipFlair Social Tech Book DayMeeting,Distribution ofBookmarksand Leaflets15/11/2012 Spain Bilbao 85July-2014 Page | 22 23. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP10. NUIGLaura McLoughlinClipflair, foreign languagelearning throughcaptioning and revoicing ofclipsCreativity in LanguageLearning Exhibition 15/11/2012 Belgium -Brussels 70P4. ICLJorge Daz-CintasThe serious side ofAudiovisual Translation:conducting researchTranslating Humour inAudiovisual Text Invited talk 30/11/2012 Italy - Lecce 150P8. UWElbieta GajekClipFlair - ForeignLanguage LearningthroughInteractive Revoicing andCaptioning of ClipsInstitute of AppliedLinguistics staff meeting Paper 04/12/2012 Poland 70P5. UBBCristina VARGASubtitrarea. PrezentaregeneralaWorkshop - MasterComunicare multilingvi multiculturalWorkshop 05/12/2012 Romania - Cluj 20P7. TLUKristiinaTedremaa-LevoratoPresentation at theSwedish InstituteStaff meeting(department of SwedishLanguage Studies)Meeting 07/12/2012 Sweden -Stockholm 4P3. UABLupe RomeroLas posibilidadesdidcticas del captioningen el aprendizaje de lalengua extranjera: elproyecto ClipFlairCongreso InternacionalAIETI 6. Traducimosdesde el surPaper 24/01/2013Spain LasPalmas de GranCanaria30July-2014 Page | 23 24. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsAssociate partnerPaulinaBurczyskaDubbing-based exercisesas a powerful tool toenhance multiply languageskillsI Congreso Internacionalde Lingstica AplicadaCONLA UNA 2013 Paper 06/02/2013 Costa Rica -Heredia 100P7. TLUIlana Faiman &Kristiina RebaneInternational Conference:Foreign LanguagesCreating LearningCommunitiesConference for FLteachers Paper 12/04/2013 Estonia - Tallinn 80P8. UWElbieta Gajek &AgnieszkaSzarkowskaClipFlair - ForeignLanguage LearningthroughInteractive Revoicing andCaptioning of ClipsIATEFL PL ComputerSIG Meeting Meeting 13/04/2013 Poland 15P5. UBBAlexandra Cotoc &Anamaria RaduClipFlair Gols - Spring School Paper 12/05/2013 Austria - Gols 30P1. UPFStavroula Sokoli,PatrickZabalbeascoa &Vasilis DelisClipFlair - ForeignLanguage Learningthrough interactiverevoicing and captioning ofclipsLearning Innovations andQuality: "The Future ofDigital Resources" Round Table 16/05/2013 Rome, Italy 300July-2014 Page | 24 25. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP4. ICLMarga NavarreteCierra los ojos que yo teretrato la escenacon la ayuda de ClipFlairIII Encuentro paraprofesores de centrosuniversitarios y centrosformadores de ELE enLondresPaper 21/06/2013 United Kingdom 100P4. ICLMarga NavarreteLend your voice to anactor and your eyes to afriend: Using ClipFlairaudiovisual translationtasks for Spanishlanguage learning35th Annual Conferenceof the Association forContemporary IberianStudiesPaper 09/09/2013 Portugal, Lisbon 100P3. UABLupe Romero & A.Galn-MaasPossibilidades didticasdo captioning eo revoicing naaprendizagem da lnguaestrangeira: o projetoClipFlairXI CONGRESSOINTERNACIONAL DAABRAPT / VCONGRESSOINTERNACIONAL DETRADUTORESPaper 24/09/2013 Brazil -Florianpolis 35P4. ICLRoco BaosDubbing:Creating spontaneous-soundingdialoguesMedia for All 5:Audiovisual Translation:Expanding BordersWorkshop 25/09/2013 Croatia -Dubrovnik 15P10. NUIGJennifer Lertola &Cristina MariottiEffects of ReversedDubbing and Subtitling onthe PragmalinguisticAwareness of Italian ESLLearnersMedia for All 5-Audiovisual Translation:Expanding BordersPaper 26/09/2013 Croatia -Dubrovnik200July-2014 Page | 25 26. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP4. ICLRoco Baos &Marga NavarreteLearning ForeignLanguages via RevoicingMedia for All 5:Audiovisual Translation:Expanding BordersPaper 26/09/2013 Croatia -Dubrovnik 200NUIG & UNED(Associatedpartner)Noa Talavn &Jennifer LertolaAudiodescription andforeign languageeducation:new approachesMedia for All 5-Audiovisual Translation:Expanding BordersPaper 27/09/2013 Croatia -Dubrovnik 200P8. UWElbieta Gajek &AgnieszkaSzarkowskaClipFlair - LanguageLearning throughInteractive Captioning andRevoicing of ClipsAnnual Conference ofInternational AssociationoF Teachers of Englishas a Foreign Languagein Poland 2013Paper 27/09/2013 Poland 700P3. UABAnabel Galn-MaasPossibilidades didticasdo captioning eo revoicing naaprendizagem da lnguaestrangeira: o projetoClipFlairA formao inicialde tradutores Workshop 04/10/2013 Brazil -Florianpolis 10P3. UAB & NUIGP. Rodrguez-Ins,O. Torres-Hostench & L.McLoughlinAcquiring translation skillsthrough interactivecaptioning and revoicing ofclipsMethodologicalChallenges forContemporary TranslatorEducatorsWorkshop 10/10/2013 Poland 15P10. NUIGLaura McLoughlinIntroduction to ClipFlair n/a Invited talk 22/11/2013 Ireland - Marino 5July-2014 Page | 26 27. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP7. TLUTuuli OderTU Language centremethodology daysMethodology Days for FLTeachers Paper 22/11/2013 Estonia - Tallinn 60P3. UABHelena Casas-TostLenguas e Innovacin: eluso del captioning y elrevoicing en el aprendizajede lenguasn/a Invited talk 02/12/2013 Taiwan - Taipei 15P3. UABHelena Casas-Tost & SaraRovira-EstevaClipflair: the use ofcaptioning and revoicingfor TCFLThe First InternationalConference on TeachingChinese as a ForeignLanguagePaper 04/12/2013 Hong Kong 25P4. UCLJorge Daz-CintasThe role of subtitling in thedigital society Guest Speakers series Invited talk 04/12/2013 UK - Manchester 30P6. UDMLuz GuenagaMeeting with Langune n/a Meeting 13/12/2013 Spain 7P4. UCLJorge Daz-CintasTeora y prctica de lasubtitulacinMA in AudiovisualTranslationFace to facecourse08/01/2014 Spain -Barcelona 40July-2014 Page | 27 28. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP4. UCLJorge Daz-CintasMetodologa de laInvestigacin enTraduccin AudiovisualMster en Investigacinen Traduccin eInterpretacinonlineFace to facecourse13/01/2014 Spain -Castelln 20P10. NUIGLaura McLoughlinWorkshop with Clipflair Workshop Workshop 23/01/2014 Poland 12P4. UCLRoco BaosCreating subtitling anddubbing activities to learna foreign language withClipFlair StudioLLAS - e-learningsymposium 2014 Workshop 24/01/2014 United Kingdom- Southampton 60P4. UCLMarga NavarreteClose your eyes, and Illtell you whats going on:Audiodescription tasks topromote language learningLLAS 9th annualelearning symposium Paper 24/01/2014 United Kingdom- Southampton 70P4. UCLJorge Daz-CintasA practical approach tosubtitling Guest Speakers series Invited talk 25/01/2014 Germany Saarland 20P7. TLUTuuli OderMeeting with stakeholders:Heads of languagecentres of Estonian publicuniversitiesAnnual co-operationmeeting of publicuniversitiesRound table 30/01/2014 Estonia - Prnu 50July-2014 Page | 28 29. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP4. UCLRoco BaosMeeting with e-learningteam at UCL n/a Meeting 31/01/2014 London - UK 12P7. TLUTuuli OderMeeting with SA Innove,the former Exam andQualification CentreMeeting with SA INNOVE Meeting 05/02/2014 Estonia - Tallinn 10P4. UCLJorge Daz-CintasTcnicas de traduccinaplicadas a lasubtitulacinMA in TraduccinAudiovisual:Localizacin,Subtitulacin y DoblajeFace to facecourse12/02/2014 Spain Seville 22P4. UCLJorge Daz-CintasMdulo Audiovisual:Subtitulado Postgrado Multimedia Online course 14/02/2014 Spain - Vigo 18UNED (Associatedpartner)Noa Talavn &Jos Javier vila-CabreraAudiovisual Translationas a Didactic Resourcefor the English Class inInfant and PrimaryEducationSeminario deInvestigacin Invited talk 15/02/2014 Spain - Madrid 100P4. UCLJorge Daz-CintasBraving a new mediaworld: the case offansubbingInternational ConferenceSubtitling andInterculturalCommunication:European Languagesand beyondInvited talk 27/02/2014 Italy - Siena 100July-2014 Page | 29 30. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsUNED (Associatedpartner)Noa Talavn &Pilar RodrguezThe Use of InterlingualSubtitling to ImproveListening ComprehensionSkills in Advanced EFLStudentsSubtitling andInterculturalCommunication.European Languagesand BeyondPaper 28/02/2014 Italy 100P4. UCLRoco Baos &Marga NavarreteMeeting with UCLlanguage tutors n/a Meeting 05/03/2014 London - UK 15P6. UDM Luz GuenagaMeeting with "EuskalIrakaslegoa" (basquelanguage school ofUniversity of Deusto)n/a Meeting 06/03/2014 Spain 4P6. UDM Luz GuenagaMeeting with AmericanSchool of Bilbao (JonAsensi)n/a Meeting 07/03/2014 Spain 3P4. UCLJorge Daz-CintasVideo conference onsubtitlingU. Nacional deEducacin a DistanciaInvited videoconference10/03/2014 Spain - Madrid 100P7. TLUTuuli OderProspective students' day Prospective students'sDay Paper 14/03/2014 Estonia - Tallinn 100July-2014 Page | 30 31. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP10. NUIGJennifer LertolaClipFlairThe Creative Classroom:Tools and Tips forLanguage TeachersWorkshop 14/03/2014 Italy - Florence 6P4. UCLJorge Daz-CintasA practical approach tosubtitlingDirectorate-General forTranslation Invited talk 14/03/2014 Belgium -Brussels 70P5. UBBCristina VargaClipflair. GeneralPresentationPedagogy EnglishCourse Invited talk 17/03/2014 Romania - Cluj-napoca45P10. NUIG -National Universityof Ireland, GalwayInatra conference InterdisciplinaryApproaches to translationDistribution ofpromotionalmaterial27/03/2014 Poland 50P5. UBBAlexandra Cotoc &Anamaria RaduChiinu Workshop UNHCR ChiinuWorkshop Workshop 27/03/2014Republic ofMoldova -Chisinau25P4. UCLJorge Daz-Cintas The impact of technologyon subtitlingInternational Conferenceon Didactics ofAudiovisual TranslationInvited talk 27/03/2014 Bydgoszcz Poland 90July-2014 Page | 31 32. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP2. CTIGiorgos BirbilisMeeting with GiorgosPanopoulos, member ofthe project In-ServiceTraining of Teachers forthe utilisation andapplication of ICT in theteaching practicen/a Meeting 01/04/2014 Greece - Patras 2P7. TLUKristiina Tedremaa& Levorato,Kristiina RebaneClipFlair - indispensablematerial to supplement thecoursebooksWith or without acoursebook? Paper 04/04/2014 Estonia 100P4. UCLJorge Daz-CintasNuevos desarrollostecnolgicos en lasubtitulacinVII Jornadas de Doblajey Subtitulacin Invited talk 08/04/2014 Spain - Alicante 125P2. CTIGeorge Birbilis,Vasilis DelisMeeting with Head andICT Manager Doukasschools (primary andsecondary private school)Meeting with Doukasschools Meeting 15/04/2014 Greece - Patras 5P8. UWElbieta GajekAktywizowanie uczniapoprzez dodawanienapisw i gosu domateriawaudiowizualnych wnauczaniu jzykapolskiego jako obcegoNowe perspektywy wnauczaniu jzykapolskiego jako obcegoInvited talk 25/04/2014 Poland - Torun 70July-2014 Page | 32 33. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP4. UCLEmmanouelaPatiniotakiNew Trends in Subtitling:The Crowd & The CloudTranslation and theDigital Invited talk 25/04/2014 UK - London 70P4. UCLJorge Daz-CintasLa traduccin decanciones para doblaje ysubtitulacin: propuestasdidcticasInternational Symposiumon Cultural Transfers inAudiovisual Media: Musicand TranslationInvited talk 29/04/2014 Spain - Vitoria-Gasteiz 80P4. UCLJorge Daz-CintasTraduccin editorial decmics y textosaudiovisuales(ingls/espaol)Mster Universitario enTraduccin EditorialFace to facecourse05/05/2014 Spain - Murcia 20P1. UPFStavroula SokoliAudiovisual Translation forForeign LanguageLearning: New MultimodalResourcesII International Workshopon TechnologicalInnovation forSpecialized LinguisticDomainsInvited talk 07/05/2014 Spain - vila 30P4. UCLEmmanouelaPatiniotakiAVT & ASTin Accessible OnlineEducationII International Workshopon TechnologicalInnovation forSpecialized LinguisticDomainsPaper 08/05/2014 Spain - vila 50P5. UBBCristina VargaClipflair. GeneralPresentationNTLD 2014 (9-10 may2014 ) New Trends inLanguage DidacticsWorkshop 09/05/2014 Romania - Cluj-napoca20July-2014 Page | 33 34. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP5. UBBAlexandra Cotoc &Anamaria RaduCreativity and Innovationin Learning Romanian asa Foreign LanguageNew Trends in LanguageDidactics Paper 09/05/2014 Romania - BaiaMare 40P4. UCLJorge Daz-CintasSubtitling in the digitalsocietyGuest Speakers series,Centre for TranslationStudiesInvited talk 09/05/2014 Austria - Vienna 60P5. UBBLiana MuthuPractical Aspects of UsingAudiovisual Materials inthe Foreign LanguageLearningNew Trends in LanguageDidactics Paper 10/05/2014 Romania - Cluj-napoca30P10. NUIGLaura McLoughlinClipFlair n/a Workshop 12/05/2014 Ireland - Sligo 5P5. UBBCristina VargaClipflair - GeneralPresentation21.03.2014 Meeting withthe English teachers ofNational College EmilRacovi - Cluj-NapocaMeeting 21/05/2014 Romania - Cluj-napoca6P4. UCLJorge Daz-CintasMultimedia Translation inthe Digital AgeMultimedia Translation inthe Digital Age Round table 21/05/2014 UK - London 80July-2014 Page | 34 35. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP10. NUIGJennifer LertolaClipFlair and MOVET:innovative languagelearning projectsAAIS (AmericanAssociation for ItalianStudies) 2014 AnnualConferencePaper 24/05/2014 Switzerland 500P4. UCLJorge Daz-CintasThe theory and practice ofsubtitlingIFB, Institut frFremdsprachenberufe Invited talk 30/05/2014 Germany -Kempten 20Associated partner& NUIGSusanna Nocchi /Laura McLoughlinPresentation of ClipFlairprojectOne Voice for Languagesmeeting Meeting 31/05/2014 Ireland - Dublin 10P4. UCLJorge Daz-Cintas The technification ofsubtitlingInternational Conferenceon New Perspectives inTranslation andIntercultural StudiesInvited talk 13/06/2014 China - Ningbo 175P10. NUIG -National Universityof Ireland, GalwayClipFlair: Sottototilazione edoppiaggio perapprendenti d'italiano L2VIII Convegno SeminarioCIS (Centro di Italianoper Stranieri)Paper 14/06/2014 Italy - Bergamo 100P4. UCLEmmanouelaPatiniotakiAccessible OnlineEducation: AVT & AST atthe CrossroadsHCI International 2014 Paper 23/06/2014 Greece -Heraklion 300July-2014 Page | 35 36. Partner ID Title Name of event Type Date of event Location Aprox. nparticipantsP4. UCLEmmanouelaPatiniotakiACCESSIBILITYIN HIGHER EDUCATIONONLINECurrent & Future TrendsINCLUDiT InternationalConference for Inclusion Paper 05/07/2014 Portugal - Leiria 100P3. UABL. MolinaNuevas herramientas enla formacin detraductores e intrpretes:la plataforma CLIPFLAIRSecond InternationalConference on Researchinto the Didactics ofTranslationPaper 08/07/2014 Spain -Barcelona 30P3. UABL. MolinaNuevas herramientas enla formacin detraductores e intrpretes:la plataforma CLIPFLAIRSecond InternationalConference on Researchinto the Didactics ofTranslationPaper 08/07/2014 Spain -Barcelona 30P5. UBBCristina VargaPredarea limbii romne calimb strin prinintermediul subtitrrii idublajului40 de ani de limbaromn ca limb strinla UBB 1974-2014Paper 03/10/2014 Romania - Cluj-napoca50P5. UBBCristina VargaEnsear las lenguasromnicas a travs de lasubtitulacin y el doblajeColoquio InternacionalComunicacin y Culturaen la Romania EuropeaPaper 04/10/2014 Romania -Timisoara 40Table 5. List of oral presentationsJuly-2014 Page | 36 37. 2.3 Written publicationsThe table below includes information about publications written by differentproject partners. Examples of written publications are provided in Appendix 3.Partner ID Title Publisher/ Nameof publication Type PublicationdateP4. ICLMargaNavarreteEl doblaje comoherramienta deaprendizajeen el aula de espaoly desde el entornoClipflairMarcoeleOnlinearticlehttp://marcoele.com/descargas/16/8.londres-2.pdf (seeAppendix 3)31/01/2013P8. UWElzbieta Gajek& AgnieszkaSzarkowskaAudiodeskrypcja inapisy jako technikiuczenia si jzyka -projekt ClipFlairJzyki Obce wSzkoleArticle (seeAppendix 3) 31/03/2013P3. UABHelenaCasas-Tost &Sara Rovira-EstevaPresentation of theClipflair projectillustrated with someactivities for learningChineseInstituto Confucio Article (seeAppendix 3) 30/11/2013P4. ICLEmmanouelaPatiniotakiAssistive Technologyand AudiovisualTranslation. A keycombination forAccess Services inOnline Education.A Global VillageOnlinearticlehttp://aglobalvillage.org/journal/issue11/e-democracy/emmanuela-patiniotaki/01/10/2013P1. UPFStavroulaSokoliDubbing andsubtitling forlanguage learningMedia & LearningNewsArticle(seeAppendix 3)10/03/2014P10. NUIGLauraIncalcaterraMcLoughlin &JenniferLertolaAudiovisualTranslation inSecond LanguageAcquisition:Integrating Subtitlingin the ForeignLanguageCurriculumThe Interpreter andTranslator TrainerArticle(seeAppendix 3)30/05/2014P10. NUIGLauraIncalcaterraMcLoughlin &JenniferLertolaCaptioning &Revoicing of Clips inForeign LanguageLearning: UsingClipFlair for TeachingItalian in OnlineLearningEnvironmentsThe Future of ItalianTeaching Article AcceptedJuly-2014 Page | 37 38. Partner ID Title Publisher/ Nameof publication Type PublicationdateP8. UWElbieta GajekAktywizowanieucznia jzykapolskiego jakoobcego poprzezdodawanie napisw igosu do materiawaudiowizualnychUniversity NicolausCopernicusPublishersArticle(seeAppendix 3)AcceptedP8. UWElzbieta Gajek& AgnieszkaSzarkowskaPrzekadaudiowizualny wedukacji jzykowej na przykadzietumaczenia tekstwnaukowychUniveristy of WarsawPublicationsArticle(seeAppendix 3)AcceptedP8. UWElzbieta Gajek& AgnieszkaSzarkowskaAudiovisual scientifictext for self-directedContent andLanguage IntegratedLearning (CLIL)TBCArticle(seeAppendix 3)AcceptedP4. UCLFredericChaumePanormica de lainvestigacin entraduccin para eldoblajeIn R. Baos (coord.),ltimas tendenciasen la investigacinsobre traduccinpara el doblaje,TRANS. Revista deTraductologa, 17:13-34Article(seeAppendix 3)02/12/2013P4. UCLRoco Baosltimas tendenciasen la investigacinsobre traduccinpara el doblajeIn R. Baos (coord.),ltimas tendenciasen la investigacinsobre traduccinpara el doblaje,TRANS. Revista deTraductologa, 17:9-12Introductionto editedjournal(seeAppendix 3)02/12/2013P10. NUIGJenniferLertolaSubtitling inLanguage Teaching:Suggestions forLanguage TeachersIn Y. Gambier, A.Caimi and C. Mariotti(eds.), Subtitles andLanguage Learning,Bern: Peter Lang.Bookchapter 09/2014P1. UPFStavroulaSokoliClipFlair: ForeignLanguage Learningthrough InteractiveRevoicing andCaptioning of ClipsIn Y. Gambier, A.Caimi and C. Mariotti(eds.), Subtitles andLanguage Learning,Bern: Peter Lang.(Bookchapter(seeAppendix 3)09/2014P5. UBBCristina VargaPublication ofproceedings of NewTrends in LanguageDidacticsconferenceNew Trends inLanguage Didactics,to be published inPresa UniversitarClujeanEdition ofconferenceproceedingsTo bepublished on30/09/2014P5. UBBLiana MuthuIs Film TerminologySubtitling a DifficultTask for theSubtitler?International Reviewof Studies in AppliedModern LanguagesArticle 2013July-2014 Page | 38 39. Partner ID Title Publisher/ Nameof publication Type PublicationdateP5. UBBAlexandraCotoc,AnamariaRaduCreativity andInnovation inLearning Romanianas a ForeignLanguageNew Trends inLanguage Didactics,to be published inPresa UniversitarClujeanConferenceproceedingsTo bepublished on30/09/2014Table 6. List of written publicationsJuly-2014 Page | 39 40. 3. AppendixesClipFlair was announced at the "Get inspired" section of the European Commissionwebpage on Languages! http://ec.europa.eu/languages/inspire/0810-clipflair_en.htmJuly-2014 Page | 40 41. July-2014 Page | 41 42. July-2014APPENDIX 1.Examples of virtualdissemination 43. 1. FABULA.ORG - Anamaria Colceriu, ClipFlair un progetto innovativo nel campodellinsegnamento e dello studio delle lingue straniere in RIELMA, no 6/2012, pp 167-173http://www.fabula.org/actualites/revue-internationale-en-langues-modernes-appliquees-international-review-of-studiesin-applied_59087.php2. Educatinal forum of the Ministry of Education, Romania -http://forum.portal.edu.ro/index.php?act=ST&f=64&t=204139 44. 3. Linkedin Cristina Felea 45. July-2014APPENDIX 2.Examples of oraldissemination 46. 31/07/20141ClipFlairForeign Language Learning throughInteractive Revoicing & Captioning of ClipsJennifer LertolaNational University of Ireland, Galway31/07/2014The ClipFlair IdeaLearners can be motivated to work with audiovisualsproductively by revoicing or captioning video clips (filmscenes, documentaries, news, animation or songs). Revoicing (to add speech to a motion picture). Captioning (to add writing to a motion or still picture).The project in numbersEducation, Audiovisual and Culture Executive Agency(EU Lifelong Learning Programme) 30 months (Dicembre 2011 Maggio 2014) 10 partners 8 countries 15 languages (+Italian) 300 activities 2.000 users (students, teachers and activity authors) 1 platform http://clipflair.net/LeViS: 2006-08http://levis.cti.gr/31/07/2014ClipFlair: 2011-14http://clipflair.net/ 31/07/2014 clipflair.net 31/07/2014 47. 31/07/20142ClipFlair StudioRevoicing & Captioning31/07/201431/07/201431/07/2014 31/07/2014ClipFlair Gallery31/07/2014 48. 31/07/20143Thank you!clipflair.netfacebook.com/ClipFlairtwitter.com/[email protected]@gmail.com 49. 31/07/20141ClipFlair - indispensable materialto supplement the coursebooksKristiina Tedremaa-Levorato (MA)Kristiina Rebane (MA)With or without coursebook whatdo the learners think?Questionnaire:How would you like to learn a foreign language?1. contact lesson with a coursebook2. contact lesson with a coursebook + internet3. contact lesson with internet materials4. independent learning / online learningStudents: 194 (English, Spanish, Swedish, German, Italian)Language level: A1-C1Results1. contact lesson witha coursebook (49)2. contact lesson witha coursebook +internet (135)3. contact lesson withinternet materials (8)4. independentlearning / onlinelearning (2)1234PC-based language learning platforms RosettaStone www.rosettastone.eu TellMeMore www.tellmemore.com Livemocha www.livemocha.com Babel www.babel.com The British Broadcasting Corporationwww.bbc.com/languagesClipflair-Foreign Language Learning throughInteractive Captioning and Revoicing of Clips Duration: 2011-2014 Activities in 15 languages Language levels A1-C2 Universities: 11 from 8 countriesUniversities Universitat Pompeu Fabra (Spain) Computer Technology Institute (Greece) Universitat Autnoma de Barcelona (Spain) Imperial College London (Great Britain) Universitatea Babe-Bolyai (Romania) Universidad de Deusto (Spain) Tallinn University (Estonia) University of Warsaw (Poland) Universidade do Algarve (Portugal) National University of Ireland, Galway (Ireland) 50. 31/07/20142Clipflair-Foreign Language Learning throughInteractive Captioning and Revoicing of Clipswww.clipflair.netThe innovative character of Clipflair it offers ready-for-use captioning activies it offers ready-for-use revoicing activities social-networking aspect: the activities areoffered online through a social networkingweb platform in order to increase socialinteraction of learnersPrinciples of pedagogical approachRole of learners Learning is active Learning is a unique and individual process Learning is a social process Learners progress at different pacesRole of teachers Teachers providing sporadic activities Teachers providing complementary activitiesin a regular language course Teachers providing ClipFlair activities in class Teachers presenting full online languagecoursesThank you!www.clipflair.net 51. 31/07/20141Close your eyes, and Ill tell you whats going on:Audiodescription tasks to promote language learningMarga [email protected] January 2014LLAS: e-learning symposiumOverview Audiodescription (AD): introduction The ClipFlair Project Using AD activities in FL environments Examples of AD activities created in ClipFlairStudio Potential of AD in FL learningAudiodescription (AD): examplehttp://studio.clipflair.net/?activity=VisitBritain-Dorina.clipflairAudiodescription: DefinitionAD is a type of audiovisual translation (AVT)used for making products accessible to blindand visually impaired viewers. An additionalnarration is inserted in the audiovisualproduct, between the original dialogue, anddescribes information transmitted visually:actions, facial expressions, scenery, etc.Audiodescription featuresWhat/who/where?Description of: Settings CharactersHow?Explaining actions using: Verbs in present tense Adjectives Adverbs Pronouns (direct, indirect, reflexive)The project 52. 31/07/20142 Funded by the EU Main aim: providing audiovisual translation tasks forlanguage learning (15) Participants: 10 European universities Products: Free access platform Tasks framed in lesson plans (300) Social network: for the teaching and learning community(web 2.0: wikis, tags, blogs) Software design DisseminationThe consortium The platformhttp://clipflair.net/AVT modalities used in ClipFlair Revoicing: refers to any interaction between speech and image, such asdubbing, audio description, karaoke singing and reciting. (ClipFlair) Audiodescription Dubbing Voice-over Free Commentary Karaoke Subtitling: refers to any interaction between writing and image, such asconventional subtitling, same language subtitling, transcription, videoannotations and comments. (ClipFlair)Sample activitieshttp://studio.clipflair.net/?activity=Supercafetera-con-chapas-56-CapRev-A1-SP.clipflairhttp://studio.clipflair.net/?activity=Maldicion-Rev-B1-ES.clipflairhttp://studio.clipflair.net/?activity=VisitBritain.clipflair 53. 31/07/20143Task 1: AD text is provided Task 2: Short film ADTask 3: AD for a promotional video Task procedureTasks: 1, 2 & 3 Level A2, B1 & AnyStep TaskWarm-up: Introduction to task topics Gathering of information and discussinglinguistic & cultural issuesrelated to the clip.Viewing of the clip Taking notes and further discussion onprevious pointsWriting a the script for the ADRecording the ADFocus on writing skillsFocus on prosodic elementsWatching each others creations A representative number of clips arewatchedGeneral feedback given Teacher comments on voc, grammar,content, pronunciation etc.Why use Audiodescription in FLL?The use of AD for FLL is an underexplored fieldThe benefits have been highlighted by very few authors who haveexplored this area; motivating value for FLL, and the benefits by theintegrated development of the four skills (Ibaez Moreno, A. &Vermeulen, 2013)AD enables working on a wide range of skills when learning a FL 54. 31/07/20144Skills that can be developed Work on phonetic competence, rhythm,stress and intonation in the foreignlanguage. Speaking When the clip includes audio in L2,understanding Listening general/specific information.Writing work on register, style, cohesion If students have to translate images into L2, Reading students own creations forrecording. If the script is provided, work onreading comprehension. ReadingFurther skills & learning strategies Through images, but also throughparalanguage, intonation, etc.Inter-culturalawareness Vocabulary acquisition, grammar, register,cohesion & coherence, etc.Consolidatelinguistic items Collaborative & independent learning Problem solving, context basedunderstanding, transferrable skills, etc.Learningstrategies AV Literacy: a complex set of abilities tounderstand a wide range of forms ofcommunication.AudiovisualskillsTo follow, join, subscribe or contactclipflair.netfacebook.com/ClipFlairtwitter.com/[email protected]/Questions? [email protected], Y. H. (2012). Can film dubbing projects facilitate EFL learners' acquisition ofEnglish pronunciation? British Journal of Educational Technology, 43(1), 24-27.Danan, M. (2010). Dubbing projects for the language learner: a framework forintegrating audiovisual translation into task-based instruction. Computer AssistedLanguage Learning 23(5), 441-456.IbaezMoreno, A. & Vermeulen (forthcoming). La audiodescripcin como recursodidctico en la enseanza de ELE para promover el desarrollo integrado decompetencias.Talavn, N. (2013). La subtitulacin en el aprendizaje de lenguas extranjeras.Barcelona: Octaedro.Talavn, N. & Avila-Cabrera, J. (forthcoming). First insights into the combination ofdubbing and subtitling as L2 didactic tools. In A. Caimi and C. Mariotti Subtitles andLanguage Learning. Peter Lang. 55. 31/07/20141Creating subtitling and dubbingactivities to learn a foreignlanguage with ClipFlair Studio31/07/2014Roco Baos @rbanospiUniversity College London1LLAS - e-learning symposium 2014Overview What is ClipFlair? Advantages of using Audiovisual Translation(AVT) in language learning Introduction to ClipFlair Studio Using existing activities Creating your own activities Introduction to ClipFlair Social network2To download handouthttp://goo.gl/pnVyb73What is ClipFlair?4About ClipFlairEuropean-funded project for ForeignLanguage Learning (FLL)2011/2014Participants 10 UniversitiesProviding a motivating, easilyaccessible online platform andactivities to learn a foreign languagethrough AVT (revoicing and captioning)Main aim5Why use AVT (revoicing andcaptioning) to learn L2?AVT involves active tasks that engage learners anddiscourage passive viewing.AVT enables working on a wide range of skills whenteaching/learning a foreign language.6 56. 31/07/20142AVT: What is revoicing and captioning? Add written text to a clip usingsubtitles, annotations, speech bubbles,etc.Captioning(subtitling) Add speech to a clip through dubbing,audio description, karaoke singing,free commentary, reciting, etc.Revoicing7Project aims and objectives8 To establish a methodological framework for FLLthrough the interaction of words (written and spoken),pictures (still or moving) and sounds. To develop educational materials for language learning(300 activities in 15 languages), including material forminority languages. To develop an easily accessible online platform to workwith these activities. To create a web community that will give learners andinstructors the opportunity to cooperate.Languages targeted in the project Arabic Basque Catalan Chinese English Estonian Greek Irish Japanese Polish Portuguese Romanian Russian Spanish Ukranian9ClipFlair components: http://clipflair.net/Online platform to work with clipsSocial networking area to shareactivities and experiences throughforums, blogs and groups.Library of resources:- Activities- Clips- ImagesTutorials and FAQ10ClipFlair Studio You only need: Internet connection Silverlight installed on your computerPART 1 Working with an existing activity11 12 57. 31/07/20143Browse the gallery for existing activitieshttp://clipflair.net/ > Gallery13 14You can search or useexisting filters15Browse the activity galleryPart II Creating an activity161) Choose a video1) Choose a video from the gallery2) Use your own video (advanced; explained later)Once you have chosen the video, click on the Play iconOnce here, you just need to addcomponents to your activityMake sure you save itOr changes will be lost!17Saving your activity18ClipFlair activities have thisextension: .clipflair 58. 31/07/20144Properties within windows19Once you have finished1) Remember to save your activity Youll be asked to save the activity again; you canjust replace the file you created originally.Now what?1) Upload your activity in the Feedback Forum so that yourstudents can use it (and other tutors too!).2) Email the activity file (example.clipflair) to your students.If you would like your activity to be included in the ClipFlairGallery, post it on the Feedback Forum in the ClipFlair SocialNetwork.Each activity in the Gallery has its unique URL which you canshare, e-mail, post or tweet.20Naming conventionsNaming conventions for activities:x No spaces or special characters are allowed.x The first letter of each word will be in upper case if there are more than onewords for an item.The name should include the name of the clip, if it is a revoicing orcaptioning activity, the language level and the language learned:ClipName-RevCap-LanguageLevel-LanguageRosettaStone-Rev-B2-PLRosettaStone-CapRev-A1-PLBeforeSunrise-Cap-A2-EN21 222324Using videos not listed in the Gallery Can I upload videos to the Gallery? Yes. Visit the Video topic in the Feedback Forum (Suggest Material >Video). Upload your video in a new post. Mp4 and wmv are the formats supported. The administrator will add your video to the Gallery. If you post a .wmv file you can use it straight away! Just right click, copy the URL link andpaste it in the Clip Component in the Studio. Can I use a clip from YouTube? Yes, but first you have to download the video from YouTube and then convert it to .wmv. Then, follow the instructions above. Can I use a clip directly from my PC or Mac? Yes. Click on the wrench icon to flip the clip component. Go to Content Options > MediaSource and click on the folder icon to open local media file. Attention! The clip WILL NOT be saved in the activity. Each time you open the activity youhave to load the clip again. 59. 31/07/20145Copyright issues To upload a video to the Gallery, you must makesure you have the right to use it:25ClipFlair Social Network2627To follow, join, subscribe or contactclipflair.netfacebook.com/ClipFlairtwitter.com/[email protected]/28More information Tutorials are available athttp://social.clipflair.net/Pages/Tutorials.aspx29Questions? Comments?Thank [email protected]@rbanospi30 60. AUDIOVISUAL TRANSLATIONAS A DIDACTIC RESOURCEFOR THE ENGLISH CLASS ININFANT AND PRIMARY EDUCATION 61. TABLE OF CONTENTS1. Introduction to AVT2. AVT and the learning of languages3. New technologies and the video4. The pedagogic use of subtitles as a support5. Subtitling as a didactic tool6. Dubbing and Audiodescription (AD)7. Projects (Clipflair) 62. 1. INTRODUCTION TO AVT (traditional)DubbingSubtitling Surtitles IntertitlesVoice-overInterpretation (signlanguage/festivals) Narration 63. AVT AND ACCESSIBILITY IN THE MEDIA SDH (subtitles for the deaf and the hard ofhearing) intralingual Recording/(semi)direct/respeaking SDH (subtitles for the deaf and the hard ofhearing) interlingualAuditiveimpairment Audiodescription Recording/(semi)direct Audiosubtitling Visualimpairment 64. SDH- sample 65. Audiodescription- sample 66. Open discussion (1) 67. 2. AVT and the learning of languages Recommended didactic approaches :Communicativeapproach Communicative activs., authentic materials,audiovisual language, open approach (TBL), use of thelanguage (= importance of their learning)Learningbased ontasks Learn to learn through real,functional and attractive tasks;multiple resources-authentic texts-learnby doingThe postmethod 68. Common European Framework ofReference for Languages (CEFR) Action-oriented approach 69. Europe subtitling and dubbing 70. COMPARATIVE DATAPercentage of survey related to users able to speak at least oneforeign language (adapted from the European Commission, 2012- Europeansand their Languages. Special Eurobarometer 386).DUBBINGCOUNTRIESGER66%SPA48%FRAN51%IT38%SUBTITLINGCOUNTRIESBE72%DENM89%NETH94%SWE91% 71. Dubbing vs. SubtitlingDubbing SubtitlingMore expensive More economicalLoss of original dialogue Integrity of original dialogueMore complicated and slow process Less complicated and fast processDomestic product Fosters the learning of languagesRepetitive dubbing actors voices Keeps original voicesBest for the (semi-)illiterate and kids Best for the deaf and immigrantsRespects the original image Pollutes the original imageLess ST reduction More ST reduction 72. Dubbing SubtitlingDialogue exchanges overlap(several actors speak simultaneously)No dialogue exchanges overlapViewers can focus on the image Attention loss: image + written text +original soundtrackMore manipulation of dialogue Dialogue harder to manipulatePermits more calques from the ST Permits few calques from the STViewers can follow the plot eventhough they get lostViewers can get lost if distracted 73. Dubbing SubtitlingSubordinated to lip synchrony Subordinated to spatio-temporalrestrictionsOne linguistic code Two different and simultaneouslinguistic codes > disorientationUsed for films and TV series Used for any audiovisualprogramme/productOrality is maintained Transfer from oral to written textMore cinematographic illusion Less cinematographic illusion 74. PREFERENCESPreference regarding the use of subtitling vs. dubbing(adapted from the European Commission [2006] Europeans andtheir Languages. Special Eurobarometer 243.http://ec.europa.eu/public_opinion/archives/ebs/ebs_243_en.pdfDUBBINGGERSPAFRCOUNTRIES19%27%31%IT27%SUBTITLINGCOUNTRIESBE67%DENM94%NETH90%SWE94% 75. POTENTIAL INTERESTSResults from a European survey on the possible benefits ofsubtitling (in accordance with age)- Media Consulting Group, 2011 Study on the Use ofSubtitling. The potential of subtitling to encourage foreign language learning and improve the mastery of foreignlanguages Final Report. Informe EACEA/2009/01 76. Open discussion (2) 77. 3. NEW TECHNOLOGIES AND THE VIDEO Perfect symbiosis today- Survey of Schools: ICT in Education, 2013http://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf ICT in Education 78. THE VIDEOAUDIOVISUALLANGUAGEAuthenticvideoEducationalvideo 79. PRESENTATION TECHNIQUESTechnique PurposeSound off/vision on Stimulation of linguisticactivities based on predictionand assumptionSound on/vision offSimilar main goal- the studentscount on linguistic informationPause/freeze frame control Used with the two previousones in order to suggest ideas,predict word meanings, etc. 80. Technique PurposeSound and vision onTo carry out all sort of visual and oralcomprehension tasksJumbling sequencesTo make the students identify thetemporal thread, infer what happenedpreviously, make predictionsSplit-viewing Collaborative oral comprehension andproduction tasks based on techniquesto infer the remaining information 81. BEFORE USING A VIDEOShort sequences (6 min. max.; 2+-)The task core Activities which exploit the language of the videoSelection of sequenceClear purposeType of taks and structure/mode of presenting the videoWhat skill? What content?What roles for the teacher-student?Motivating, which keeps ones interest, independentCulturally pertinent, clear and adapted tothe didactic purpose 82. TASK DESIGNpost-viewingaimed at stimulating the use of linguistic andcommunicative elements included in the video anda better understanding of themSamples: summarise, imagine alternative endings,start discussions, participate in role-plays,write a composition, etc.while-viewinghelps the students to focus on the necessary featuresat visual and sound levelSamples: true/false or multiple choice,fill in the gaps, note taking, etc.pre-viewingprepares the students, activates mental outlinesas well as the previous knowledgeSamples: brainstorming, elaboration of semanticfields, questions and answers or discussions on thetopic of the sequence 83. VIDEO EDITING A TUBE CATCHER http://atube-catcher.dsnetwb.com/video/ FREEMAKE VIDEO CONVERTERhttp://www.freemake.com/free_video_converter/ DVD SHRINK http://www.dvdshrink.org/ Miro Video Converter http://www.mirovideoconverter.com/ 84. TASK 1Option 1 Search for a video onYoutube to use with aspecific group ofstudents/task draftOption 2 Search for a video on ourfiles and split it to adapt itto a specific teachingcontext/task draft 85. Open discussion (3) 86. 4. THE PEDAGOGIC USE OF SUBTITLESAS A SUPPORTSubtitles for the deaf and the hard of hearing (SDH)Optional, extra information (paratextual), immigrantsBimodal subtitles/intralinguisticReading speed, intermediate levels (oral and written comprehension,lexical development)Traditional subtitles/interlinguisticSecurity, low levelsReverse subtitlesVocabulary, less commonCombination of subtitlesScaffolding (take out the support step by step)Bilingual subtitles? 87. THEORETICAL JUSTIFICATIONCogn itive theory of multimedia learning (Mayer, 2003)1 channel-2 channel-3 channels: limited attention capacity, extra information,better information processing less cognitive overloadDual-coding theory (Paivio, 1991)2 memory systems (visual and verbal) interrelated, alonside AVT connectionsTheory of information processing (Wan and Shen, 2007)Sensorial memory, short time basis memory (iconic and echoic) and longtime basis memory 88. TEACHING CONTEXT Preparation for the task, selection ofsubtitles in accordance with level/purpose Monitoring of the use of subtitles ObserverTEACHER Active viewing Use out of the educative context Auditive STUDENT and reading comprehension 89. TASK 2Option 1 Design a draft of this task by usingthe video from task 1 with subtitles,considering the type of subtitles touse and their utility within the taskOption 2 Search for a video subtitled for anactivity with subtitles as asupport- deciding for what type ofstudents, what skill, what type ofsubtitles; task structure, timing,etc. 90. Open discussion (4) 91. 5. SUBTITLING AS A DIDACTIC TOOLSubtitling conventions Number of lines (1 or 2/ SDH sometimes 3 or 4) Screen position: lower (with the exception ofdisplaying visual information). Centred or justified(preferences). Number of characters and spaces/line: Max. 28-4035; Min. 4/5 Font and colour: readable/preferences (Arial,Helvetic, Times New Roman).Spatial Time on screen: 1 line 4 seconds, 2 lines 6. Synchrony: in and out cues of the subtitles Asynchrony: possible in some cases (some frames before orafter. Rhythm: following the film rhythm, cadence of speech andreading speed. Cuts and changes of shot: must be respected as far aspossible to make reading smooth and to avoid confusion.Temporal 92. Suspension dots: pause, hesitation, suspense, linesbetween different subtitles. Full stop: at the end of the sentence/subtitle. Semi-colon, colon: never at the end of the subtitle to avoidconfusion. ; hardly ever used. Parenthesis and brackets: very limited use. Inverted commas: consistently. Simple preferred () ordouble ().Punctuation Abbreviations, acronyms, etc: common (save space) butused with caution (easily comprehensible). Symbols: $-- just when necessary and always if wellunderstood. Numbers: zero-nine (terms); 10 onwards (figures).Ortho-typographic 93. Advisable to use two-liners instead of avery long one-liner; accordingly, subtitlesmust be segmented maintaining fullphrases semantically and syntacticallyself-contained, dividing the sentences aslogically as possible. Some subtitles tend to omit (vocatives, forexample), while in others everything mustbe shown (all the elements containingnew information). In the professional subtitling practicethere is a series of elements that must bemaintained: offensive/taboo terms,humouristic elements, cutlural features.OTHERS 94. SOFTWARE TO SUBTITLEOn sale WinCAPS, Fab Subtitler, Swift, Spot SubtitlingFor free Clipflair - http://studio.clipflair.net/ Subtitle Workshop - http://www.urusoft.net/products.php?cat=sw DivXLand Media Subtitler - http://www.divxland.org/en/media-subtitler/ Aegisub - http://www.aegisub.org/ *LvS (Learning via Subtitling) To merge Virtual Dub - http://www.virtualdub.org/ Pocket DivX Encoder - http://www.pocketdivxencoder.net/EN_index.htm 95. SKILLS TO FOSTERORALCOMPREHENSION Interlinguistic Intralinguistic SDH (L2-L2 y L2-L1)ORALPRODUCTION Interlinguistic Intralinguistic SDHPost-viewing, role-plays,Interpretative listening: the gist (1st stage), selective listening(2nd stage or more complex clips), intensive listening(perfection), general listening (revision stage)etc. 96. WRITTENPRODUCTION Interlinguistic(+ reverse) Intralinguistic SDH (L2-L2 andL2-L1)WRITTENCOMPREHENSION Interlinguistic Intralinguistic SDH (L2-L2 andL2-L1)Register, style selection, sequencing of ideas, correct use ofcoherence and cohesion (guiding the reader through themessage), correct writing (spelling), etc.Information scanning,interpretation fromthe context, gettingthe gist, bettercomprehension ofcoherence andcohesion 97. VOCABULARY Interlinguistic(+ reverse) Intralinguistic SDH (L2-L2 andL2-L1)GRAMMAR Interlinguistic(+ reverse) Intralinguistic SDH (L2-L2 andL2-L1)INTERCULTURALAWARENESS Interlinguistic(+ reverse) Intralinguistic SDH (L2-L2 andL2-L1)Listen to (new vocabulary/forms), repeat (L2-L2 =words/forms), paraphrase (synonyms/equivalent structures),recreate (search for new vocab./other forms or structures)Deeperknowledge ofthe text and(inter)culturalelements 98. BENEFITS The intrinsic benefits of translation/mediation --- makethe student consider form as meaning as a whole adapting the audiovisual text +/- A real and practical task with inmediate and tangibleresults Permits to develop self-learning and cooperative skills Advantages of the didactic use of audiovisual language Especially useful for fostering oral comprehension,general interpretative listening, restructuring of themessage gist Improvement of written production, lexical learning,cultural awarenessAdvantages 99. Learning of lexical elements- memory connections-searchfor equivalences- recognising of words Cultural elements: communication beyond thejoining of words Multimedia tools: active production itself Attracting different student profiles (films/series,translation fans, ICTs, fansubbers, etc.) Projection beyond the educative context: lifelonglearningAdvantages Technical requirements Lack of materials available (selecting the video, editingit)Limitations 100. SAMPLE OF A DIDACTIC TASK Oral Comp.STAGEACTIVITIESDUARATIONPre-viewing5 minutesOral discussion before watching the first clip. Topics: theme of the films orTV series, description of main characters, opinion on them, etc.Viewing10 minutesViewing of the first clip (twice) with bimodal subtitles and OC test of allthe ideas the students can remember to have understood.Main task25 minutesSubtitling (each student works on a computer or in pairs) the clip under theteachers supervision and with any help if necessary. Finally, one randomclip is shown to the group.Viewing10 minutesViewing of the second clip (twice) related to bimodal subtitles and OC testsummarising all ideas the students can remember to have understood.Post-viewing10-20 minutesDiscussion on the contents of the clip. The clip is watched again withoutsubtitles. Comprehension and lexical questions by both the teacher andstudents. Second and last viewing of the clip without subtitles. Optionalrole-plays performing a communicative situation similar to those of theclips. 101. SAMPLE OF A DIDACTIC TASK- Orig. Vers.STAGE ACTIVITY1st hour Pre-viewingFist viewing (sound off); hypothesis on thecontent; second viewing (sound on); confirmationof hypothesis2nd hour Viewing the video for the third time with thescript; comprehension3rd hour Translation/subtitling4th hour Subtitling 102. TASK 3Option 1 Design a draft of the task by using thevideo from task 1 so that the studentswrite the subtitles, adapting the taskwith subtitles as the main taskOption 2 Search for a new video for anactivity with subtitling as aresource- decide for what students,what skill, what subtitles will beused, how to structure the task,timing, etc. 103. Open discussion (5) 104. 6. DUBBING AND AUDIODESCRIPTION (AD) 2 FORMS OF REVOICING flexible techniquesadaptation at ones will(general indications for the students- as with subtitling)DUBBING Imitate a well-known professional task Dificulty to adapt- lip-sync Advanced use of ICTs Combine oral/written production Integrated-skills practice Other advantages applicable to subtitlingAD Social work (visual impairment)- sharing Difficulty to adapt - make the best ofsilences (faster narration speed) Requires imagination and creativity More open task (no text translation butimages translation) Integrated-skills practice Other advantages applicable to subtitling 105. SKILLS TO FOSTERORALCOMPREHENSION IntralinguisticORALPRODUCTION Interlinguistic(L1-L2) IntralinguisticInterpretative listeningRECORDING: natural manner, fluency, pronunciation, speed of speechlistening and repetition (similar words/structures), paraphrasing(summarise/change elements) and recreate (create new dialogue, narrating,recreating images) 106. WRITTENPRODUCTION Interlinguistic L1-L2 IntralinguisticWRITTENCOMPREHENSION IntralinguisticScanning of information,interpretation from thecontext, getting the gist,better understanding ofcoherence and cohesionSCRIPT- Register, selection of style, sequencing ofideas, correct use of cohesion y coherence (guidesthe reader through the message), correct spelling,etc. 107. VOCABULARY InterlinguisticL1-L2 IntralinguisticGRAMMAR InterlinguisticL1-L2 IntralinguisticINTERCULTURALAWARENESS InterlinguisticL1-L2 IntralinguisticDeeper knowledge ofthe text and(inter)culturalelements/especiallywhen writing thescriptListen to (new vocabulary/forms), repeat (L2-L2 =words/forms), paraphrase (synonyms/equivalentstructures), recreate (search for new vocabulary/otherforms or structures) 108. SAMPLE OF A DIDACTIC TASK AD Oral Prod.STAGEACTIVITIESDURATIONPre-viewing5 minutesOral discussion before watching the first clip. Topics: theme of the films orTV series, description of main characters, opinion on them, etc.Viewing5 minutesViewing the first clip taking notes.Main task40 minutes (20-20)In pairs, describe the script for AD while the clip is watched (play-pause).Record as much as you can.Post-viewing10-20 minutesOral discussion on the contents of the clip and sharing of activities done inpairs. A random recording is shown to the rest. Optional role-playsperforming a communicative situation similar to those of the clips. 109. TASK 4Option 1 Design a draft of the task using thevideo from task 1 so that thestudents dub or audiodescribe it,adapting the task to revoicing asthe main taskOption 2 Search for a new video for anactivity with dubbing/AD as aresource- decide for whatstudents, what skill, how tostructure the task, timing, etc. 110. Open discussion (6) 111. 7. PROJECTS (CLIPFLAIR) 112. OTHER WEBSITES 113. CLIPFLAIR 114. TASK 5Option 1 Surf Clipflair searching foran activity appropriate foryour students socialOption 2 Create your task inClipflair by using some ofthe videos of theprevious tasks 115. Open discussion - conclusions 116. [email protected]@flog.uned.esThank you! 117. AAIS 2014 Annual ConferenceClipFlair and MOVET:Innovative Language Learning ProjectsDr. Jennifer Lertola, National University of Ireland, GalwayEUROPASS Centro Studi Europeo, Firenze 118. Learner and Teacher Needs New educational tools and ideas for foreignlanguage learning; Active ways to work with audiovisual materials; Authentic tasks to enhance authentic materials. 119. Why Clips?Because the audiovisual mode:offers variety and flexibility;presents linguistic aspects of communication(real or real-like examples of face-to-facecommunication);provides exposure to cultural and extra-linguisticelements. 120. Foreign Language Learning throughInteractive Revoicing & Captioning of ClipsEducation, Audiovisual and Culture Executive Agency(EU Lifelong Learning Programme) 30 months (Dicember2011 May 2014) 10 partners 8 countries 15 languages (+Italian) 300 activities 2.000 users (students, teachers and activity authors) 1 platform http://clipflair.net/ 121. The Idea: Revoicing and Captioning Video ClipsLearners can be motivated to work with audiovisualsproductively by revoicing or captioning video clips (filmscenes, documentaries, news, animation or songs). Revoicing (to add speech to a motion picture). Captioning (to add writing to a motion or still picture). 122. The Platform: clipflair.net 123. The ClipFlair Gallery 124. Revoicing Activity: Italia che piace 125. How to create a captioning/revoicing activity1) Plan the activitya) Decide the learning objectivesb) Decide the task(s)2) Select a video from the Galleryhttp://gallery.clipflair.net3) Add text component for activity instructions4) Add captioning component and do the spotting5) Save the activity as ClipFlair file 126. studio.clipflair.net 127. Movies for Vocational Education and TrainingEducation, Audiovisual and Culture Executive Agency(EU Lifelong Learning Programme) 24 months (December 2012 November 2014) 5 partners 5 languages 1 webpage http://www.movetproject.eu/ 2011 European Language Label Award 128. Improve and develop language skills andproficiency: writing, reading, speaking andlistening. Focusing on their individual linguistic needs,students can learn new grammar points ordeepen their knowledge. 129. Movie Making:Step by step Brainstorming Plot Scenes ScriptBeforeShooting Roles Acting out FilmingShooting Editing ScreeningAftershooting 130. Before Shooting:Brainstorming Stimulate creativity: provide the students withsome script examples and possible topics. Working in small groups. Write ideas on the board and ask to vote. 131. Before Shooting:Plot and Scenes Write the plot (events, characters and settings). Divide the story into different scenes. The teacher should assign the scenes to thegroups (but not in sequence). 132. Before Shooting:Writing the Script Each group writes the script of the assigned scenes. Teachers feedback on specific grammatical pointsto the whole class. The teacher links together all the scenes in order tocreate a full movie script. Choose the title. 133. Shooting:Roles and Acting Out Through group discussion: the studentsdecide on the setting, the roles, the outfitsand attributes. Create a number of roles, such as cameraman,interviewer, director etc. Memorization of the script. 134. Pronunciation.Shooting:Filming Repeating mistakes and memorization. Paralinguistic aspects. Keep everybody busy and engaged. 135. After Shooting:Editing and Screening Video editing software: Windows MovieMaker, iMovie or Wevideo. Movie screening in class. Focus on language and activity reflection. 136. Movie Making EUROPASS YouTube channel Incroci damoreSample 137. Why ClipFlair and MOVET? Learning by doing. Active approach, hands-on experience. Tangible and shareable result: the clip. 138. Questions?Thank you!Dr. Jennifer [email protected] 139. 31/07/20141THE USE OF INTERLINGUAL SUBTITLING TOIMPROVE LISTENING COMPREHENSIONSKILLS IN ADVANCED EFL STUDENTSNoa Talavn & Pilar RodrguezUniversidad Nacional de Educacin a Distancia (UNED)Table of contents` Introduction` Theoretical framework` The study` Participants, resources and procedures` Analysis and discussion` ConclusionsIntroduction` Audiovisual Translation in foreign language learning` Subtitles as a support (Guia, 2012)` Subtitling as an active task (Talavn, 2013)` Other modalities` ICTs and blended learning` Our proposal: independent+non-independent learningthrough interlingual subtitling (with C1 students)Listening comprehensionaudiovisual languageCLIPFLAIRTheoretical framework` TRANSLATION in the L2 educational framework` From outlaw to recent acceptance` Appropriate guidelines and further reasearch needed` AVT & language learning` Subtitling: software development, vocabulary acquisition,intercultural awareness, listening comprehension,integrated skills, writing skills, and teacher training` Revoicing: dubbing for oral production and theintroduction of audiodescription.` Autonomous learning and audiovisual languageThe studyInterlingual subtitling (from English into Spanish) to improvelistening comprehension - advanced Spanish students of English -blended learning scenario` Short video clips (1-3 minutes)` Selection criteria: relevance, interest, the number of characters involved, the type of situationcontained, the type of language presented` Clipflair activities` Activity 1 (Dinning Car scene):http://studio.clipflair.net/?activity=beforesunrise_train.clipflair` Activity 2 (Train scene):http://studio.clipflair.net/?activity=beforesunrise_train3.clipflairActivity 3 (Bridge scene):http://studio.clipflair.net/?activity=beforesunrise_bridge.clipflair` Participants (10)English C1 course at the University Language Centre (UNED)ParticipantsAVT PREFERENCESDubbed audiovisual material 0 0%Subtitled audiovisual material(Spanish) 5 50%Subtitled audiovisual material(English) 5 50%Foreign audiovisual materialwithout subtitles 0 0%ICT PROFICIENCYVery good 2 20%Good 2 20%Average 6 60%Poor 0 0%Very poor 0 0%1 Very bad 0 0%2 2 20%3 2 20%4 1 10%5 2 20%6 3 30%7 0 0%8 0 0%9 0 0%10 Excellent (almostnativ e) 0 0%LC PROFICIENCY 140. 31/07/20142Methodology,resources, procedures` Quasi-experimental design/ triangulation:` LC assessment tests, questionnaires and observation` Resources:` Computer lab` Clipflair` Before Sunrise (Linklater, 1995)` Language tests` Google forms` Procedures:` One month- pre-test+pre-questionnaire activities(computer lab-home) post-test+post-questionnaireAnalysis and discussionPre-test Post-test ImprovementAverage mark 5/10 6.2/10 + 1.2Standard deviation 1.76 1.75LISTENING WRITINGOther skills/Grammar &vocAnalysis and discussion` Post-questionnaire` satisfied with Clipflair (70%), with the selected clips(100%), with the duration of the activity (80%), with theactivity of subtitling in itself (90%).` 100% - willingness to subtitle again, 100% - moremotivated to watch English audiovisual products in theoriginal version, 100% inclined - this type of subtitlingactivities -in their English classes (50% thought twice ayear, 20% once a year, 30% once every two months)` Observation:` Direct increasing motivation/positive reactions/+blended- CLIPFLAIR` Indirect activities assessment marks improvementCONCLUSIONS` Hypothesis- confirmation (int. subt- LC- blended- C1)` Subtitling (in FLL) has still a lot to offer` Other skills` Other language combinations` Long-term results` Different levels (beginners?)` In an audiovisual worldAVT rules` students are more and more familiar with subtitles and knowwhat needs to be done, they dont consider it learning: it isabout performing real tasks that you can use and share in thereal world (learning and living on the move)THANKS [email protected]@flog.uned.es 141. 31/07/20141Audiovisual translation forforeign language learning:new multimodal resourcesStavroula SokoliUniversitat Pompeu FabraTISLID Conferencevila, 8 May 2014 New educational tools and ideas for foreignlanguage learning Active ways to work with audiovisual materials suchas films Authentic tasks to enh


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