Effective video resources in elt (virtual) classroom

AsiaCALL International Conf 2010 1

Effective Video Resources in ELT (Virtual) Classroom

Web 2.0 and Beyond

Dr. Dilip BaradDept. of English

Bhavnagar University, Gujarat. India

29 Nov 2010


• The presenter has studied hundreds of video resources used by various VLEs.

• Some archetypal video samples will be presented to discuss video resources.

• The aim of this study was to see how the learning objectives of video resources can be achieved and what sort of points one should keep in view while preparing video resources.

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• The use of web based multimedia resources a common place thing – why?

• Large free web servers for handling multimedia resources and expanding coverage of hi-speed internet connectivity…

• Virtual dimension of traditional HEIs…• Two chief reasons for wide spread use of video

resources in ELT: Video camera and Web resources.

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• How far video resources can be used in ELT classroom?

• What sort of videos must be used for effective teaching-learning?

• How to explore online video resources for better virtual learning experience?

• What are possible sources of good video resources and what are its advantages in ELT virtual classroom.

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How far video resources can be used in ELT classroom?

• Like any multimedia resources – Video resources are simulators to support the actual teaching.

• Overkill must be avoided.• If a small video speaks a million words – it is

good that it is used – instead of long, boring videos.

• Animated videos are better !

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What sort of videos must be used for effective teaching-learning?

• Teaching should be at the centre and not video resources.

• The medium should not be the message.

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Animated video on history of communication

• Watch this video.• This video can teach the history of

communication from the pre-historical days to the 21st Century… within a few seconds!

• See, how effectively message is conveyed.

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Watch this video on email writing.

• What is the need of such videos?• Just like F2F.• Such videos are easy to make – while teaching

in F2F mode it can be prepared.• What is important is SHARING – online and

through CD/DVDs.• Repetitive use of such videos help those who

are ‘slow learners’.

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Interactive Teaching Method

• Virtual Classroom – blending of actual with virtual.

• Recordings of actual classroom teaching – editing – making it interesting with some interview clips – and using it for VLE.

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Using spaces in simple video

• To subtitle or not to subtitle?• Learning videos have a person giving

speech/lecture – the spaces surrounding – not used – it can be used to convey the message more effectively.

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Role play videos

• Active involvement of students.• It stimulates learning capabilities.• The role of teacher in using such videos –

never throw such videos in the class – discussing videos –

• Same thing is true about watching movies or plays in literature classroom.

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Blended teaching method

• The board work representing traditional method – subtitles represent modern video editing resources.

• Blending traditional and tech-aided-learning in video resources

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View these videos: * * *

• Such video resources should be avoided as it may not provide the support we expect when we use technology.

• Using some human being or subtitles would have made these videos better.

• Skills in using board-work would have saved this video.

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Interactive Video

• Not as interactive as we use this word for interactive websites – but it has questions/answers incorporated within it

• It allows teacher to have interactive exercise in the classroom – play and pause.

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Video: Enactment of Plato & Aristotle• Such videos make dull topic live and

interesting.• It helps in understanding difficult concepts.• Option of subtitle would make such videos

better.

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Literature and Video resources

• It helps in study of ‘foreign’ literature – culture, language, time, society…

• Old Man and the Sea: Novella by Hemingway – life of fisherman.

• Tell Tale Heart: Short Story by E.A. Poe – obscure intricacies that troubles conscience.

• Tess: Novel by Hardy – death of horse Prince.

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Video Book: New Literary Genre

• Vook• The reading and watching of novel.• At the same time discuss book on SNS from

the same web page.• Integrating web 2.0 tools with traditional

reading and watching of filmed parts of literary work.

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Using generic videos for specific language learning purpose

• Even the videos not intended for language learning purpose.

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Post-Viewing Task

• Vocabulary: Synonyms, Antonyms & Etymology

• Reading• Grammar• Role Play: Speaking Task• Translation

Vocabulary Task Synonyms

* Match the words given in column A with B:

Column A1. Strain2. Leash3. Skepticism4. Lurk

Column BA. CynicismB. Creep aroundC. PullD. Control

Vocabulary Task Antonyms

* Match the words given in column A with B:

Column A1. Optimism2. Dynamic3. Pulsating4. Rise

Column BA. LethargicB. FallC. PessimismD. Lacking energy

Etymology

• Origin of words:• 1. Canter: to move or ride at a canter.

[Origin: 1745–55; short for Canterbury to ride at a pace like that of Canterbury pilgrims]

• Boycott: to abstain from buying or using: to boycott foreign products.

• [Origin: after Charles C. Boycott (1832–97), English estate manager in Ireland, against whom nonviolent coercive tactics were used in 1880 ]

READING TASK: Put the following words/phrases in the appropriate boxes:

[straining at the leash, eager to spring forth, leash, optimism, skepticism, wants, hopes, follows, leads]

• One India• ____________• ___________• ____________• ____________

• Other India• _____________• _____________• _____________• _____________

Grammar Task• Change the transcript into past tense:

For example,• One India lives/lived in the optimism of our hearts.• The other India lurks/lurked in the skepticism of our minds.• One India wants/wanted.• The other India hopes/hoped.• One India leads/led.• The other India follows/followed.

Role Play Task

• The students will be asked to reproduce the same dialogues from the transcript keeping in mind stress pattern, intonation, pauses etc.

Translation Task• Students will be asked to translate the transcript in their L1.• For example.

“There are two Indias in this country…”“Is desh me do Bharat baste hai…”

• List of difficult words can be given to make their task easy:Leash = Zanzir

• Students will be asked to view the following video clip in translation and compare their translation.


Online sources for video resources

• https://ielts.britishcouncil.org.hk/iorps/html/content/video_resources.jsp

• www.youtube.com• www.teachertube.om• www.yappr.com• www.vimeo.com• http://freevideocultures.com/index• www.schooltube.com• http://www.illl.ac.in/• http://www.illldu.edu.in/29 Nov 2010

https://ielts.britishcouncil.org.hk/iorps/html/content/video_resources.jsp

https://ielts.britishcouncil.org.hk/iorps/html/content/video_resources.jsp

http://www.youtube.com/

http://www.teachertube.om/

http://www.yappr.com/

http://www.vimeo.com/

http://freevideocultures.com/index

http://www.schooltube.com/

http://www.illl.ac.in/

http://www.illldu.edu.in/


Conclusion

• Thus, right choice of video resources can help teacher achieve all pedagogically achievable learning objectives.

• Thank You!• Dr. Dilip Barad can be reached [email protected]/dilipbarad

29 Nov 2010

mailto:[email protected]

http://www.facebook.com/dilipbarad

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Effective video resources in elt (virtual) classroom