Effective Ways to Involve and Engage Students with Videos

Amer Yacoub & Ismail Fayedifayed@qu.edu.qa - amer.y@qu.edu.qa

FPDE, Qatar University

http://student-web.cna-qatar.edu.qa/

Overview

1. Videos Facts and benefits2. Classroom video activities3. Videos and Safety4. Project-based learning (PBL) with videos– BPL video projects rationale– Project technical skills and required hardware

5. Video production with Movie Maker6. Web 2.0 Videos

1. Videos Facts and benefits

• Create excitement. • New option • Learners can understand and follow the theme. • Underused in education. Teachers have

limitations on how to apply videos in teaching.• Improves comprehension and retention. • Styles of learning. VAK Model• Arab students are strong visual leaners.

(Intajuck, n.d.)

(Canning-Wilson, 2000)

Reid (1987)

Videos Facts and benefits

Can work as an incentive to other skills during in the classroom.

• Information/ Ideas are up-to-the-minute. • Enhance language skills: Speaking/ pronunciation &

listening/ writing• The versatile nature of videos. – Disciplines: Languages History, Science, Math, etc. – Genres: Short films, Short documentaries, English

Nasheeds (Arabic songs) , Funny/ interesting

2. Classroom video activities

I. Pre-watching– Students predict what will happen during the

video using the video’s title or images. – Students discuss the theme of the video to

activate schemata. – Elicit difficult words from the video and give

their meaning. – Give an overview of the video.

II. While-watching• Students take notes. • Write down the main characters’ names and the

setting of the main events. • Write down the main ideas. • Observe the words that were elicited in the Pre-

watch activity. • Freeze frame (Tracks, n.d.)

III. After-watching

– Check prediction. – Check comprehension, characters, main ideas etc. – Jigsaw viewing (Tracks, n.d.)– Check vocabulary. (drills, games etc)– Reading the comments on a YouTube video for

discussion and reflection. – Use a fact article, documentary, radio podcast with

the same theme and then draw similarities and facts.

• Reviewing the video clip before the session.• Skipping scenes or language. • Editing any profanity scenes or language. • Google’s Safety Toolshttp://www.google.com/familysafety/tools.html• YouTube Safety Mode. http://www.youtube.com/watch?v=gkI3e0P3S5E

3. Videos and Safety

A. What is PBL

PBL is all about involving learners in contextual learning experiences using projects, task based,

or related to challenging questions and activities over a period of time.

(Thomas 2000l; Moursund, 1999)

4. PBL Projects with Videos

B. PBL with Videos Rationale

• Encourage students’ collaborative engagement in learning

• Practice new skills related to real life situations • Integrate learning to the topics discussed in the L2

courses• Provide both formative (product) as well as

summative (process) assessment tools to assess students learning Fayed, 2008

B. PBL with Videos Rationale

• collaboration and Involvement• achieve the learning goals• capture students’ interest while providing authentic

learning context and assessment opportunities• learners’ interest in mobiles and technology in general• emotional factors: capturing learners’ both interest

and motivation

• A productive process: a way of collaboration & communication about learned topics

Karppinen (2005)

(Karppinen, 2005; Hakkarainen, 2006; Schwartz et al, 2007)

C. Types of ICT tools

• to generate language like word processor; • tools for language production and speaking

presentations among learners like PowerPoint; and

• tools the encourage creativity, collaboration and interaction among learners like graphics, video formats, and Movie Maker Salouti, (2007)

Videos in ESL Contexts*

1. Focus on theme or content area.

2. Pair and group work.

3. Enthusiasm.

4. Students out of their seats.

5. Students out of control.

6. Different learning styles overlooked.

7. Learner choices.

8. Students memorizing lists of vocabulary.

9. Integrated skills.

10. Role play.

*L. Opp-Beckman & K. Westerfield,(2006). Shaping the way we teach English. University of Oregon

A. J. Romiszowski (1981)

Video projects planning

1. Brainstorming discussions Planning Drawing of story boards Script writing

2. Filming role playing Acting interviewing, etc..

3. Video editing4. Writing self-reflection sheets5. Editing peer-editing the self-reflection sheets6. Final Submission and group presentation7. Evaluation and assessment

5. Video production with Movie Maker

• create your first video project• edit a video project and add media

content• add transitions and visual effects• add credits and finalize a project• render and save the final video file

Objectives

Required hardware

Fayed, 2008

Required software

– Moviemaker/ Adobe Premiere (Win) – iMovie (Mac)– Audio editors– Images & sound effects– Transitions and special effects

STEP 1

Save all your images, video clips and audio files in one main folder in your hard drive, flash stick or desktop.

DON’T remove or rename that folder for any reason until you are done with the whole project.

STEP 2: Start a new project

Step 3

• Importing Images: Click file, import into collection and choose the images you like to use in your project.

Step 4

• Importing Sounds: Click file, import into collection and choose the audio files you like to use in your project.

Step 5

• Importing Video Clips: Click file, import into collection and choose the video files you like to use in your project.

Step 6

• Insert your video content into the storyboard.

Step 7

• Add transitions and visual effects

Step 8

• Add transitions to your images and/ or clips.

Step 9

• Click on “Make Title or Credits” from the Tools menu.

Step 10• Add sound/ music background(s). Change the position of the audio/ sound files as required for

each image or clip. You may like to record your own narration instead using the Mic icon. Click ‘done’ when finished.

Step 11

• To save your project as a “video”• In the movie task pane, click FINISH movie, save to my

computer• Click browse and choose folder or destination• Type the new file name and click OK.• Choose the movie quality setting as you plan to use it (i.e.

best quality is for local playback in your computer, less quality can be used for online broadcasting or uploading purposes).

Step 12

• Upload your video online:• www.youtube.com• www.teachertube.com• http://blip.tv/

5. Web 2.0 Videos

• http://www.zimmertwins.com/node/1260055• http://www.dvolver.com• http://goanimate.com/videos/06QhFSi_RNWQ/1

Project Evaluation Sheet

Project Evaluation Sheet

Video Resources- Idioms: http://www.youtube.com/watch?v=r2nT_HqWCUk• Learning English: http://australianetwork.com/livingenglish/episodes.htm• English Bites: http://australianetwork.com/englishbites/archive.htm• Party Land: http://www.eslpartyland.com/• Short movies: http://www.youtube.com/watch?v=7kruidNvEhE&feature=related• Free Images to download: http://www.bigfoto.com/ • Free video clips: http://www.mp4point.com • Free sound effects to download: http://www.a1freesoundeffects.com • Video storyboard template:

http://schools.shorelineschools.org/home_education/Forms/Video%20Storyboard.pdf • Movie Maker 2 Free tips and tricks:

http://www.mightycoach.com/articles/mm2/index.html• Microsoft Windows Movie Maker:

http://juliazanglcolby.wikispaces.com/file/view/JZC+MovieMaker+Handout.pdf• Atomic Learning Free Tutorial on Movie Maker:

http://movies.atomiclearning.com/k12/moviemaker2

References

• A. J. Romiszowski (1981). Designing instructional systems: decision making in course planning and curriculum design. Routledge, pp. (345).

• Canning-Wilson, C. “Practical Aspects of Using Video in the Foreign Language Classroom”. The Internet TESL Journal, Vol.6, No.2, November 2000.

• Fayed, I. (2008). Digital video production as an ict approach in project based learning (PBL), Exploring TESOL Practices in The Arabian Gulf, TESOL-Arabia IT Handbook.

• Hakkarainen, P. (2006). “Designing and Producing Digital Videos as a Problem based Learning Cycle to Support Meaningful Learning”, University of Lapland, Available from: <http://www.editlib.org/index.cfm/files/paper_6021.pdf>, [Accessed May 15, 2007].

• Reid, J. M. (1987). “The Learning Style Preferences of ESL Students”. LEARNER WEB PSU, 29th Feb 2012, http://lwtoefl.ielp.pdx.edu/internal_resources/tutor/level_1_regular/Learning_Style_ESL%20_%20Reid.pdf

• Karppinen, P. (2005). “Meaningful learning with digital and online videos: Theoretical perspectives”. AACE Journal, 13(3), 233-250. Available from: <www.editlib.org/index.cfm/files/paper_6021.pdf?fuseaction=Reader.DownloadFullText&paper_id=6021>, [Accessed June 1, 2007].

References 2

• Moursund, D.G. (1999). “Project-Based Learning Using Information Technology”, Eugene, Oregon University Available from: http://darkwing.uoregon.edu/~moursund/Books/PBL1999/chapter_1_of_pbl_book.htm

• Slaouti, (2007). Integrating technology, Unit 6 of the Language Learning and Technology, MA Educational Technology and TESOL, University of Manchester. Available from: <http://webct.manchester.ac.uk/SCRIPT/educ70060x008453/scripts/serve_home>, [Accessed May 1, 2007].

• Schwartz, D. L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. In R. Goldman, S. Derry, R. Pea & B. Barron (Eds.), Video Research in the Learning Sciences. Mahwah, NJ: Lawrence Erlbaum: pp. 2-21. Available from: <http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf >, [Accessed June 4, 2007].

• Thomas, J. W. (2000) “A Review Of Research On Project-Based Learning”, The Autodesk Foundation, Buck Institute of Education, Available from: <http://www.bie.org/files/researchreviewPBL.pdf >, [Accessed May 15, 2007].

• “Video/DVD in the Classroom” Tracks, 5th March, 2012, http://tracks1f.cappelendamm.no/c108998/artikkel/vis.html?tid=122313

• Yongyuth, I(n.d.). “Maximizing the Utilization of Video in the EFL/ESL Classroom” URU Library, 29th Feb, 2012, http://library.uru.ac.th/article/htmlfile/human06-01.pdf