How to create a powerful learning environment based on authentic video materials, pitfalls and...

How to create a powerful learning environment based on authentic video materials,

pitfalls and challengesGranada, September 7th 2006

Piet DesmetCarmen Eggermont Antoine Besnehard

Jennifer Poullier

0.1. Using video materials in CALL applications.

• Need for a intensive reflection on technological and pedagogical constraints.

• How to use video materials to create pedagogical added value ? How to get started with video material ? Which criterium can be selected ?

• Our experience with Franel :The video materials workflow

0.2 Our test case: FRANEL

An electronic language learning environment with a French (FRa) and a Dutch

component (NeL), available for free and thus accessible for the general public:

www.franel.eu

Franel is being developed as part of the European Interreg-project Linguatic

Two universities involved in the project : K.U.Leuven Campus Kortrijk and Université Charles de Gaulle-Lille3

Franel takes into account the foreign language level of the learners : A2 and B1 for Dutch – B1 and B2 for French

An intuitive interface animated by the Franel mascot

Learning activities built on lively and authentic video materials delivered as streaming video

Possible integration in language classesMore information:

www.kuleuven-kortrijk.be/linguatic

Listening skills

Preparatory activities

Listening skills

Skimming

Listening skills

Scanning

Vocabulary

Activities

Vocabulary

Index cards

GrammarActivities

Grammar

Index card

Spelling and pronunciation

Communication situationsActivities

Communication situationsIndex cards

Additional activities

Reading skills

Listening skills

Tracking and logging

for the learner

Tracking and logging

for the coach

1. The selection of video materials1.1. Technological constraints

1.1.1. High image and sound quality1.1.2. Flexible final editing facilities1.1.3. Easy to load

1.2. Pedagogical constraints1.2.1. Maximum 2 minutes1.2.2. Lively and attractive (to keep attention going)1.2.3. Thematic variety (e.g. business vs. general

themes)1.2.4. Degree of interaction (e.g. dialogue vs.

monologue)1.2.5. Functionality of the images1.2.6. Language use (e.g. oralized written vs.

spontaneous speech)1.2.7. Authenticity (with intercultural information)

1.1.1. High image and sound quality

? volume: 5 minutes = 1GB (avi)◊ workflow 1 ( workflow 2)

Television channelsCompress AVI films to MPEG

MPEG-films gathered by

content developers

Montage in PremiereAssembled films areCompressed to QuickTime

Double compression:Quality loss

1.1. Technological constraints

Television channelscopy AVI-films

on DV tapes withoutcompression

Films are imported in Premiere in AVI

(without compression)

Films are assembled in Premiere(AVI without compression)

Assembled films are compressed to QuickTime

(Sörensen Squeeze)

One compression:no quality loss

◊ (workflow 1) workflow 2

Publication format Developing format

1.1.2 Flexible final editing facilities

Project file to manage the whole editing workflow(Premiere: *.prproj)

Three sequences:― Complete video fragment (s1 )― Video fragments cut into partial fragments (s2

)― Sound without image fragments (s3 )

― Frame (image)

Tape ... xxxx|xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx|xxx ... ... ----|------------------------------------|--- ...

S1 |xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx| |------------------------------------|

S2 |xxxx|xxxxxxxx|xxxxx|xxx|xxxxxxxxxxxx| |----|--------|-----|---|------------| a b c d e

S3 | | |----|-----|--|-----|---|---|---|----| 01 02 03 04 05 06 07

FR001T222.prproj project number

s1 FR001T222s1.avi sequence 1 of FR001T222.prproj

s2 FR001T222s2b.avi Second partial fragment of video FR001T222s1.avi

s3 FR001T222s304.wav Fourth sound fragment of video FR001T222s1.avi

Frame

FR001T222s1000523.bmp

frame on 05sec23fr.

• Sequences: Sörensen squeeze– *.wav => *.mp3– *.avi => *.mov

• Frames: Graphics editor (Photoshop)– *.bmp => *.jpg

Export (compression)

method loading? Start viewing

diagram

download yes After download

progressive

download

yes not immediate

ly

streaming no immediately

1.1.3. Easy to load

1.2.1. Maximum 2 minutes

? Top suggestion of users questionnaire? Avoid attention reduction

◊ Final editing in Premiere by content developers (also impact on ‘degree of interaction’, ‘functionality’ and ‘language use’,…)

1.2. Pedagogical constraints

1.2.2. Lively and attractive

? Pedagogical constraints: keep attention going

◊ Workflow: close cooperation between different partners (TV channels and content developers)◊ Content developers select fragments in Premiere (final editing)

1.2.3. Thematic variety (e.g. business vs. general themes)

? Heterogeneous public: variety of interests? Also requested from professionals

◊ Thematic check list (based on the “Common European Framework of Reference for Languages”)◊ business and general oriented exploitation of the same

themes

Het identificeren

G Persoonlijke gegevens

G Beschrijven uiterlijk en houding van een andere persoon

G Beschrijven karakter en gedrag

G Interesses uitdrukken

G Zich situeren in tijd en ruimte

A Voorstellen van bedrijven, instellingen en organismes

G Andere

Wonen

G Soorten woningen

G Bouwen, renoveren, kopen en huren van een woning

G Inrichting en decoratie

G Diensten (gas – elektriciteit) en huishoudapparaten

A Vastgoed bedrijven

A Industriële en technische uitrusting van bedrijven

G Andere

Gezondheid

G Dagelijkse hygiëne

G Symptomen (zintuigen , lichaamsdelen, …)

G Eerste hulp

G Diagnose, behandeling en genezing

G Dood

A Ziekenhuizen en verzorgingsstructuren

A Sociale zekerheid / Ziekenfonds

A Gezondheidsbeleid

G Andere

Aankopen, consumptie

G Winkels, producten en koopwaar

G Voeding en drank

G Op café, restaurant

A Bestelling

A Levering

A Betaling

A Klachten , klantenservice, onderhoudsdienst

G Andere

Marketing en handel

G Buurtwinkels / supermarkten

A Verbintenissenrecht

A Marktonderzoek

A Marketingstrategieën

A Winstmarge, belastingen, BTW

G Andere

Relaties en communicatie

G Familiale relaties

G Vriendschappelijke en liefdesrelaties

G Ontmoetingen en onthaal

G

G Telefoongesprek

A Zakelijke relaties

A Handelscorrespondentie (e-mail, brief, …)

G Andere

Openbare diensten, de staat en economie in het algemeen

G Telefonie, bankwezen, post

G Fiscaliteit

G Politie, rechtspraak en leger

G Regering

G Politiek

A Maatschappelijke vragen (euthanasie / drugs …)

A Publieke financiën

A Conjunctuur

A Monetaire politiek

A Economische internationale relaties

G Andere

1.2.4. Degree of interaction (e.g. dialogue vs. monologue)

? Authentic speech situations? Emphasis on skills and communication

◊ Report (authenticity, topicality): interviews privileged

◊ Film (movie): more interaction (but acted)◊ Micro-trottoirs: acted or not (hidden camera)

1.2.5. Functionality of the images

? Video should support and simplify listening activities

◊ Detailed instructions per level for the developer (based on the “Common European Framework of Reference for Languages”): e.g. Franel Dutch levels A2 and B1, french B1 and B2

Aandachtspunten Niveau A2 Niveau B1 Niveau B2 OpmerkingenTaal waarin de opgave/feedback is gesteld

moedertaal vreemde taalvereenvoudigd (weinig connectoren/bijzinnen),

beperkte woordenschat (zie frequentielijst ter controle)

vreemde taalniet vereenvoudigd

frequentielijst universiteit Leiden voor het Nederlands

frequentielijst voor het Frans: via Serge Verlinden?

Keuze reportages:lengte

Lengte: liefst niet meer dan 1 minuut (max. 1minuut 30’)

Eventueel 2/3 fragmenten van 30 seconden

Max. 2 minuten Uitzonderlijk iets meer dan 2 minuten?

Keuze reportages:functionaliteit beeld

Beeldfunctionaliteit zo hoog mogelijk (bijvoorbeeld: klank

uitschakelen om beeld te testen, de mond van de persoon die spreekt zien

bewegen, etc.)

Ook zoveel mogelijk de functionaliteit van het beeld hoog houden maar minder

prioritair

Functionaliteit van het beeld mag nog iets lager, maar het nut van beeldmateriaal mag niet in het gedrang komen

Zie test van Armand

Debatten (zie PULS) Niet Niet mogelijk

Transcripties en vertalingen

Zoals vastgelegd in didactisch scenario

Zoals vastgelegd in didactisch scenario

Zoals vastgelegd in didactisch scenario

Proporties vaardigheid -kennis

50% vaardigheid/50% kennis Minimum 30% vaardigheid Minimum 30% vaardigheid

Lexicale fiches Frequentielijst raadplegen in geval van aarzeling(tot

1000/1500?)

Frequentielijst raadplegen in geval van aarzeling(tot

2000/3000?)

Frequentielijst raadplegen in geval van aarzeling(tot 5000?)

frequentielijst universiteit Leiden voor het Nederlands

frequentielijst voor het Frans: via Serge Verlinden?

Grammaticale fiches Thema’s A2 markeren in de lijst grammaticale thema’s

(als leidraad)NeL: AH,RN,ABFRa: PD,BL,CE

Thema’s B1 markeren in de lijst grammaticale thema’s

(als leidraad)NeL: AH,RN,ABFRa: PD,BL,CE

Thema’s B2 markeren in de lijst grammaticale thema’s

(als leidraad)NeL: AH,RN,ABFRa: PD,BL,CE

Eventueel schoolhandboeken raadplegen maar ook Europees

referentiekader.

Taalsituaties fiches Thema’s A2 markeren in de lijst AL thema’s(als leidraad)

NeL: AH,RN,ABFRa: PD,BL,CE

Thema’s B1 markeren in de lijst AL thema’s(als leidraad)

NeL: AH,RN,ABFRa: PD,BL,CE

Thema’s B2 markeren in de lijst AL thema’s(als leidraad)

NeL: AH,RN,ABFRa: PD,BL,CE

Raadplegen ‘Communication progressive du français”

Type Niveau A2 Niveau B1 Niveau B2 OpmerkingenMultipleChoice 1RA + + +MultipleChoice x RA 4 alternatieven + 6 alternatievenInvulveld max. 4 velden max. 6 velden max. 10 veldenVerbeter indien nodig (woordniveau)

nee + +

Vertaal tekst eerder naar moedertaal in de 2 richtingen, liever geen complexe zinnen

in de 2 richtingen, liever beperken tot & zin

Corrigeer tekst nee nee op zins- of tekstniveauHerformuleer + + + Variatie op vertaalDictee op woordniveau zinsdeel tot zin hele zin tot paragraafje is niet noodzakelijk van het

oefentype dictee, kan ook een invulveld zijn met een

geluidsfragmentDrag 'n drop tekst / image max. 6 drops, geen drags

without dropsmax 8, met eventueel 1 of 2

drags without dropstot 10 drops, onbeperkt aantal

dragsOrder Horizontal tot 6 zinsdelen tot 8 zinsdelen 10 zinsdelen of meerOrder Vertical + + +Crosswords + + +Crosswords with one vertical word

+ nee nee in de optie dat het verticale word pre-ingevuld kan worden

Drag 'n drop with Hot Spots

tot 6 spots tot 8 spots tot 10 spots

Schik in kolommen tot 4 kolommengeen drags without drops

tot 6 kolommentot 1 of 2 drags without drops

tot 6 kolommengeen beperking voor het

aantal drags without drops

Over de hints: veel hints geven minder hints geven liefst hints vermijden

1.2.6. Language use (e.g. oralized written vs. spontaneous speech)

? Natural discourse

◊ Voice over vs. interview/dialogue

1.2.7. Authenticity

? Making the learner familiar with the foreign language speaker’s environment to augment his motivation

◊ Intercultural information through thematic reports

Pedagogical qualities: features for labelling the footage (metadata)

e.g. Media-Tic for teachers: integrate the video materials into a digital image

repository

2. The integration of the video materials in a CALL application

2.1. Pedagogical constraints2.1.1. Opening gradually the didactic scenario2.1.2. Allowing different learning styles

2.2. Technological constraints“Merging” the video materials with the

didactic scenario

2.1.1. Opening gradually the didactic scenario Vertical exploitation of the video materials scenario

PE

CG

CD

LXGRALPO

AC

2.1. Pedagogical constraints

Horizontal exploitation of the video materials thematically

linguistically

scenario

PE

CG

CD

LXGRALPO

+ AC

2.1.2. Allowing different learning styles

Video as leading thread

Learner controlled vs. program controlled

Filter

FRANEL

Camera Zoom

Module Module Module

Camera Zoom

our montage

yourmontage

listening LX GR

listening LX GR

Unit Unit

Pedagogical constraints

Technological constraints

PE No player

CG Player without subtitles (t1)

CD Player with transcription (t2)

LXGRALPO

Player with transcription and translation (t4)

2.2. Technological constraints

“Merging” the video materials with the didactic scenario

2.2.1The creation of subtitles MagPie:

transcription: e.g. FR001T222_trans.txttranslation: e.g. FR001T222_trad.txt

QTconversion:FR001T222_trans.txt =>

FR001T222_trans.movFR001T222_trad.txt =>

FR001T222_trad.mov

MagPie

Videoplayer templates

FR001T222s1_t1.mov: video

FR001T222s1 _t2.mov: video + transcription

FR001T222s1 _t3.mov: video + translation

FR001T222s1 _t4.mov: video + transcription + translation

2.2.2different versions of the video player

Connections

videoplayer template -> Cognistreamer

XML file with link to location -> KULeuven Campus Kortrijk server

Film (mov) files -> streaming server (AVNet)

Transcription/translation (mov) files -> KULeuven Campus Kortrijk server

<XML-file>

Cogni-streamer

Streaming AVNet

Server KULAK

*.mov*_trans.mov*_trad.mov

video-templates

2.2.3. Integration of the video player into the authoring tool

3. Towards a reference frame

evaluation of existing environmentschecklist for the authors of CALL applications

Pedagogical constraints Technological constraints

Selection of video

materials

Maximum 2 minutes:montage by content developers

Lively and attractive (to keep attention going):

close cooperation between different partnersThematic variety (e.g. business vs. general

themes):exhaustive check list

Degree of interaction (e.g. dialogue vs. monologue):report or film?

Functionality of the imagesdifferent learning levels

detailed instructions for the developerLanguage use (e.g. written-to-be-spoken vs.

authentic)privileging dialogues (interviews)

Authenticityintercultural information

High image and sound quality:one compression: no quality lossFlexible final editing facilities:

several sequences, framesEasy to load:

streaming video

Integration ofVideo

materials

Opening gradually the didactic scenario:-vertical exploitation of the video materials

-horizontal exploitation of the video materials:

skills and knowledgeAllowing different learning styles:

focus on video or not

Merging the video materials with the didactic scenario:

-creation of subtitles-integration of subtitles

in the video player-easy integration of video players

into the authoring tool

Contact information

Piet.Desmet@kuleuven-kortrijk.beFRANEL : www.franel.euLingu@tic:

www.kuleuven-kortrijk.be/linguaticALT: www.kuleuven-kortrijk.be/ALT