ADDRESSING AND ASSESSING STUDENT-PRODUCED MEDIA IN BEGINNING SPANISH

Bob HershbergerAssociate Professor of Spanish, DePauw University

Who am I?

Professor of Modern Languages (Spanish) at DePauw University

Tenzer University Professor in Instructional Technology

Chair of Modern Languages

Proficiencies (skills): Reading, writing, speaking and listening

Content Standards: The 5 Cs: Communication Cultures Connections Comparisons Communities

ACTFL Proficiencies and Standards

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (speaking and listening)

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics (reading, listening comprehension)

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (speaking and writing)

Communication

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Cultures

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Connections

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own

Comparisons

Standard 5.1: Students use the language both within and beyond the school setting

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Communities

A bit of history…

My own expertise Film Multi-media CD ROMs ¡A ver! Cortometrajes

The Age of Web 2.0 and Web 3.0

Web 2.0 “allows users to interact and collaborate with each other in a social media dialogue as consumers of user-generated content in a virtual community.”1

Students are both consumers and producers of media John Smart: Web 3.0 most defining characteristic will be

the mass diffusion of NTSC-or-better quality open video to TVs, laptops, tablets, and mobile devices, a time when "the internet swallows the television.”2

1http://en.wikipedia.org/wiki/Web_2.0 2Smart, John. 2006. "Metaverse Roadmap: Pathways to the 3D Web."

What to make of it

Assessment types: Teacher Peer Public

What we (Teachers) make of it: Sample assessment: 3C’s

Content 0:Not related to topic-5:Perfect example of topic

Culture 0:Does not feature cultural information 5:Significant exploration of cultural phenomena

Communication 0: No treatment given5: Active

summary/interpretation Be sure your objectives are clear!!!

Peer assessment

Question the C’s ¿Por qué seleccionaste este video? ¿Qué nos indica este video sobre la cultura de xx? ¿Cómo vas a presentar/resumir este video a la

clase?

Public assessment

Threaded conversations/feedback in the target language.

What’s coming through the door?

On the consumer side: Youtube

Ser/Estar http://www.youtube.com/watch?v=lY10_T_ROq4 http://www.youtube.com/watch?v=magBZdm60EM

Historias de amor: Pretérito/Imperfecto http://www.youtube.com/watch?v=1R2wHiS-2BI http://www.youtube.com/watch?v=eWto8jFv2bY

How we can teach it…

http://www.youtube.com/watch?v=eWto8jFv2bY Cortometraje: “Solo” Based on what you see in the film short, choose the best verb for each situation. The

first verb in parenthesis is always preterite, and the second verb is imperfect. (Hubo/ Había) un hombre que (vivió / vivía) en Barcelona. Barcelona es una

ciudad muy grande, pero el hombre (se sintió / se sentía “he felt”) muy solo. No (hubo / había) muchas cosas en su piso. Un día (salió /salía) a la calle. (Sacó/Sacaba=”to take”) una foto de una flor. (Sacó/Sacaba) otra foto de un perro que movía la cola. (Sacó/Sacaba) una foto de La Sagrada Familia, una iglesia (“church”) diseñada por (“designed by”) el famoso arquitecto Antonín Gaudí.

El piso del hombre (tuvo/tenía) más cosas, pero todavía (se sintió/ se sentía) solo. Un día (sacó / sacaba) la foto de una mujer que (caminó/ caminaba) por la calle. (Brindó/ Brindaba=”he toasted”) la imagen de la mujer en la mesa, pero la imagen (se quemó/ se quemaba=”burned”). El hombre (lloró/ lloraba) cuando de repente (“suddenly”) la mujer (cobró/ cobraba) vida (=”to come alive”).

Student-authored material: Audio recordings

Un fin de semana hipotética

RubricContent/CultureAccuracyFluencyVocabularyPronunciation

Student-authored material: Multimedia More C’s

Content Culture Connections/comparisons* Creativity* Communication

Las partes del cuerpo

Options

Audio: Audacity, Skype, MP3 Digital Video: FlipVideo, iMovie Photo Stories: Microsoft’s Photo Story Maker

3 or Aquafadas’ PulpMotion. VoiceThread Stopmotion: Brickfilms, Claymotion, Stick people by

Pivot Comics: Comic Life Deluxe and Comic Book

Creator Social Networking sites: Facebook,

MySpace