Upload
juliana-koning
View
215
Download
4
Embed Size (px)
Citation preview
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
[email protected] : www.franel.euLingu@tic:
www.kuleuven-kortrijk.be/linguaticALT: www.kuleuven-kortrijk.be/ALT