AATSEEL
 
 
There is general consensus that authentic video materials are useful, if not essential to learning a foreign language. Using video can be instrumental in developing speaking and listening proficiency, among other competencies (Tschirner, 2001). One of the more imposing tasks for instructors, however, is locating appropriate video materials for use in courses and adapting/integrating media with learning outcomes in mind into their curricula. Guided by multimedia learning principles (Mayer, 2001, 2011), this workshop will offer examples of how to edit, curate, and deliver video content using freely available programs and online platforms (Vizia, Vialogues, Thinglink, Youtube Editor), as well as strategies for using these materials and delivering them to students for language instruction.
Part one will demonstrate how various online platforms can be used to present clips of feature films, television shows, documentaries, or commercials in an interactive way. Participants will learn how use of video in language curricula can serve a variety of skills, from vocabulary acquisition to higher-order proficiency skills such as narration and description in various time frames, discussion of topics extensively, supporting opinions, and forming hypotheses. The workshop will specifically demonstrate how freely available online resources can enable the creation of an curricula at all levels of instruction, from beginner to advanced.

Part two of this workshop will focus on tools and practices to find, adapt, and utilize openly licensed video materials for language courses, especially open language curricula. It will focus on some of the advantages of using these freely available materials. We will survey some of the most commonly used licenses and focus on methods for locating these types of content on the internet. This segment of the workshop will also focus on the creation of content from instructor-shot video clips.

A significant portion of the entire workshop will include live demonstrations, where participants can follow along in the creation of videos from original and adapted content from start to finish, as well as actually creating and editing a video in real time during the session.

References

Mayer, R. 2011. Multimedia Learning. Cambridge: Cambridge University Press.

Tschirner, E. 2001. Language Acquisition in the Classroom: The Role of Digital Video. CALL 14:3-4, p.305-319