How to create a powerful learning environment based on authentic video materials, pitfalls and challenges Granada, September 7th 2006 Piet Desmet Carmen.

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1 How to create a powerful learning environment based on authentic video materials, pitfalls and challenges Granada, September 7th 2006 Piet Desmet Carmen EggermontAntoine Besnehard Jennifer Poullier

2 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

3 0.2Our 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 www.franel.eu

4  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

5  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 classes  More information: www.kuleuven-kortrijk.be/linguatic

6 Listening skills Preparatory activities

7 Listening skills Skimming

8 Listening skills Scanning

9 Vocabulary Activities

10 Vocabulary Index cards

11 Grammar Activities

12 Grammar Index card

13 Spelling and pronunciation

14 Communication situations Activities

15 Communication situations Index cards

16 Additional activities Reading skills Listening skills

17 Tracking and logging for the learner

18 Tracking and logging for the coach

19 1. The selection of video materials 1.1.Technological constraints 1.1.1.High image and sound quality 1.1.2.Flexible final editing facilities 1.1.3.Easy to load 1.2.Pedagogical constraints 1.2.1.Maximum 2 minutes 1.2.2.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 images 1.2.6.Language use (e.g. oralized written vs. spontaneous speech) 1.2.7.Authenticity (with intercultural information)

20 1.1.1. High image and sound quality ? volume: 5 minutes = 1GB (avi) ◊ workflow 1 (  workflow 2) Television channels Compress AVI films to MPEG MPEG-films gathered by content developers Montage in Premiere Assembled films are Compressed to QuickTime Double compression: Quality loss 1.1.Technological constraints

21 Television channels copy AVI-films on DV tapes without compression 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 formatDeveloping format

22 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)

23 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

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25 FR001T222.prprojproject number s1 FR001T222s1.avisequence 1 of FR001T222.prproj s2 FR001T222s2b.aviSecond partial fragment of video FR001T222s1.avi s3 FR001T222s304.wavFourth sound fragment of video FR001T222s1.avi Frame FR001T222s1000523.bmpframe on 05sec23fr.

26 •Sequences: Sörensen squeeze –*.wav => *.mp3 –*.avi => *.mov •Frames: Graphics editor (Photoshop) –*.bmp => *.jpg Export (compression)

27 methodloading?Start viewingdiagram downloadyesAfter download progressive download yesnot immediately streamingnoimmediately 1.1.3.Easy to load

28 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

29 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)

30 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

31 Het identificeren GPersoonlijke gegevens GBeschrijven uiterlijk en houding van een andere persoon GBeschrijven karakter en gedrag GInteresses uitdrukken GZich situeren in tijd en ruimte AVoorstellen van bedrijven, instellingen en organismes GAndere Wonen GSoorten woningen GBouwen, renoveren, kopen en huren van een woning GInrichting en decoratie GDiensten (gas – elektriciteit) en huishoudapparaten AVastgoed bedrijven AIndustriële en technische uitrusting van bedrijven GAndere Gezondheid GDagelijkse hygiëne GSymptomen (zintuigen, lichaamsdelen, …) GEerste hulp GDiagnose, behandeling en genezing GDood AZiekenhuizen en verzorgingsstructuren ASociale zekerheid / Ziekenfonds AGezondheidsbeleid GAndere Aankopen, consumptie GWinkels, producten en koopwaar GVoeding en drank GOp café, restaurant ABestelling ALevering ABetaling AKlachten, klantenservice, onderhoudsdienst GAndere Marketing en handel GBuurtwinkels / supermarkten AVerbintenissenrecht AMarktonderzoek AMarketingstrategieën AWinstmarge, belastingen, BTW GAndere Relaties en communicatie GFamiliale relaties GVriendschappelijke en liefdesrelaties GOntmoetingen en onthaal G GTelefoongesprek AZakelijke relaties AHandelscorrespondentie (e-mail, brief, …) GAndere Openbare diensten, de staat en economie in het algemeen GTelefonie, bankwezen, post GFiscaliteit GPolitie, rechtspraak en leger GRegering GPolitiek AMaatschappelijke vragen (euthanasie / drugs …) APublieke financiën AConjunctuur AMonetaire politiek AEconomische internationale relaties GAndere

32 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)

33 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

34 AandachtspuntenNiveau A2Niveau B1Niveau B2Opmerkingen Taal waarin de opgave/feedback is gesteld moedertaalvreemde taal vereenvoudigd (weinig connectoren/bijzinnen), beperkte woordenschat (zie frequentielijst ter controle) vreemde taal niet 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 minutenUitzonderlijk 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 mogelijk Transcripties en vertalingen Zoals vastgelegd in didactisch scenario Proporties vaardigheid -kennis 50% vaardigheid/50% kennisMinimum 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,AB FRa: PD,BL,CE Thema’s B1 markeren in de lijst grammaticale thema’s (als leidraad) NeL: AH,RN,AB FRa: PD,BL,CE Thema’s B2 markeren in de lijst grammaticale thema’s (als leidraad) NeL: AH,RN,AB FRa: 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,AB FRa: PD,BL,CE Thema’s B1 markeren in de lijst AL thema’s (als leidraad) NeL: AH,RN,AB FRa: PD,BL,CE Thema’s B2 markeren in de lijst AL thema’s (als leidraad) NeL: AH,RN,AB FRa: PD,BL,CE Raadplegen ‘Communication progressive du français”

35 TypeNiveau A2Niveau B1Niveau B2Opmerkingen MultipleChoice 1RA +++ MultipleChoice x RA 4 alternatieven+6 alternatieven Invulveld max. 4 veldenmax. 6 veldenmax. 10 velden Verbeter indien nodig (woordniveau) nee++ Vertaal tekst eerder naar moedertaalin de 2 richtingen, liever geen complexe zinnen in de 2 richtingen, liever beperken tot & zin Corrigeer tekst nee op zins- of tekstniveau Herformuleer +++Variatie op vertaal Dictee op woordniveauzinsdeel tot zinhele zin tot paragraafjeis niet noodzakelijk van het oefentype dictee, kan ook een invulveld zijn met een geluidsfragment Drag 'n drop tekst / image max. 6 drops, geen drags without drops max 8, met eventueel 1 of 2 drags without drops tot 10 drops, onbeperkt aantal drags Order Horizontal tot 6 zinsdelentot 8 zinsdelen10 zinsdelen of meer Order Vertical +++ Crosswords +++ Crosswords with one vertical word +nee in de optie dat het verticale word pre-ingevuld kan worden Drag 'n drop with Hot Spots tot 6 spotstot 8 spotstot 10 spots Schik in kolommen tot 4 kolommen geen drags without drops tot 6 kolommen tot 1 of 2 drags without drops tot 6 kolommen geen beperking voor het aantal drags without drops Over de hints: veel hints gevenminder hints gevenliefst hints vermijden

36 1.2.6. Language use (e.g. oralized written vs. spontaneous speech) ?Natural discourse ◊Voice over vs. interview/dialogue

37 1.2.7. Authenticity ?Making the learner familiar with the foreign language speaker’s environment to augment his motivation ◊Intercultural information through thematic reports

38 Pedagogical qualities: features for labelling the footage (metadata) e.g. Media-Tic for teachers: integrate the video materials into a digital image repository

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41 2. The integration of the video materials in a CALL application 2.1. Pedagogical constraints 2.1.1.Opening gradually the didactic scenario 2.1.2.Allowing different learning styles 2.2. Technological constraints “Merging” the video materials with the didactic scenario

42 2.1.1. Opening gradually the didactic scenario  Vertical exploitation of the video materials scenario PE CG CD LX GR AL PO AC 2.1. Pedagogical constraints

43  Horizontal exploitation of the video materials  thematically  linguistically scenario PE CG CD LX GR AL PO + AC

44 2.1.2.Allowing different learning styles  Video as leading thread  Learner controlled vs. program controlled  Filter

45 FRANE L Camera Zoom Module CameraZoom our montage your montage listeningLXGR listeningLXGR Unit

46 Pedagogical constraintsTechnological constraints PENo player CGPlayer without subtitles (t1) CDPlayer with transcription (t2) LX GR AL PO Player with transcription and translation (t4) 2.2. Technological constraints “Merging” the video materials with the didactic scenario

47 2.2.1The creation of subtitles  MagPie: transcription: e.g. FR001T222_trans.txt translation: e.g. FR001T222_trad.txt  QTconversion: FR001T222_trans.txt => FR001T222_trans.mov FR001T222_trad.txt => FR001T222_trad.mov

48 MagPie

49  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

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51 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

52 Cogni- streamer Streaming AVNet Server KULAK *.mov *_trans.mov *_trad.mov video-templates

53 2.2.3. Integration of the video player into the authoring tool

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59 3. Towards a reference frame  evaluation of existing environments  checklist for the authors of CALL applications

60 Pedagogical constraintsTechnological constraints Selection of video materials Maximum 2 minutes: montage by content developers Lively and attractive (to keep attention going): close cooperation between different partners Thematic variety (e.g. business vs. general themes): exhaustive check list Degree of interaction (e.g. dialogue vs. monologue): report or film? Functionality of the images different learning levels detailed instructions for the developer Language use (e.g. written-to-be-spoken vs. authentic) privileging dialogues (interviews) Authenticity intercultural information High image and sound quality: one compression: no quality loss Flexible final editing facilities: several sequences, frames Easy to load: streaming video Integration of Video materials Opening gradually the didactic scenario: -vertical exploitation of the video materials -horizontal exploitation of the video materials: skills and knowledge Allowing 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

61 Contact information  Piet.Desmet@kuleuven-kortrijk.be Piet.Desmet@kuleuven-kortrijk.be  FRANEL : www.franel.euwww.franel.eu  Lingu@tic: www.kuleuven-kortrijk.be/linguaticwww.kuleuven-kortrijk.be/linguatic  ALT: www.kuleuven-kortrijk.be/ALTwww.kuleuven-kortrijk.be/ALT