PDF - KU Leuven Kulak

How to create a powerful learning
environment based on authentic video
materials, pitfalls and challenges
Granada, September 7th 2006
Piet Desmet
Carmen 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 classes
More information:
www.kuleuven-kortrijk.be/linguatic
Listening skills
Preparatory activities
Listening skills
Skimming
Listening skills
Scanning
Vocabulary
Activities
Vocabulary
Index cards
Grammar
Activities
Grammar
Index card
Spelling and pronunciation
Communication situations
Activities
Communication situations
Index cards
Additional activities
Reading skills
Listening skills
Tracking and logging
for the learner
Tracking and logging
for the coach
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.
1.2.2.
1.2.3.
1.2.4.
1.2.5.
1.2.6.
1.2.7.
Maximum 2 minutes
Lively and attractive (to keep attention going)
Thematic variety (e.g. business vs. general themes)
Degree of interaction (e.g. dialogue vs. monologue)
Functionality of the images
Language use (e.g. oralized written vs. spontaneous speech)
Authenticity (with intercultural information)
1.1.
Technological constraints
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
Double compression:
Quality loss
Assembled films are
Compressed to QuickTime
Montage in Premiere
◊ (workflow 1) workflow 2
Television channels
copy AVI-films
on DV tapes without
compression
Films are imported
in Premiere in AVI
(without compression)
One compression:
no quality loss
Assembled films are compressed
to QuickTime
(Sörensen Squeeze)
Publication format
Films are assembled in Premiere
(AVI without compression)
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.
Export (compression)
• Sequences: Sörensen squeeze
– *.wav => *.mp3
– *.avi => *.mov
• Frames: Graphics editor (Photoshop)
– *.bmp => *.jpg
1.1.3. Easy to load
method
loading?
Start viewing
download
yes
After
download
progressive
download
yes
not
immediately
streaming
no
immediately
diagram
1.2.
Pedagogical constraints
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’,…)
1.2.2. 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
Taal waarin de
opgave/feedback is gesteld
Keuze reportages:
lengte
Niveau A2
moedertaal
Lengte: liefst niet meer dan 1
minuut (max. 1minuut 30’)
Eventueel 2/3 fragmenten van
30 seconden
Beeldfunctionaliteit zo hoog
mogelijk (bijvoorbeeld: klank
uitschakelen om beeld te
testen, de mond van de
persoon die spreekt zien
bewegen, etc.)
Niet
Niveau B1
vreemde taal
vereenvoudigd (weinig
connectoren/bijzinnen),
beperkte woordenschat (zie
frequentielijst ter controle)
Max. 2 minuten
Niveau B2
vreemde taal
niet vereenvoudigd
Uitzonderlijk iets meer dan 2
minuten?
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
Niet
mogelijk
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?)
Keuze reportages:
functionaliteit beeld
Debatten (zie PULS)
Transcripties en vertalingen
Grammaticale fiches
Taalsituaties fiches
Thema’s A2 markeren in de lijst Thema’s B1 markeren in de lijst
grammaticale thema’s
grammaticale thema’s
(als leidraad)
(als leidraad)
NeL: AH,RN,AB
NeL: AH,RN,AB
FRa: PD,BL,CE
FRa: PD,BL,CE
Thema’s A2 markeren in de lijst Thema’s B1 markeren in de lijst
AL thema’s
AL thema’s
(als leidraad)
(als leidraad)
NeL: AH,RN,AB
NeL: AH,RN,AB
FRa: PD,BL,CE
FRa: PD,BL,CE
Opmerkingen
frequentielijst universiteit Leiden
voor het Nederlands
frequentielijst voor het Frans: via
Serge Verlinden?
Zie test van Armand
frequentielijst universiteit Leiden
voor het Nederlands
frequentielijst voor het Frans: via
Serge Verlinden?
Thema’s B2 markeren in de lijst Eventueel schoolhandboeken
grammaticale thema’s
raadplegen maar ook Europees
(als leidraad)
referentiekader.
NeL: AH,RN,AB
FRa: PD,BL,CE
Thema’s B2 markeren in de lijst Raadplegen ‘Communication
AL thema’s
progressive du français”
(als leidraad)
NeL: AH,RN,AB
FRa: PD,BL,CE
Type
MultipleChoice 1RA
MultipleChoice x RA
Invulveld
Verbeter indien nodig
(woordniveau)
Vertaal tekst
Corrigeer tekst
Herformuleer
Dictee
Drag 'n drop tekst / image
Order Horizontal
Order Vertical
Crosswords
Crosswords with one vertical
word
Drag 'n drop with Hot Spots
Schik in kolommen
Over de hints:
Niveau A2
+
4 alternatieven
max. 4 velden
nee
Niveau B1
+
+
max. 6 velden
+
Niveau B2
+
6 alternatieven
max. 10 velden
+
eerder naar moedertaal
nee
+
op woordniveau
in de 2 richtingen, liever geen
complexe zinnen
nee
+
zinsdeel tot zin
in de 2 richtingen, liever
beperken tot & zin
op zins- of tekstniveau
+
hele zin tot paragraafje
max. 6 drops, geen drags
without drops
tot 6 zinsdelen
+
+
+
max 8, met eventueel 1 of 2
drags without drops
tot 8 zinsdelen
+
+
nee
tot 10 drops, onbeperkt aantal
drags
10 zinsdelen of meer
+
+
nee
tot 6 spots
tot 4 kolommen
geen drags without drops
tot 8 spots
tot 10 spots
tot 6 kolommen
tot 6 kolommen
tot 1 of 2 drags without drops geen beperking voor het aantal
drags without drops
veel hints geven
minder hints geven
liefst hints vermijden
Opmerkingen
Variatie op vertaal
is niet noodzakelijk van het
oefentype dictee, kan ook een
invulveld zijn met een
geluidsfragment
in de optie dat het verticale
word pre-ingevuld kan worden
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 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
2.1.
Pedagogical constraints
2.1.1. Opening gradually the didactic scenario
Vertical exploitation of the video materials
scenario
PE
CG
CD
LX
GR
AL
PO
AC
Horizontal exploitation of the video materials
thematically
linguistically
scenario
PE
CG
CD
LX
GR
AL
PO
+ AC
2.1.2. Allowing different learning styles
Video as leading thread
Learner controlled vs. program controlled
Filter
FRANEL
Zoom
Camera
Module
Module
Module
Camera
our
montage
Unit
listening
Zoom
your
montage
Unit
listening
LX
GR
LX
GR
2.2. Technological constraints
“Merging” the video materials with the didactic scenario
Pedagogical constraints
Technological constraints
PE
No player
CG
Player without subtitles (t1)
CD
Player with transcription (t2)
LX
GR
AL
PO
Player with transcription
and translation (t4)
2.2.1 The 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
MagPie
2.2.2 different versions of the video player
Videoplayer templates
FR001T222s1_t1.mov: video
FR001T222s1 _t2.mov: video + transcription
FR001T222s1 _t3.mov: video + translation
FR001T222s1 _t4.mov: video + transcription + translation
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
Cognistreamer
video-templates
Streaming
AVNet
*.mov
Server
KULAK
*_trans.mov
*_trad.mov
<XML-file>
2.2.3. Integration of the video player into the authoring tool
3. Towards a reference frame
evaluation of existing environments
checklist for the authors of CALL applications
Selection of
video materials
Integration of
Video materials
Pedagogical constraints
Technological constraints
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
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
Contact information
Piet.Desmet@kuleuven-kortrijk.be
FRANEL : www.franel.eu
Lingu@tic: www.kuleuven-kortrijk.be/linguatic
ALT: www.kuleuven-kortrijk.be/ALT