Transcript Document
ACTFL 2005 Convention Internet and Web Cam Activities in the L2 Media Classroom Elizabeth Wylie-Ernst, Ph. D., University of Pittsburgh Claire Bradin Siskin, University of Pittsburgh Web page for this session: http://www.edvista.com/claire/pres/ actfl2005webcams/index.html Overview: Introduction Procedure How did we do it? Conclusion German 1101“Advanced German Media” class Introduction Student profile: Undergraduates at the U. of Pittsburgh 6th or 7th-semester German students Majority are German majors. Students are already media consumers. Reasonably proficient in basic technology. Course Goals: • • • • • • Grammatical reinforcement Vocabulary expansion Rhetorical strategies Proposing and defending a position in writing Oral argument Understanding cultural differences in context of the Standards The web cam activity met these course goals: Linguistic Functional Cultural Revisiting the Standards Perceptions Cultural attitudes underlying broadcast text Products The broadcast news segment Practices Ordering of news priorities Editing Making decisions/ presentational style Introduction Diversity in Learning and Social Styles “Standards” Procedure: A 3-day Project • Pre-production Session: Interpretive Cultures, Comparisons, Connections • Production Session: Interpersonal Communication • Post-production Session: Presentational Communities Day 1 in Lab Class meets in Media Center Review website Report to class Pre-production Class meets in Language Media Center Review website with class: Deutsche Welle http://www.dw-world.de/ Day 1: Language Media Center Working in pairs, students then choose own website news stories from Deutsche Welle and report about them to class using the following worksheet as a basis of discussion. Day 1 Class Worksheet: Deutsche Welle 1. What is the broadcast topic?_________ __________________________________ 2. Summarize the content of the story (basis for script): __________________________________ 3. New vocabulary I learned:__________ _________________________________ 4. How is the presentation different than that of an American broadcast? Why?__________________ 5. What else would I like to find out about topic? SCRIPT Students listen to a news report Students answering worksheet questions Homework after Day 1: Go back to Deutsche Welle http://www.dw-world.de Choose/review your topic for presentation. Write a script based on that topic. (Approx. 200 words) Day 2 in Lab: Production Session • Warm-up: compare answers to homework sheet • Web cam demonstration • Choose partners and rehearse • Create videos Day 2 in Lab: Performance Phase: (video clip was linked here) Students create videos based on their scripts. Videos produced by students: (video clip was linked here) Gretchen (video clip was linked here) Greg & Justin (video clip was linked here) Kristin & Cary Students’ reactions to the performance phase: Post- Performance Homework: How successfully did the presentation of your topic content reflect German media conventions? (Culture and Comparison) Greetings and closings Physical proximity Word choice/political spin Post- Performance Homework: • How would you have performed an “American” broadcast on the same topic differently? • What did you learn about your own use of German from watching your video? (Communication) Preview extension activities and next day’s homework. Students react to seeing themselves on video. Homework: Students write critiques of videos (200 words) Day 3 in Classroom: Postproduction • Warm-up: share critiques of videos • Possible extension activities: – Create whole class video production. (Culture, Comparison) – Have students write research papers on video topics (3 Cs) – Have students create German discussion board on topics (Communities) Day 3 in Classroom: Postproduction • Students chat with Germans on own topicpresent or report the exchange (Communities) • Students vote on most interesting topic; find speaker, write reports on speaker’s presentation (3 Cs) • Students go on field trip to see American variation of most popular topic • Students write report on experience (3 Cs) Case Study in the Standards: Cary F. Day 1& 2: Filled in worksheet on web topic, created script for 3-minute broadcast on elections. Performed script. – Content: Revisited new vocabulary from DW, reviewed passive, new extended adjective structures. (Communication) – Performance: Observed authentic body language, demeanor, dress of newscaster ( Cultures, Comparisions) Case Study in the Standards: Cary F • Day 2/3: Reaction Paper (Comparisons) Commented on her own presentation: Approximation of “authentic” delivery. • Intonation, body language, camera contact. • Use of new vocabulary • Communication skills, including grammar, accent. Case Study in the Standards: Cary F • Day 3/4: Extension Activity: • Presentation and report on topical exchange with German web cam partner (Communities) – Summary of Discussion Theme – Profile of Conversation Partner – Video of Dialogue – 2-Page Written Analysis How the web cam activity met our course goals: The activity was easily adaptable to: Diverse learning styles Levels of proficiency Specific classroom goals Project reinforces linguistic, functional, and cultural goals Easy to accomplish. How Did We Do It? QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture. Hardware and software: Mac lab: iSight cams BTV software for video capture PC lab: Pyro cams Demonstration Other uses of webcams: • • • • • Self-introductions Employment portfolio: “Hire me” Online dating service: “Date me” American Sign Language signed stories Video teleconferencing Within the constructivist tradition: “Students use language to create their own messages.” Questions? Thanks for your attention.