Internet and Web Cam Activities in the L2 Media Classroom Elizabeth Wylie-Ernst, Ph. D., University of Pittsburgh Claire Bradin Siskin, University of Pittsburgh.
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Internet and Web Cam Activities in
the L2 Media Classroom
Elizabeth Wylie-Ernst, Ph. D., University of PittsburghClaire Bradin Siskin, University of Pittsburgh
ACTFL 2005 Convention
Web page for this session:
http://www.edvista.com/claire/pres/actfl2005webcams/index.html
Overview:
Introduction
Procedure
How did we do it?Conclusion
» Conclusion
German 1101“Advanced German Media” class
Introduction
Student profile:
Undergraduates at the U. of Pittsburgh6th 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:
LinguisticFunctionalCultural
Revisiting the StandardsRevisiting the Standards
PerceptionsCultural attitudes underlying broadcast text
Products Practices
The broadcast news Ordering of newssegment priorities
Editing
Making decisions/presentational style
IntroductionDiversity in Learning and Social Styles
“Standards” Procedure: A 3-day Project
• Pre-production Session: InterpretivePre-production Session: InterpretiveCultures, Comparisons, ConnectionsCultures, Comparisons, Connections
• Production Session: InterpersonalProduction Session: InterpersonalCommunicationCommunication
• Post-production Session: PresentationalPost-production Session: PresentationalCommunitiesCommunities
Day 1 in Lab
Class meets in
Media Center
Review website
Report to class
Pre-production
Class meets in Language Media Center
Deutsche Welle http://www.dw-world.de/
Review website with class:
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
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)
Homework after Day 1:
Day 2 in Lab: Production Session
• Warm-up: compare answers to homework sheet
• Web cam demonstration• Choose partners and rehearse• Create videos
(video clip was linked here)
Day 2 in Lab: Performance Phase:
Students create videos based on their scripts.
Videos produced by students:
Gretchen
(video clip was linked here)
Greg & Justin
(video clip was linked here)
Kristin & Cary
(video clip was linked here)
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: Post-production
• 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: Post-production
• Students chat with Germans on own topic- present 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
The activity was easily adaptable to: Diverse learning stylesLevels of proficiencySpecific classroom goals
Project reinforces linguistic, functional, and cultural goalsEasy to accomplish.
How the web cam activity met our course goals:
How Did We Do It?QuickTime™ and a
TIFF (LZW) decompressorare needed to see this picture.
Mac lab:iSight camsBTV software for video capture
PC lab:Pyro cams
Hardware and software:
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.
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