using video assignments to support remote learning · how to create groups (6) demo student1 demo...
TRANSCRIPT
Using Video Assignments to Support Remote Learning
Faculty of ArtsAlejandra Barriales-Bouche & Sun-Young Kim
Department of Languages, Literatures, and CulturesJuly 8, 2020
Outline
1. Our Motivation for Using Video Assignments2. Overview of Types of Video Assignments3. Examples of Video Assignments4. How to Set Up Video Assignments: a Walk-Through
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Our Motivation for Using Video Assignments
Face to Face Remote Learning
• Offer additional practice opportunity
• Increase the variety of assignments
• Replace in-class activities with online ones
• Promote interactivity• Foster a sense of community
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(1) Where to find Video Assignments on myCourses
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(2) Where to find Video Assignments on myCourses
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(3) Creating a Video Assignment
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(4) Creating a Video Assignment
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Selecting a Type of Video Assignment
Select this icon to create an individual assignment
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Individual Assignment
Select this icon to create a group assignment
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Group Assignment
Select this icon to create a Q & A assignment
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Q & A
Individual assignments we prepared (1)
• Presentation of a city
• Explanation of an idiom
Image shared with the permission of Marta Pogaccini, student in GERM 307
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Individual assignments we prepared (2)
• Giving an opinion on a
controversial topic
• Ice breaker
Images shared with the permission of Emily-Marie Carreiro Falcone, student in HISP 219
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Sample of Ice Breaker
• [00:00-00:25] Good morning. My name is Mina and I am 19 years old. I am a student at McGill and I study medicine. I am realistic, hardworking and nice girl, but I am a little shy. I speak three languages: English, French, and Urdu and I have a Spanish class at the university. There is a lot of homework in the class, but it is fun.
Video shared with the permission of Minahil Khan, student in HISP 210
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Features we like• Time-stamped comments• Possibility of leaving feedback
in a video• Ability to export grades to the
gradebook• Possibility of peer review by
video or through text• Possibility of including slides in
individual presentations
Image shared with the permission of Minahil Kahn, student in HISP 210152020-07-08 McGill University - A. Barriales & S. Kim
● Student can only view comments that their peers and the instructors left for them.
● They cannot see any comments that instructors leave for others.
Privacy Settings
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How to create assignments in myCourses
We will now show you how to create 3 different types of assignments:
• Individual Assignment• Q & A• Group Assignment
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Example of Q&A
Instructor's questions Sample of submission
Image shared with the permission of Naz Alpdogan, student in HISP 219 182020-07-08 McGill University - A. Barriales & S. Kim
Group Assignment
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Click on the assignment to edit it.
How to create groups (1)
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How to create groups (2)
Click on the the arrow to access "Manage groups".
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How to create groups (Step 3)
Select "Manual Creation".
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How to create groups (4)
Demo student 1
Demo student 2
Demo student 3
Demo student 4
Demo student 5
You can create your own groups or have the program create groups.
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How to create groups (5) Enter the number of groups you want to create.
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How to create groups (6)
Demo student 1
Demo student 2
Demo student 3
Demo student 4
Demo student 5
Demo student 6
Demo student 7
When you create groups manually, drag and drop the names of students into the boxes.
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How to create groups (7)
Demo student 1
Demo student 2
Demo student 3
Demo student 4Names of unassigned students
Demo student 5Demo student 7
When you create groups manually, drag and drop the names of students into the boxes.
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Arts Multimedia Language Facility –Knowledge Base
Bongo Tutorials by Jennica Grimshaw and Haluk Tuncay at AMLF. Includes instructional videos on creating assignments and grading tasks.
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Links to Bongo Tutorials for Instructors
• Individual Assignments:https://bongolearn.zendesk.com/hc/en-us/articles/115005079413-Individual-Project-Overview-
• Question & Answer Overview:https://bongolearn.zendesk.com/hc/en-us/articles/115005065454
• Set Up Question & Answer:https://bongolearn.zendesk.com/hc/en-us/articles/360004319713
• Group Assignments:https://bongolearn.zendesk.com/hc/en-us/articles/115005075673-Group-Project-Overview-
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Links to Bongo Tutorials for Students
• How to complete individual project: https://bongolearn.zendesk.com/hc/en-us/articles/360005033094
• How to complete a Q&A: https://bongolearn.zendesk.com/hc/en-us/articles/360005037594
• How to complete group projects: https://bongolearn.zendesk.com/hc/en-us/articles/360005085473
• Record a PowerPoint Presentation on a Single Screen: https://bongolearn.zendesk.com/hc/en-us/articles/360008502653-Record-a-PowerPoint-Presentation-on-a-Single-Screen
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Thank you!Please feel free to contact us if you have any questions.
[email protected]@mcgill.ca
We would like to thank the students who gave us the permission to share their video submissions in this presentation: Naz Alpdogan, Emily-Marie Carreiro-Falcone, Minahil Khan, and Marta Pogaccini.
References• Brooke, Sebastian. “Video production in the foreign language classroom: Some practical ideas.” The Internet TESL Journal, 9, no. 10 (2006).
http://iteslj.org/Techniques/Brooke-Video.html
• Gardner, David. “Student-produced video documentary: Hong Kong as a self-access resource.” Hong Kong Papers in Linguistics and Language Teaching, 17 (1994): 45–53.
• McGill University, Office for Students with Disability: https://www.mcgill.ca/osd/facultyinfo/universal-design#UDL
• Meyer, Evelyn and Lee Forester. ”Implementing Student-Produced Video Projects in Language Courses: Guidelines and Lessons Learned.” Die Unterrichtspraxis/Teaching German, vol. 48, issue 2 (Fall 2015): 192-210.
• National Center on Universal Design for Learning http://www.udlcenter.org/aboutudl/udlguidelines/downloads
• Nikitina, Larisa “Video-Making in the Foreign Language Classroom: Applying Principles of Constructivist Pedagogy” Electronic Journal of Foreign Language Teaching, vol. 7, no. 1 (2010): 21–31.
• Secules, Teresa, Carol Herron, and Michael Tomasello. “The effect of video context on foreign language learning. The Modern Language Journal, no. 76 ( 1992): 480–490. https://doi.org/10.1111/j.1540-4781.1992.tb05396.x
• Sildus, Tatiana. “The Effect of a Student Video Project on Vocabulary Retention of First-Year Secondary School German Students.” Foreign language Annals, vol. 39, no. 1 (Spring 2006): 54-70. https://doi.org/10.1111/j.1944-9720.2006.tb02249.x
• Weinstein, Gail. “‘Learners’ lives as curriculum’: An integrative project-based model for language learning.” In Establishing a Theoretical Foundation for Project-Based Learning in Second and Foreign Language Contexts, edited by G. H. Beckett and P.C.Miller, 159–166. Greenwich, CT: Information Age Publishing, 2006.
• Yamak, Linda Adra. “Student documentaries: a language learning tool.” English Teaching Forum, vol. 46, no. 2 (2008): 20–27. https://americanenglish.state.gov/files/ae/resource_files/08-46-2-c.pdf
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