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Target Group

4th-year students studying at the Department of English Language and Literature

Instructor_Contact details

Voliraki Stella (MA, M.Ed TESOL), English Teacher at Anavryta Model Senior High School

Feel free to contact me by leaving a message in the message box. I will get back to you as soon as possible.

Course Objectives/Goals

Aims:

The aims of this workshop is to:

• familiarize students with the implementation of video in the EFL classroom.
• link literature to teaching practice
• acquaint themselves with the principles strategies and techniques underlying the implementation of video in the classroom

Objectives:

On completing the workshop students should be able to:

• discuss the benefits and drawbacks of video implementation in the ESL context
• identify appropriate content (video)
• select video materials for their learners based on their level and cognition
• create interactive video materials
• implement TED-talks in their teaching practice

Course Duration and Break down sections

The workshop is divided into four sections (weeks) each of which includes a presentation, relevant articles, a study plan,a short questionaire and an assigment (or a forum discussion or a blog post). More specifically:

Week 1 (literature review)

• the framework of video teaching principles
• the benefits and potential drawbacks of video implementation
• the various roles and types of video in the ESL classroom
• the criteria for selecting video sequences

Week 2 

• viewing techniques
• criteria for selecting/assessing supporting materials
• examples of producing your own supporting materials
• activities based on the teaching stage (pre-,while-, post-)

Week 3

• Interactive video content
• Exemplary platforms : Edpuzzle- Playposit-iSL collective-H5P content 

Week 4

• Implementation of TED talks in the teachig practice

Assessment Methods

Submissions are of the following types:

1. assignments (weeks 1 & 2 & 3 & 4)
2. forum discussion (weeks 1 & 2 &4)
3. exercises (week 3)

You are strongly advised to submit all assignments and participate in the forum discussions for the following reasons:

1. It is only through practice that you will improve your academic skills.
2. You train yourselves on how to respond to situations that you might face in a real classroom.

The grade of this workshop takes up 25% of the total grade of the course (Practicum I), broken down as follows:

Assessment criteria:

Week 1 (assignment): justification of  the criteria for selecting  a video sequences, level appropriateness and video citation

Week 1 (forum): quality of arguments presented

Week 2 (assignment): clarity of objectives, CC license, level appropriateness

Week 2 (forum): the extend to which the two points were analyzed

Week 3 (assignment): length of video, density of questions, level appropriateness, user friendliness, accordance to the objectives

Week 4 (assignment): accordance to the objectives, level appropriateness, questions opted

Week 4 (forum): quality of the argument(s) presented

Important dates:

Workshop Round 1: 31/10/2021- 27/11/2022

Submissions  for Week 1:06/11/2022

Submissions for Week 2: 13/11/2022

Submissions for Week 3: 20/11/2022

Submission of final assignment: 27/11/2022

Cut-off date: 27/11/2022- zero scoring for assigments/forum posts submitted after this date

You are STRONGLY advised to submit assignments and forum posts at the end of each week. The final date of the workshop is set on the 27th of November. No submissions will be possible beyond that date.

Week 1

Week  1_Reference materials

1. Arcario, P. (1992). Criteria for selecting video materials in Stempleski, S &      Arcario P. (1992). Video in Second language Teaching: Using, selecting and producing video for the classroom. Alexandria, VA: TESOL
2. Burt, M. (1999). Using Video with Adult English Language Learners. In ERIC Digest ED434539. Retrieved 07-09-2020 from: https://files.eric.ed.gov/fulltext/ED434539.pdf
3. Denning, D. (n.d). Video in theory and practice. Retrieved 11-09-2020 from https://www.academia.edu/4666293/Video_in_Theory_and_Practice_Issues_for_Classroom_Use_and_Teacher_Video_Evaluation
4. Gallacher, L. Video and young learners. Retrieved 11-09-2020 from https://www.teachingenglish.org.uk/article/video-young-learners-1
5. Willis, D. (1983). The Role of the Visual Element in Spoken Discourse: Implications for the Exploitation of Video in the EFL Classroom. In ELT Documents 114. Video applications in English Language Teaching (pp.29-42). McGovern, J. (Ed.): British Council [Also Retrieved 10-09-2020 from https://www.teachingenglish.org.uk/sites/teacheng/files/F044 ELT-49 Video Applications in English Language Teaching_v3.pdf
6. Willis, D. (1983). The Potential and Limitations of Video. In ELT Documents 114. Video applications in English Language Teaching (pp. 17-28). McGovern, J. (Ed.): British Council [Also Retrieved 10-09-2020 from https://www.teachingenglish.org.uk/sites/teacheng/files/F044 ELT-49 Video Applications in English Language Teaching_v3.pdf ]

Week 2

Week 2_References materials

1. Crawford, J. (2000). Using video in the classroom. MLTAQuarterly, Vol. 122 (pp. 25-28).
2. Denning, D. (n.d). Video in theory and practice. Retrieved 11-09-2020 from https://www.academia.edu/4666293/Video_in_Theory_and_Practice_Issues_for_Classroom_Use_and_Teacher_Video_Evaluation
3. McKinnon, M. (n.d). Teaching technologies: teaching English using video. Retrieved 08-06-2016 from http://anhvusblog.blogspot.com/2015/01/teaching-english-using-videos-onestop.html
4. Tomalin, B. (1990). Video in the English Class - Techniques for successful teaching. London: BBC English.

Week 3

Week 3_Reference materials

1.Benkada, C.& Moccozet, L. Enriched Interactive Videos for Teaching and Learning. 21st International Conference Information Visualisation (IV), London, 2017, pp. 344-349. Retrieved 27-09-2020 from https://ieeexplore.ieee.org/document/8107994

2.Cieliebak, M. (2014). Flip your classroom- But be aware!. In LLinE. Retrieved 27-09-2020 from http://dreamboxx.com/mark/data/LLinE14.pdf

3.Güzer, B & Caner, H. (2014). The Past, Present and Future of Blended Learning: An in Depth Analysis of Literature. In Procedia-Social and Behavioral Sciences. Retrieved 28-09-2020 from https://www.sciencedirect.com/science/article/pii/S187704281401009X

4. Srivastana, K. (2014). Role of Flipped Classroom in Education. In Indian Journal of Research. Retrieved 27-09-2020 from https://www.researchgate.net/profile/Kiran_Srivastava/publication/275019862_Role_of_Flipped_Classroom_in_Education/links/552e74dd0cf2acd38cb98eb6/Role-of-Flipped-Classroom-in-Education.pdf