Effective integration of streaming video in a CALL environment Technological and pedagogical constraints Piet Desmet Carmen Eggermont
0.
Need for a thorough reflection on technological and pedagogical constraints
1.
The selection of video materials 1.1. Technological constraints 1.2. Pedagogical constraints
2.
The integration of video materials 2.1. Pedagogical constraints 2.2. Technological constraints
3.
Towards a reference frame
0.
Need for a thorough reflection on technological and pedagogical constraints 0.1 0.2
Why? some punctual remarks on existing applications Our test case: FRANEL
0.1 Why? some punctual remarks on existing applications 0.1.1 Selection of video materials Technological aspects
BBC “Languages” www.bbc.co.uk/languages/french:
quality of the image is rather low
Pedagogical aspects
BBC “Languages”: CANAL REVE:
videos are not really authentic (acted) low diversity (few fragments)
http://babelnet.sbg.ac.at/canalreve
I-Catcher:
written-to-be-spoken (oralized written speech) www.fle.hachette-livre.fr/siteseducation/hachette_fle/inf/inf01_icatcher_f.jsp
France 5 Education : http://education.france5.fr
often very long programs
0.1.2 Integration of video materials Technological aspects:
Télédoc: www.cndp.fr/tice/teledoc
videos are not on line (mainly references to television programs (problems with copyright))
Pedagogical aspects:
France 5 Education:
no on line activities
TV5:
video is used only in a part of the environment
www.tv5.org
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
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
[email protected] [email protected] FRANEL : www.franel.eu Lingu@tic: www.kuleuven-kortrijk.be/linguatic ALT: www.kuleuven-kortrijk.be/ALT
