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.