Linq 2013 session_blue_2_clip_flair

ClipFlair Foreign Language Learning through Interactive Revoicing and Captioning of Clips LINQ, Rome, 2013 Stavroula Sokoli, Patrick Zabalbeascoa & Vasilis Delis Universitat Pompeu Fabra & Computer Technology Institute 1



Transcript of Linq 2013 session_blue_2_clip_flair

Page 1: Linq 2013 session_blue_2_clip_flair

ClipFlair Foreign Language Learning through Interactive Revoicing and Captioning of Clips

LINQ, Rome, 2013

Stavroula Sokoli, Patrick Zabalbeascoa & Vasilis Delis

Universitat Pompeu Fabra & Computer Technology Institute


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• New educational tools and ideas for foreign language learning

• Online educational materials for lesser used languages

• Greater awareness of accessibility (audio description for the visually impaired, captions for the hard of hearing)


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Why Clips?

Because audiovisuals… • are frequently used as a resource in foreign

language learning • are not limited by genre or text-type (film scenes,

documentaries, news, animation, songs, home-made videos, etc.)

• introduce variety and provide exposure to cultural and linguistic aspects of communication in their context


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Why Flair?

Watching a clip and talking or writing about it may not be enough.

ClipFlair proposes an active approach to engage learners in a hands-on experience.

To flair a clip is to revoice or caption it.


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What is revoicing?

• To add one’s own voice recording onto the audio track of a clip ▫ dubbing, voice over, audio description, free

commentary, karaoke singing, reciting


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What is captioning?

• To add words by writing them on screen ▫ subtitles, intertitles , annotations, speech bubbles,



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What is ClipFlair?

• A web platform for foreign language learning through interactive revoicing and captioning of clips.

• A community of learners and teachers who are interested in using audiovisual material for language learning in an active and motivating way.


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What is a ClipFlair activity?

• A foreign language learning exercise with a clip to revoice or caption.

• Instructions for the learner, guided by pedagogical principles sensitive to audiovisual literacy and didactic innovation.

• One clip at least. ▫ Example: The learner chooses to “be” one of the

characters in a film scene and records (dubs) his/her own voice over the original recording.


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ClipFlair offers:

• The Studio: for creating and using activities through revoicing and captioning tools • The Social Network: for interacting, collaborating etc. in

forums and groups • The Gallery: for uploading, accessing and sharing

activities, clips and other materials • The Conceptual Framework establishing guidelines for

activity creation and evaluation criteria


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The Social Network

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Role Partner

Project Coordinator Universitat Pompeu Fabra

ICT & Educational Technology Expert

Computer Technology Institute

Domain Expert UPF, CTI, Univ.Autònoma de Barcelona, Imperial College, Babes Bolyai Univ., Deusto Univ., Tallinn Univ., Warsaw Univ., Univ. of Algarve, National Univ. Of Ireland

Activity Developer All project partners

Local coordinator UPF, UAB, ICL and NUI have established connections with the Associate Partners involved and will guide them through the piloting task

Evaluator Deusto Univ.

The Partnership

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• 2011 ▫ December: Kick-off meeting

• 2012 ▫ March: Conceptual framework , educational and functional

specifications of the web platform ▫ June: Alpha version of the platform ▫ September: Beta version ▫ October – December: Activity development (first phase)

• 2013 ▫ Pilot use (first phase) ▫ Activity development (second phase)

• 2014 ▫ Pilot use (final phase)


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Some project numbers in brief

• 30 months (Dec 11 – May 14)

• 10 partners

• 8 countries

• 15 languages

• 300 activities

• 2,000 users (learners, teachers, authors)

• 1 web platform


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Languages targeted in the project

• Arabic

• Basque

• Catalan

• Chinese

• English

• Estonian

• Greek

• Irish

• Japanese

• Polish

• Portuguese

• Romanian

• Russian

• Spanish

• Ukranian


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