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Stavroula

Studio Start screen

5/15/2014 - Stavroula

There is a brand new Start screen at the ClipFlair Studio!

It's there to help you:
1. Start a new activity from scratch
2. Open an activity a) from your PC, b) using a link or c) from the Gallery
3. Open a video clip a) using a link or b) from the Gallery
4. Open an image a) using a link or b) from the Gallery
5. Get help through a) tutorials, b) FAQS or c) contacting ClipFlair
6. Access ClipFlair Social.


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Stavroula

Raising awareness on accessibility issues

5/14/2014 - Stavroula

How about giving learners a chance to practice audiovisual listening and writing skills while raising awareness on accessibility issues?

In the ClipFlair activity Baby Shower, B2 students are asked to simulate the work of a subtitler for the deaf and hard-of-hearing and add captions to a clip from the popular series Friends.
 
To do that, first they need to listen carefully to the dialogues and transcribe them. Then they have to create subtitles by following certain subtitling standards.

Time and space restrictions often do not allow for a word-for-word transcript, and condensation is necessary: learners have to find shorter synonyms or paraphrase the script to fit it in the subtitles.



http://studio.clipflair.net/?activity=FriendsBabyShower-Cap-C1-EN.clipflair

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Stavroula

ClipFlair conference program

5/14/2014 - Stavroula

The ClipFlair Conference program is out!
Check out the latest version at the conference website


Rated 5.00, 1 vote(s). 
rociobanos

What is revoicing and why should you use it when teaching languages?

5/12/2014 - rociobanos

What is revoicing?

One of the main aims of the ClipFlair Project is to promote Foreign Language Learning (FLL) through revoicing and captioning/subtitling. Most people are familiar with subtitling/captioning but, what is revoicing?
When it comes to the translation of audiovisual material, we normally distinguish between two types of translation modalities: subtitling/captioning & revoicing. In subtitling, the original to be translated (e.g. dialogue, text on screen, music, etc.) is rendered in writing. Thus, there is a change of mode (from spoken to written). However, in revoicing, the original to be translated is rendered acoustically and therefore there is no change of mode. In the same way that there are different types of subtitles (for the deaf, for language learning, etc.), there are different revoicing modalities such as dubbing, voiceover, audio description, free commentary, etc. (I will talk about these in a different post).

Within ClipFlair, we understand revoicing as adding speech to a clip through dubbing, voiceover, audio description, free-commentary, etc., with the purpose of learning a foreign language.

Why use revoicing to teach/learn a foreign language?

Some authors and FLL teachers have highlighted the advantages of revoicing activities to improve pronunciation and prosodic features. However, revoicing enables working on a wide range of skills when learning a foreign language:

1. Speaking
. By revoicing a clip in the L2, students can work on phonetic competence, rhythm, stress and intonation. The clip to be revoiced could be either mute, in the mother tongue of the learner, or in the same L2. This will all depend on the activity we want to design (do we want students to repeat what they hear? Do we want students to practice what they have learned in class? Do we want students to learn how to say new things?, etc.), and the level of our students.

2. Listening. If the clip we want students to revoice includes audio in the L2, we can tailor our activity so that students work on listening. They might be asked to revoice the clip in the end, but first they will have to listen to the audio and work on their understanding of general and/or specific information.

3. Writing. We could ask students to transcribe the whole dialogue or to fill in the gaps before revoicing it. In this case, they will also be working on writing skills. If the clip we work on is in their native language, students could be asked to translate the dialogue into the L2. If the clip is muted or has no dialogue, they could narrate or comment on what is happening on screen, or describe the images as audiodescribers do for blind and partially-sighted audiences. In any case, they will be working on register, style, cohesion, grammar, etc.

4. Reading. What if we provided students with a muted clip and the script to be revoiced in writing? In this case, they will also have to work on reading comprehension before actually producing their speech.

In addition to these traditional skills, revoicing activities can promote inter-cultural awareness not only through images, but also through paralanguage, intonation, etc. Revoicing activities also promote audiovisual literacy, which encompasses a complex set of abilities, especially the ability to understand a wide range of forms of communication, be it body language, pictures, maps, or video.
So, isn’t revoicing a great way to teach/learn a foreign language? For ideas of revoicing activities to use in your classes, visit ClipFlair gallery at http://gallery.clipflair.net/activity/ and filter the activities by selecting any of the categories under Tasks – Revoicing.  

Rated 2.33, 9 vote(s). 
Stavroula

TISLID 2014

5/12/2014 - Stavroula

ClipFlair was at the TISLID14 Conference in Ávila, Spain 7-9 May.


This content has not been rated yet. 
rociobanos

Using ClipFlair to teach Sign Language learners and improve English language skills

5/5/2014 - rociobanos

This post includes some suggestions of ClipFlair activities for sign language and deaf and hard-of-hearing learners and thus highlights relevant aspects to be considered when designing such activities. 

Rated 3.00, 2 vote(s). 
Stavroula

Color Templates

4/25/2014 - Stavroula

Remember you can change component colors and borders?
Well, we know it's a lot of work, so we have created some color templates for you. 
Pick and choose your favorite!

Gem




Colorful




Sakura




Christmas




Illusions

Rated 5.00, 1 vote(s). 
Stavroula

Ed2.0Work European Competition

4/15/2014 - Stavroula

Language teachers could enter the Ed2.0Work European Competition using ClipFlair!

How do you use technology, apps, games or Web2.0 tools in your teaching?

The idea of the competition is to share the best ideas of the use of free Internet and mobile technologies across education globally.

This is your chance to show your great ideas for teaching to the world, we can’t wait to see what you are doing.

The competition asks teachers to make short (2.30 minute) videos about the practice and technology they use.

There are prizes in the form of Amazon book vouchers and the overall winner will have an expenses paid trip to present their idea at the Ed20Work final conference in Glasgow on November 20 and 21 2014. There are also Logos that you can include on your websites, or blogs and all correct entries will receive a Certificate of Entry.

The video results of the competition will be added to the repository of resources of the Ed20work project and also saved on YouTube.

Entries can be made until the deadline on 12 September 2014 at 12.00 noon Central European Time.

Read more

Rated 5.00, 1 vote(s). 
Stavroula

Tell us what you think!

4/11/2014 - Stavroula


   
If you are a teacher let us know details about how you used ClipFlair in the Pilot Information Form.

Activity creators can give their feedback on ClipFlair Studio here

This content has not been rated yet. 
Stavroula

ClipFlair Partnership

4/10/2014 - Stavroula

Would you like to become a ClipFlair associate partner and pilot innovative language learning activities with your students?

Just let us know by filling in this form.

The ClipFlair partnership map:


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