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Stavroula

Programa de Radio sobre ClipFlair

3/1/2014 - Stavroula

¿Cómo se puede utilizar la traducción audiovisual para el aprendizaje de idiomas? ¿Tienen más facilidad para aprender una lengua los habitantes de países en los que el subtitulado es la modalidad de traducción más habitual? ¿Y qué herramientas informáticas se pueden utilizar para aprender idiomas a través del subtitulado, el doblaje o la audiodescripción, destinada a espectadores con algún tipo de discapacidad visual? En este programa de radio, miembros del equipo de ClipFlair dan respuesta a estas y a otras muchas preguntas sobre enseñanza de lenguas extranjeras y Traducción Audiovisual.


Escucha más aquí:

 

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Stavroula

Presentation at the 2013 Sloan-C Conference

11/29/2013 - Stavroula

The 45-minute presentation received a warm response by the audience and there were many questions by teachers of languages!


You can see the prezi below:

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Stavroula

Presentation at ICT for Language Learning Conference

11/29/2013 - Stavroula

ClipFlair was presented at the ICT for Language Learning 2013 Conference. 

Have a look at the presentation and the publication.

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Stavroula

An ideal ClipFlair activity

3/14/2013 - Stavroula

By Patrick Zabalbeascoa.

An ideal ClipFlair activity:

(1)     Has an ideal clip, i.e. audiovisually “rich” and pedagogically multifunctional and recyclable
(2)     Is engaging (makes you laugh, cry, think, talk, remember, associate, feel, etc.).
(3)     Involves ideas that are mostly or partly recyclable for other clips. The activity contains a didactic proposal that can be adapted to other learner-profiles, languages, clips, levels, or for I-learners.
(4)     Has clear instructions, user-friendly and straightforward. The language used in the instructions component is simple and repeated (where possible), over many activities, so that a learner can get used to it, and not have to become familiar with an activity's specific jargon every time anew.
(5)     Can be sequenced with others or totally independent. An activity is particularly ideal (if it sequential) if it can also function independently.
(6)     Is focused on the clip, and requires the learner to watch and do things with the clip more than anything else.
(7)     Falls within the scope of (a) repeat, (b) rephrase; or (c) react and (a), (b) or (c) can be done by revoicing or captioning of some sort.
(8)     Inspires other similar activities than can be generated by simply changing a few parameters of the original proposal. 
         Works on audiovisual literacy integrated skills and semiotics. It requires the learner to think of or work with issues of narrative, discourse, speech acts, communication events, etc.
         Is learner-centered and can be accessed and used by I-learners in the afterlife of the Project.    
   

A non-ideal (but acceptable activity) is lacking in many of these features. Non-ideal activities are in certain cases acceptable, and may be well suited to ClipFlair.

An example of a perfectly acceptable non-ideal activity is: an activity that is good for only one language, only one level, only one type of learner, only one clip, i.e. it is very much a once-in-a-life time, unique exercise, which does not allow the learner the option to think, "Ah! I would now like to do this with other clips!" 

Rated 5.00, 1 vote(s). 
Stavroula

Sources of clips and materials

3/6/2013 - Stavroula

We have been gathering links to sources of clips and materials which we can use to create revoicing and captioning activities for foreign language learning.
Here is a first list with some information on copyright issues and languages of the websites listed. 

Rated 1.00, 1 vote(s). 
Admin

A guide to Online LL

10/31/2012 - Admin

Here is a very good article concerning online Language Learning material and available sites for LL:

http://www.nytimes.com/2010/01/28/technology/personaltech/28basics.html?pagewanted=all

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