In this task, two remote secondary classrooms, one in Germany and one in France engage in a video-conferencing session, using the IWB, camera and microphones. The teachers of both classes, after an in-class discussion, decided that the topic of the videoconferencing sessions would be ‘phubbing,’ . This is a relatively new concept in the English … Continued
In this task, two remote classrooms engage in an online communication using Skype as a platform to enable real-time exchange. The learners in the German class are 7-8 years old and it is their first year of learning English as a foreign language. In the pre-task, the teacher used the IWB to set the context … Continued
This project involved online collaboration between two primary schools in Germany and France. Although located in different countries, the learners were able to share documents, annotate directly on their whiteboards and save the changes, with the help of the “Bridget Conferencing Software” which supports online collaboration. A webcamera, microphones and speakers were connected to the … Continued
In this task, two remote classes, one in Germany, one in France, communicated firstly via Skype, then exchanged video-selfies in order to get to know each other a little bit better. In the pre-task phase, the learners first engaged in a Skype video-conference and introduced themselves to the learners in the other remote classroom. Afterwards … Continued
In the first video, the French pupils prepare a news report where they present the results of their survey of attitudes to “phubbing,” or impolitely using smartphones in the presence of others. The questionnaire was created and distributed among each learner’s own friends using a free online survey tool (Google forms: forms.google.com). Working in four groups, learners have examined different aspects of the responses they received and written a short report to be read to camera. Now one member of each group is presenting this report, filmed by the pupils themselves to produce a short video to share with the remote class in Germany.
At the start of the clip, pupils are seen setting up the class for the recording session: placing the learners playing the role of television presenters in front of the camera, testing the microphone, and discussing how the footage will be edited. A short excerpt of each learner’s presentation is then shown, with interventions by the teacher and the pupils responsible for recording and editing the footage. After the recording the teacher provides feedback and reminds the class of follow-up work to be completed, then takes a class photo to exchange with the partner class in Germany.
Who’s who? In this task sequence, a French primary class makes a set of video selfies to send to a partner class in Germany, using English as a lingua franca. The German class does the same, and each class watches their partners’ videos to identify the pupils in a group photo. To prepare to record … Continued
In the first video the pupils rehearse their first videos, making recordings on iPods to judge Then we see the final recording made on the teacher’s laptop computer. We see how the learners are aware of the camera and aim to maintain control of the image they project as well as the language they are producing.
This video features a global collaboration between a high school in Antwerp (Belgium) and Park Hills (MO, USA). For the Belgian students it was part of their English class, for the US students it was part of the subjects ‘Western civilisations’ and ‘American history’. The two classes worked together on different occasions throughout the school … Continued