Keynote presentations
- Carol Skyring
- Visual communication: from Zoopraxiscope to YouTube
- Obadiah Greenberg
- Broadcast your university: YouTube and the global classroom
- Jon Baggaley, Claus Knudsen
- The video-conferencing haves and have-nots: an online conversation between Professor Jon Baggaley and Dr. Claus Knudsen
Masterclasses
Pedagogy and assessment
- PA1: Geraldine Jones, Gabriele Edwards
- Student digital media productions, take 2: assessment choice
- PA2: Carla Cornelissen, Ruth Romijn
- The use of video in an interactive learning environment
- PA3: Jeroen Bottema, Tom Visscher
- Video reflection in digital portfolios
- PA4: Hans Bronkhorst
- Training distance learning tools at a distance
- PA5: Yvonne Crotty
- The importance of assessment for learning when creatively using digital technology and web 2.0 technologies in a research based masters programme
- PA6: Eduardo Perez
- The pedagogical role of asynchronous communication in face-to-face and distance education: a comparative study
- PA7: Palle Qvist
- Video exams and the external examiners: results from a questionnaire
- PA8: Alena Hradilova, Libor Stepanek
- The use of videoconference recordings database in academic writing classes
- PA9: Maria Hadjipavlou, Chris Comber
- Video conferencing in initial teacher training: does it make any difference in the construction of student teachers’ pedagogical knowledge?
- PA10: Clive Holtham
- Achieving the potential of web-conferencing: lessons from media synchronicity theory
- PA11: Koos Winnips, Gert-Jan Verheij
- Didactic models for the use of videolectures
- PA12: Roy Williams, Regina Karousou, Simone Gumtau,
- Beyond text: interactive and collaborative reflective practice
- PA13: Mark Hoeksma, Ries Sieswerda
- Learning from practice to improve practice in various African cultures
- PA14: Tricia Thorpe, Jane Williams
- How should we create video resources to enhance teaching and learning
- PA15: Bruce Nightingale
- Much Ado About iPods: digital literacy and teaching Shakespeare
Tools and content oriented applications
Projects and cases: implementation and sustainability
People and technology: societal aspects
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PA8: Schedule
The use of videoconference recordings database in academic writing classes
- Alena Hradilova, Libor Stepanek: Masaryk University, Czech Republic
Watch this presentation: link to Echo360 capture
Videoconferencing has been an important part of language teaching in the Language Department of Masaryk University, Czech Republic for more than 5 years.
All the participants of these videoconferencing sessions agreed to the making of recordings of most of the videoconferences that took place during the classes. These recordings were used for future reflection on students’ performance and planning the following VC frames. This way, we have managed to create a collection of over 70 videoconference sessions recordings which provides us with authentic material that can be adapted and used in classes as video based listening exercises and outside class as a source for individual learning.
The in class activities range from topic based listening (listen and answer questions/fill in gaps/true-false exercise type) through teaching materials to practice videoconferencing skills (look-at-the-video-and-analyse-what-went-wrong type of exercise), and to videoed lectures which the teacher present in the class can turn into interactive tasks and discussions. These are especially useful when the expert who originally provided the lecture is not available to do an online lecture in real time.
We would like to share our approach to using these types of real video based exercises in our courses of Academic Writing for PhD Students. |
