Interactive Videos for Language Teaching

The recording of the webinar will be posted here.

This workshop aims at helping participants to see how to effectively use interactive videos in their language teaching to strengthen their lesson plans. The workshop focuses on the use of programs such as EdPuzzle, Vizia, and others. It will include practical activities to help familiarize participants with the features of the relevant programs, and the differences between them. Participants will also have the chance to express their ideas, and exchange experience, related to the benefits and limitations of this tool in their teaching.

Zoom at the webinar
EdPuzzle
Vizia

The participants will:

• evaluate the benefits of using interactive videos in a language classroom
• investigate the tools available for creating interactive videos
• create their own interactive video
• learn how to integrate interactive videos into existing learning management systems

There is no one all-encompassing definition for the term “interactive video” (Kolås, 2015). Videos are in themselves already interactive simply because you can pause, rewind and fastforward (Benkada & Moccozet, 2017). Some possible definitions include: “a video where you work while watching the video”, “a video where the user participates” and “a video where the viewer is active when it comes to what happens next” (Kolås, 2015). Unlike some other tools, which might need to be introduced to students specifically for language learning, videos are an integral part of their lives already. According to Benkada & Moccozet (2017), “40% of Millennials use YouTube at least once a day, to be entertained, to connect with others, but also to learn”.

Interactive videos are used in language learning as a complementary tool to increase students’ engagement, offer opportunities for self-study in blended or remote learning, help develop students’ self-regulation and improve listening and comprehension skills (Delen et.al 2014). There are many benefits to using videos in a foreign language training setting, namely its capacity to enhance student’s interest and make learning more pleasant for them. (Bajrami & Ismaili, 2016).  Interactive videos where questions pop up during the video have been shown to have a positive effect on students’ grades long-term, with the short-term effect dependent on the timing of questions during the video (Wachtler et. al, 2016).

References

Benkada, C., & Moccozet, L. (2017). Enriched interactive videos for teaching and learning. In 21st International Conference Information Visualisation (IV) (pp. 344-349). IEEE. DOI: 10.1109/iV.2017.74

Canning-Wilson, C., & Wallace, J. (2000). Practical aspects of using video in the foreign language classroom. The Internet TESL Journal, 6(11), 36-1. URL: http://iteslj.org/Articles/Canning-Video.html

Cinganotto, L., & Cuccurullo, D. (2015). The role of videos in the teaching and learning of content in a foreign language. Journal of e-Learning and Knowledge Society, 11(2). DOI: 10.20368/1971-8829/1024

Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320. DOI: 10.1016/j.compedu.2014.06.018

Kolås, L. (2015). Application of interactive videos in education. In 2015 International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-6). IEEE. DOI: 10.1109/ITHET.2015.7218037

Wachtler, J., Hubmann, M., Zöhrer, H., & Ebner, M. (2016). An analysis of the use and effect of questions in interactive learning-videos. Smart Learning Environments, 3(1), 1-16. DOI: 10.1186/s40561-016-0033-3

Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. In eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On-line Learning (pp. 112-119). URL: https://www.thinkmind.org/index.php?view=article&articleid=elml_2014_5_30_50050