In this presentation, I focus on multimedia resources such as podcasts, videocasts and screencasts for CLIL projects and CAL courses at Official Schools of Languages in Spain.

1. Blended learning through podcasts, videocasts and
screencasts in CAL courses and CLIL projects
Alberto Lanzat García CETA Conference
lanzat@hotmail.com
Córdoba, May 7th 2011

2. What would be our starting point?
¿Cuál sería nuestro punto de partida?
Quel serait notre point de départ?
Was wäre unser Ausgangspunkt?
Public
bilingual
schools
in
Andalusia
762
693
57
12

3. CLIL Content and Language Integrated Learning
It goes way beyond the mere
translation of contents.
CLIL: a Foreign Language is used as a TOOL in the learning of
a NON-LANGUAGE SUBJECT in which BOTH language and the
subject HAVE A JOINT ROLE. (D. Marsh)

4. Knowledge
Analysis
Comprehension
Synthesis
Applica)on
Evalua)on
Cogni)on
L1
L2
L1
Culture
L3
Community
Culture
CLIL
Communica)on
L2-­‐
L3
Culture
Technology
History
L i s te
g
Science
in
Read
ning
Geography
Wri)ng
Music
Art
Content
P.E.
Maths
Coyle
(2002)

5. Na)onal
&
Regional
curriculum
School
Curricular
Project
Cogni)ve
Ac)vi)es
skills
and
tasks
subject
3
Content
Learning
outcome
Final
task
Aims
Aims
language
areas
subject
2
Content
Integrated
Lang.
skills
Topic
Vocabulary
Contents
Contents
Structures
subject
1
Content
Pronuncia)on
Cultural
/
Community
link

6. When the first CLIL projects started
being implemented in our schools,
many arose…
• Participating teachers:
– language / NLS teachers / both?
– language assistants
– Minimum level of competence in L2 required?
• Syllabus design?
• Level of students upon completing CSE: A2- A2+- B1?
• Design of own materials (graded, podcasts, videocasts, …)
• Evaluation criteria and tools (language-based, NLS, …)
• Available resources (graded texts, authentic texts, audio, video, podcasts,
videocasts, web, LMS, IWB…)
• Attention to diversity…

7. Blended learning
Face-­‐
to-­‐
face
Collabora)ve
teacher-­‐led
team
learning
learning
Online
Self-­‐paced
collabora)ve
e-­‐learning
learning

8. Blended learning

9. …and “blending” is directly
connected to diversity.

11. Spanish
Catalan
Basque
Official
and
co-­‐official
Valencian
languages
Galician
Portuguese
Official
and
Aranese
co-­‐official
English
languages
Curricular
languages
French
German
Classifica)on
of
…
languages
present
in
schools
and
the
community
Russian
…
Arabic
Environmental
Chinese
Official
and
languages
co-­‐official
languages
Curricular
Bangla
languages

12. And if we talk about the teachers, we
have to refer to their training.

13. A large percentage of of content subject
teachers are currently attending /have attended
C.A.L. courses at Official Schools of Languages.
With very clear needs

14. Among these demand, we can mention…
-­‐ Specific
aAenBon
paid
to
the
content
subjects
they
teach
-­‐ AcBviBes
to
improve
their
listening
and,
above
all,
speaking
skills
-­‐ Examples
of
the
design
and
exploitaBon
of
acBviBes
and
tasks
for
their
didacBc
units
-­‐ Mock
oral
presentaBons
in
CAL
lessons
for
their
real
teaching
pracBce
-­‐ Frequent
use
of
WEB
2.0
and
ICT
in
CAL
lessons

15. Is this common practice? Listening clips from the A1-A2
and B1 level textbooks with a
Let’s see an example… clear connection with NLS
• Classroom
language
• Tolouse-­‐
Latrec
• Music
• Film
reviews
• School
• Women
inventors
• Diets
• Football
• News
reports:
figures
&
percentages

16. …which leads us to talk about resources
in both CLIL projects and CAL courses…

17. What
is
the
atmosphere?
Visual scaffolding
• The
atmosphere
is
the
air
which
surrounds
the
Earth.
Air
is
a
mixture
of
gases.
It
is
mainly
nitrogen
and
oxygen.
There
are
also
small
quan))es
of
carbon
dioxide,
ozone
and
water
vapour.
• The
atmosphere
is
essen)al
to
life
on
Earth:
it
has
the
oxygen
which
all
living
things
breathe.
It
also
has
carbon
dioxide
which
plants
Vocabulary:
need
for
photosynthesis.
Carbon
To surround
dioxide
and
other
gases
are
like
a
Mixture
blanket
which
retains
the
Earth’s
To breathe
heat.
Ozone
filters
Blanket
harmful
ultraviolet
rays.
To filter
bad Harmful

18. Visual and textual scaffolding +
Linguistic simplification and elaboration
Rocks
are
conglomera)ons
of
minerals,
and
they
form
the
bulk
of
the
Earth.
The
main
classifica)on
of
crustal
rocks
is
based
on
their
origin.
Igneous
rocks
form
from
molten
rock
called
magma,
which
is
emplaced
into
and
onto
the
crust
during
volcanic
ac)vity.
Uplib
and
exposure
of
rocks
at
the
Earth's
surface
can
be
affected
by
weathering
causing
the
rocks
to
break
down
into
smaller
grains
which
are
transported
and
deposited
as
sediments.
The
sediments
are
lithified,
and
sedimentary
rocks
are
formed.
Changes
in
temperature,
pressure,
and/or
rock
or
fluid
chemistry
can
allow
igneous
and
sedimentary
rocks
to
change
physically
or
chemically
to
form
metamorphic
rocks.
At
higher
temperatures,
metamorphic
(or
any
other
rock
type)
rocks
may
be
par)ally
melted,
and
crystalliza)on
of
this
melt
will
create
igneous
rocks.
Uplib
and
erosion
can
expose
all
rock
types
at
the
surface,
re-­‐ini)a)ng
the
cycle.
The
approximate
volume
propor)ons
of
these
three
rock
types
throughout
the
Earth’s
crust
are:
igneous
65%:
metamorphic
27%;
and
sedimentary
8%.

19. Rocks are accumulations of minerals and they form
the main part of the Earth.
The crust is the outside layer of the Earth. Rocks
from the crust of the Earth are called crustal rocks.
The main classification of crustal rocks is based on
their origin.
Igneous rocks come from molten rock. This molten
rock is called magma, and it is moved into and onto
the crust during volcanic activity.
When the rocks come up to the surface of the Earth
and they are exposed, they can be affected by
erosion. Then the rocks separate into smaller grains
and these smaller grains are transported and
deposited as sediments. The sediments are
compressed, and sedimentary rocks are formed.

20. Ea)ng
disorders
Visual and textual scaffolding
People
started
saying
nice
things
to
me
I
couldn’t
stop
thinking
about
___
I
lost
weight
without
control
strange
Was
I
didn’t
feel
I
following
was
a
member
of
the
group
en)re
I
was
finally
happy
wth
my
body
vomited
looking
If
someone
had
said…
Ate
without
control
ea)ng
put
Would
=
used
to
Did
exercise

22. Games:
bingo,
dominoes,
ba-leships,
happy
L families
i Iden)fying
loca)on/speakers/places
s DescripBon
based
on
graphics,
photographs…
t
Drawing-­‐
Labeling
a
diagram/picture/map
/
e
n stages
i Matching
items/
MulBple
choice
n Key
lexis
recogniBon
g Filling
in
grids/gaps-­‐True/False/Not
men0oned
q.
Open-­‐ended
ques)ons
(short
answers)
Following
instrucBons
O Open-­‐ended
ques)ons
(medium
to
long
answers)
r InformaBon
transfer
a
Roleplays
/
Interviews
l
Problem
solving
Word
guessing
games
i Summarizing
a
short
text
orally
. RelaBng
personal
experiences
& Slideshow-­‐based/
Video-­‐based
presenta)on
p InformaBon
transfer
-­‐
quesBons
sheet
to
support

23. • Podcasts • Videocasts • Screencasts
What do these terms mean?
• They are audio, image and video files which:
• Can be played directly from the server where
they are hosted.
• Can be downloaded for later playing on a
computer, an mp3-mp4 player, a tablet, etc..
• Are published periodically.
• Can be located by means of topic tags.
• Can be subscribed to by means of feed
aggregators.

24. What has changed then?
The equipment available

25. …the resources we can use…

26. State, regional and
corporate web sites
Streaming Content
downloads syndication
Examples of
resources on
Image,
the WEB 2.0
podcast, General and
videocast & specific
screencast search
directories engines
Blogs, wikis, bookmarks,
eBooks, tweets, …

28. CLIL
/
AICLE
/
EMILE
+
Primaria-­‐
Secundaria
+
/
Primary
-­‐
Secondary
EducaBon-­‐
Key
stage
1
-­‐2-­‐
3
-­‐4
+
/
Science-­‐
Math-­‐
Geography-­‐
Design
and
technology
+
/
Lesson
plan
-­‐
Handout
-­‐
Worksheet
+
/
Printable+
/
Audio-­‐
Video-­‐
CapBons
+
/
Podcasts-­‐
Videocast–
Screencast

32. If we focus on video resources, one thing
is clear…
THERE IS LIFE AFTER…

36. INTERNET TV

37. For subscription to these resources

38. ¿Are there podcasts and videocasts
with ready-to-use activities?

39. We can also download and convert streaming audio/ video

40. For video converting
and editing
Windows Movie
Maker
iMovie Quicktime
Any Video
Converter
Avidemux VLMC

41. For captioned videos

42. Pau Gasol Video

43. And about screencasts…
• They are video files
• Playable on any computer, mp4 player,
DVD player, etc.
• They can include all or part of the
content on a computer screen.
• Images, audios and videos
• Presentations, word processor docs,
etc
• The cursor movement
• Ideal for recording full lessons and
tutotials.

44. Camtasia
QuickTime

45. And who can actually record
these resources?

47. Or we can ask our avatar…

48. What do we need to record these materials on audio/video?

49. Install
the
program:
hAp://audacity.sourceforge.net/download/

50. “On the cloud” storage space

51. …or even create our own TV channel…

52. lanzat@hotmail.com