A Video Corpus for Language Learning: Open Source Tools & Materials from the Corpus-to-Classroom Project
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A Video Corpus for Language Learning: Open Source Tools & Materials from the Corpus-to-Classroom Project
- 1. June 14, 2013 | IALLT Conference A Video Corpus for Language Learning Open Source Tools & Materials from the Corpus-to-Classroom Project
- 2. Who we are • Rachael Gilg • Project Manager / Web Developer • Arthur Wendorf • Educational Technologist / Developer / Spanish Instructor • Martí Quixal • Computational Linguist / Developer / Spanish Instructor • Almeida Jacqueline Toribio & Barbara E. Bullock • Project Co-Directors • Carl Blyth • Director of COERLL 2
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- 4. Agenda 1. Introduction to the Corpus-to-Classroom Project 2. Project results: • The SpinTX Video Archive: a pedagogically-friendly interface to the Spanish in Texas Corpus. • Involving teachers in the development of open educational resources. • A model for open source corpus development. 4
- 5. Introduction to the Corpus-to- Classroom Project 5
- 6. Corpora in the Classroom: the promise • Corpus = a large, structured, collection of language • Benefits for language learning: • Naturalistic language use • Motivation • „Real‟ language • Discovery learning 6
- 7. Example: CORPUS DEL ESPAÑOL 7
- 8. Example: CORPUS DEL ESPAÑOL 8 Pros: • View examples of language in context. • Linguistic annotations enable searching by part-of-speech, etc.
- 9. Example: CORPUS DEL ESPAÑOL 9 Cons: • Designed for researchers, not educators. • Limited utility to untrained end users. • Content not openly licensed.
- 11. Example: YouTube 11 Pros: • Engaging video content, many with captions. • Many videos are openly licensed (CC-BY).
- 12. Example: YouTube 12 Cons • Searching is time-consuming. • Content can disappear without warning. • Sometimes blocked by K12 schools.
- 13. Our two-pronged approach SpinTX: Corpus-to-Classroom Grant from the University of Texas Longhorn Innovation Fund for Technology (2012-2013) 13 Spanish in Texas Video Corpus A project of COERLL, a National Foreign Language Resource Center (2010-2014)
- 14. Spanish in Texas Corpus • Goals: • make publically available authentic data about variation in Spanish as spoken in Texas • for education • for research • encourage teachers/students/public to view local varieties as a resource 14 A collection of sociolinguistic video interviews that provide rich content for language learning.
- 15. Corpus-to-Classroom • Goals: • develop a pedagogically friendly interface for the Spanish in Texas Corpus • involve teachers and learners in the development of open educational resources based on the corpus • create a model for using open source tools and a pedagogical interface that can be adapted for any language corpus 15 A searchable collection of pre- selected, corrected, annotated clips from the larger corpus
- 16. About the Corpus 16 Spanish in Texas Corpus SpinTX Video Archive 92 sociolinguistic interview videos (avg. 30–45 min) 327 video clips from 33 speakers (avg. 1-4 min) Transcribed (approx. 650,000 words) Transcribed (approx. 80,000 words) Time-synced video caption files Time-synced video caption files Tagged for linguistic features Tagged for linguistic and pedagogical features Completely open (no registration required, open CC license) Teacher-friendly interface
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- 18. The SpinTX Video Archive: a pedagogically-friendly interface to the Spanish in Texas Corpus 18
- 19. Needs assessment with educators 19
- 20. Needs assessment with educators 20 • How do you use authentic video in your teaching? • How do you find videos to use? What problems do you encounter? • How can you imagine using the Spanish in Texas videos in your classes?
- 21. Primary goals of the interface • Enable educators to easily find and use videos that suit the curriculum. • Search by grammar point, theme, vocabulary, etc. • Enable accessibility and content openness. • Downloadable from open site with a license enabling remixing • Enable educators to curate sets of videos for comparison and study. • Favoriting and tagging videos • Provide access to supporting materials (lesson plans, activity templates, etc). • Develop a community to share ready-made materials and templates 21
- 22. Secondary goals of the interface • Employ in the development of materials for teacher training. • Engage students as co-researchers. 22
- 23. 23
- 24. Technical Overview of SpinTX Archive • Drupal 7 • Taxonomy module integration • Community tags module • Apache Solr search engine • Keyword search • Faceted browsing 24
- 25. Ideas for future development • Advanced search capability • support for wildcards • improved phrase searching • improved “keyword in context” result view • Data visualizations • word and/or tag clouds • language maps • Enhanced word-level annotations • hover over a word in a transcript and see all annotations 25
- 26. Formative evaluation of Beta version Data collection methods: • Online user survey (http://goo.gl/4Lbbg) • Web analytics (navigation patterns, popular content) • Search analytics • User observation and feedback through ongoing workshops and focus groups 26
- 27. Formative evaluation of Beta version Data collection methods: • Online user survey (http://goo.gl/4Lbbg) • Web analytics (navigation patterns, popular content) • Search analytics • User observation and feedback through ongoing workshops and focus groups 27 Results of formative evaluation will drive future development of the interface.
- 28. Involving Teachers in the Development of OER 28
- 29. Workshops with Educators • Summer 2012 Workshop • ~100 secondary and college Spanish teachers • Fall 2012 Working Group • ~10 Univ. of Texas Spanish teachers • Spring 2013 Workshops • Multiple conferences & Univ. of Texas Spanish teachers • Summer 2013 Working Group • ~10 secondary and college Spanish teachers 29
- 30. Sample materials from the community (1) 30
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- 32. Sample materials from the community (2) • Idea from teacher workshop: Use videos for grammar lessons to develop the student‟s metalinguistic and critical thinking skills as they pertain to language. • Searched and selected clips for lesson on “por vs. para”. • Lesson tested in heritage learners class. • Anecdotal evidence that video lessons were effective and motivating to students. 32
- 33. Current Templates • Four templates: • Cloze • Data-Driven Learning (DDL) • Variation • Schema 33
- 36. Data-Driven Learning (DDL) Template 36
- 37. Data-Driven Learning (DDL) Template: Activity 37
- 38. Variation Template: Pre-class Preparation 38
- 40. Schema Template: Pre-class Preparation 40
- 42. Publication of OER • Templates and community-developed lesson plans will be available on the SpinTX website by August, 2013 • We encourage the publication of videos on third-party platforms for remixing educational content. 42
- 43. A Model for Open Source Corpus Development 43
- 44. Sharing development practices and code • Use of open source software and open API‟s • Custom code developed for the project • Public GitHub repository: http://github.com/coerll • Project documentation (research protocols, development processes and methodologies, etc): • Corpus-to-Classroom Blog: http://sites.la.utexas.edu/corpus-to- classroom/ • “For Researchers” page on spanishintexas.orghttp://spanishintexas.org/for-researchers/ 44
- 45. Recruit „locally‟ • Recruit and train interns • Internal Review Board training • Video shooting and audio recording • Practice interviews on site • Recruit family, friends, acquaintances • Any Spanish-speaking resident of TX • Conduct interviews in their home communities 45
- 46. Interview protocol • Sampling of a large set of questions (~75) • from NPR Storycorps (Historias) • biographical information • Average Length: 30-45 min. • Language: Spanish and mixed • Consent form and talent release • Metadata on speaker and interviewer • Google docs 46
- 48. Processing the Videos • Intake interview materials • create unique ID for video and forms • archive raw video and remove from camera • Video and transcript preparation • Edit and export videos using Final Cut Pro • Sound and image correction • Upload to Automatic Sync to be transcribed by bilingual transcriber • 3-5 day turnaround • Approx $85 per hour of video 48
- 49. Original Transcript from Automatic Sync
- 50. Upload video and transcript to YouTube for syncing
- 52. Prepare Transcript for TreeTagger
- 54. Combine Data from SRT File and TreeTagger File, and add additional Tags
- 55. Manual clip selection and description
- 56. Divide CSV Files and Videos into Clips and adjust Timings and Numberings
- 57. Automatic Pedagogical Annotation of Clips 57
- 58. SpinTX Clip Data Published on GitHub http://www.github.com/coerll 58
- 59. Questions? 59
- 60. Links • SpinTX Video Archive: http://www.spintx.org • Spanish in Texas Corpus: http://www.spanishintexas.org • Slides from this Presentation will be posted at: http://www.slideshare.net/spanish_in_texas 60
Editor's Notes
- Results: still in progress!
- Will introduce corpora in general, our source corpus, and the pedagogical corpus
- Discuss examples briefly one at a time.How frequently do teachers use them?How easy are they to use?Emphasis on YouTube as probably the most popular in language classes, but hard to use.
- Considering the pros and cons of these types of corpus interfaces, we took a two-pronged approach to developing a pedagogically friendly corpus.One the one hand there is the Spanish in Texas project – collecting sociolinguistic video interviews since 2010Recently got a grant focused on developing a pedagogically friendly interface to this existing corpus.
- Both for research and for education dual purpseShow that language is alive and to view local varieties positively rather than negatively
- To give you a sense of the scope of the corpus we are working with.
- Will introduce corpora in general, our source corpus, and the pedagogical corpus
- We asked teachers how they use videos and how they would like to use videos. (interviews and focus groups)
- We asked teachers how they use videos and how they would like to use videos. (interviews and focus groups)
- Teachers of heritage learners can learn about local variationInterviews collected by students can be contributed to the corpus
- 1. Anonymous userWatch intro video.Show search criteria: topics, grammar, pragmatics, keywords, etc.Show video page: related items, transcripts with highlighting, sharing & downloading tabs2. Registered userHow to favorite and tag a videoTagged video lists
- We asked teachers how they use videos and how they would like to use videos.Here is how we havemet their needs
- Observe how teachers are using the system to develop OER
- Observe how teachers are using the system to develop OER
- But that’s not all!
- This will be an ongoing process that will hopefully eventually be taken over by the users.
- This will be an ongoing process that will hopefully eventually be taken over by the users.
- This will be an ongoing process that will hopefully eventually be taken over by the users.
- This will be an ongoing process that will hopefully eventually be taken over by the users.
- Pull up favorited videoHide target wordsProject video and cloze text in front of class
- Discuss prescriptive rules for target as a class.Students pull up worksheet (example)Students complete worksheet by finding and recording examples, and then indicating whether they think it is a standard or non-standard use
- This will be an ongoing process that will hopefully eventually be taken over by the users.
- 5 guidelines for developing open corporaWill also illustrate how we have implemented each guideline