1. ClipFlair
Foreign Language Learning through Interactive
Revoicing and Captioning of Clips
LINQ, Rome, 2013
Stavroula Sokoli, Patrick Zabalbeascoa & Vasilis Delis
Universitat Pompeu Fabra & Computer Technology Institute
1
2. Needs
• New educational tools and ideas for foreign
language learning
• Online educational materials for lesser used
languages
• Greater awareness of accessibility (audio
description for the visually impaired, captions for
the hard of hearing)
2
3. Why Clips?
Because audiovisuals…
• are frequently used as a resource in foreign
language learning
• are not limited by genre or text-type (film scenes,
documentaries, news, animation, songs, home-
made videos, etc.)
• introduce variety and provide exposure to cultural
and linguistic aspects of communication in their
context
3
4. Why Flair?
Watching a clip and talking or writing about it may
not be enough.
ClipFlair proposes an active approach to engage
learners in a hands-on experience.
To flair a clip is to revoice or caption it.
4
5. What is revoicing?
• To add one’s own voice recording onto the audio track
of a clip
▫ dubbing, voice over, audio description, free
commentary, karaoke singing, reciting
5
6. What is captioning?
• To add words by writing them on screen
▫ subtitles, intertitles , annotations, speech bubbles,
comments
6
7. What is ClipFlair?
• A web platform for foreign language learning
through interactive revoicing and captioning of
clips.
• A community of learners and teachers who are
interested in using audiovisual material for language
learning in an active and motivating way.
7
8. What is a ClipFlair activity?
• A foreign language learning exercise with a clip to
revoice or caption.
• Instructions for the learner, guided by pedagogical
principles sensitive to audiovisual literacy and
didactic innovation.
• One clip at least.
▫ Example: The learner chooses to “be” one of the
characters in a film scene and records (dubs) his/her
own voice over the original recording.
8
9. ClipFlair offers:
• The Studio: for creating and using activities through
revoicing and captioning tools
http://studio.clipflair.net
• The Social Network: for interacting, collaborating etc. in
forums and groups
http://social.clipflair.net
• The Gallery: for uploading, accessing and sharing
activities, clips and other materials
http://gallery.clipflair.net
• The Conceptual Framework establishing guidelines for
activity creation and evaluation criteria
9
13. 13
Role Partner
Project Coordinator Universitat Pompeu Fabra
ICT & Educational
Technology Expert
Computer Technology Institute
Domain Expert UPF, CTI, Univ.Autònoma de Barcelona, Imperial
College, Babes Bolyai Univ., Deusto Univ., Tallinn
Univ., Warsaw Univ., Univ. of Algarve, National Univ.
Of Ireland
Activity Developer All project partners
Local coordinator UPF, UAB, ICL and NUI have established connections
with the Associate Partners involved and will guide
them through the piloting task
Evaluator Deusto Univ.
The Partnership
14. Milestones
• 2011
▫ December: Kick-off meeting
• 2012
▫ March: Conceptual framework , educational and functional
specifications of the web platform
▫ June: Alpha version of the platform
▫ September: Beta version
▫ October – December: Activity development (first phase)
• 2013
▫ Pilot use (first phase)
▫ Activity development (second phase)
• 2014
▫ Pilot use (final phase)
14
15. Some project numbers in brief
• 30 months (Dec 11 – May 14)
• 10 partners
• 8 countries
• 15 languages
• 300 activities
• 2,000 users (learners, teachers, authors)
• 1 web platform
15
16. Languages targeted in the project
• Arabic
• Basque
• Catalan
• Chinese
• English
• Estonian
• Greek
• Irish
• Japanese
• Polish
• Portuguese
• Romanian
• Russian
• Spanish
• Ukranian
16
17. To follow, join, subscribe
or contact…
clipflair.net
facebook.com/ClipFlair
twitter.com/ClipFlair
clipflair@cti.gr
17
