Create and share video quizzes with Blubbr and YouTube

Create and share video quizzes with Blubbr and YouTube

You  may remember “French in Action” from Pierre Capretz!

 One aspect of that program that appealed to me the most was the use of movie clips as authentic resources to engage the learner and introduce popular culture references. I have tried to compile video clips of my own, but it does take time to find the clips, download them, and clip/organize them. Before I was able to assess comprehension electronically with mobile devices, I would type questions and make photocopies for each student. This involved correcting, returning the copies, and extra time. My ideal would have been to be able to add questions directly on the video clip and be able to see student comprehension immediately.

The Web tool, “Blubbr,” comes very close to meeting my needs. The site allows users to choose videos from YouTube in 20 second clips (more on that further down) and add questions for that specific clip. Blubbr is fairly easy to use, even for the novice technology user. The steps to build a video quiz include:

1. Creating an account through Facebook or Twitter. It seems that a user may also use an e-mail account.

2. Creating a new "Triv" or activity. 

3. Compiling the videos to be used. I did this step in tandem with building the quiz in a different tab in my Internet browser. Blubbr allows users to search for videos from its Web site as well.

 

In this first search, I copied/pasted the URL of the video I wanted to use. 

In this search, I copied/pasted the actual name of the video from another open tab in my browser.  

Blubbr has an internal search bar that suggests similar videos. You can search for a specific video by name or choose a theme (like "Fruits"). 

4. Choosing the clips to be assessed by using the time slidebars on the clip. You may choose to focus on one video or use a variety of videos. Using just one video for your first activity will decrease the amount of time spent on the creation process.

5. Writing the question and choosing the correct answer. Preview the video and make any corrections to timing or questions. 

6. Sharing the product through social media, by e-mail link, or by embedding the quiz in a blog or Web site.

7. Be sure to add tags (themes) to the activity at the end so that others searching for an activity can find yours. The tags I used for this activity were "français, vocabulaire, fruits". 

 My opinion on the interface (human-site ease of use) of Blubbr Web site:
As I mentioned, it is fairly easy to choose your videos from the search function on the Blubbr Web site. I had a few moments of frustration of trimming the clip to 20 seconds as I wanted to pause longer on an image in the clip. With practice, this will not be too much of an issue. I learned quickly that the slidebar under the video jumps back to the beginning of the clip if you click in the blue area. The play and pause buttons on the actual video refer to the entire video, not just the clip. I encourage you experiment with these tools. This could also be a great job for an advanced student or dedicated classroom aide. 

As it is a newer tool, there will be changes based on user recommendations. My main requests would be to allow activity users to view the video multiple times. Pedagogically, this would help language learners listen more intently and tune into key phrases. The second request would be to create classes with student accounts. This might be a far-fetched request, but tracking student comprehension growth throughout the years would be helpful. In the interim, students can share their scores with you by taking a picture of their scores, showing the score in the computer lab, or by registering as a user so that their scores appear with their names. 

As it was my first project, the compilation of four videos and the creation of thirteen questions took one hour to complete. If you use just ONE video for the whole activity, this time will decrease dramatically. The more teachers involved in the process of collecting and tagging useful videos, the easier the creation process will become. Teachers in need of suggestions could use social media groups to request ideas. Crowd sourcing is powerful and effective. 

If you make a video for language learners, please share it with the AATF Commission on Technology in the comments or on the AATF Facebook page.

Bonne continuation!
Catherine Ousselin 
Co-Chair of the AATF Commission on Technology

Thinking About Syncing? Technology tools for World Language Educators: Sharing digital lessons with students with Edcanvas

Thinking About Syncing? 
Technology tools for World Language Educators: 
Sharing digital lessons with students with Edcanvas

I learned about Edcanvas from my PLN on Twitter. If you have not joined Twitter yet, you are missing out on the best (and free) professional development available to teachers. Please consider joining and follow me to learn from World Language teachers from across the globe. 

Beginning a digital connection with learners through online tools may seem a bit overwhelming at first glance. The first choice is a platform: Web site, blog, Edmodo, Weebly, etc. There are many options for teachers to use and each has its own positives and negatives. However, without Professional Development or free-time to explore on one’s own, choosing a reliable and easy-to-use platform may prevent teachers from taking the first steps. Templates are an excellent option for beginners as they offer the ability to produce quality lessons without major time commitments or technical knowledge. I have experimented with and written about sites such as Symbaloo and others that allow users to click, copy, paste, and share their resources with students. These tools do not require any technical knowledge beyond a list of valuable and well-designed online resources. Sharing one’s own resources (PowerPoints, PDFs, Web sites, Photo arrays, YouTube videos, etc.) has not been as easy. Most templates have required using embed codes to connect resources into one linear production. Edcanvas has taken the resource sharing concept to a new level that is attainable for all technical levels. Edcanvas allows users to choose resources from across the Web and build a unified canvas to share with students. 

Use resources such as YouTube, DropBox, Google Drive, Flicker, and your own files (Word, PDF, PowerPoint, etc.) to create an easy-to-explore digital notebook/canvas for your students. 

Setting up your Edcanvas account: 

As a personal preference, I tend to register on a site with my e-mail as opposed to interfacing through Facebook or Twitter. I have used my Twitter account for Pinterest, but that was only after discussing it with longtime users of the site. If you do have a Google/gmail account, it is a good idea to use it for registration. You will be able to use documents in your Google Drive or videos that you have organized on your YouTube channel. 

Building an Edcanvas: 

  

The theme that I am sharing with first year French students is animals. We start our exploration with farm animals as they are well-known by most students. I have collected and bookmarked resources over the years: YouTube videos, authentic (native language) sites with animals in context, language learning sites that provide picture vocabulary and sounds, and my own documents. To build a coherent site for the students, I will assemble these resources in a logical introduction. For this blog example, I took a few resources (not all of them) and built a basic canvas for demonstration purposes.  

To pull in a resource, I can either search for the site on Google (under the Google tab), find a video on YouTube under its tab, search for basic pictures through Flickr, or upload a file that I have previously created or saved from another site. You may also enter text on a slide instead of dragging a resource. Once you have found the element (Web site, YT video, picture), simply pull/drag the element to the canvas. In my first block, I have written the title of the canvas. In the second, I have added a YT video with a song about farm animals. For the third box, I uploaded a PDF with animal vocabulary that I found online. In box number four, I included an authentic Web site that demonstrates animals. In the last two boxes, I included another Web site and a textbox with a description of pigs. 

When adding a resource (YT video, Web site), please preview it to ensure that it is appropriate for all levels. 

  

Adding a Google Drive / Dropbox document: 

If you have documents already saved to your Google Drive or Dropbox, allow Edcanvas to connect to your accounts in order to search for documents. You may also upload documents directly from your computer. 

Sharing the Edcanvas with others: 

Edcanvas provides several ways to share the finished product. If you wish to keep the canvas private, choose the correct sharing option from the list. This does not ensure that others will not access it, but it keeps the canvas from turning up on a site search.  

1. Edmodo: If you are an Edmodo user, you may add it to your library and share it with your connections.

2. Share through Twitter and Facebook: This will be useful if you collaborate with other language teachers or if you wish to promote your work with new users.

3. E-mail or link, yes this “antiquated” option still exists!

Example: Les animaux de la ferme

4. QR code: Copy or save the provided QR code and add it to your handouts, blog, or social media. Users will be able to scan it and access it directly.

5. Embed code: If you do use a Web site, blog, Tumblr, etc., you may copy the code and add it directly to your site. 

Recommendations and conclusion: 

If you have had reservations in the past about building a blog, an Edmodo site, or any other form digital tool to connect with your students outside of class, Edcanvas is an excellent option. It is a quintessential tool for true beginners. 

Researching the resources takes an initial investment of time, but if you have already bookmarked and organized your personal files, the time involved to build a basic canvas will impress you. Building online resources for your students also projects an interest to engage learners through multiple media. 

Share the project with your building supervisor and the district superintendent, especially if your language classes are in danger. It is important to show administrators that World Language teachers are innovative and dedicated to expanding student resources. 

If you have built an Edcanvas for French learners, please consider sharing it with the AATF Commission on Technology by adding the address in the comments.

It is my intention to add more posts each week. It has been a busy year, but if you have been following me on Twitter through the AATFrench or catherineKU72 accounts, you will have seen my other posts on technology ideas. Additionally, the AATF Delicious site has many useful links for authentic resources and Web tool sites. Lastly, I have updated my personal “Thinking About Syncing ?” technology site for WL teachers. If it is not on this blog, it is on of these resources!

Please share your favorite sites or ideas with us in the comments.

Bon surf!

Catherine Ousselin

Part3: Classroom motivation and assessment : Infuselearning

In two blog postings (Part 1 / Part 2) from January 2012, I presented several options for classroom evaluation and activities using computer-based sites and hand-held devices. Included in that discussion was the web-based "Socrative" that can be used on any device (computer, phone, tablet) and that is available as an iOS app. 

Over the Thanksgiving week-end, Kathy Schrock tweeted that she was demonstrating a new student response site, Infuselearning.  What captured my interest the most about this tweet was the TwitPic of the participants' pictures that they had made using Infuselearning. I often use whiteboards in class to assess student comprehension through drawing. Additionally, 1st and 2nd year students draw their vocabulary in their notebooks. Sharing student drawings involves soliciting volunteers and projecting with the document camera. This practice has worked well, but I was interested in saving student work for others to see. 

I visited the Infuselearning site, signed up for an account, and spent roughly two hours exploring the site and its capacities. My main concern: How did this site compare to Socrative, a major favorite for me and my students? My criteria included:
1. Tracking student progress through downloadable reports.
2. Multiple assessment options including short text, multiple choice, and true/false.
3.  Option to uploaded images to the assessment.
4. Room number/identifying code for the classroom. Students prefer to log in with the same room code each time. Infuselearning provides this code at the top left of the teacher screen. (See dashboard picture below.)
5. Student opinion of the interface. Their opinion is important as they are the end users. 

Infuselearning offers intriguing options to assess student comprehension. From the dashboard, teachers can choose to do "Quick Assessments" for on-the-fly type questions or they can build and save quizzes for later use. The Quick Assessment options include: Draw Response, True/False, Multiple Choice, Sort and Order, Open Ended Text Answer, Numeric, and Likert Scales.  

As I was most interested in the drawing component, I explored that option first. When students log in to the system with the provided classroom code, the teacher is able to "push/send" out tasks to everyone who is connected. Participants do NOT need to be in the same room. This could be done from miles away. 

When the teacher chooses the "Draw Response" option, participants automatically see this screen. It allows users to change the colors and the size of the brush. They may rotate the drawing and erase what is not wanted. When the drawing is completed, it is uploaded to the teacher dashboard by pushing the download arrow button. It's the last arrow on the left side. 

As the participants send their drawings, they appear on the teacher dashboard for all to see. These drawing can be saved as PDF files directly to the teacher computer. This is a view of the teacher dashboard with one picture submitted. 

Under the Interactive Tools option (right side of the dashboard), teachers are able to push/send pictures and links to student devices. The two options are: Infuse Draw and Infuse Link. This is a remarkable option that I greatly appreciate. When working online, students are not always easily able to navigate to a Web site. They may spell the URL incorrectly or not know how to use the address bar correctly. The teacher may send the students to a video or a Web site. 

Under the Infuse Draw option, users can upload a picture to the teacher dashboard, draw/highlight the picture and send it to the student devices with a question. In this example, I took a picture of a nose, circled it in red, and chose the "Text" question option. The student device displayed the exact picture and offered a space to write an answer for the picture. As students submit their answers, the teacher is able to collect and save them. 

Under the Quiz Management bar, teachers can prepare assessments using a variety of question types. Again, the ability to use multiple assessment types is highly desired. Students are able to demonstrate their knowledge in various ways. If they are weaker in spelling, multiple choice and true/false type questions will allow them to convey their knowledge. Please note: At this time there is no option to draw in the student-paced quiz. Infuselearning has noted on their site that this is option will be available in the near future. Students may skip a question and return to it later. As an added option, students may listen to the words on the quiz by clicking the sound button. At this time, this option for language teachers is not ideal. If you don't switch the language at the bottom of the page, the phrase will be read in English. If you do choose the target language, the system changes the written text. In this picture, my answer options included the French word "bras" (arms). When I changed the language to French, the word "bras" was interpreted as the French word "soutien-gorge" was means "bra/undergarment." I will be sending Infuselearning a suggestion that they allow quiz makers to select the language of the quiz before they distribute it. However, as pointed out on the Infuselearning site, non-proficient speakers of English could use the language option to help them understand the question better. 

As students progress through the quiz, the teacher is able to watch the progression of correct and incorrect answers. If a student demonstrates too many red marks, the teacher could intervene immediately to help the student. It is suggested that the LCD projector be frozen or not in use during a quiz as this information is sensitive and private. 

Under Class Setup, teachers are able to build classes with student names. I have only added the classes, but no students at this time. It seems that is possible to track student progress when they sign in (not using open enrollment) with the name that has been entered, but I have not been able to find how to do this yet. I will be exploring this option more over the Winter break. 

Lastly, under the "Preferences" link, Infuselearning allows users to modify their preferences for quiz navigation (skipping questions), audio, and translating. There are several helpful video/presentations under the "Help" button and the option to send a help ticket to the support team.  By following the support team on Twitter (@InfuseLearning), users may send questions to the support team. I received a reply to my first inquiry within a few minutes on a school day. 

Issues: As I test piloted with my French IV group, we found a few buggy moments. None of their pictures appeared during a Draw Response question. We refreshed the site and tried a second time and it worked. This happened a few other times with the Draw Response. The support team sent me some pointers on how to avoid this error. 

Using iPod Touch devices (we have 21 in our classroom) works well for the quizzes, but not as well for the drawing. The surface is a bit too small and the tools take up some room on the canvass. Nonetheless, the students LOVED the drawing function. Students who have SmartPhones are able to connect easily, but I would advise that they use the WiFi (if your school has it), as data plans are expensive. Students can log out and share devices if not everyone has a phone, tablet, computer, or iPod Touch. 

I highly recommend Infuselearning to World Language teachers. The various types of assessment options, the easy of use, and the ability to share quizzes corresponds exactly to our needs. Pictures, both uploaded and student-drawn, are exceptional ways to communicate language and culture. 

Please let me know if you have any questions about using Infuselearning or any other interactive student assessment tool. I have been piloting them for over a year and feel fairly confident on recommending options. 

If you have an iOS device, explore an app that was recently suggested to me on Twitter, "Nearpod."

Bon surf à tout le monde!
Catherine Ousselin: Co-Chair for the Commission on Technology, AATF 

November 2012 Updates: Delicious bookmarks and online audio recording

Since September 2012, the AATF has a Delicious bookmark site with 100 + useful links for World Language educators and students. Delicious is an excellent option for sharing your favorite sites with your colleagues or students. The links are categorized and searchable. Sites are added weekly and suggestions are always appreciated. 

Please send your favorite links to aatfrench@gmail.com or catherineku72@gmail.com

Tech tip of the week: 

Audio recording on mobile devices and computers

Few World Language teachers have access to a dedicated language lab, yet need to record student work. There are many free options to record audio that allow users to share through social media, embedding, or e-mail. Several of the sites also have mobile device apps for iOS (Apple) and Android users.

AudioBoo - Record online from a computer, upload previously recorded files, or record from a mobile device for free. AudioBoo encourages social sharing of audio files. Users can subscribe to each other and listen to their updates. It is a highly interactive and engaging environment. 

Vocaroo - One of the easiest and most useful sites for students and teachers. Using a desktop microphone or an internal laptop microphone, users are able to record audio, and share it with others. The recordings can be embedded in a blog or saved locally (on a computer) as an Mp3 file.

 

Chirbit This is a free, user-friendly site on which users may record directly. It is also possible to send voice memos from smartphones to the user account. Files may be shared, downloaded and edited.   

SoundCloud - Quite similar to AudioBoo in that the site encourages social sharing of audio recordings. The site is free, users may record from a computer or a mobile device, and files are able to be downloaded. 

iPadio - iPadio is a highly involved site designed for the power-user of audio for specific purposes. To learn more about the features, visit their tutorial site and explore their videos. 

Google Voice - When you sign up for a Google Voice number, students can call and leave a voice message that will appear in both your Voice Inbox and in your Gmail inbox. These files may be downloaded to a local computer. You will need a Google/Gmail account. It is suggested that you create a separate school account. 

Audio Apps for iOS 

Voice Memo (Dictaphone) comes pre-installed on iPod and iPhone  4th generation iPod Touch and iPhone. iPad users will need to download either a free (usually Ad-supported) app such as AudioMemos or a paid (non-Ad) app such as iTalk ($1.99) that allows files to be sent to Dropbox or SoundCloud. Visit this site for more app suggestions. 

AATF Annuel Conference: 7 & 8 July 2012 - InterContinental Hotel - Chicago, Illinois


AATF Commission on Technology's work session and workshop updates:
Both sessions were well-attended and offered excellent opportunities for sharing useful Web tools for students and teachers. 


Web Tools presented at the Commission Work Session: 
We will be adding to this list on the designated pages of this blog throughout the summer. Please subscribe to the blog to receive updates! 


1. BonPatron - Although a basic and limited tool that will ask users to contribute to the site, this is an interesting way to help learners proofread their written work. BonPatron will suggest, but not correct, text that has been either copy/pasted or typed directly into the text box. For $15 a year, users may access the complete site with no limits or ads. 


2. Pixton : Comic strip maker - Pixton for schools allows teachers to purchase class licenses or use a 30 trial for 50 students. It is quite easy to use and has preset templates if students need assistance. Users may choose the language of their strip. There are many props, speech balloons, and accessories to add that enhance student work. Comics can be saved, edited, and embeded into blogs or printed out. 


3. ToonDoo : Comic strip maker -  Create eye-catching strips using text boxes, props, and characters. These may be saved and embeded online. Easy to use! 


4. Make Belief Comix : Comic strip maker - More designed for younger students, this basic strip maker allows users to choose several elements to build their projects. 


5. Bubblr : Use pictures from Flickr to make comic strips. I have not used this tool yet, but will experiment over the week-end. 


6. Socrative : This free Web site allows teachers to build quizzes for students that can be taken on any device that has a web browser: computer, phone, iGadget and through any operating system (Android, iOs, etc). It is a powerful tool that generates complete downloadable reports of student progress. This is a highly suggested site! 


7. CorkboardMe : Free site that promotes collaboration through virtual sticky note posting. Suggested uses for this site included adding favorite quotes from movies, books, or speeches. 


Web Tools SlideShare presentation from the Commission on Technology Workshop (Lara Lomicka Anderson)

AATF-workshop2012

View more PowerPoint from Lara Anderson

The 2012 AATF Conference will be held at the Intercontinental Hotel in Chicago, IL from July 5th through July 8th. As always, there will be a wealth of information shared by educators from across the continent. Members of the AATF Commission on Technology will offer two sessions: 1 workshop and 1 working session. 

Beyond the Commission sessions, several educators will present their experience and knowledge on technology in the World Language domain. Please consider attending the following sessions! 

Le jeudi 5 juillet:

Heure: 14h-15h / Salle: St. Clair / Public: secondaire

 S108: Effective Techniques for Using Smartboards, Laptops, and iPads to Teach French brevet and Baccalaureate Curricula

Intervenant: Adam Steg, Miami Dade County Public Schoools

The presenter will describe effective techniques for using Smartboards, laptops, and iPads to teach French brevet and baccalaureate curricula.  Emphasis will be placed on practical techniques using readily available resources and technology. PowerPoint illustration of screenshots and appropriate content will be included. Links to useful sites will be distributed.

Heure: 15h15-16h15 / Salle: St. Clair / Public: general

 S118: The World In Your Pocket!

Intervenante: Melinda M. Larson-Horne, Pewaukee High School (WI)

https://sites.google.com/site/melindamlarsonapps/

Technology has become portable, allowing learning to occur anywhere, any time. Students read, write, create, collaborate, research, and practice. Mobile devices can help motivate reluctant learners, support struggling learners, and challenge advanced learners.

Le vendredi 6 juillet

Heure: 8h45-10h00 / Salle: Holabird / Public: general

S215: La Technologie aux bords et au sein de la Francophonie

Intervenantes: Polly R. Duke, Friends Academy (NY), Jacqueline Friedman, Horace Mann School (NY), et Diane Paravazian, St. John's University (NY)

http://www.aatfnymetropolitan.com/contact.html

Complexe, nuancée, variée, la Francophonie devient accessible aux élèves et aux étudiants à travers les outils technologiques qui sont à leur portée. Les intervenantes présenteront une variété de ressources, de projets et de destinations virtuelles et francophones.

Heure: 10h30-11h30 / Salle: King Arthur Court / Public: secondaire universitaire

S220: The iPad in the 21st-Century French Language Classroom

Intervenante: Franca P. Gilbert, Franklin Academy Charter High School (NC)

Participants will be introduced to a multifaceted approach to incorporating the iPad in the foreign language classroom. The presenter will include tips on how to use applications effectively with students. Discussion will focus on use of applications to develop the communication skills needed to become proficient in any language. From podcasts and virtual museum guides to Francophone television, the presenter will give tips and ideas on how to maximize the tablet technology available and make it work for the teacher.

Heure: 14h15-15h15 / Salle: Toledo / Public: secondaire

S242: Technology in the French Classroom: Effects on Language and Cultural Competence

Intervenante: Elizabeth E. Zwanziger, University of Northern Iowa - Malcolm Price Laboratory School

The one-to-one computer initiative is becoming more common in schools, but how does the implementation of digital tablets or laptops for each student affect pedagogy and outcomes in the French classroom? Digital devices bring many advantages and brand new possibilities to world language teaching and as well as a number of challenges. The presenter will provide examples from a French-teacher perspective of how one tablet or computer per student has  impacted students' reading, writing, listening, speaking, and cultural competence during the past academic year in high school French.

Le samedi 7 juillet

Heure: 8h00-9h15 / Salle: Toledo / Public: general

S302: Do You Have the Latest Free Technology in Your Classroom?

Intervenante: Adina Alexandru, Southington Public Schools (MA)

This session will explore multiple venues to keep the foreign language class alive while getting updated on the latest free Web technology. With nothing more than a reliable Internet connection, you can create documentaries, entertainment, and how-to videos while helping your students develop outstanding speaking and writing skills.

Heure: 10h00-11h00 / Salle: Michigan / Public: general

C319: Working Session of the Commission on Technology

Animatrices: Lara L. Lomicka, University of South Carolina, Co-Présidente de la Commission, et Catherine Ousselin, Mt Vernon High School (WA), Co-Présidente de la Commission

Interested in using technology to teach French? Bring an idea to share, a project to discuss, or a question. The Commission on Technology will host an interactive working session that encourages the exchange of ideas and fosters stimulating discussion about the use of technology in language learning. Come and find out more about the Commission and about using technology in language teaching.

Heure: 10h00-11h00 / Salle: Ohio / Public: général

S317: Digitally Speaking: Free Digital Resources to Improve Oral Proficiency

Intervenante: Catherine T. Ritz, Arlington Public Schools (MA)

http://www.catherineritz.org/

This session will focus on how to use free digital resources to improve students' oral proficiency. Participants will learn how to use a wide variety of Web sites, such as Google Voice, Voki, Blabberize, GoAnimate, and more to make speaking tasks engaging and fun. We will also discuss how to share student work digitally through blog sites, thereby transforming a class assignment into "published" work.

Le dimanche 8 juillet

Atelier (pré-inscription recommandée)

Heure:  8h00-11h00 /  Salle: Holabird / Public: general

 W405: The Commission On Technology Presents: Thinking About Syncing? Connecting with World Language E-Learners

Intervenantes: Lara L. Lomicka, University of South Carolina, Co-Présidente de la Commission, et Catherine Ousselin, Mount Vernon High School (WA), Co-Présidente de la Commission

The Commission on Technology will host a collaborative, hands-on workshop to promote the exchange and development of technology-enhanced lessons and projects. An interactive discussion will encompass attitudes, experiences, and challenges in the adaption of technology in world language education. Participants should bring a laptop computer or iPhone/Pad/Pod or Android device.

Web Tools for WL Teachers: Using Symbaloo to organize links and ideas

Symbaloo - A visual organizer of your links and ideas. 
To see this Web Tools for World Language Teachers Symbaloo in its entirety, please click on the link.
If you have a tool to add, please suggest it in the comments
or send an e-mail to aatftech@gmail.com
Apps for French teachers will be added this week.
Many suggestions are made on our Twitter feed. 
Are you following us?