http://www.widgepedia.com/index.php?title=Video_Notes&feed=atom&action=historyVideo Notes - Revision history2024-03-29T09:48:03ZRevision history for this page on the wikiMediaWiki 1.31.1http://www.widgepedia.com/index.php?title=Video_Notes&diff=477&oldid=prevMarcos Benevides at 23:00, 27 October 20182018-10-27T23:00:07Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 23:00, 27 October 2018</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''1. It models language and situations for students.''' This is especially true of the sample task videos, in which the stage tasks are literally performed. Lower language proficiency students may want to follow these models almost word-for-word by modifying to the script, but higher proficiency students should be able to look at them as simply one possible way of doing things. In fact, the latter group may want to discuss the good and bad points of these task videos – certainly none is 100% flawless!</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''1. It models language and situations for students.''' This is especially true of the sample task videos, in which the stage tasks are literally performed. Lower language proficiency students may want to follow these models almost word-for-word by modifying to the script, but higher proficiency students should be able to look at them as simply one possible way of doing things. In fact, the latter group may want to discuss the good and bad points of these task videos – certainly none is 100% flawless!</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>'''2. It helps to develop the authentic context of the course simulation.''' That is, it helps make the students "feel" like they are in a real workplace. This is why we have added certain features in the video which you may not expect (for example, Titus having recurring technical problems). Another aspect of authenticity is that the characters display a certain degree of realistic personality, both good and bad aspects. <del class="diffchange diffchange-inline">Students may </del>like or dislike the boss, but at least <del class="diffchange diffchange-inline">they </del>should feel like 3-dimensional human beings rather than simplistic caricatures <del class="diffchange diffchange-inline">as in many other learning videos</del>.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>'''2. It helps to develop the authentic context of the course simulation.''' That is, it helps make the students "feel" like they are in a real workplace. This is why we have added certain features in the video which you may not expect (for example, Titus having recurring technical problems). Another aspect of authenticity is that the characters display a certain degree of realistic personality, both good and bad aspects. <ins class="diffchange diffchange-inline">Like any of us, students should feel free to </ins>like or dislike the boss, but at least <ins class="diffchange diffchange-inline">it </ins>should feel like <ins class="diffchange diffchange-inline">they are </ins>3-dimensional human beings rather than simplistic caricatures.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''3. It provides opportunities for discussion, note-taking, and other classroom activity.''' This is especially true of the conference-call videos in which "the boss" is addressing the teams directly. It is important to bear in mind that students are not required to understand the videos 100%. They are meant to watch, take notes, then turn to each other and ask, "What did the boss say?", "What does she want us to do next?", and so on. In other words, the immediate post-viewing activity, ideally, is one in which students are working together to try to reconstruct the message. (After this, of course, the teacher could then focus on language aspects, direct students to read the script, watch again to reinforce, and so on.)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''3. It provides opportunities for discussion, note-taking, and other classroom activity.''' This is especially true of the conference-call videos in which "the boss" is addressing the teams directly. It is important to bear in mind that students are not required to understand the videos 100%. They are meant to watch, take notes, then turn to each other and ask, "What did the boss say?", "What does she want us to do next?", and so on. In other words, the immediate post-viewing activity, ideally, is one in which students are working together to try to reconstruct the message. (After this, of course, the teacher could then focus on language aspects, direct students to read the script, watch again to reinforce, and so on.)</div></td></tr>
</table>Marcos Benevideshttp://www.widgepedia.com/index.php?title=Video_Notes&diff=476&oldid=prevMarcos Benevides at 22:58, 27 October 20182018-10-27T22:58:27Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 22:58, 27 October 2018</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l5" >Line 5:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The course video in Widgets Inc. is at a near-authentic language level, and serves several purposes in the context of the course:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The course video in Widgets Inc. is at a near-authentic language level, and serves several purposes in the context of the course:</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>'''1. It models language and situations for students.''' This is especially true of the sample task videos, in which the stage tasks are literally performed. Lower language proficiency students may want to follow <del class="diffchange diffchange-inline">this model </del>almost word-for-word by modifying to the script, but higher proficiency students should be able to look at them as simply one way of doing things. In fact, the latter group may want to discuss the good and bad points of these task videos – certainly none is 100% flawless!</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>'''1. It models language and situations for students.''' This is especially true of the sample task videos, in which the stage tasks are literally performed. Lower language proficiency students may want to follow <ins class="diffchange diffchange-inline">these models </ins>almost word-for-word by modifying to the script, but higher proficiency students should be able to look at them as simply one <ins class="diffchange diffchange-inline">possible </ins>way of doing things. In fact, the latter group may want to discuss the good and bad points of these task videos – certainly none is 100% flawless!</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''2. It helps to develop the authentic context of the course simulation.''' That is, it helps make the students "feel" like they are in a real workplace. This is why we have added certain features in the video which you may not expect (for example, Titus having recurring technical problems). Another aspect of authenticity is that the characters display a certain degree of realistic personality, both good and bad aspects. Students may like or dislike the boss, but at least they should feel like 3-dimensional human beings rather than simplistic caricatures as in many other learning videos.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''2. It helps to develop the authentic context of the course simulation.''' That is, it helps make the students "feel" like they are in a real workplace. This is why we have added certain features in the video which you may not expect (for example, Titus having recurring technical problems). Another aspect of authenticity is that the characters display a certain degree of realistic personality, both good and bad aspects. Students may like or dislike the boss, but at least they should feel like 3-dimensional human beings rather than simplistic caricatures as in many other learning videos.</div></td></tr>
</table>Marcos Benevideshttp://www.widgepedia.com/index.php?title=Video_Notes&diff=475&oldid=prevMarcos Benevides: Created page with " == Course Video == The course video in Widgets Inc. is at a near-authentic language level, and serves several purposes in the context of the course: '''1. It models langua..."2018-10-27T22:57:42Z<p>Created page with " == Course Video == The course video in Widgets Inc. is at a near-authentic language level, and serves several purposes in the context of the course: '''1. It models langua..."</p>
<p><b>New page</b></p><div><br />
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== Course Video ==<br />
<br />
The course video in Widgets Inc. is at a near-authentic language level, and serves several purposes in the context of the course:<br />
<br />
'''1. It models language and situations for students.''' This is especially true of the sample task videos, in which the stage tasks are literally performed. Lower language proficiency students may want to follow this model almost word-for-word by modifying to the script, but higher proficiency students should be able to look at them as simply one way of doing things. In fact, the latter group may want to discuss the good and bad points of these task videos – certainly none is 100% flawless!<br />
<br />
'''2. It helps to develop the authentic context of the course simulation.''' That is, it helps make the students "feel" like they are in a real workplace. This is why we have added certain features in the video which you may not expect (for example, Titus having recurring technical problems). Another aspect of authenticity is that the characters display a certain degree of realistic personality, both good and bad aspects. Students may like or dislike the boss, but at least they should feel like 3-dimensional human beings rather than simplistic caricatures as in many other learning videos.<br />
<br />
'''3. It provides opportunities for discussion, note-taking, and other classroom activity.''' This is especially true of the conference-call videos in which "the boss" is addressing the teams directly. It is important to bear in mind that students are not required to understand the videos 100%. They are meant to watch, take notes, then turn to each other and ask, "What did the boss say?", "What does she want us to do next?", and so on. In other words, the immediate post-viewing activity, ideally, is one in which students are working together to try to reconstruct the message. (After this, of course, the teacher could then focus on language aspects, direct students to read the script, watch again to reinforce, and so on.)<br />
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== Other Videos ==<br />
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We encourage teachers (''with appropriate permissions'') to upload videos of their students successfully performing tasks. Eventually, as the wiki grows, we hope to begin categorizing these as examples at different CEFR levels (A1-C2). <br />
<br />
Video files cannot be uploaded directly to this wiki. They need to be linked or embedded from a streaming source such as Vimeo or YouTube. If you have a sample video you wish to share, but don't know how to do this, please contact us.</div>Marcos Benevides