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    • #38862

          Now you’ve had a chance to look at the three video tools in action, we’d like you to consider the following questions:

          1 What are the possible advantages and disadvantages of using these tools with our students?

          2 What do these tools offer that perhaps traditional listening lessons can’t?

          3 How do you think your students would react to a lesson using one of these tools?

        • #41911
          Catherine Lewis

              Hello everyone

              I think an advantage of using these tools is that students can work at their own pace and at a time that suits them. They can also listen to the video as many times as they want and pause it if they want to. The teacher is also able to understand the needs of the students as there is a breakdown of the results.  A possible disadvantage is the amount of preparation that is required. Also, some students may not be motivated to do the activities before the class or they may feel isolated doing the activities on their own.

              These use of these tools in a flipped classroom may mean that class time can be used more productively. Previously, time may have been spent watching a video in class/or listening to an audio recording and then students answering questions and if time permitted a discussion. With the flipped approach, more time can be spent on discussion and critical thinking skills as  the teacher will know the problems students had in advance and can plan the lesson accordingly.

              I think that some students would really enjoy this approach and understand the benefits. Other students, however, may have problems managing their time and may not have time to complete the activities. Or they may not be motivated to study on their own. These tools would be better embedded in a full-time EAP course such as a pre-sessional course so that the amount of work students are required to do can be better monitored.


            • #42063
              James Hanlon

                  1) As Catherine has said above, a major advantage is ss being able to go at their own pace. I’d also suggest that this individual responsibility would be beneficial in developing student autonomy and reflective learning practices. Disadvantages might be access. Students will have to sign up for eg the ant video website, and then may forget their passwords. This has just happened to one of my students!

                  2) One thing I like about these tools is that they have an “in the wider world” kind of feel to them. Ss ought to realise that they can use any and all situations as learning situations, and going to publicly available websites for hwk/in-class activities might help foster this realisation.

                  3) I think students would enjoy the novelty if nothing else. Using  a variety of tools can keep things fresh, but there is also the risk of platform fatigue. I’m not sure if the younger generation would feel this as keenly though.

                • #42094

                      Thank you @Catherine21 and @jameshanlon for your posts.

                      The first concern about teaching with video is probably the amount of time it would take to prepare the content and check that the sharing and publishing settings are in order.

                      The biggest advantage in an EAP context is using video in a flipped classroom format. Having students watch and answer questions about the video in advance can save us a lot of valuable class time which could be used to shift our aims to higher-order thinking skills such as critical thinking in seminar discussions, synthesising the video content with other sources (e.g. articles); skills considered to be essential in any EAP course.

                      One thing we should be mindful of, nonetheless, is the assumption that all learners would have equal access to a desktop and reliable internet connection creating as a result a digital divide between students. Another challenge is to ensure that all Ss complete the video tasks before lessons. Students who haven’t been exposed to flipped learning before could find it a struggle especially when the amount of work is unexpectedly too much and technically challenging.

                      As you say, though, the auditory, visual and interactive nature of videos still appeals to a large number of students. Unlike traditional listening lessons, the engagement is student-led and student-paced, and the content is usually easy to navigate giving students more control in processing the input in a way that feels natural to them.

                    • #42119
                      Zhijin Yin

                          I agree with the opinions above. The biggest disadvantage is that not all students can complete the tasks before the class, which will decrease the effiency of the class if teachers design the whole class by assuming all students have got enough input before the class.

                          However, advantages are more obvious, including saving time and giving more autonomy to students. And what these tools appeal the most is that they allow teachers or students to create their own questions and annotations anywhere on a video. In this way, students can also raise their questions or point out their difficulties anywhere, so teachers can know better about their students’ learning problems. What’s more, by responding to others’ comments or questions, students can interact with others durign the listening process, which can’t be achived in the traditional class.

                        • #42171
                          Jinghui Tao

                              Thanks for all your replies above.

                              Using vedio in an EAP context especially before the class requires students to get preparation about a topic so that they can share their viewpoints with others in class. Students can watch the vedio repeatedly and give their responses, which save much time in class, compared to tradtional listening class.But time management is key to students. The three tools recommended cann’t monitor the number of students who finished or did’t finish the task. Maybe teachers can use other accesssing tools to check students’ performance.

                            • #42215

                                  Thanks @sharon & @earin. You’re right. Time management and discipline is key especially in flipped learning in an EAP context. Students should be made aware and reminded that their learning and progress is a responsibility they should be shouldering by themselves in the first place to help them become more autonomous and reflective learners as James pointed out in his post.

                                  Depending on your aims and how you’re delivering your lesson i.e. flipped or or synchronous, the tools have improved a bit to include ‘live mode’ (e.g. Ed Puzzle) where you can teach your video lesson synchronously/in class and get live updates about their responses. This, however, may require that Ss register for the tool e.g. TED Ed or that the teacher assign the video to the class as is the case with Ed Puzzle.

                                • #42668
                                  Haibing Hou

                                      Flipped classroom allows students to control their own learning. Since the teacher has made the video and students can watch it at any time, students can control their own students at any time.The content is flexible, the learning environment is optional, and the thought is more relaxed and free. It doesn’t have to be as nervous and tired as cramming teaching in class. You can watch the places you don’t understand repeatedly, or you can pause taking notes. In short, flipped classroom makes students master most of the initiative.
                                      In China, we often use flipped class. Students watch videos with mobile phones and communicate with Wechat after class. Students like it and the teaching effect is good. However, students with low level of time management would spend plenty of time surfing the Internet instead of learning.

                                    • #42819
                                      Vasiliki Zinonos

                                          I agree with @jameshanlon and @bashar, in that these tools are student-led and student-paced, which allows for more student autonomy and self-direction towards their learning. It also breaks away from the traditional listening lesson or lecture, as they allow for reflection and discussion, which can lead to better comprehension. Time-wise, it helps the teachers enormously, as they can be set to be done asynchronously and then perhaps focus on the discussion in class.

                                          One disadvantage could be the fact that students asynchronously get the chance to play the video as many times as they want, whereas listening done in class or perhaps in exams might be more controlled. Additionally, teachers need to dedicate much time in preparing the videos on these platforms. What is more, as in the example with Edpuzzle, the teacher might need to grade some of the responses, or in the instance of VideoAnt and TedEd, is not clear whether the teacher is required to engage in the discussion forums or assess performance, but also whether student participation in the discussions is mandatory and monitored. Hence, the impact on the learner might not be that clear, apart from informative and reflective.

                                          At the end of the day, I believe students will find the experience using these tools useful, reflective and they will feel relieved of any pressure because it is self-paced.

                                        • #42877
                                          Jamie Sullivan

                                              Some interesting thoughts above.

                                              1 What are the possible advantages and disadvantages of using these tools with our students?

                                              Advantages 😊

                                              Allows students to students can work at their own pace and thus develops autonomy

                                              Facilitate students in working at a time that suits them.

                                              Allows students to pause and rewind the content.


                                              Disadvantages ☹

                                              Some of the group may feel isolated doing the activities on their own.

                                              Some students may not be motivated to do the activities before the class

                                              Individual students may fall behind and become stressed without a Tutor readily at hand

                                              Struggling students may be less easily identified


                                              2 What do these tools offer that perhaps traditional listening lessons can’t?

                                              Time efficiency in terms of maximising the productive engagement time in the classroom context

                                              Allows students to interact with the content as much as they wish – perhaps this would be an issue depending on the aims of activities such as listening tasks etc.

                                              Perhaps they encourage some peer interaction outside of the classroom context which encourages per-to-peer learning and class camaraderie

                                              3 How do you think your students would react to a lesson using one of these tools?

                                              In my 1:1 lessons it is difficult to say, I think perhaps it would be useful to clarify issues/areas of concern and provide some useful resources that students could then consult autonomously

                                              It could be useful for me to assign videos to prep students for input in the particular area of focus for a given session e.g. watch a video about best practice in note taking in a lecture etc.



                                            • #43934
                                              Fasih Raza

                                                  What are the possible advantages and disadvantages of using these tools with our students?

                                                  I agree with all the advantages mentioned above by my peers. The most important one I think is their potential to ensue deep learning by allowing learners to think actively while watching a video.

                                                  What do these tools offer that perhaps traditional listening lessons can’t?

                                                  I can’t think of anything else than the tools ability to give agency to learners. They can watch videos and process information on their own pace.

                                                  How do you think your students would react to a lesson using one of these tools?

                                                  As I think through it, I feel my students will naturally enjoy using these tools due to its interactivity. However, the load of writing and having to think on each prompt might bore them.

                                                • #44141
                                                  Lucy Chaplin


                                                      – Students can do it in their own time

                                                      – Students who struggle with listening skills won’t feel peer pressure

                                                      – Students who need more time to think will have the opportunity to do so

                                                      – They/you can see whether they clearly understood the content


                                                      – It is less engaging than having a live conversation/debate

                                                      – It needs a follow-up activity for students to feel it is relevant and worth doing

                                                    • #44149
                                                      Tianrong Lu

                                                          Compared with traditional listening class, students will be more engaged in the class if they watch videos.  Sometimes videos can help them understand the content better because they can guess the meaning based on facial expressions and body gestures. However, sometimes  students can also get distracted if they receive so much information at the same time. They can always find out some extra information which is not supposed to be focused on and start discussing about that.

                                                          These tools help guide students to follow the right track and will tell them which part of the video they need to pay special attention to. Their critical thinking will also be developed if some open questions are asked along with the videos.

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