Tag Archives: movies

Create a Second Screen Video Experience in the Classroom

zits comic

Popular television shows like Breaking Bad and The Walking Dead offer second screen experiences called “Story Sync” that let viewers to engage with additional content on their tablets and laptops while they watch. Free online polling software can be used to quickly and easily create a similar experience for students in the classroom. In this workshop at OSU’s Innovate Conference, participants will see an example second screen experience, learn about student reactions to this approach, and create their own, which will be shared during the workshop.

Examples you can use

You can use the following videos and screenshots in the second screen experience you create as part of this workshop, or you can use your own.  You can pause your video in the middle to ask a question, ask a question at the end, or both.

1. Forrest Gump – meeting Jenny

forrest gump screenshot

2. The King’s Speech

kings speech screenshot

3. Planes, Trains, and Automobiles

planes trains screenshot

Your turn

If you are participating in this conference, and you create a second screen experience, post a link to the video to watch (i.e. the first screen experience) and your Socrative.com room number in the comments so that we can share what you’ve made.

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Non-Linear Narratives

I was first introduced to non-linear narratives through Quentin Tarintino’s 1994 cult hit movie Pulp Fiction.  I was hooked.  When I saw Christopher Nolan’s Memento in a small art theater in 2000, I had to return to watch it again a week later.

These two movies are among my all-time favorites, and I eagerly recommend them to anyone who hasn’t seen them, but I’m hesitant to recommend them to my students.  Both are violent and Pulp Fiction, in particular, has some very mature themes.  I certainly couldn’t use either one in a classroom, which is a shame because the non-linear storylines offer unique opportunities to use a variety of verb tenses to discuss the difference between the order in which the events occur chronologically and the order in which they are presented in the narrative.  Trying to untangle these two timelines is a fun challenge even if English is your first language.

The non-linear narrative in music video above, Darling It’s True by Locksley, affords all of the same opportunities, but instead of a gruesome scene in which a gangster’s moll overdoses in a drug dealer’s livingroom, there is a catchy pop rock beat.  Another advantage that a three-and-a-half-minute video has over a feature-length film is that it can be viewed and reviewed several times over a much shorter period of time, which is absolutely necessary if you’re going to wrap your head around the difference between the order in which the events occur and the order in which they are presented.

So, the next time your students are struggling to find an interesting application of the past perfect, have them watch this video and then ask them whether the lead singer had met his bandmate at the corner store before he visited him at the tailor’s. And if so, how many times?  When the video was recorded, had he visited the store before he went to the tailor’s?  If your students are focused on the task of untangling the timelines instead of worrying about which tense they are using (or which tense they will have been using) you’re doing something right.

Have you ever used non-linear narratives with your students?  If so, leave a comment below and share your favorite examples.

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Computer Games in ESL

burning pac man

Computer games are a medium that has become as popular as Hollywood movies.  It’s not uncommon for teachers to show movies in class, but how can games be incorporated?  This post will discuss these questions and will serve as the handout to my session at the Ohio TESOL Technology Fair 2010.

Games as a source of English

MMORPGs and other complex, multiplayer games can provide a rich source of English (or many other languages) in which students can choose to immerse themselves.  Also, because these games are almost impossible to solve without teamwork, there are typically

World of Warcraft (WoW) – The granddaddy of all MMORPGs and by far the biggest.  Players create avatars that go on quests and have adventures.   In addition to finding potentially complex communication tasks with other players during the game, the WoW wiki is the second largest wiki on the internet after Wikipedia.  This is also potentially a good source of target language input.

Second Life – Though not exactly a game, per se, Second Life is an online 3D virtual world through which players’ avatars can navigate.  There has been much educational interest in Second Life which means there are several “islands” dedicated to language practice for users to explore.

Analysis of Simulations

Distinguishing between games, serious games and simulations is not as important as how we can use them.  Playing a simulation may not be entirely satisfying because a totally accurate simulation of any complex system is extremely difficult to create.  But this creates an opportunity for students to try them and then critique them.  There are lots of examples listed on Historical Simulations.org.  Some of my favorites are below.

Budget Hero – Where would you increase and / or decrease the federal budget and what ramifications would each decision have on the future?  Lots of information in a very accessible format.

Energyville – See if you can meet the energy needs of a city of almost 6 million people.  Do you think cutting all fossil fuels immediately is the answer?  Not in this simulation.  Does knowing that it was created by Chevron make you question anything about this simulation?  Lots to discuss here.

McDonald’s Video Game – What decisions would you make (have to make?) to keep your franchise humming.  Would you cut corners?  What effects would this have?  And, as with Energyville, above, is this an unbiased view or is there an underlying message in this game?

Group Problem Solving

Even the simplest games can generate complex discussion when played in pairs or as a group.  Two students working at one computer need to negotiate everything starting from who gets to use the mouse.  If you have access to an interactive whiteboard, a larger group can work together to play the game or solve the puzzle much more comfortably.

Samorost 2 – This is a visually compelling game that, at first, does not seem to have a point.  During a brief cartoon introduction, a dog is kidnapped from a tiny planet by space aliens and the protagonist begins his pursuit.  Now what?  By clicking on various items on the screen they can be manipulated.  Puzzles can be solved by finding the appropriate series of manipulations.  I’ve had a half-dozen students working on these puzzles on an interactive whiteboard.  I was worried because when working alone on my desktop, I found the puzzles to be quite challenging and I almost gave up on more than one occasion.  But the power of the group was amazing to see as the students moved quickly through several levels, working together and suggesting new ideas to each other as they went.

Grow Cube – I’ve been intrigued by this game since the first time I discovered it.  It is a puzzle in which the player ten turns to select from ten actions that can be performed on a cube.  Each one has a cute animation that interacts with the others.  Most importantly, some actions require several turns to fully develop.  Others must be performed sequentially to work properly (spoiler alert: place the pot on the cube before lighting the fire or the fire will grow too hot and crack the pot.)  The puzzle typically requires one or two attempts to get a feel for the game before players can really begin to notice the effects that each action has on the others.  Even if the puzzle can not be solved, there is a complete walkthrough available for help.  But do yourself a favor and don’t peek until you’ve given it a few tries.

Other Tips & Suggestions

Some of the most complex games available will also be the most expensive.  Even if that hurdle is overcome (possibly by purchasing older versions, for example), there may be a variety of reasons that prohibit the installation of World of Warcraft in the local computer lab (“You want to play games?!?”).  Fortunately there are a number of online games which are freely available and only require an internet connection to play.  Of course, if you routinely battle a firewall for internet access, you may want to test whether you can access them on the computers you intend to use before you plan to use them.

Ask what your students are playing and see if those games might provide a jumping off point.  Are they addicted to Farmville on Facebook?  Bejeweled?  Can they analyze the game critically?  Can they teach someone else the strategy involved?

Most games have wikis which describe all of the parts of the game as well as strategies that can be used to win.  Is there an undocumented way to win?  Have students contribute their ideas to the wiki.

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Mashup Your Theory

The above video applies Bloom’s Taxonomy, a classic theory of learning, to one of the Pirates of the Caribbean movies.  While some of the examples in this video are a bit of a reach, this is an interesting way to explore an educational theory.

This sort of project may be a bit beyond most ESL students, but what about teachers in training?  Demonstrating understanding of a theory by identifying examples of it in a movie would be a lot more fun and creative than writing a paper about it.

When I was in graduate school, we often analyzed student development theory as it played out in The Breakfast Club and its five archetypal characters.  How do Chickering’s seven vectors of personal development explain the actions of John Bender, for example.  Now that digital video editing can be done on a laptop, these kinds of mashups are easy to do.  Are there any other good examples out there?

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