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First ideas for CLIL Machinima submitted by Camelot's Dutch data partner

on Tue, 12/23/2014 - 23:11

Recently I managed to find a new CLIL school in the Netherlands for the CAMELOT project willing to cooperate as data partner and provide lesson ideas for machinima.

After some mail contacts and a Skype meeting with Patrick de Boer, (math teacher and BTW(!) also Chief Editor of CLIL magazine ) accepted to function as contact person and local
project leader. 
 
Thanks to his prompt actions and our efficient collaboration the following results have been reached since the project was launched locally at this school in November 2014:
  • After being informed by Patrick and having consulted the resources we had made available to support their conceptual orientation on machinima 5 teachers have shown an interest to contribute to the project.
     
  • The management of the school (The Jacob van Liesveldt College, member of the PENTA schools group) formally supports the initiative and the teachers involved and told me so when we met.
     
  • A draft production planning has been discussed with the teachers: 
    - January: feedback expected on first draft version of machinima and acceptance of adapted version
    - February: establishing a piloting reseach protocol and testing machinima (preferably by more (school subject) colleagues) 
    - March: Co-presentation of paper (submitted) at Dutch bi-annual Congress of EFL teachers (NCE) (See abstract below*)

     
  • Having moved from orientation to idea development some 10 first ideas have been submittted by 5 teachers (geography, history, biology, arts and maths)
     
  • First results of research by Camelot partners into the availability of relevant 3D settings / builds and objects needed for these first ideas have been reported to the team. 

  • Despite the hectic week before Xmas Holidays, most teachers managed to attend a f2f meeting (Thursday 18/12).
    During this session we
     asked teachers to elaborate on their ideas and we could detail Camelot's succinct, written feedback.
    Finally the implications for next steps were discussed.

    In this photo, Patrick is brushing up my rusty Math knowledge and showing some sketches how he hoped we could visualize specific mathematical concepts with 3D video.


      
  • We updated the production planning for 2 ideas, characterized as ‘doable’ in terms of availability of 3D scenarios. Teachers involved have been invited to finish the detailed specs and related lesson plan at the start of the new year.

* Abstract accepted for NCE conference:



Video in Modern Language Education revisited.

Language teachers often resort to video to present their students with linguistic and cultural aspects of communication in their context. Over the years the methodologies for using video in the classroom have been well documented. 

The arrival of digital video and the current availability of affordable and user friendly tools to record, edit and enhance video content have provided further possibilities for formats and applications.
In this workshop we present some related projects and useful resources and the aims & interim results of the 2-year EU funded project CAMELOT (CreAting Machinima Empowers Live Online language Teaching and learning) in particular. Machinima is a neologism deriving from machine and cinema and refers to the use of real-time 3D computer graphics to create and record cinematic productions.
The actors in machinima are avatars and the environments they inhabit typically belong to a virtual world such as Second Life. Action within the virtual environment is recorded with the use of screen recording software. This allows for the production of sophisticated and yet cost-effective video content of simulated real-world interaction in realistic or imaginative 3D environments.
In this context we will highlight the experiences in the bilingual stream of the Dutch Penta College with piloting custom-made, machinima-based learning materials for their CLIL students.