Using Video Assignments to Support Remote Learning · How to create groups (6) Demo student1 Demo student2 Demo student3 Demo student4 Demo student5 Demo student6 Demo student7 When

Using Video Assignments to Support Remote Learning

Faculty of ArtsAlejandra Barriales-Bouche & Sun-Young Kim

Department of Languages, Literatures, and CulturesJuly 8, 2020

Outline

1. Our Motivation for Using Video Assignments2. Overview of Types of Video Assignments3. Examples of Video Assignments4. How to Set Up Video Assignments: a Walk-Through

22020-07-08 McGill University - A. Barriales & S. Kim

Our Motivation for Using Video Assignments

Face to Face Remote Learning

• Offer additional practice opportunity

• Increase the variety of assignments

• Replace in-class activities with online ones

• Promote interactivity• Foster a sense of community


(1) Where to find Video Assignments on myCourses


(2) Where to find Video Assignments on myCourses


(3) Creating a Video Assignment


(4) Creating a Video Assignment



Selecting a Type of Video Assignment

Select this icon to create an individual assignment


Individual Assignment

Select this icon to create a group assignment


Group Assignment

Select this icon to create a Q & A assignment


Q & A

Individual assignments we prepared (1)

• Presentation of a city

• Explanation of an idiom

Image shared with the permission of Marta Pogaccini, student in GERM 307

12McGill University - A. Barriales & S. Kim2020-07-08

Individual assignments we prepared (2)

• Giving an opinion on a

controversial topic

• Ice breaker

Images shared with the permission of Emily-Marie Carreiro Falcone, student in HISP 219

13McGill University - A. Barriales & S. Kim2020-07-08

Sample of Ice Breaker

• [00:00-00:25] Good morning. My name is Mina and I am 19 years old. I am a student at McGill and I study medicine. I am realistic, hardworking and nice girl, but I am a little shy. I speak three languages: English, French, and Urdu and I have a Spanish class at the university. There is a lot of homework in the class, but it is fun.

Video shared with the permission of Minahil Khan, student in HISP 210


Features we like• Time-stamped comments• Possibility of leaving feedback

in a video• Ability to export grades to the

gradebook• Possibility of peer review by

video or through text• Possibility of including slides in

individual presentations

Image shared with the permission of Minahil Kahn, student in HISP 210152020-07-08 McGill University - A. Barriales & S. Kim

● Student can only view comments that their peers and the instructors left for them.

● They cannot see any comments that instructors leave for others.

Privacy Settings


How to create assignments in myCourses

We will now show you how to create 3 different types of assignments:

• Individual Assignment• Q & A• Group Assignment


Example of Q&A

Instructor's questions Sample of submission

Image shared with the permission of Naz Alpdogan, student in HISP 219 182020-07-08 McGill University - A. Barriales & S. Kim

Group Assignment


Click on the assignment to edit it.

How to create groups (1)



Click on the the arrow to access "Manage groups".


How to create groups (Step 3)

Select "Manual Creation".



Demo student 1

Demo student 2

Demo student 3

Demo student 4

Demo student 5

You can create your own groups or have the program create groups.


How to create groups (5) Enter the number of groups you want to create.



Demo student 1

Demo student 2

Demo student 3

Demo student 4

Demo student 5

Demo student 6

Demo student 7

When you create groups manually, drag and drop the names of students into the boxes.



Demo student 1

Demo student 2

Demo student 3

Demo student 4Names of unassigned students

Demo student 5Demo student 7

When you create groups manually, drag and drop the names of students into the boxes.


Arts Multimedia Language Facility –Knowledge Base

Bongo Tutorials by Jennica Grimshaw and Haluk Tuncay at AMLF. Includes instructional videos on creating assignments and grading tasks.


https://mcgill-my.sharepoint.com/personal/haluk_tuncay_mcgill_ca/_layouts/15/onedrive.aspx%3ForiginalPath=aHR0cHM6Ly9tY2dpbGwtbXkuc2hhcmVwb2ludC5jb20vOmY6L2cvcGVyc29uYWwvaGFsdWtfdHVuY2F5X21jZ2lsbF9jYS9Fa09NTnJVdkUtOUFsaDUyR0lHMVp6a0IxcHlFdE5neU9HSS1qTnZ2cW14OWpnP3J0aW1lPWg3dEJQM1VkMkVn&id=%252Fpersonal%252Fhaluk%255Ftuncay%255Fmcgill%255Fca%252FDocuments%252FAMLF%2520Knowledge%2520Base%252FTutorials%2520for%2520Instructors%252FBongo

Links to Bongo Tutorials for Instructors

• Individual Assignments:https://bongolearn.zendesk.com/hc/en-us/articles/115005079413-Individual-Project-Overview-

• Question & Answer Overview:https://bongolearn.zendesk.com/hc/en-us/articles/115005065454

• Set Up Question & Answer:https://bongolearn.zendesk.com/hc/en-us/articles/360004319713

• Group Assignments:https://bongolearn.zendesk.com/hc/en-us/articles/115005075673-Group-Project-Overview-


https://bongolearn.zendesk.com/hc/en-us/articles/115005079413-Individual-Project-Overview-

https://bongolearn.zendesk.com/hc/en-us/articles/115005065454


https://bongolearn.zendesk.com/hc/en-us/articles/115005075673-Group-Project-Overview-

Links to Bongo Tutorials for Students

• How to complete individual project: https://bongolearn.zendesk.com/hc/en-us/articles/360005033094

• How to complete a Q&A: https://bongolearn.zendesk.com/hc/en-us/articles/360005037594

• How to complete group projects: https://bongolearn.zendesk.com/hc/en-us/articles/360005085473

• Record a PowerPoint Presentation on a Single Screen: https://bongolearn.zendesk.com/hc/en-us/articles/360008502653-Record-a-PowerPoint-Presentation-on-a-Single-Screen





https://bongolearn.zendesk.com/hc/en-us/articles/360008502653-Record-a-PowerPoint-Presentation-on-a-Single-Screen

Thank you!Please feel free to contact us if you have any questions.

[email protected]@mcgill.ca

We would like to thank the students who gave us the permission to share their video submissions in this presentation: Naz Alpdogan, Emily-Marie Carreiro-Falcone, Minahil Khan, and Marta Pogaccini.

http://mcgill.ca

http://mcgill.ca

References• Brooke, Sebastian. “Video production in the foreign language classroom: Some practical ideas.” The Internet TESL Journal, 9, no. 10 (2006).

http://iteslj.org/Techniques/Brooke-Video.html

• Gardner, David. “Student-produced video documentary: Hong Kong as a self-access resource.” Hong Kong Papers in Linguistics and Language Teaching, 17 (1994): 45–53.

• McGill University, Office for Students with Disability: https://www.mcgill.ca/osd/facultyinfo/universal-design#UDL

• Meyer, Evelyn and Lee Forester. ”Implementing Student-Produced Video Projects in Language Courses: Guidelines and Lessons Learned.” Die Unterrichtspraxis/Teaching German, vol. 48, issue 2 (Fall 2015): 192-210.

• National Center on Universal Design for Learning http://www.udlcenter.org/aboutudl/udlguidelines/downloads

• Nikitina, Larisa “Video-Making in the Foreign Language Classroom: Applying Principles of Constructivist Pedagogy” Electronic Journal of Foreign Language Teaching, vol. 7, no. 1 (2010): 21–31.

• Secules, Teresa, Carol Herron, and Michael Tomasello. “The effect of video context on foreign language learning. The Modern Language Journal, no. 76 ( 1992): 480–490. https://doi.org/10.1111/j.1540-4781.1992.tb05396.x

• Sildus, Tatiana. “The Effect of a Student Video Project on Vocabulary Retention of First-Year Secondary School German Students.” Foreign language Annals, vol. 39, no. 1 (Spring 2006): 54-70. https://doi.org/10.1111/j.1944-9720.2006.tb02249.x

• Weinstein, Gail. “‘Learners’ lives as curriculum’: An integrative project-based model for language learning.” In Establishing a Theoretical Foundation for Project-Based Learning in Second and Foreign Language Contexts, edited by G. H. Beckett and P.C.Miller, 159–166. Greenwich, CT: Information Age Publishing, 2006.

• Yamak, Linda Adra. “Student documentaries: a language learning tool.” English Teaching Forum, vol. 46, no. 2 (2008): 20–27. https://americanenglish.state.gov/files/ae/resource_files/08-46-2-c.pdf


http://iteslj.org/Techniques/Brooke-Video.html

https://www.mcgill.ca/osd/facultyinfo/universal-design

http://www.udlcenter.org/aboutudl/udlguidelines/downloads

https://doi.org/10.1111/j.1540-4781.1992.tb05396.x

https://doi.org/10.1111/j.1944-9720.2006.tb02249.x

https://americanenglish.state.gov/files/ae/resource_files/08-46-2-c.pdf