WEB 2.

0 TOOLS FOR VIDEO-BASED STUDENT PROJECTS

Punei Irina, MA, PhD. Student
State UniversityB.P. Hasdeu, Cahul, Moldova
Fiind permaneni exploratori, profesorii trebuie s mearg ntr-un pas cu inova iile digitale, s- i
modernizeze programele de studii, metodele i tehnicile de predare n vederea implementrii nv rii mixte
care nbin nvarea online cu cea clasic. Accesul la numeroasele resurse video disponibile n regim online
sporete diversitatea strategic n predarea limbilor strine cu ajutorul acestora i condi ioneaz
implementarea instrumentelor Web2.0 n curiculele colare, universitare, etc. Considernd faptul c
majoritatea cadrelor didactice din regiuni eziteaz s aplice aceste instrumente punnd la ndoial beneficiile
utilizrii acestor resurse digitale, menirea acestui articol este s elucideze avantajele instrumentelor Web 2. 0
n contextul nsricinrilor de creare a proiectelor video, s dezvluie op iunile fiecrui instrument, s
recomande activiti de aplicare ale acestora n procesul de predare-nv are n vederea sporirii calit ii
instruirii i motivrii cadrelor didactice n a le implementa n programele de studii. Cu toate acestea devine
posibil modernizarea sistemului instructiv-educativ ceea ce este o premis pentru ob inerea i men inerea
calificativelor de excelen i eficien att de indispensabile actualului system de predare-nv are.
Key words: Web 2.0 tools, digital skills, new literacy, social media, embed, blog, mindset 2, post, etc.

Times are changing and the teachers must change with them. Belonging to Myers [1, p.39],
this statement reflects the idea that teachers should update not just their teaching content, strategies and
aids but also develop their new literacy [2, p.1] as well as their students, a concept analyzed by
Marlene Asselin and Maryam Moayeri that stands for the individuals abilities to use internet and
other ICT or other Web 2.0 tools in order to indentify, locate, synthesize, critically evaluate
information. This, in turn will enable multiliterate[3, p.87] teachers and students become active
participants of a mindset 2 learninga term borrowed by the above mentioned author from Leu, Kinzer
Coiro and Cammacks (2004) [4, p.2] which is according to the same study, participatory,
collaborative, multimodal, democratic and distributive. With all these evolving technologies that
open new opportunities of using video, podcasts, blogs, wikis, Slideshare and other Web 2.0 tools,
teachers feel uncertain at times concerning the benefits and techniques of employing video-making
Web 2.0 tools in knowledge extension because of not being acquainted with the accessible ones,
because of not being trained how to use them and because of being ignorant how to integrate them into
their curricula. The present article aims to disclose the video-making web 2.0 tools practicality in terms
of EFL knowledge extension, creativity improvement, motivation, reflective, social, and other visual
literacy skills development; to introduce the most accessible and the most popular video-making tools
to readers and to persuade them to include them into their programs of study.
Since teaching with video is a widely investigated chapter in English Methodology due to the large
variety of online videos, many techniques are being applied pre-, while- and after watching them, what
cannot be said about video-making. There are given less attention and value in Moldovan schools
because the concept of video-making does not go beyond the idea of using hard held camera and a
playback monitor [5, p.290]. Jeremy Harmer in his book The Practice of English Language
Teaching(2003) regards video-making as a means of increasing students creativity, of working with
language, collaboration, simulation, getting feedback. Additionally, video-making Web 2.0 tools will
raise learners autonomy, motivation, enhance distance learning by sharing video products, and
develop social and reflective skills.
Considering the fact that synthesis or creativity stands in the top of all the cognitive processes
according to the Blooms Taxonomy [6, p.1], language knowledge extension is achieved when learners
create various video projects. When students roles change from consumers to producers they come
across such challenges as managing visual content, production activities, selecting audio and textual
elements that will help them create, design and arrange visual messages that may become their little
pieces of art worth publishing due to their well-thought aesthetic, authentic, accurate or exceptional
content. Besides being easy to produce thank to the numerous online tutorials and free accounts, videomaking Web 2.0 tools make the process and the products of video-making more authentic since
students may reflect there life, learning experience and other actual trends in their video productions.

To sum up, free video-making tools options enable students to quickly create presentations without
wasting much time on software manipulations as their accessibility allows them to concentrate on the
video-content development and arrangements.
Besides creating, video-making tools enhance teachers and students reflective and assessment
skills. A study made by Cindy Kovalik [7, p.95] shows that while producing a video sketch students
must critically look at their choices of images, text and music, make decisions concerning the best
choices of arrangements. Critically evaluating each video, editing, revising and remixing develop
important 21st century digital skills. It absolutely makes senses as students become responsible and
independent when deciding what and how much to include in their video productions in order not to
break the ethic and aesthetic limits of a respectable project. Self-assessment is crucial when
constructively and critically analyzing ones own process and product of video production as it helps to
stick to the existing standards, to the beforehand set goals, to identify ones own gaps and improve.
Mutual assessment of the video-making products, either formative or summative allows the video
producers and actors get a feedback through comments, likes, and other forms of constructive criticism
that should be stimulating, sensible and productive.
Another advantage so peculiar to Web 2.0 tools is that all the video-made projects and not only may
be embedded on blogs, sent via email, published and shared on different social networks such as
LinkedIn, Facebook, Tweeter, etc. Publishing the results of their work, video producers may be rated,
may share their videos and get comments from worldwide blog visitors, subscribers and followers, as
Bree McEwan[8, p.15] wrote; students may have their own channel and broadcast their own
material. This peculiarity lets them stay connected, share multimedia thus having their own
publishing spaces that makes them social-media users and producers and as pointed out the author
mentioned above as citing OSullivan[9, p.16] , it facilitates knowledge sharing to a user-defined
mass-audience. This meaningful intellectual exchange therefore joins video-producers and consumers
in a globally connected web.
The process of video-making develops social skills such as co-creation, collaboration, active
participation fostering thus as Michael Simkins [10. p.12] mentions, group productivity, respectful
interactions and consciousness of the virtual presentation of self These qualities teach learners listen
to and respect each others opinions, distribute responsibilities, make decisions and develop the team
spirit and the sense of belonging so important for group integrity. Yet, learners may work
independently becoming autonomous producers that work at their own pace, develop their own style in
video-production and arrangements.
When listing video-making Web 2.0 tools benefits it is impossible to omit that it is really exciting
a task for both teachers and students as Michael Simkins [11, p.12 ] calls it a silver bullet for
motivating even recalcitrant students to get with the program. What is more, being enthusiastic,
student-centered learning becomes productive enhancing thus students professionalism founding hightech carriers in the future such as pre-service teachers who being trained to work with video-making
Web 2.0 tools will get inspired to take up teaching and share their experiences with their later disciples.
Well, having learned about video-making upsides, potential video producers still to e introduced to the
accessible Web 2.0 tools, to the options they offer, and to be trained how to use them. The chart below
presents a brief description of each video-making Web 2.0 tool:
Vide-making
Web 2.0 tool
1. Animoto[12]

Options

How to use

-enables users to use pictures

and video;
-up to 20min.video;
-easy to use;
-sharable(post, pin, tweet, email)
-licensed music;
-HD quality;
-stunning styles;
-call-to- action button;
-unbranded videos.

-at the beginning of the school year students

can use Animoto to introduce themselves or
their classmates;
- students can illustrate their own poetry using
digital images they find on internet or ones
they take themselves;
-can be used to present research information to
the class;
-students can illustrate step-by- step
instructions for procedure writing;

2.Goanimate[13]

Photopeach [14]

4. Picovico[15]

5. Powtoon[16]

6.Sketchcast [17]

-can create a book trailer.

-enables users to create animated -teachers and students can use Goanimate to
videos;
exercise higher order skills such as creativity
-easy to create;
and critical thinking;
14 days free trials;
-students can visualize their favourite songs;
-a wide variety of themes;
-student may create a story;
-enables school learners make a -students may develop a topic.
video;
-sharable
- easy to create: quickly upload
photos and create slideshows;
-easily embedded on blog or
website to share it worldwide;
-easily sharable via email, IM,
Facebook;
-can arrange photos;
-add music;
-comment function;
-quiz slides.
- contains the most essentials to
create a beautiful video;
-includes a collection of styles
available only in latest version of
the app;
-easy to create;
-easy to share;
-built-in option to choose video
quality up to 108p..
-easy to create animated videos;
-generates
excitement
and
motivation in any classroom-no
matter the age of student;
- easy and interactive;
-a large variety of themes;
-can include uploaded pictures;
-easy to export

- presenting students favourite room/house(real

estate);
-travalogue pictures;
-world and travel;
-pets and animals;
-nature;
-comedy;
-sports;
-exhibit pictures of students work.

- a recorded online sketch with

or without voice narration;
-the movie file can be embedded
or linked;
-drawings can be created using
multiple colours;
- an eraser is available;
-can draw something;

-can be used to explain diagrams;

-can be used to create tutorials;
-can create an interesting story;
-can draw your town map;
-can draw your room.

- students can create an advertisement of an

object, film or a book that they have just read;
-if students go to a field trip, they can take
pictures and create a video using those pictures;
-students can create videos on the thing they
have done on holydays;
-the videos can be use for introducing school
rules, families, what they like doing, etc.
-teachers and students can create professional
looking presentations;
-can create tutorials;
-create lesson plans;
-can create interesting animated stories.

7. Make Beliefs -can easily create a funny

Comix[ 18, ]
commix;
-a wide choice of characters and
themes;
-sharable;
-promotes team collaboration;
-create just for fun commixes.

8. Stupefix[19]

-the earnest way to turn photos,

videos, music and text into
beautiful videos that tell
meaningful stories;
-allow teachers to manage up to
10n students for free;
-easy to embed;
-allows users to drag and drop
pictures into a desired sequence;
-allows you to use more than one
video clip within the same video.

create an autobiographical commix;

create a commix on a travel to a
mysterious place;
making wishes come true;
a day at work;
a day at school;
create a song;
practice conversation skills;
introduction to creative writing;
create serialized comic stripes.

-students can create diverse video montages;

-students can create stories;
-students can create photo slides on their
family holidays;
-students can develop interesting topics;
- students can create digital portfolios.
-students can create slides describing their
adventures.

To turn video-production and Web 2.0 tools into application it is worthwhile to have them
integrated in school, college, university and other educational institutions curricula and to involve
learners as much as possible. It will make the tasks more authentic, actual and attractive to students as
they will be able to apply their digital competences thus activating all the Bloom Taxonomy cognitive
process categories. To make this work , methodic meetings should be summoned where experts would
discuss, decide and agree on what digital apps to include, how to use them and what competences they
must develop. Furthermore, EFL teachers should be trained working with Web 2.0 tools and
consequently train their students. With learners getting informed and digital technology adjusted, the
content of EFL teaching will become more consistent and practical, the methods diverse and
constructive promising thus great outcomes and raising students impulse to learn and teachers
motivation to explore.
REFERENCES
1. Myers, Eric. Photography Education in a Web 2.0 Classroom.(2009) Knowledge Quest. Social
Scholarship, vol. 37, n. 4, p.39
2. 4.Asselin, Marlene. Moayeri, Maryam. Practical Strategies(2011). The Participatory Classroom: Web
2.0 in the Classroom, vol.19, n 2. 8p.
3. Borsheim, Carlen. Merritt ,Kelly. Reed Dawn. Beyond Technology for Technologys Sake:Advancing
Multiliteracies for the 21st Century, The Clearing House(2008), vol.82, n2., p.87, p. 87-91
4.,5.Harmer, Jeremy. The Practice of English Language Teaching, Malaysia: 2003, p.290, .287p.
6. http://712educators.about.com/od/testconstruction/p/bloomstaxonomy.htm
7. Kovalik, Cindy. Kuo, Chia-Ling. Cummins, Megan. Dipzinski, Erin. Joseph., Paula. Laskey,
Stephanie, Implementing Web 2.0 Tools in the Classroom: Four Teachers Accounts,
8. 9. McEwan, Bree. Managing Boundaries in Web 2.0 Classroom, New Directions for Teaching and
Learning(2012), n. 131, p. 15-29
10. ,11 . Simkins, Michael. , Schulz, Randyb 2.0 tools at School. Using Web 2.0 Tools at School,
Leadership(2010), p.12-15
12. https://animoto.com/intro/animoto/31?
c3apiks=141035&gclid=Cj0KEQiA6ounBRCq0LKBjKGgysEBEiQAZmpvA6r4H1s-gSyNuHHOSCzHhE9B3Jyqx0LDM4J0lWn45MaAuFH8P8HAQ
13. http://goanimate.com/

14. http://photopeach.com/
15. http://www.picovico.com/app/index.html?ref=picovico.com&at=1424202214
16. http://www.powtoon.com/
17. https://web20fortheclassroom.wikispaces.com/Sketchcast
18. http://www.makebeliefscomix.com/
19..https://studio.stupeflix.com/accounts/login/?next=%2Feditor%2Fcreate%2F%3Fvideo_id
%3DOJ6UVTVMocJd