A LESSON PLAN
Task-based activity from YouTube.com
LEVEL: Advanced.SKILL: Speaking (with listening input).
TIME: 60 minutes.
AIM: For students to comprehensively discuss the content of the video; to widen their discussion to more abstract topics; and for them to submit an email regarding similar future collaborative projects (to be used later in the program).
OBJECTIVES:
1. Watch and listen to the given www.YouTube.com video.
2. Discuss the questions based on the content of the video, and discuss more extensive/abstract questions to practice their range of speaking.
3. Reach a decision, in discussion with a partner, about future collaborative projects.
HARDWARE: Two students per pre-configured computer - sound card and speakers, in a networked (aka, hybrid or blended) classroom using the supplied headphones that enable two people to listen simultaneously in full stereo.
SOFTWARE: Email only.
KNOWLEDGE: Basic knowledge to access their email account.
PROCEDURE: Student-led; featuring pair-work with each dyad possessing one student handout.
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STUDENT HANDOUT
2. After the first viewing, read the following list of 10 questions, then watch the video again; thinking about your answers to the following:
Qn 1. How far does the video say their two hometowns are apart geographically? Why do you think this distance is even mentioned?
Qn 2. Their timezones are actually eight hours apart (one-third of the world away from each other). What are the difficulties of communicating with someone who lives so far away from you? Have you ever had a long-distance relationship online whether it be artistic, romantic, or otherwise?
Qn 3. Notice that the two people have never met before yet have been able to share an artistic experience. Describe how you would feel if you were in a similar position? In what ways do Jimmy and Bastiaan deal with this unusual situation? Do you think you could manage this? Have you ever shared a creative experience with another person?
Qn 4. How long does the video say the project took to complete?
Qn 5. What could be one, or more, possible reasons why Jimmy and Bastiaan decided to do such a thing together? Particularly, under such time and space limitations?
Qn 6. The technology used to record the project was a simple laptop. Discuss the advances in technology that have happened in your lifetime, and any other technological developments that you know about from history.
Qn 7. What would you say to these guys if you could write to them? Discuss two questions, that each of you could ask Jimmy and Bastiaan.
Qn 8. What does this collaborative effort say to us about the nature and capabilities of the Internet?
Qn 9. Imagine that you could do something similar; that you could collaborate on a project with someone from the other side of the world. Be realistic, in terms of time (you have six weeks which is longer than Jimmy and Bastiaan had) and money (what you have now), but you can still use your imagination within these limitations and discuss what you would like to do and what the finished product would be.
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3. Remove your headphones and discuss these questions with your partner for 20 minutes, following the coffee-shop format practiced in class.
POST-INTERNET WORK:
1. Write an email to the teacher (refer to the whiteboard for the email address), and summarise what you discussed with your partner in at least 150 words. In particular, write about your answers to Question Nine.
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WHY THIS PARTICULAR ACTIVITY?
'There [are] 400-500 million [people] who [are] growing up differently because [they are] Internet enabled: educated and entertained in equal measure'. (The Ditchley Foundation, June 2007, para. 3);
'Todays students, K through college [also defined by the same author as those 'born after 1982' (Prensky, 2001, as cited in Kassen & Lavine, 2007, p. 237)], are no longer the people our educational system was designed to teach [they have changed] so fundamentally that there is absolutely no going back'. (Prensky, Oct, 2001, p. 1);
'With todays increased broadband and the widespread availability of recent hardware and software, digital video and audio are ever more accessible to language teachers and learners'. (Hubbard, 2007, Godwin-Jones, 2003, as cited in Kassen et al., 2007, p. 240);
'As educators of current and future generations [of 'digital natives' (Prensky, 2001, as cited in Kassen et al., 2007, p. 237)], we are challenged to make use of these tools [the online environment] in ways that promote learning and further our varied instructional goals'. (Kassen et al., 2007, p. 237);
and
'Between 2006 and 2007, over 100 million videos were uploaded and shared on YouTube' (Godwin-Jones, 2007, as cited in Kassen et al., 2007, p. 191).
Note that the argument developed above, of material adaptation for the sake of the current and future generations of language learners, is really just a reworking of the older widely-accepted learning and teaching principles of contextualising language learning material, focussing on the students' needs, and maximising the use of authentic materials (Omaggio Haddley, 2001; Nunan, 2003; Shrum & Glisan, 1994; Scrivener, 1994; and many others). It has to be acknowledged that the Web offers a level of authenticity in the classroom that is second-to-none; at times (depending on your purpose), head and shoulders above simple photocopies from outdated textbooks. (Realia is good, but not always so practical.)
Furthermore, Kraemer (2008) acknowledges that the increased interactivity of each generation of distance education is 'an important facet because [second] languages can be learned best through active participation and engagement' (Gass, 1997; Pavlenko & Lantolf, 2000; Pica, 1994, as cited in Kraemer, 2008, p. 22.). In the same paragraph, she also notes that the increasing level of interactivity with the new technologies of today serves to heighten learners motivation due to 'the [very] nature of newer technologies [being] generally more extrinsically motivating [because] tapping into areas students know and feel comfortable with increases the likelihood of engaging with the materials and assignments'.