So we have the honour of finishing our workshops today
with Jennifer Pena,
a great scholar and colleague
and friend.
I have no words to
to introduce her
in such a formal manner.
Well, she works at the University of Southern
Piedmont Ministerial Commander in Balad
in Italy, and she's been working on didactic
stories of translation, as you all know, for many years now.
She started doing her Ph.D.
and part of it here at the unit with me.
And from then on, we've been working
together and writing together
and researching on this
crazy and great field of study
and dancing.
Okay.
So, well, she she wrote the book.
Alberta just mentioned before that said the basis
of everything that had been done to to until 2019.
A lot has been done after that already.
And we've included in our book that it will be out soon as well. The
Alberta
identify myself are finishing up and well
she's a member of Arena of credit of Title IX and
as I said, one of the greatest scholars I know.
So thank you.
Thank you very much, Knox.
You make me emotional and okay.
So I'm very glad to be here today in such a great company.
I think it was a very amusing afternoon.
So fast for hope to be
I mean, to continue this way.
So I'm delighted to be here with colleagues and friends.
And I think it's a wonderful occasion to talk about what this dynamic
topic discipline now, thanks to not because she's been leading the way
since once she started working on this.
So we're very grateful to her.
And so I think today is like a puzzle.
So they gave you the two thirds of the puzzle.
So please bear with me. I'll give you the last one.
So on
this Monday, they've explained everything so far.
I think I sit in such a nice and clear way.
So I think we're going to divorce, if you like.
Well, I will do the
sort of the presentation introduction of these modes,
but I would like to focus on practice, if you like.
Okay.
So you can go home, which a very good idea
and some practice as well.
So we're going to talk about the revising in most.
Basically,
we've been working a lot on
that being I mean, there's a lot of literature on that and
we know it works.
I mean, every modality works, but we have, let's say, more
studies on that being less and voice over.
So we encourage you all, if you wish to continue
working on these, to focus on these other modes such as voiceover.
Well, the description is actually quite big because since
I wrote the book in 2019, there's been a lot of studies,
a lot of interest or just, you know, happiness
and we're just, you know, enjoying this nice flow.
But we still need research on that.
So we encourage you and definitely the description,
as I was saying, is an accessibility mode together with.
SDH And students absolutely love it.
So we are actually going to offer more and more about this. And
we actually we just
say touch free comment, which I think and I open.
I want your feedback on this as well,
is going to be also an interesting modality.
So we all know what's really Lexis.
I mean, after. Such.
A good presentation and that and it's a
wonderful occasion to meet all fabulous members also for us
because we started
and we didn't had the chance to, I mean,
individually or in little groups to meet the others.
But tomorrow would be really nice actually, the next two days.
So I hope you will enjoy and, you know, get these fresh
and exciting atmosphere.
So the object of the session would be just quickly,
I would introduce because you know what?
You get the presentation and I should be such a great job
to explain all the tables and images and all the rubrics and guidelines.
So I think, you know, from my part, you can have a look
and then you will have time home to focus on that
and then the end zone practice as a student.
And we say as teachers, because we've been
recently also working a lot with Antonio and Pilar
about teacher training.
And we think it's also one of the way to go
because if we teach well, if we train teachers,
then this will continue at any level of education.
And that's what we want.
We want to reach students, learners everywhere.
So that's the plan.
Okay.
So, well, I think you got a very nice definition
of these reporting modes from Alberto's presentation,
but also know
once she gave you a good understanding of how
softer and needed and they give us joy and
and some pain as well because it depends.
But we are very much looking forward to see.
Then you try the next lesson
that would be free available to anyone, teachers and students alike.
And you be
you you know I'm sure very happy to use
it would be a nice place where we can all meet again.
So they think that being a voice over, well, you have an idea I think.
Well, that being, of course, in Spain,
Italy, Germany and other countries, we all know what it is.
VOICEOVER You know, thanks to divinity
and other channels, we also know what it is.
And for YouTube, of course.
So I think you know that
thanks to the phases that you follow, when you build up a lesson plan,
or when you do a lesson plan as a student,
you basically have integrated language skills
because if we do revising, we also do retain practice.
And I mean, insofar I think it's the other way around
how you do written practice and you do,
let's say, the speaking skills in the other phases, right?
So that's the same rationale.
Okay.
So well, no, I should explain very well.
I you can read this
image.
So this is actually,
as you can see, it's combined didactic document and voiceover.
So you have domain types as she said before, these dotted
strings are the arrows actually add the scaffolding option
so you can help students this way
if you either use one character in dubbing, for instance, instead of
dubbing all the characters, which is of course a much more challenging
job, or you can also provide them with the original script
so they don't need to actually do the transcription.
And it's a long and complex work because they need to understand
everything that has been said.
And then of course you can work in all the different combinations
you can have into the English.
So within the same language you can have reverse into lingual,
which is from the end one to the other two,
and then you have into lingual from the end to into L1.
Well, of course, as you can see here, it's only for voiceover because
doesn't make too much of a sense.
We talked, but anyway, we are open, has no say to any, any,
any small idea.
And then of course, you can work on the creative mode.
I mean, all modalities, they can be used creatively and they really work.
We've been talking about these and well, Humberto said it very well.
You know, even, you know, children,
you know, they just do it, you know, without even asking them to do so.
So that means it's really motivating.
It's something, you know, that comes naturally
from I mean, you have many examples on YouTube.
Well, no, actually, Ash has established one of the
basically the well, the only paper on creative
percent.
And then Alberto was explaining how you can do
these for, you know, from sub from fun subbing and fun dubbing.
Then you can use these in didactic audio visual translation. So
creative is
definitely one of the other way to go.
Then here you can have just an idea.
Still end up being in voiceover.
We can buy them in the book.
So you can have an idea of the skill enhancement,
as I said,
integrated language skills, because we do that within the lesson plan.
And then again, you can have a better idea.
Of course you will have all the and the slides as well.
So what concerns
or the description and frequently, well, Alberto said
what will description is, I think now you have a good idea what it is.
But we asked students to create the script between dialogues.
So in that silent stretches of a video,
students, they need to create the script
and then to the voices describing the actions.
If you comment that we do
something more, let's say, because we also,
besides the translation, that could be,
as we said, into lingual, into lingual, into semiotic,
we do
focus at least what we do in didactic or the visual translation.
We also focus on cultural elements because as a better way of saying
language and culture, they just this, you know, you cannot separate it.
So we tend to give students, you know,
some little points to consider and you will do that. Now,
on the cultural elements of the video that we just select
and then, you know, students, they can on a certain extent
beside how to put that into words.
Okay,
We suggest to do sort of
guided free commentary activities
because of course, if it is something completely new,
it would be difficult for them to focus on cultural elements.
For instance, with Anton, you've been practising a video
that is within today, but that's an extra activity
about cultural roots in Europe.
So coming to Santiago for Spain and the French region for Italy,
because coming to Santiago was the way to coming to Santiago.
I mean, crossing all Europe and differences in act, crossing
all Europe to get to Rome, but for example, different region
that is not as well known as Santiago Santiago's placements.
So, I mean, people, they might know a little,
but still we try to find motivating videos.
Of course, motivation is always there and and also
enrich a little bit, you know, the culture about the language
or maybe not even if it is, you know, and English as a lingua franca.
Okay.
You can do, you know, talking about English, saying whatever you like.
So that's
what we did. And
we actually tested these with
students in Milan
and in like in Nevada, where my university is.
And we have to say that it was difficult
to them to catch these elements.
So it's very important to explain
and in these previewing activities to
to give them some ideas and as you know,
switch on the light and say, okay, you know, maybe I should know
more about this and give them some some tips.
Okay.
So then we'll see sit within the lesson plan itself.
So when we talk about all the description, every recommend
the same as before, you have all the combinations.
You can have a scaffolding options.
For example,
as I said, you can have a list of relevant intercultural elements.
They can, you know, list and help.
So maybe a link where they can go and read what a video with the text,
whatever you like.
And then, of course, again,
the script can be also useful.
Creative is always there.
So they can also, of course, and to a creative exercise.
And regarding skills, we can have the same integrated skills.
So we have a logical audiovisual reception.
Okay, in any sense, because it could be also
just CTO on silent video, but they have all the elements
so they can get these in.
Then of course they have action,
especially in speaking, but also in writing.
If you think they
need to write for all description and for commentary, the script
because you know
the description of said
that they need to describe the action that's visually impaired people
they wouldn't be able to perceive. Hmm.
So also it's a difficult task
because they really need to find the balance.
What is too much?
We luckily we can see what's going on, but we should really
put ourselves in the shoes of visually impaired people.
And I think it really works with students
have seen useful results with that.
So also in this
what they learn from Antonio, it's really,
really nice to ask students and I think that's the impression
I got that you would like to continue in teaching.
I mean, most of you.
So it's really nice to show
them with the eyes closed.
I mean, to show the video, listen to the audio.
But with this knowledge, which is the music,
that's usually the music, it's very powerful.
And you can get an idea so you can get into the shoes.
Okay, what's going on there?
You know, and then watch the video and then, you know, discover
what's going on and really try to find the right balance,
not to anticipate, you know, what you imagine could happen,
but really what you see.
So it's a very nice
didactic on
on the visual translation mode for what concerns recommending.
It's really open because it's recommended it's within the name.
So you can get you can be free either in translation.
And as we said, for didactic with the cultural elements
you want to report within your your work.
Okay, So if you have any questions so far, if you have a watch,
that's a question from
have you ever watched
another describe video?
Okay.
Have you ever watched.
And that's I think it's incremental with, you know, not really
because I didn't mention that is not a very popular way
to, let's say, making a video accessible,
but especially, well, of course, documentaries
and chiller programmes that would be somehow,
you know, with free commentary.
This is
because they need to fill some gaps for the audience to understand.
So this is in a way, our task.
Okay, so within this presentation
you would find I, I like to followed nice
got mummy template so you can have you know this is for the
for the different modes for captioning voicing.
So you have the guidelines for the for it's
then you have the assessment rubrics.
We've been using these topics thanks to know for many years now
because something
that's with the mention about know about all the things she does
is also that she well has been leading the way
and always been able to see much forward
but she has been able to put people together
and she has been leading so many research
and teaching innovation projects within the unit.
So we always very grateful also to this House.
Can we say it was an English?
And so
we've been testing these rubrics for many years
and in different contexts, which is nice.
So we really get to use something that is being tested and piloted
and it works.
Of course they're flexible, as I was saying.
So it really depends who is in front of you in your classroom,
if it is online face to face.
So there are many variables.
And then of course, we see the lesson plan.
So don't want to spend too much time, but usually the guidelines
and they contain criteria that students
need to take into account when they do their job.
And also they should know that they will be if. If.
If it applies, they would be evaluated on these same criteria.
So for transparency,
I mean, they need to know, you know, what's important in the job.
So in this case, as you can see,
we have different criteria.
So since you are going to work on this, these are the two.
So it's very rich. I know.
But with these think about cultural elements is
I mean, they live a little bit longer.
So and just for you to have an idea.
So for all the description and also for free comment,
then just focus on lexical accuracy and richness.
So they need to find the right words.
So it's really a, you know, also polishing the text and get to a nice
result.
Then as forget the modalities, they have time and space constraints.
So they really need and what really always happens and
they, they tend to write a lot and then they would when they come to
voice, they don't have time
because they have
written too much and they need to polish and Polish and polish.
So it's really good for mind
then to use punctuation, as I was saying,
because they sometimes forget that on a screen.
There's also punctuation on just, you know, normal text.
But they also need to be aware that they need to be
they need to stick to the time they have.
So it's a very short scene.
It's quick, it's fast.
They need to really reduce and it's a very good exercise
for language learners, as you can imagine.
So grammatical position, they need to be creative.
So we always try to encourage them in the sense
of course we ask them to be fluent and to have a nice speech rate.
And this comes only with practice.
Practice makes perfect, you know, we say.
So they really need to practice and this is the point
sometimes is not the,
you know, reaching to the place, but it's the journey.
So in this case, it's also the journey they need to practice.
They need to spend time on this.
We try to do that in a 60 minute pitches.
Quite challenging,
but they need to practice and they need to focus
on what they're saying and try to be, you know, straight to the point.
Then of course synchronised and then of course they need to mediate.
In this case, we do not always only talk about
intra lingual, but we also talk about inter semiotic.
So making words from images
and this is very difficult trying to find the right words.
Of course they they learn a lot.
And I think these are two modalities that they work very well with.
SB So English for specific purposes
and now we are actually going to focus more on that as well.
So these are the rubrics.
I don't want to spend time on these since Yes, you've seen them.
There's no mystery. It just, you know, the
percentage you see
and the same data I've been presenting
before.
So these are the four.
So you have them to for you for your use.
So let's go to the lesson plan.
So we have the Catholics for coming.
Look very much looking forward to it.
You you're invited and you have the link now on the
my lap to these private Catholics platform.
So you have access to all the sequence
because I think this has to be mentioned before,
but there are many activities that you can try for each modality.
So you have a
well, you're invited to do so.
So just to give you an idea, I actually.
Am. Taking one for each moment.
So this one, for example, is a nice video about these two guys.
And the point is that they have a very strong accent from Ireland.
And so this is to practice and being
I mean, being exposed also, not just with the usual accent,
you know, like the British or Jamaica, but one this is one of them.
And the aim of the session, this is adapting into lingua.
So it's within the same language.
So the really needs and it's fast.
So they need it for be to level.
They need to replicate what they hear and trying to stick to the time.
So it's a challenging, challenging exercise.
This one is another video.
It's a creative one.
And I think one of the aim of today, let's hear
from the analysts of the project, which is sadly,
I'm very excited these days, but I'm so sad at the same time
that we're going to see the end of this.
But I'm sure we will find another way
to continue working
together.
So anyway, and
this is for B2 and for instance here, they need to understand,
they provide factual information
and they need to practice creative reformulation.
But we need to focus on what students have been working on,
especially in the creative aspect, and see what we can get from there,
what we can learn from us, from this experience.
And then this is another short video which is too quick to judge.
I encourage you to watch it here.
Usually
you have the link to the lesson plan itself,
which is also an iterative lecture platform, but just to find it easily.
This is the video to the wall,
the link to the original video, so you can have a look.
And I think this again, I mean, this is a bit of a surprise
within this video. Slice always says no.
I was saying if you can get students, you know, not just to the surveys,
but to a more emotional level,
you know, if fixed to them, you know, the video, the words, I
actually have these
in memory from my students in Ireland.
And I remember I contact them after four years.
They teach a course on subtitling
in the early days, what it was doing, the HD, and I remember them.
And one actually said, I still remember
the sentence of the, you know, whatever video.
And really,
you know, it's in my head, you know, the words they use.
So I think it's really, you know, she gets to the point
where you, you know, that's, you know, the emotion.
You can really get great results.
Okay.
So going to business and this is the one that you're going to work on
and it's about Galway, a place in Ireland,
a place very close to my heart.
And I know there's someone online from Galway, so I'll go.
And so this is a
free commentary
lesson plan which we have designed for B2 level.
It's about Galway
as European capital of culture and it was supposed to be capital.
Well, it has been.
It was capital of culture in 2020, but we all know what
happened in 2020.
So as you can imagine, all the
activities that they were planning didn't really take place.
So I think it's nice that you can get a glimpse
of what was planned to happen and what they did.
So in this sense, we have these 60 Minutes lesson plan.
I know we try to, you know, stretch everything into this afternoon,
but for you to get an idea
so you will find the link in the
in the my date lap.
So just to give you an idea you will have the world map,
which is meant to be 50 minutes.
It's a matching exercise.
So you should match the definition of iconic places and always worry
that the images and the definition so you don't know the place,
but from the image and the definition,
we should be able to match the way maybe you can.
I'd say just to give to have an idea, maybe
do one of t one or two or three, if you like, if you think it's fast
and then you move on, okay, You don't have to complete it.
Then you live 5 minutes when you live and active watching.
We absolutely
don't want
to have passive watching for students because I mean, that's over.
It's always active watching.
So they will what you will watch this video.
You should pay attention to your description because there's
this lovely
accent, you know, I mean, I use accent
as a voiceover, so you can listen to that.
You can also play, you know, if you click with the subtitles
and you should answer some question, then what you are doing.
This is the core of the activity.
You have 30 minutes, nothing today, but virtually
you should have 30 minutes to create the free commentary of the video.
And as we said before, I mean, this is a very short video,
but asking students and yourself in this case to do more than one minute.
No, I mean, it's really, really
I mean, it's really time consuming to do that.
I think adding a translation activity for a video.
So one minute more than enough.
Okay.
So I would ask you to do it really, you know, little bits
and pieces in there.
So from the warming that warm up, the viewing
and the directive for commenting,
so just for you to have clear what is the task.
So you should watch the video paying attention to a number of elements
and finding more information about these elements.
By clicking on the links, you will see the links
of these elements.
So maybe pick one or two of those that you like
you should transcribe
into English.
In this case, the relevant part of your narration
to be included in a free commentary script of the video
and you can use the subtitles for this.
So writing in the commentary script adding the relevant information.
So you have the video which is described
so you can take this description and add the intercultural elements
that you think you know you want to focus on.
So it's it's more said than done.
I promise.
And then you can you can basically type the script
within the lesson plan and read a few lines.
That's what we would like you to do.
And then the very last
part of the activity will be apostrophe task,
which is usually the other way around.
If they did the writing, they would do writing.
So in this case would be just a guide.
What guided a short piece of writing on on a Dublin smock?
But not a big deal really.
So do you have any question? Comments?
How do you feel?
It's feeling?
I know it's warm.
It's very warm in Madrid and it's late in the evening.
As I said to my colleagues at this time, I mean, in one hour
time, my kids are sleeping in Italy.
So we're in Spain. So it's nice
and refreshing, you know, to be off at this time with you.
But okay, I really ask you to, you know,
little bit more concentration and we'll be finished.
So if you have any comment on this
now, is it clear?
I think it's easier really to see it in within the lesson plan itself.
Okay. So you can click on your my lap.
I think you are already logged in.
The activities are already open.
So I think let me see.
So we are doing well.
I think
we plan to have these for about 20 minutes.
Is it okay for you to
dedicate about 20 minutes?
This as I said, let me just
try to answer one or two question for each item, for each face,
and then you can move on to the three comments.
Okay.
You drill all of your funds, okay.
So I'm just going to
so this is the link
to them as I.
Have you ever been to Galway or to Ireland?
Yes, Galway. Given a.
Vacation. Oh, wow. So that's.
One. Oh.
So, you know.
I didn't go anywhere about on the bus
with those things set
very fast.
That's great.
Okay, lovely.
Yeah, I think it was worth a visit.
Yeah. Okay. Okay.
Okay.
So you can please go ahead and if you have any question, I'm here.
Okay.
And if you have any question online, I'm happy to answer it as well.
So very looking at the.
Yeah.
If you have any
within your one with your Google account,
then even if you leave the lesson plan,
I mean, all the answers would be saved.
So say you go back, you know, of course you will go back in
the next few days.
By the way, we were talking about that.
We have no problem leaving the platform open for you
so you can, you know, work on that.
And we talk probably until Easter or also with an Easter break,
maybe you'll have more time.
So that would be nice. Yes.
And so please,
I know, I know you probably you would like to rest
and not do work, but if you like it, that would be available.
There's no restriction on that.
Okay.
And we will send you Easter break
is the right. Yes.
And we will send you maybe a few reminders.
Just, you know, that's you know, it's open that you can finish.
And we'd be very grateful.
Please, if you would like to help us with our feedback,
questioning, you know, just to get your feedback on that.
So we will send that to you.
So noise, just focus on what you're doing
and all the answer will be saved so you can get back at anything.
Okay, so production is timing.
It would be only 10 minutes left.
Okay, so we are just in the middle to about 10 minutes now.
So about 10 minutes and then we move on to the other one.
Okay.
So just checking that.
Know I could see all your copy of the lesson plan before.
So now so let's say this.
You leave this lesson plan
as you are, I mean,
where you arrived.
So it's open for you to finish at any time you would find
all the answer you gave.
So that's great.
Let's move on to the other.
Let's see the second part of the end practice up
and I'd say this it's 5 to 8 now.
So it's not like this.
Is in not working.
Now. It is working.
Okay.
The light is on.
I thought
I was going around and.
Or maybe I was studying them about something when I was standing.
I was just saying that it's a good idea
when you do your order description and recommend three lesson plan.
When you use a word file or a space when you can right next
to actually type the exact seconds of silence part of the video.
We want the or description to appear or the free commentary as well.
So, you know, notice, for example, if you are from zero 20 to 0 27
available to
to read your script, then you would be
making a very short script to make this happen.
So that's just a tip for practice
regarding them.
There was one of the participants here
and maybe you did it you couldn't hear online
and it was suggesting she's seen the video.
They make questions.
Then in the commentary could be a strategy
to actually reply to the questions.
So it's fréquemment or you can add the three comments
and in this sense you can decide the question
and add the cultural elements of the video.
So I think that's a good strategy.
Okay. So the lesson plan you've been working
on, it's in saving Google form.
So you be starting at any time,
whenever you want to finish that.
And then let's move on to the creation of an in this case.
So we have been working student
on free commentary and about Galway in this case.
In this second part would be, as I said, it's 5 to 1 and it's a 5 to 8.
I talked about 25 minutes.
So I think we can finish that in about 20 minutes,
25 minutes, and then we can just all go.
I think it would be nice.
And so let's focus on
this 25 minutes and then we'll go, Okay,
okay.
So basically, this is all the description lesson plan.
As I said to you, while you have the elements,
we've been talking about this, so let's let's practice it.
So if you click on the link before as well,
let me see on the here on.
Your. MATLAB.
So if you scroll down you will see in workshop three
also this one.
So duplicate ad layout.
So when you click you'll be sent to this
folder.
It's great because I can see, you know, you already copy
and you type your name, which is great.
So it's actually a semi guided lesson plan.
So if before you had to create everything
in this case I took a lesson plan from Travelex and left a few bytes
so you'd need to fill in what's not there.
Okay.
According to the face, let's have a look.
So this is what you can see.
This is the lesson plan.
So this is up to you to fill in the lesson plan on ad.
Okay, you pick the level
so for instance, you think is it suitable for B1?
B2 depends on the type of exercise you want to do.
Okay, so you can call it lesson plan ADI.
And then the level say B1, B2, whatever you like.
So this lesson plan of course should take about 60 minutes
to be completed now.
Yet, you know, you have a better idea because you've been trying as
a student how long it takes.
It's really, you know,
there's a lot to do
and especially if it is
one of the first lesson plans that you do on a certain modality.
So here we can see the phases, of course, that the same have been
working on today.
In this
sense, I think
this one was a nice lesson plan because it was the first lesson plan
within the title sequence explaining the basics.
And I think it's good because it's something that is good for you, is
new to this CBT mode
and also for you students if you want.
Okay, so this is ethics. As you can see.
This is the first time, the first task of the warmup.
So with the following text
about order description and the answer the question below.
Now I actually left you the three questions related
to this text that the Travelex members have created.
Of course.
I mean, it was planned to be a 50 minutes,
so you can add a second task.
It's up to you could be question to a paragraph, whatever you like.
Think that the core task is revising.
So they've been reading.
Now they can write something up to you.
Okay, so this is to activate
the knowledge about or the description.
So think.
I think it would be nice also if you plan
to work with someone else, maybe with a partner.
So you know, you can brainstorm ideas.
I mean, it could be also good.
Maybe one is typing or what have you, so you can have your own done.
Then we move on to the video viewing phase.
Still active viewing.
So here you have the video is is also that's something that you can copy
because these are the see the instructions
to an instruction that you can copy and add up to your own situation.
But this is, you know, watch the video, as we were
mentioning before, at least twice with subtitle without.
It's up to you.
Okay.
So they can watch this video and then you can make question to make this
lesson plan.
I mean, with active viewing and also I want to
just to repeat that this lesson plan is ready.
So whenever you finish a course, you can go and see a sample.
Okay.
So you can compare what you did with what has been done
and get some inspiration. Okay.
When you complete the creation of the questions,
always remember that it's nice to and to add the answer.
Okay,
So when the students they submit at the very end this week, the forum
then can get the answer from the close question.
Of course, open ended.
You can put a sample of text.
Maybe you ask them to write a short composition
and then you, you know, you put, you know, sample of this composition.
Okay.
So always sad answer.
We don't really use points.
I mean, there's no need but maybe you would like to So up to you.
Okay.
After the the video viewing which should be active, then
the core of the activity will be audio description.
And as you can see, it's already everything. There.
You have the instructions, you have the video,
you have the guidelines, those that you've seen before, we usually
always include them within the lesson plan.
And here, you know, all the instruction to the or
the description.
The last one will be the post ABT task.
And you can add a task.
As you can see,
basically the order description, which is of course it's a written.
So it will be watch the video, get an idea of what
is there and create the activities for the other phases.
Okay.
Because a description it's already
I mean, you're not going to do the description,
you're going to give the instruction and you have those.
So work on something
that you think would be motivating for the other phases.
You know, so think about imagine a student in front of you,
imagine the age, the context, and think about this person,
what can do and what could be interesting,
and then try to take the questions.
As I said, if you wish to do that in person or groups, fine by me.
Okay. So
I hope you enjoy
and of course, to watch the video so you can get a good idea.
You can just go to the video viewing.
Please click on YouTube and it will open up.
Okay.
In this case, you can go to preview.
Okay.
Yeah, you should, you know, supposedly are okay.
Okay. You can also go this way.
But also you have in my lab.
Let's see,
actually see my presentation.
So I'm going to copy here.
So I this is the video the right way.
You'll see it's nice.
And also sorry I forget when you had to
and you have all the can in time.
There's also a lesson plan outline to fill in.
And it's really good because it really puts on paper, you know,
black and white, what you're doing.
Well, of course, you are the author.
The lesson plan title that we set, you know, the level, the combination,
the mode, you know, everything.
Okay.
So please take your time to fill it in.
And especially because you know it will it's a meta reflection.
Okay.
So it will help you to feed your activities.
Well, okay, So here
you have an example also two five, the aim of the session.
So I think it could be parallel.
Now, I mean, if you want to have a look, do have a look.
But I think we've nice also to practice on some exercises.
Okay.
He's got the go
together. Okay.
These two
and the link,
I will publish the link also.
Okay. Well
so you could be
higher than your consolidation but between is.
And the dimension and this very important
that the first half has been all the described.
So you can have a good sample of what the description
and the actual order description made by the students would be on
the second of which is only silent.
Okay.
So you can have the first two are for describe to get a nice idea
of what is going on and ask students
to focus on these in the active viewing.
Okay.
So they can have a really good idea of what they're supposed to do after.
Okay,
these are the subtitles, which is a nice help as usual.
So in my that love
the link.
Which is so
it's that's
basically
where.
So just to say
that I am going to show them.
Here.
So people now are busy doing the way activity
which is available on my DATALAB the link here.
So by scrolling down
in. Workshop.
Three
people just click on
this section.
Let's create energy lesson plan.
So by clicking
yeah, it's possible
to duplicate the layout by clicking on the
Google drive.
So okay, it's
look actually.
Well, it could be, it could be just the easiest think.
That would be a copy of.
The so here
make a copy rename
with one's name and just work on that.
The video is also available here,
so it's 20:20 just for anyone here.
So shall we close in from now in maximum 5 minutes.
Is that okay for you?
So we are okay time.
So yeah, it has been a long afternoon.
I know a lot of tools and new concepts, so just for you to know
basically what you have, I think you have a good
idea of everything now. So
whenever you have finished,
I hope, before Christmas, so
you can take the Easter break
and see for myself and for nice workshop
as well is the same structure.
So you have the to the lesson plan so you can continue on that.
Then you have you can upload well, you can submit the Google form,
which is okay, perfect.
You can also upload the link itself of the lesson plan.
So out of the sorry of the order, describe video.
So the one that you have created with your voice.
So we have the
the video created on you know apart from the lesson plan
then for this part here, basically this is what we have used today
so you can upload the link to your idea lesson plan.
We also have that one drive,
but if you want, you can paste the link here.
And here is the famous
lesson plan outline that you can fill in as we meet.
Okay,
so this is just some other reflection for you to have the objectives
of your lesson plan earlier.
Okay.
So I would suggest for your own record
that you can complete and just, you know, print a copy of yourself.
You know, maybe you can, you know,
copy, print the copy and just keep it as a record.
And then of course, you have the link so you can fill up any time.
I mean, if that also, you know,
probably I mean,
if you know how the drive works, you can create a copy download
so it's there for you to use as you wish
and as workshop as the same structure so you can do the same.
And we've seen that.
So many thanks for your time and effort today by grateful for that.
So looking forward then to hear your feedback as well.
So thank you very much once again and thank you very much.
This great present day.
Thank you.
So how we can close the workshops for today
and they will still be there in the platform,
as Jennifer has explained for long, as long as you as you need
and we'll be in touch in the forums and you can reach them via email.
And anyway, we'll see each other
for two, four, two days now.
So yeah.
So I can't wait for tomorrow morning to open the conference.
If you didn't get the certificate, you have it there.
If you didn't get your bags and badges,
you can still go to the other room.
But I think everybody got them right.
Yeah.
So we'll see you tomorrow and thank you.