I discovered a neat iPhone application called Videolicious. It’s simple and easy to use and can be used to create videos. The nice thing about the Videolicious website is they have a Video Recipe section that lays out the steps involved in making various types of videos. They include Creating a Video about a Social Activity, Sensitive Subject Matters, Protest Movement, Breaking News Story, Tattoos and etc. The Videolicious application can be downloaded to any iPhone or iPad in seconds. Once the application is downloaded, an array of videos can be created within a matter of minutes.

I would use Videolicious in the ESL classroom for various projects because of the positive learning implications for students. For lower level students, I would use it to create short videos such as a simple news story. For example, where students would have to use the past tense to present the news story. I could give each group a different news story, have them make a video each (in teams). On the other hand, I could have higher level students make videos on sensitive subject matters as a means of a debate. A subject and side (i.e. legalizing marijuana) could be given to students in small groups and they would have to create a video for the side against legalization of marijuana while another group would do the side supporting the legalization of marijuana. Of course, giving out a variety of topics with sides for and against.

If Videolicious is used as a supplementary resource to complete a project task it means that students will develop skills such as, planning, critical thinking and creativity from project-based learning and remain motivated by the fact that they will end up with a finished product that will be viewed by others (i.e. other students in the class, other students in the school, or the whole world if it is uploaded on social media). As confirmed in an edutopia blog, Why Is Project-Based Learning Important?, project-based learning helps students build the necessary skills to live in a knowledge-based, technological society.

Another idea I envision is inspired by an outdoor scavenger hunt I once did with two Secondary Two Enriched English classes where each class was divided into teams of three. While teams walked around a residential neighbourhood and using a list (scavenger hunt) with various house and yard vocabulary (i.e. a house with a bay window, a house made of stone, a bungalow, a yard with a trellis, etc.), they had to take photos as evidence that they both understood and found an example of each item on the list. It was an exciting and motivating activity for the students. However, I think integrating the use of Videolicious could add more value and more effective learning outcomes for the students if they were asked to make a video showing their photos with commentary linked to each item on their lists. In reference to Ruben R. Puentedura’s SMAR Classification, this type of activity would be considered Redefinition, whereby this type of technology allows for the creation of new tasks, previously inconceivable. Further, as noted on Bow Valley College’s ESL Literacy Network website, using authentic materials can provide many benefits to ESL learners’ including increased confidence using the target language, motivation, help learners transfer their literacy skills from from familiar formats to a variety of other formats, prepare learners for real-world encounters they may have, and support learners’ transition and integration into the world outside the classroom. The video could also be submitted as their assignment and evaluated.  As stated in John Orlando’s (PhD, Teaching with Technology) blog,  Ask Your Students to Create Videos to Demonstrate Learning, while traditional writing assignments are appropriate for many types of assessments, there is no law requiring it for all assessments. Thus, a video can be an innovative alternative to be evaluated.


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