Italia 2000 Video Software on CD
Evaluation and Use
Overview
CD-1 was finished in the summer of 1997, and CD-2 was completed in January 1998. So far, distribution of CD-1 and CD-2 has been to project participants only, not least to avoid prejudicing commercial publicataion this summer by Giunti Multimedia. Only now that the project has finished are the teachers on the project beginning to integrate the use of the software and other tools into their teaching. For these reasons, extensive feedback concerning classroom usage is informal and incomplete. Plenty of informal feedback has been received during the development of the software, and this contributed to the design principles detailed above, and extensive correcting and checking of the software was carried out by a number of the project's teachers. In addition, comments have been received from a number of publishers and computing professionals. Finally, and most importantly as far as this submission is concerned, a research project is underway invloving the University of Cambridge and Trinity College Dublin, to evaluate the software and its design and investigate learning strategies when the software is used by individuals, pairs, and groups of three people.
Results from the Dublin-Cambridge research are to be included on this page as they come in.
As the CD neared completion, it was presented at a number of conferences, which illicited
helpful feedback and comment, and also to a couple of publishers as part of the project's overall publishing strategy. A few of the comments received were made formally, and are included here.
Giunti Multimedia
"As a multimedia publisher, Giunti has been involved in CD-ROM design and
production since early 1992. Since that time we have seen many language
teaching courses, aimed to different audiences and at different
difficulty levels. Extending our existing product range, we have chosen
to distribute the Italia 2000 product suite because it implements true
multimedia technology with exceptionally rich and up-to-date
contents, addressing a somewhat neglected market segment.
Particularly, the CD-ROM has been carefully designed and developed,
taking full advantage of the new teaching techniques made available by
the interactive nature of the medium. It is worth noting that unlike
similar products, Italia 2000 focuses the attention of the student on the
course rather than on the user interface, providing transparent and
easy access to the original material. Extensive use of videoclips
dramatically increases the effectiveness of the whole course, making it
one of the best titles in its category."
Stefano Lamon, Giunti Multimedia srl, Milan
CTI Centre for Textual Studies
"Gavin Burnage, of the University of Cambridge, gave an interesting
demonstration of the 'Italia 2000' software at the CTI Textual Studies
'Teaching European Literature and Culture with Communication and
Information Technologies' Conference held in Oxford on 18 March, 1998. The
software offers a truly multimedia perspective to learning and
offers much for the student of language and culture. Using a computer
for learning language can in some cases be an unnerving and frightening
process for a learner. This software has clearly been thoughtfully
designed to make the user's experience as profitable and easy as
possible, something which is not always found in language-learning
software. For example, navigation of the various areas of the package is
made simple and intuitive by the use of screens which can be easily
manipulated according to the user's wishes. A variety of different
video clips are given central importance in the
package, and their integration and design are particularly aimed at an
interactive approach to learning (something which is often feared lost
when a computer takes the place of another person). Not only does it
allow the user to absorb 'real' language in carefully-selected clips with
interesting cultural relevance, but it also allows the user much
flexibility and control over their use. It is clear that the Italia 2000
software is designed for easy integration with traditional learning
materials, and in a traditional learning situation. What impresses me
particularly about it is that it offers great promise for the
non-traditional distance or 'life-long' learner; perhaps an enthusiast
who cannot attend traditional evening classes but can now create their
own flexible home learning environment."
Sarah Porter, CTI Centre for Textual Studies
Thomas Nelson
"There is every merit in producing a full version of the CD-ROM since this is a really good product . . . [it] look impressive in its conception. It is user-friendly and, with the inclusion of video clips, makes learning that much more interactive and controllable by the student. There is plenty of scope for the learner to intervene, to move ahead or to consolidate through repetition of exercises. The overall production is professional."
Reviewer for Thomas Nelson, an extract from an evaluation for publication of a range of Italia 2000 materials.
Dublin-Cambridge Research Plans
Two documents are provided here which summarize the research plans. The first, from
Cormac Ó Cuilleanáin, in conjunction with Breffni O'Rourke and Barbara Simpson, in TCD outlines the general strategy and timetable.
The second, from Gavin Burnage in Cambridge, outlines evaluation questions relating to the design and use of the software.
Message 1: Plans and Timetable
Results from the work will be added here as they become available; the first results are available below.
10 advanced level students of Italian in Trinity College Dublin were questioned
after using one unit of the software: their comments are recorded in full.
The response was positive, though with concerns over the colour of the text and the nature of the Ricomponi exercise emerging. Comments such as these will inform the revisio of the software prior to publication by Giunti Multimedia .
Software in Use: some examples
Overview
For teachers, the video, the software, and the other project materials mean they have a ready-made supply of video footage and back-up material - courseware - at their disposal, without the worry of the time needed to prepare exercises and source material for themselves.
The uses of the courseware are limited only by the imagination of the teacher. The ideas listed below are a few of those envisaged or carried out so far. Although the suggestions are quite specific, the role of the video software is always to enhance vocabulary and comprehension of a clip, and to provide the basis for using language learned from the clip.
Classroom language teaching
Students watch a clip from the video. Questions and discussion follow. Students attempt the video software unit, with teacher on hand to answer questions and difficulties. The Lesson ends with a review. This approach combines the advanatges of using the software with the presence of the teacher to answer questions software cannot provide.
Follow up after video viewing and discussion; grammar exercises
Students watch one or more short clips, with classroom discussion and explanations led by the teacher, based on the workbook exercises. At the end of the lesson, students are instructed to perform computer-based activity in their own time: this includes a set of video-based exercises, use of the web resources, and stipulated grammar exercises from the floppy disk. This approach allows teachers to use precious teaching time to its best advantage, leaving other tasks to computer software.
Preparation for video viewing and oral work
Prior to a classroom session, students are instructed to prepare a clip in advance by means of the video-based software and workbook, with use of the dialogue exercise emphasized. Subsequently, the lesson is monolingual Italian, and, following a review of the video clip in class, it develops into oral practice using the cultural themes and topics raised in the video clip. This approach allows students to prepare topics with authentic language material, get over initial awkwardness with new topics, words, phrases and concepts, making classroom oral work more productive
Distance Learning Course
As part of a Continuing Education or Lifelong Learning Programme, students are sent the CD of video software, along with the workbook and video: they are expected to use the video software and web-based software and transcripts as a means of coming to grips with the content of the clip in the absence of a teacher. Written work from the workbook is submitted and assessed by teachers, using post or email. Software which enables students to gain understanding of video footage in the absence of a teacher is a prerequisite for distance learning courses.
Listening Comprehension
As revision for a listening comprehension examination, students are advised to use certain units from the video software as a means of coming to grips with rapid, native speech, and understanding close detail from it, in their own time and at their own pace.
main contents
| introduction
| pedagogy & design
| evaluation & use
| screen shots
| web links
| references
Message 2: Software Design Summary and Research Questions