Adapt existing footage for branching simulation practice rather than only annotating it¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends using simulation templates to adapt existing footage so students get different kinds of practice beyond annotation. In the Kontakte demonstration for the Defense Language Institute, segments were programmed to play sections of the disc, ask students questions about what they heard and understood, and, based on their response, branch back to pieces of the segment and replay them, while providing the German script, English translations, and a glossary. The authors argue this approach "has a great deal of potential and is comparatively inexpensive as no production costs are incurred" beyond the license fee to transfer and use the existing footage.

Design Implications¶

Context¶

Requirements¶

• A subject-matter expert to direct the programming; a license fee to transfer and use the existing footage.

Constraints¶

• The article states annotating existing footage alone is a poor place to stop; adaptation for interactive practice is needed for different kinds of practice.

Target Learners¶

• second language learners
• secondary school Spanish students

Target Learning Goals¶

• noticing vocabulary items and cultural cues
• listening comprehension with replay support

Affordances¶

• Transparency Theory Learning Skill Acquisition

Related Strategies¶

• Position the language teacher as diagnostician, prescriber, motivator, and evaluator of student production

Examples¶

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Key Sources¶

• Gale, Larrie E.; Brown, Bruce L. (1985). A Theory of Learning and Skill-Acquisition Applied to Interactive Video: Activities at the David O. McKay Institute, Brigham Young University. In Gillespie, Junetta B., Ed. Video and Second Language Learning. Urbana, Language Learning Laboratory, University of Illinois at Urbana-Champaign. https://eric.ed.gov/?id=ED278252