Abstract
This pilot project undertook an effort to understand how the pre-production plans on designing a promotional video in a project-based language learning classroom could be unveiled with undergraduate EFL computer science junior-level students. The central idea of the project was to explore the efficacy of digital storytelling as a method for developing professional communication skills in English. The specific case study chosen for the project was on intelligent toilets, and the pre-production movie design activities as assignments were designed in the syllabus as a community outreach effort in trying to promote awareness about intelligent toilets as a commercial product, and the necessity and benefits of intelligent toilets for consumers who might not be aware of it’s reach. Assignments such as designing storyline and screenplay, print and video poster design, visual storyline with concept mapping, storyboarding and conference presentation design and delivery not only focused on understanding how students handle different design and analysis software, and technical documentation in a group setting, but also the extent to which they could successfully work with their team collaboratively, and in the process improve professional communication. The project could not explicitly and objectively measure the learning outcomes for professional communication, but it helped us explore the extent to which the group assignments requiring substantial group communication and coordination could be worked through successfully, and students’ self-reported impression about the course materials, in general, and the working dynamics of the group. It’s an established fact that successful group communication and coordination, and such group-based technical communication activities require multiple interactions, iterations and repeated and prolonged exposure. However, within the limited scope of this pilot project, the researchers could identify moderately successful efforts being made both for the assignments and in terms of the team effort.
Highlights
This preliminary paper outlined the design and efficacy of the pre-production communicative and collaborative movie design activities in an EFL project-based language learning classroom
This entire project was focused on teaching meaningful learning (TML) with the course syllabus focusing on designing and organization of the learning environment, support and guidance for meaningful learning, process characteristics and expected outcomes as is seen in the model below
The assessment was still limited in scope in trying to understand what worked, and what did not, and how professional communication skills developed during the pilot project
Summary
This preliminary paper outlined the design and efficacy of the pre-production communicative and collaborative movie design activities in an EFL project-based language learning classroom. Using videos to promote creativity in a foreign language classroom has been widely researched. This pedagogical model supports a soft-CLIL approach for language teaching. Student produced videos in EFL programs are increasingly becoming an accepted and common theme [5, 6] For this project, we have adopted a similar approach where students in a technical university computer science program, as part of a project-based language learning (PBLL) class, designed a documentary-styled promotional video focused on a specific choice of intelligent/smart product. The idea behind the project is to teach technical writing, new media design (with information design), and entrepreneurial thinking with active language learning
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