As a first post, we have a video-based application called Edpuzzle (https://edpuzzle.com).
Edpuzzle is an online tool based on the Flipped Classroom method, which reflects the efficiency of audiovisual materials as well. The simplicity of use, detailed analytics, and free access make it an especially useful platform for every educator to have in their toolbox (Ware E, 2021). Moreover, the use of similar tools such as Youtube have proven to be engaging elements (Chien C. et al 2020), however, Edpuzzle focuses on educational environments, providing the precise technologies required by teachers.
The use of this application can be considered quite intuitive. First, you must basically sign up with your email in order to create an account. Second, you have to select a video platform, look for a channel and then choose the video. Third, you will have to decide which functions to use to edit the video: Cutting the video, adding audio, recording audio or including a test or open question. Finally, you have to present a virtual space to your students. That space contains all the videos previously edited and you can use specific tools that provide you with statistics like how many times that video was seen or if the activities inside those videos were solved. Here is an example:
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Regarding how to foster language learning through those videos, educators can record them by themselves, which means that teachers can act as role models for their students by demonstrating vocabulary and language structures, pronunciation, and learning strategies. (Cowie, N., & Sakui, K. 2020) The use of Edpuzzle increases the amount of hours of exposure to the new language, students can work autonomously out of the classroom and they have the opportunity to exercise at their own pace. Considering the last ideas, the target audience could be small groups of students (such as workshops or small classes) taking into account the data analysis tools, it is a great option to thoroughly analyze the students’ activity on the platform in order to do some type of research about their work. Another potential audience is secondary school students. At that age, some students are not so interested in class games because they can consider them “silly”, however, videos usually are more accepted by this age range.
As every application, Edpuzzle has certain limitations, one of them is a quite frequent limiting factor: Storage. This may not seem to be a big problem but indirectly implies that teachers will eventually have to move to another application if they do not have enough space, which means that students will have to create a new account, get used to different mechanics and so on. Another limitation is that this application can contain inappropriate content, videos are not verified and that implicates that if students freely look for videos they might find unsuitable material for them (in terms of accuracy, language level, fake information and/or others aspects)
Finally, it is the teachers' responsibility to introduce this tool properly to their classrooms and not to rely too much on them as well. Borrowing Stempleski (2002) words:
It is worth emphasizing that the teacher, not the video, is responsible for making any video-based lesson a rewarding language learning experience. Like any teaching resource, video is best when it is used carefully and intelligently. How you, the teacher, approach the use of video in your classroom will determine how valuable it is perceived to be by your students, and how significant it will be to them, in the language learning process. (p. 364)
References
Chien, C. C., Huang, Y., & Huang, P. (2020). YouTube Videos on EFL College Students’ Listening Comprehension. English Language Teaching, 13(6), 96. https://doi.org/10.5539/elt.v13n6p96
Cowie, N., & Sakui, K. (2020). Teacher and student-created videos in English language teaching. ELT Journal, 75(1), 97–102. https://doi.org/10.1093/elt/ccaa054
Stempleski, S. (2002). Video in the ELT Classroom: The Role of the Teacher. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (Cambridge Professional Learning, pp. 364-367). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511667190.052
Ware E. (2021). Edpuzzle. Journal of the Medical Library Association : JMLA, 109(2), 349–350. https://doi.org/10.5195/jmla.2021.1202