Generation V Comes of Age

Generation V Comes of Age

Two days ago I was at lunch, sat next to a documentary maker from New York City. He was most definitely “old school” and was in Europe on the festival circuit with his latest work. He complained that the events he was touring were full of “dreadful” films made by students and other amateurs who had never learned the basic rules of filmmaking. He concluded that we are witnessing the death of the “proper” documentary as “everybody thinks they can make a film”.

He was clearly not at the Learning on Screen Awards last week.

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The Five Pillars of Engaging Educational Video

The Five Pillars of Engaging Educational Video

As educational filmmakers working with authentic footage on a daily basis, we know a thing or two about what makes an effective, engaging video for ELT. Here we take a look at the five pillars that are fundamental for creating engaging authentic video experiences in the ELT classroom.

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Keeping up with authentic speech

Keeping up with authentic speech

The topic of subtitles for ELT learners is still being wrestled with. Learners have different requirements of such a tool, dependent on their ability. Here, Elena Deleyto La Cruz summarises how subtitles influence learners' abilities to comprehend and interact with authentic video.

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BETTblogs: Parsnips, a protest

BETTblogs: Parsnips, a protest

Naturally, ELT consumer markets vary wildly in terms of worldview. We get it, and work hard to offer content that is considered culturally appropriate for a global audience. However, we argue that this approach is fundamentally flawed. It’s based on a one-size-fits-all method of content creation. Sure, it’s economic, but is it ethical?

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The new look of learning: VIL

The new look of learning: VIL

Video Integrated Learning. That’s what we’re calling it.

So, what is ‘it’? As you likely know if you’re reading this piece, DLA create learning experiences that are engaging and effective, with video at their heart. Many clients with whom we work ultimately ask us for two key deliverable assets at the end of a project - the video, and the learning materials - and many of them see these as two separate things. We don’t.

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The rise of a video generation

The rise of a video generation

The idea of using film or video in learning is hardly new. In 1913 the inventor Thomas Edison predicted that within ten years books would be obsolete because it was “possible to teach every branch of human knowledge with the motion picture”. Despite some great educational film and TV during the 20th century from the likes of Disney and the BBC, the revolution didn’t happen on schedule.

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Nicholas Mirzoeff’s How to See the World

Nicholas Mirzoeff’s How to See the World

The simplest concept of education video would be this: whatever teachers can do using text and still images, they can also do using moving picture. But there’s also a compelling case that video uniquely enables an alternative and perhaps more valuable set of learnings.

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