1. Abstract

Participants will learn how to use their smartphones to create videos for EFL learners. They will learn how to engage students in creating videos on their smartphones for interactive videos, storytelling, and video presentations. The videos will be created with Canva and screen recording apps on smartphones or desktops.

2. Target Audience

K-12 (primary and secondary) and teachers of adult learners of English as a Foreign Language. No previous experience is needed to take the session.

3. Session Objectives

By the end of this session, participants will have:

• attended the weekly Zoom meetings or watched the recordings of the meetings.
• watched videos on how to navigate the platform, create videos, and how to use the tools.    
• read articles on video-based mobile learning.  
• discussed video-based mobile learning.
• watched videos on how to navigate the platform, create videos, and how to use the tools.    
• used Canva and screen recorders to create videos on mobile and desktop devices. 
• used Edpuzzle to create interactive questions on YouTube videos.  
• used Google Bard AI with YouTube video extension to assist in finding a YouTube video and in adding questions to use with Edpuzzle.  
• created stories using Storyboard (free teacher accounts), Toontastic,  Plotagon, and Pixton Comics 
• created video apps in mobile devices.  
• reflected on the tools and process of video-based mobile learning.

4. Syllabus

Participants, who complete the pre-session and the weekly tasks, will be awarded a digital badge for each week and will qualify for the official EVO24 Certificate of Participation at the end of the 5-week session.

Each section (pre and weeks 1-5 week) needs to be completed before the next section. 

The grading system is based on completion of the tasks within the discussion forums or in other activities. A grade of 100 is awarded to participants who complete each of the required tasks. There are no in between grades. A "To Do" list is available on the right side of the task.   The tasks are connected to the digital badge of the week and the final certificate. Completion of the tasks will ensure that the participants receive the final certificate.

4.1. Pre-session: January 7 - 14 (Orientation)

By the end of the registration week, participants will have:

• watched a video to learn about the platform. 
• read the session syllabus in a book format to download or print out. 
• filled in the needs assessment survey.
• completed their profile and added their country. 
• choosen a screen recorder from a list.  
• used the screen recorder to create a video tutorial of the layout of the session.

4.2. Week 1: January 15 - 21 (Introductions)

By the end of week 1, participants will have:

• got acquainted with each other using Voki or D-ID or Veedio.
• shared their background, interest in joining the session, and expectations for this course in a 1-2-3 Introduction to the session 
• read about and discuss smartphones in the classroom.  
• received a digital badge for completing all the tasks of week 1.

Tools: 

• Voki 
• D-ID 

4.3. Week 2: January 22 - 28 (Interactive Videos)

By the end of week 2, participants will have:

• attended the weekly Zoom meetings or watched the recordings of the meetings.   
• explored, read, learned, and discussed the benefits and challenges involved in video-based mobile learning. 
• learned how to create interactive activities to engage students using EdPuzzle.   
• used Google Bard with YouTube video extension to assist in finding a YouTube video. 
• chose a video from YouTube based on Google Bard.
• asked Google Bard to come up with questions based on the chosen YouTube video.
• added the questions to a YouTube video using Edpuzzle (for mobile and desktop) to engage students as they watched the video.
• shared the Edpuzzle with the other participants to use on their smartphone. 

Tools:

• Edpuzzle
• Google Bard
• Youtube 

4.4. Week 3: January 29 - Feb 4 (Video Presentations) 

By the end of week 3, participants will have: 

• attended the weekly Zoom meetings or watched the recordings of the meetings.   
• chosen a video based mobile learning activity for the list provided in the session.   
• create a video presentation using presentation slides on Canva or use one of the slide presentations lised below.
• introduce the activity and provide students with instructions on how to do the activity. 
• create 5-10 slides on Canva or one of the other presentation tools and record their voices.  
• share the link or embed the video presentation.

Presentation Slides

4.5. Week 4: February 5 - 11 (Storytelling)

By the end of week 4, participants will have:

• generated stories using ChatGPT, Google Bard, or Microsoft Copilot. 
• created a story using Storyboard That, Plotagon, Toontastic or Pixton Comics.
• created the plot, characters, a narrator, and background of the story.
• used their mobile and/or desktop devices to create the stories.
• shared the stories.
• reflected on the process. 

Tools  

• Copilot
• ChatGPT
• Google Bard
• Storyboard (free teacher pro accounts)
• Toontastic  
• Plotagon 
• Pixton Comics 

4.6. Week 5: February 12 - 18 (Showcase and Reflect)

By the end of week 5, participants will have: 

• attended the weekly Zoom meeting or watched the recording of the meeting. 
• summarized their posts using PDFgear Chat AI. 
• showcased and reflected on the activities they created using AI in weeks 1-4 using audio and video screen recording tools.
• published the videos on Youtube, Vimeo, and other platforms.
• uploaded their work on their individual Padlet wall or any other curation wall.
• created a book using Book Creator to showcase their work.  
• filled in the EVO 2024 feedback form. 

5. Media

Media: 

• Content space Moodle

• Moodle as the LMS for discussions/activities and content 

• Live meeting space: GoBrunch (meeting room for the session) and ZOOM (in Moodle)

6. Readings

Clayton, K., & Murphy, A. (2016). Smartphone Apps in Education: Students Create Videos to Teach Smartphone Use as Tool for Learning. Journal of Media Literacy Education, 8(2), 99-109. https://eric.ed.gov/?id=EJ1125609

Ibrahim, M., Khairudin, N., & Salleh, D. (2021, May). Unwinding Environment in the Lecture Room Using Mobile Learning (M-Learning) Adoption among the Millennial Generation. In Journal of Physics: Conference Series (Vol. 1874, No. 1, p. 012033). IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/1874/1/012033/meta

Mirza, H. S. (2020). Improving University Students' English Proficiency with Digital Storytelling. International Online Journal of Education and Teaching, 7(1), 84-94. https://eric.ed.gov/?id=EJ1244258

Sartika, E. M., Ratnadewi, R., Wahono, S., Heryanto, R. M., Tanubrata, M., & Amadeus, C. (2022). Implementation of Independent Learning through Literacy by Learning Video Creation Based on Smartphone for Komunitas Guru Mengajar untuk Nusantara (GUMUN). Engagement: Jurnal Pengabdian Kepada Masyarakat, 6(2), 318-330. http://engagement.fkdp.or.id/index.php/engagement/article/view/887

7. Other Technology Tools

• Book Creator
• Canva
• D-ID
• Veedio
• Edpuzzle
• Google Bard (AI)
• Copilot
• ChatGPT
• Pixton Comics
• Plotagon
• Storyboard (free pro teacher accounts)
• Toontastic
• Voki
• Youtube

Screen Recorders 

Platforms to upload your MP4 and publish your videos 

Curation Walls/Boards

Presentation Slides