VYOND-LESSON

MAY REVOLUTION

AGE GROUP: 14 year-old students

LANGUAGE LEVEL: Intermediate

OBJECTIVES: That students be able to apply research work on their own creations using technology. In this case by creating a video about the May Revolution.

LANGUAGE AREAS: Writing - reading - speaking

NUMBER OF STUDENTS: 20

CLASS DURATION: 50 minutes

PHYSICAL LOCATION: Classroom and computer lab

INTRODUCTION
To begin with a Celebration Dates project, the teacher asked the sts to bring information about the 25th of May, day in which we commemorate the 1810 revolution that resulted in the first Argentine government and independence from Spain. The teacher decided to introduce this historical date by watching  the trailer of a movie called "The May Revolution". After watching the video, the T generated a debate among sts in order to elicit previous knowledge about the main event, and to see if they could make use of the information they had looked for.

Video: https://www.youtube.com/watch?v=H5DpG7MosgA

Questions to discuss:

_ What was the "May Revolution?
_ When and where did it take place?
_ What were its causes?
_ Why did other powerful nations such as Great Britain want Argentina?
_ Who were the ones involved in the "Primera Junta"?
_ What were the effects of the Argentinean Revolution?
_ When is Argentine Independence Day?

During the discussion, the teacher wrote on the bb important information provided by the sts from what they had brought and also from what they remembered. The learners were also asked to pay attention to specific vocabulary connected to the topic.

Then, the teacher divided the class in pairs and asked them to prepare a timeline including the most important dates and events that led to the May Revolution.

After starting to work on that, the teacher introduced the tool "Vyond" to the students and he showed them a tutorial on how to use the tool and to create their own videos.

Tutorial: Here!

Then, the T uploaded the tutorial to their campus so that everyone could go back any time and check it.

WARMER
The teacher will ask the students to brainstorm whatever they remember about the May Revolution and will ask them to go to the board and write their ideas, important dates, names, and related vocabulary.

WEB
_ Now, in groups of 4, students will be asked to create a video using Vyond about the turning point in Argetinian history known as "May Revolution".
_ They are going to use the timeline previously created and they will be in charge of deciding which points to include in their videos. They will also be able to use the questions they had answered the previous lesson and any notes they had taken from the debate.

_ Once the videos are ready, the students are going to upload them to the school Facebook group so that teachers, parents and other students can watch them.

WHAT´S NEXT?
_ The teacher will ask the students to write a short reflection on their projects. He will provide sts with some guidance questions such as:

· What have I learnt about the Revolution?

· What do I think was the purpose of the it? For Spain, Britain and for Argentina.

· Did I care about the May Revolution before reading about it?

· Do I know and understand why May the 25th is commemorated?

THEORETICAL SUPPORT
SAMR MODEL:
Ruben Puentedura (2006) has designed a four-step model for the analysis of the integration of technology in the teaching classroom (the SAMR model). He has proposed four levels, each focusing on the use and purpose of technology. The use of Vyond corresponds to the last phase of his four-step model, that is, the Transformation Phase, which includes the Modification and Redefinition levels.

At the Modification level, technology allows for significant task redesign and, with Vyond, users are able to combine text with audio and video.

At the Redefinition level, technology allows for the creation of new tasks previously inconceivable and Vyond promotes the transformation of a basic task of gathering information into text, to that more complex of creating a video that moves and explains historical content. Also, Vyond allows its users to collaborate online with the creation, which is something that would be impossible without technology.

PLANIED:
Planied is a Digital Competence Framework implemented by the Ministry of Education in 2015. Its aim is to promote digital literacy in every school and, for such purpose, it proposes six dimensions needed for a person to be considered digitally competent:

1. Creativity and innovation: Vyond allows its users to create media that moves, interacting with a wide range of templates, adding text, images, music and time limits.
2. Communication and collaboration: With this tool, sts are able to communicate with each other and share ideas as to selecting material, content, choosing templates, editing, etc.
3. Information and representation: With Vyond, students look for, analyze and organize information in a way that is clear and understandable for them and the audience, taking advantage of the technology they are using.
4. Responsible and solidary participation: Students are responsible for what they choose to include in their videos and all the members of the group can enter, edit and save their work.
5. Critical Thinking: Students are asked to do research on The May Revolution, and put all the information together into a timeline and then into a video. To do this, they have to think critically as to what to include, what to discard, how to organize the information and so forth.
6. Autonomous use of ICTs: To complete the task, students will have to do some research on their own, look for specific information, or even consult dictionaries to make sure they are using correct and appropriate language. By using search engines or dictionaries students will be showing they are autonomous in the use of ICT tools.

GLOBAL VS LOCAL:

In this case, we can clearly see the connection between the lesson and the local component it contains, since we are dealing with one of the most important celebration dates in Argenina.

Even though the lesson is not based on a coursebook, several connections with what GLOCAL means can be made.

“A glocal course book is an adapted or localized version of a global course book that provides 'a better fit', in that it connects the students' world with 'the world of English,' “(Gray, 2002:166).

_ There are 4 features of local or localized material that can be seen in the lesson under discussion:

• Contextualization: The lesson using Vyond is clearly contextualized in students’ reality since it is about a celebration date in their country. Also, this lesson suits the local teaching context its conformity to our country’s school curriculum.
• Linguistic contrast: By making students look for information in English about a celebration date in Argentina, one makes them pay attention to forms, meanings, and use of the target language with information that they could have easily found in Spanish.
• Intercultural reflection: In this case, students were not asked to look for information about another culture, but since they investigate The May Revlution, they were in contact with information about Great Britain and Europe. In the lesson, they are asked to answer some questions in connection to that as well.
• Facilitation of learning: In the previous lesson, students were able to look for information in their mother tongue, in order to facilitate understanding of the content later on.

THE TRIPLE E:

The theoretical framework developed by Liz Kolb (2017) comprises three components that should be included when technology is used in the classroom.

The use of Vyond is now going to be analyzed in terms of this framework and the lesson plann.

• Engagement:

The use of Vyond engages students in the sense that they may have never thought they were going to be able to create media that moves in the school context. Besides, this tool motivates students to start their learning process since, by the creation of the video, they indirectly learn about The May Revolution, English language and how to create a video. In addition, learners become active since they share ideas in groups and they are the ones in charge of selecting the material according to what they want to include in the video.

• Enhancement:

The use of Vyond allows students to create a video, which is something they would not be able to create without technology. Also, this tool aids students in developing or demonstrating a more sophisticated understanding of the content since, in order to make a video, they need to understand what its content is going to be so that the video makes sense. What is more, this tool makes it easier for students to understand concepts and ideas in the sense that music, videos or pictures are more appealing and easier to follow and be remembered, than a three-hundred-page book of history.

• Extension:

Vyond also creates opportunities for learners to share their production with people outside the classroom. For example, in the lesson under analysis, students are going to share their videos through a Facebook group so that all the school community can access them. The videos can also be shared with people from around the world, if that is the goal. In addition, this is a tool which students can use whenever they want in their everyday lives, may be when they have a job, when they have to deliver a conference or just for fun.

BIBLIOGRAPHY

• Kolb, L. (2017). Learning first, Technology Second. Arlington, VA: ISTE.
• SAMR Model - Technology Is Learning. (n.d.). Retrieved from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
• Ripani, Maria Florencia. “Competencias De Educación Integral.” Competencias De Educación Integral, 2016, e.edim.co/92818/PLANIED._Competencias_de_educacion_digital_vf.pdf?
• Lopez Barrio, M. and Villanueva de Debat, E. (2018). [online] E.edim.co. Available at: https://e.edim.co/92818/Lopez_Barrios_Villanueva_de_Debat_2014_Global_vs._Local_Does_It_Matter.pdf?