WHAT IS VYOND?

With Vyond, anyone can make media that moves. Built for professionals of all skill levels in all industries, Vyond lets you create dynamic videos for any audience.

Usefulness:

• Distributed workers and diversity challenge the enterprise: Vyond lets you create characters to fit any context. From specific jobs and workplaces to casual environments, Vyond gives you modern casual settings and whiteboard animations for hundreds of combinations to address your employees around the world.
• Your videos can be anywhere you want them to be: Create MP4s or animated GIFs in a click. Host them wherever you like or import them into other platforms like Storyline or Captivate.
• Your ROI from media and communications has to be clear: Vyond’s pricing and flexible plans allow more control and transparency over your communication costs — saving you money and time.
• Pro Media Without the Pro Budget: Don’t let tight timelines and small budgets stop you from making something moving. Vyond is easy to use and less expensive than traditional video production. We also provide a bevy of resources, training options, and an active customer community to help you along the way.

In the educational field:

• Training and eLearning: From scenario-based training to microlearning, video is the best way to engage your learners in a truly captivating way. Vyond is compatible with the top learning management systems, making it easy to incorporate video into your existing content and significantly improve learning outcomes.

I have decided to use this tool because it is highly connected to the concept of e-learning, which teachers are using, applying or starting to learn how to work with it

“E-learning refers to learning that takes place using technology, such as the internet, CD ROOMs and portable devices like mobile phones or MP3 players” (Gavin Dudeny and Nick Hockly, 2007:136)

In addition to this, this website is really useful in that it helps users create videos which enhance visual learners understanding and displays theory in story form that has movement, so it is interesting to create products and to interact and explore classmates’ creations

BIBLIOGRAPHY:

• Vyond, make media that moves. (n.d.). Retrieved from https://www.vyond.com/?_ga=2.110843776.425390415.1539740414-96602465.1536603279
• Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow: Pearson/Longman.

LESSON

THE TRIPLE E:

The theoretical framework developed by Liz Kolb (2017) comprises three components that the use of technology in the classroom should include.

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

• 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 Malvinas War, 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 a video, pictures, music, are more appealing and easier to follow and be remembered, than a one-hundred book on history

• Extension:

Vyond 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 the Facebook group so that all the school community can get to 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.

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 user to collaborate online with the creation, which is something that without technology would be impossible

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 Malvinas War, 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. Etc.
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 connection 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 in 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, I make them pay attention to forms, meanings, and use of the target language with information that they may have found in Spanish
• Intercultural reflection: In this case students were not asked to look for information about another culture, but since they investigate The Malvinas War, they were in contact with information about England. In the lesson they are asked to answer some questions in connection to England
• Facilitation of learning: In the lesson, students were able to look for information in their mother tongue, in order to facilitate understanding of the content.

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?

Tutorial and lesson by MELISA BASTINO