We created a video in 360º about our daily routine at the university. Then, we decided to create two links: one with the video that contains questions based on the videos that appear, e.g what do you think is happening in this situation?; and a second link with the answers/explanations of each question. Thus, the activity needs to be done following that order, if not, the activity looses its sense.
UIUC students (so they can have an idea about how it looks like a day at the university).
To get to know another culture through "spending a day" with the main characters from the 360º video; this means, to develop the intercultural competence by seeing other cultural traits.
To be able to use a 360º video or image.
To develop the communicative competence by analyzing the video and discussing the situations with the partners (oral competence); and by reading and understanding the different comments in the hotspots (reading competence).
The 360º video.
An external support for the answers of the video's questions: pwp presentation.
As a pre-instruction, it would be nice to contextualize the activity to students. Maybe explaining them that they will be presented a video from some UAB students presenting their day to day at the university and that through this video they will be developing their intercultural and communicative competence.
For the instructions while doing the activity, it would be very useful to make sure they all know how to use a 360 video, which possibilities does it offers and which apps they can use. Moreover, the teacher should keep an eye to all the groups to make sure since, if there's any doubt during the activity, teacher can solve it.
Regarding the post instructions, the teacher should guide a discussion about how the activity went and if they consider the objectives that had been presented at the beginning have been accomplished.
During the discussion when trying to answer the questions presented it would be useful to provide some structures and vocabulary that may be useful to participate and give their opinion. In addition, there could be some visual clues for students to understand what we are talking about in each situation.
A possible assessment would be that in groups, they create a role play representing one of the situations that have appeared in the video and applying some strategies to make them more understandable for their classmates, like exagerating, making more mimics, etc.
There are two main steps to consider during the activity:
Step 1: download and watch the following Video. You will see that there are three different scenes. Before each one, there is a question, which you should answer (orally). If needed, the video can be stopped after each one of the scenes to answer the question.
Step 2: once the three questions have been answered, you should look at this Canva, in order to compare your own answers and the ones expected. That way, you will be able to self-correct your previous answers.
Enjoy!!