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JTCLT Abstract

Volume 7 Number 2, 2016
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Ye, W. (2016). Lightboard and Chinese Language Instruction. Journal of Technology and Chinese Language Teaching, 7(2), 97-112.

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Abstract/摘要:

The Lightboard, which consists of a specialized glass board, a video camera, and a real-time presenter monitor, is a novel tool that creates instructional videos for hybrid and online courses. It allows an instructor to face viewers through the glass board while simultaneously drawing highly visible sketches or writing notes. Powerpoint slides can also be merged into the Lightboard video, seemingly projected onto the glass board, so that the instructor can annotate and interact with the slides in real time as the video is recorded. Moreover, the final video has much higher quality than traditionally filmed lectures. All these features render the Lightboard a desirable tool for making pedagogical media that can “flip” language classrooms. For example, the Lightboard will serve instructors and students alike through improving the ease of filming short tutorial videos regarding teaching Chinese characters, explaining difficult grammar patterns, correcting common pronunciation errors, while likewise offering homework feedback and review. This article first introduces the Lightboard, including its component parts, working mechanism, and its development history. The paper then analyzes the major advantages and limitations of using Lightboard followed by addressing its implications for Chinese language instruction. Finally, the article provides an example and tips on how to create instructional videos for Chinese courses with the Lightboard system and introduces two ways for installation of a Lightboard studio.

“光板”系统主要由一块可供书写板书的透明玻璃板,摄像机以及实时的视频合成与显示设备而构成,是一款为在线及混合课程打造的新型教学视频制作工具,亦可为传统课堂制作补充教学视频。与传统教学视频相比,“光板”视频的优势在于它将授课者清晰可见的荧光笔板书与幻灯片巧妙地融合到了一块特殊制作的玻璃板上,摄像机透过该玻璃板可以同时捕捉到授课者以及玻璃板上的板书,使得授课者在板书时仍可面向观众,并与板书及幻灯片互动。其优点还在于操作简便,以及最终生成的视频非常高清。因此“光板”是“翻转”语言课堂的理想工具,特别适用于制作辅导短片来教授汉字,解释语法难点,纠正常见的语音错误,提供作业反馈及复习辅导。本文首先介绍了光板的构成部件及工作机制,回顾了其发展历史,随后分析了使用“光板”的优势和限制,并讨论了其对对外汉语教学的启示。最后本文通过实例演示了如何操作“光板”制作教学视频,并介绍了建立“光板”工作室的两种方式。

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Page last updated: 2016-12-31