CAMELOT stands for ‘CreAting Machinima Empowers Live Online language Teaching and learning” and is a 2-year EU funded project for language educators to learn how to create videos (machinima) in virtual worlds. (Dec 2013-Nov 2015)
For information about the Project Consortium click here.
The CAMELOT Poster: CAMELOT_poster_A3
The CAMELOT Project
Moving pictures, sound and stories are becoming one of the most powerful ways of communicating learning content in the digital age. An increasing number of learners today across all educational sectors use digital video as the favoured means of communication.Youtube has become the second most popular online community after Facebook and the second largest search engine after Google – not only as a tool of self-expression but also as a tool for learning. CAMELOT derives from the shared interest of the partners in the use of a new generation of cost effective digital video tools and applications to enhance the student experience in an EU language learning context.
The distinctive foci of CAMELOT are evident in four main development areas:
- Language learning in authentic virtual environments with a task-based approach
- Real-time animation video production
- Field testing machinima across four educational sectors (school, HE, adult education, and vocational)
- Teacher training course and pilot test
In the CAMELOT Project partners are investigating the use of machinima in task based learning situations. The consortium are making machinima, field testing, researching results of all stages of the project and developing a teacher training to be carried out which will help teachers to be able to make and use their own machinima.
CAMELOT fosters the development of an EU-wide approach to language learning and teaching that is appropriate for the 21st century. It promotes a vision of language teacher training based on the following:
a) Fit for purpose: learning environments are personalised rather than generic;
b) Learner autonomy: students learn at their own pace and in blended formats;
c) Learner empowerment: via avatars learners experiment with their L2 learner identity and reduce anxiety;
d) Teacher autonomy: teachers can create what thy need for their students;
e) Collaborative learning: teachers and students jointly create learning environments.