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Presentation 5
0028
 

Symposium
Presentation
0027


1
ABSTRACT

2
VIDEO

3
SLIDES

4
PAPER

5
AUTHORS

SignWriting in Education

“Magic Behind the Cams:
Teaching SignWriting
in an Online Course”


by
Madson Barreto
and
Gilberto Lima Goulart


Madson Barreto
Madson Barreto ensinando o
SignWriting - Libras Escrita

1 ABSTRACT PORTUGUESE ENGLISH


ENGLISH

“Magic Behind the Cams:
Teaching SignWriting in an Online Course”


by
Madson Barreto
Co-founder and Teacher
at Libras Escrita - Brazil
madson@librasescrita.com.br
www.librasescrita.com.br

and

Gilberto Lima Goulart

Camera operator and video editor
at Libras Escrita - Brazil
gilbertolimag@gmail.com

SignWriting is a system developed to write Sign Languages. It was created in 1974, and it has been already used in more than 40 countries around the world (BUTLER, 2012). In 1996, through the work of Costa, Stumpf & Borba, the SignWriting (also known in Brazil as “Escrita de Sinais”) came to Brazil. They showed that Brazilian Sign Language (LIBRAS) is not unwritten, but it can also be written (BARRETO & BARRETO, 2012). Then, many papers and researches were published in or about SignWriting and its functionality. In 2013, the Brazilian ‘Libras Escrita' publisher launches the “Escrita de Sinais 2.0” (BARRETO, 2013), which is an online Distance Education course with a class load of 70 hours. This course teaches the SignWriting system step by step with more than 800 LIBRAS’ signs for example. Actually, more than 50 hearing students from 16 of the 26 Brazilian states plus 1 student from Portugal have attended the course. This course has a Website, in which only the students subscribed can access the lessons. These lessons have been organized in five modules. We have different types of classes. Most of them is recorded on videos in a studio equipped with a fixed whiteBoard onto the wall. Each class has between 10 and 25 minutes. The teacher always prepares previously the topics, examples and methodology before each class. The recording is made using two cams, one is for a frontal recording and the other is for a 45º angular recording (used for capturing details of the writing on the whiteboard). All recordings are recorded into HD format in order to enable the video editing. Four fluorescent lamps were used: two for the whiteboard and two for the teacher. Each lamp was located at a side. The teacher used three different colors (blue, black and red markers) to write the examples and tips on the whiteboard. To record the audio, it is used a lapel microphone connected with a Handy Recorder Zoom™ for capturing the voice better. Sometimes, the video of a class is not a unique and long video, but it is made up of short videos from 2 to 5 minutes, in which a lot of videos has not been used. In a paper sheet, the camera operator takes notes about the videos, the number of the classes and other editing notes. Resuming those notes during the editing process is a very important job to the editor. Once a lot of videos are recorded in one day, recognising the notations in terms of the time when the mistakes were made and the proper class for each video and the audio file can help making the editing process much easier and faster. Thus later, the video editor chooses the correct videos and the respective audio recordings to edit the video on Adobe Premiere™. The editing process itself has several particularities and techniques, in which we can highlight among them: organizing and renaming the files in a proper and simple way will save a lot of time in the future. Another software used quite often is Adobe Audition™, because most of the times the audio files need some correction. Even though most of the lessons were taught in Portuguese, considering that this first experience of an online course was oriented to hearing people, there were lots of examples in Sign Language. In the specific context of shooting something that is about to be signalled, there are lots of concerns that must be observed by the camera operator. Testing the signaling space before starting to shoot is very important. As the teacher is aware of the size and of the details that are necessary to be seen on that specific lesson, he must inform to the operator the space that he will actually need. Zooming the camera too far way from the object can cause a huge loss of details, and zooming too close can result in cutting off from the camera frame a significant part of the sign. Doublecheck the camera's focus will also avoid losing and redoing lots of days of work. Sometimes, we can’t see a mistake on the small sized camera screen, and we will only find out the problems in the end of the day when we see the archive on the computer screen. This is the technical part. But the really magic behind the cams is the course’s methodology step by step (BARRETO & BARRETO, 2012; BARRETO, 2013) associate with topics from LIBRAS’ linguistics (FERREIRA-BRITO, 1995; QUADROS & KARNOPP, 2004) added to many examples from the LIBRAS, the tips using techniques of teaching and learning from the Cognitive Neuroscience (DRIDEN & VOS, 1999; ALVES, 2005; KELLEY, 2008; KELLEY & WHATSON, 2013), the methodology of the exercises for copying, reading, writing, transcribing, translating and analyzing the reading and the writing of the signs, phrases and texts in LIBRAS associated with the individual feedback from the teacher for each student and besides that: the interaction among students in a Secret Group on the social network (FaceBook), where the students can ask and answer questions, interact and construct the learning together. If it wasn’t this methodology, it wouldn’t be enough all the technique and technology.

REFERENCES

ALVES, Renato. Curso avançado para expansão da criatividade, memória e concentração. Tupã: Editora Humano, 2005.
 
BARRETO, Madson. Curso Escrita de Sinais 2.0. Belo Horizonte: Libras Escrita, 2013.
 
BARRETO, Madson; BARRETO, Raquel. Escrita de Sinais sem mistérios. Belo Horizonte: edição do autor. 2012.
 
BUTLER, Charles. Re: Who we are?/ How many? Available in: <sw-l@listserv.valenciacollege.edu> Mensagem recebida em: 08 fev. 2012.
 
DRYDEN, Gordon; VOS, Jeannette. The learning revolution. 2nd edition. USA: Jalmar Pr, 1999.
 
FERREIRA-BRITO, Lucinda. Por uma gramática de língua de sinais. Rio de Janeiro: Tempo Brasileiro: URFJ, 1995.
 
KELLEY, Paul. Making Minds: what's wrong with education - and what should we do about it? New York: Routlegde, 2008.
 
KELLEY, Paul; WHATSON, Terry. Making long-term memories in minutes: a spaced learning pattern from memory research in education. Frontiers in HumanNeuroscience. 25 September, 2013.
 
QUADROS, Ronice; KARNOPP, Lodenir. Língua de Sinais Brasileira: estudos linguísticos, 2004.

...download PDF...


Related Links

LibrasEscrita Web Site
https://www.librasescrita.com.br

LibrasEscrita on YouTube
https://www.youtube.com/user/LibrasEscrita

LibrasEscrita on Facebook
https://www.facebook.com/librasescrita



PORTUGUESE

 

A MÁGINA POR TRÁS DAS CÂMERAS:
ENSINANDO O SIGNWRITING EM UM CURSO ONLINE

by
Madson Barreto
Co-founder and Teacher
at Libras Escrita - Brazil
madson@librasescrita.com.br
www.librasescrita.com.br

and

Gilberto Lima Goulart

Camera operator and video editor
at Libras Escrita - Brazil
gilbertolimag@gmail.com

O SignWriting é um sistema para a escrita das línguas de sinais. Criado em 1974, já é utilizado em mais de 40 países ao redor do mundo (BUTLER, 2012). Em 1996 com o trabalho de Costa, Stumpf & Borba o SignWriting (também conhecido no Brasil por ‘Escrita de Sinais’) chega ao Brasil demonstrando que a Língua Brasileira de Sinais (Libras) não é ágrafa, mas também possui uma modalidade escrita. Logo muitos artigos e pesquisas foram publicadas em ou sobre a Escrita de Sinais e a sua funcionalidade. Em 2013 a editora brasileira Libras Escrita lança o “Escrita de Sinais 2.0” (BARRETO, 2013), um curso online de educação à distancia de 70 horas. O curso ensina o sistema SignWriting passo a passo com mais de 800 sinais em Libras de exemplo. Atualmente, o curso atende mais de 50 alunos de 16 dos 26 estados brasileiros e 1 estudante de Portugal. Esse curso possui um Website com acesso apenas para alunos onde todas as aulas estão organizadas em 5 módulos. Temos tipos diferentes de aulas. A maioria delas é gravada em vídeo num estúdio equipado com um quadro branco fixado na parede. Cada aula tem de 10 a 25 minutos. O professor sempre prepara previamente os tópicos, exemplos e metodologia antes de cada aula. A gravação é feita utilizando duas câmeras, uma para gravações frontais e outra para gravações laterais de 45° (usada para capturar detalhes da escrita de sinais no quadro branco). Todas as gravações são em HD para possibilitar a edição do vídeo. Quatro lâmpadas florescentes são usadas, duas para o quadro branco e duas para cada lado do professor. O professor usa marcadores para o quadro branco em três cores (preto, azul e vermelho) para exemplos e dicas. Durante a gravação, é usado um microfone de lapela conectado a um Handy Recorder Zoom® para uma melhor captura da voz. Às vezes o vídeo de uma aula não é um longo e único vídeo, mas vídeos curtos de 2 a 5 minutos e vários vídeos não são usados. Em uma folha de papel o operador de câmera toma notas a respeito dos vídeos, do número das aulas e anotações relacionadas à edição. Este procedimento é uma parte muito importante do trabalho. Como muitos vídeos são gravados em um dia, saber pelas notações os tempos em que ocorreram erros e a aula correspondente para cada vídeo e arquivo de áudio pode fazer o processo de edição muito mais fácil e rápido. Então, mais tarde, o editor de vídeo escolhe os vídeos corretos e as gravações de voz correspondentes para a edição de vídeo no Adobe Premiere®. O processo de edição em si tem várias particularidades e técnicas. Dentre os quais: a organização e renomeação de arquivos de forma simples e correta irá poupar muito tempo no futuro. Outro software utilizado com bastante frequência é o Adobe Audition®, pois na maioria das vezes é necessário algum tipo de correção no áudio. Embora a maioria das aulas sejam em português, nesta fase em que o curso é apenas para ouvintes, ocorrem sinalizações com exemplos em Libras. No contexto específico de filmar algo que está sendo sinalizado, há muitas preocupações que devem ser observadas pelo operador de câmera. Testar o espaço de sinalização antes de começar o trabalho é muito importante. O professor sabe o tamanho e os detalhes que precisam ser vistos em uma lição, por isso ele deve informar o operador do espaço que ele realmente precisa. Se o zoom da câmera estiver muito longe do objeto pode causar uma perda enorme de detalhes, e o zoom fechado pode resultar no corte do quadro da câmera e então perder uma parte significativa do sinal. Checar duas vezes o foco da câmera também evitará o trabalho de refazer dias e dias de trabalho. Às vezes um pequeno erro pode não ser visto no pequeno visor da câmera, e isto é descoberto somente no final do dia, quando vemos o arquivo na tela do computador. Está é uma parte técnica. Mas a real mágica por trás das câmeras é a metodologia passo a passo do curso (BARRETO & BARRETO, 2012; BARRETO, 2013) associada aos tópicos da linguística da Libras (FERREIRA-BRITO, 1995; QUADROS & KARNOPP, 2004) somada aos vários exemplos da Libras, às dicas usando técnicas de ensino e aprendizado das neurociências cognitivas (DRIDEN & VOS, 1999; ALVES, 2005; KELLEY, 2008; KELLEY & WHATSON, 2013), a metodologia dos exercícios para cópia, leitura, escrita, transcrição, tradução e análise da leitura e escrita de sinais, frases e textos em Libras além do feedback individual do professor para cada aluno e claro: a interatividade no Grupo Secreto na rede social do Facebook, onde os estudantes podem perguntar e ter respondidas suas dúvidas, interagir e construir juntos o aprendizado. Se não fosse pela metodologia, de nada iria adiantar toda a técnica e tecnologia.

REFERÊNCIAS

ALVES, Renato. Curso avançado para expansão da criatividade, memória e concentração. Tupã: Editora Humano, 2005.
 
BARRETO, Madson. Curso Escrita de Sinais 2.0. Belo Horizonte: Libras Escrita, 2013.
 
BARRETO, Madson; BARRETO, Raquel. Escrita de Sinais sem mistérios. Belo Horizonte: edição do autor. 2012.
 
BUTLER, Charles. Re: Who we are?/ How many? Disponível em: <sw-l@listserv.valenciacollege.edu> Mensagem recebida em: 08 fev. 2012.
 
DRYDEN, Gordon; VOS, Jeannette. The learning revolution. 2nd edition. USA: Jalmar Pr, 1999.
 
FERREIRA-BRITO, Lucinda. Por uma gramática de língua de sinais. Rio de Janeiro: Tempo Brasileiro: URFJ, 1995.
 
KELLEY, Paul. Making Minds: what's wrong with education - and what should we do about it? New York: Routlegde, 2008.
 
KELLEY, Paul; WHATSON, Terry. Making long-term memories in minutes: a spaced learning pattern from memory research in education. Frontiers in HumanNeuroscience. 25 September, 2013.
 
QUADROS, Ronice; KARNOPP, Lodenir. Língua de Sinais Brasileira: estudos linguísticos, 2004.

...download PDF...


Related Links

LibrasEscrita Web Site
https://www.librasescrita.com.br

LibrasEscrita on YouTube
https://www.youtube.com/user/LibrasEscrita

LibrasEscrita on Facebook
https://www.facebook.com/librasescrita


2 VIDEO
 
3 SLIDES
 

4 PAPER

 
5 AUTHORS
Madson Barreto Madson Barreto

Co-founder and Teacher at Libras Escrita - Brazil
www.librasescrita.com.br

Download Biography
Portuguese & English
 
Gilberto Goulart
Gilberto Lima Goulart

Camera operator and video editor
at Libras Escrita - Brazil


Download Biography
 
 
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SignWriting App
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2014
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2014
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2014
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2014
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SignWriting in
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Edi Strouhal
2014
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Escrita de Sinais
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2014
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2014
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2014
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SignWriting in
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Ron Shalom
2014
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Writing Maltese
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Maria Galea
2014
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40 Years Writing
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Valerie Sutton
2015
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Yair Rand
2015
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Teacher's Attitudes
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AbuShaira, Mahfooz
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2015
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2015
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2015
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2015
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2015
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2015
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SignWriting Font
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2016
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Home For
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Education, Peru
Kristina Tworek
2016
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SignTyp Database
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Rachel Channon
2016
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FSW Formal
SignWriting
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Steve Slevinski
2016
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SignWriting in
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2016
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2016
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2016
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Daniele Bózoli
2016
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SignWriting
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2016
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Steve Slevinski
2016
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Miguel Mondoñedo
2016
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Sign Wikipedias
Literature, USA
Valerie Sutton
ASL Presentation by
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2017
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SignÉcriture: A
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Prélaz Girod
2017
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The Sutton
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by Steve Slevinski
2017
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The Writing of Grammatical
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Research, Brazil
by Joao Paulo
Ampessan
2017
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Sign Language Writing:
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Education, Brazil
Fernando Carneiro Priscila Bartoletti
2017
Presentation 69
SignWriting Presentations
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2017
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2 Brazilian
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