Digital Tools: Audio, Images and Videos

Reading: Miller, S. & McVee, M. (2012). Multimodal Composing in Classrooms: Learning and Teaching for theDigital World. Oxon, UK: Routledge.

This particular reading had many messages embedded within it, however the most relevant two were; children need to have a point to their educational activities, and educators must integrate digital learning into their pedagogy as the traditional mode of teaching is outdated.

In order to provide a learner with a realistic outcome to completing a project a teacher must engage students with “literacies that go beyond linguistic texts to draw across multiple modes” (Miller, S. & McVee, M., 2012, p. 2). The 21^st century offers countless ways in which to hold a students’ attention, and teachers must utilise such resources in the best possible way. By connecting the learning outcome to places, sights, smells, people and experiences the student will no longer ask “what is the point?” (Miller, S. & McVee, M., 2012).

In addition, using technology to improve student engagement will result in a seamless transition from a ‘traditional’ pedagogy to one of a digital platform. Miller and McVee (2012) stress the need for education to employ the use of multimodal composing as a powerful tool to increase the environment of all subjects.

Three digital tools – audio, image and video – can aid in improving one’s classroom and pedagogy. Below is an example of each, although video will be explored further.

Audio:

Image:

Video:

Technical Aspects – An Overview:

Videos are an exceptional technology, available on multiple devices and platforms, and embody the technological changes of the 21^st century. Every day hundreds of thousands of videos are shared on social media, whether it be Facebook, Vine, Instagram, websites, blogs, tumblr or iTunes. Or even shared via a disk at video stores. This technology not only allows audio, images and music to be integrated into it, but also adds to the quality of the filming itself. What can this technology do, then? It can share a message, offer entertainment and in the context of this course – improve educational aspects. Digital videos, when used effectively, can support communication, analysis, observation and reflection (Fasso, 2015). By being able to film the world around you, and upload it instantly, one can redefine the pedagogy of teaching.

When considering the settings of a video it is simpler to talk in terms of the editing software. Multiple websites, apps and programs offer the ability to edit any film footage and turn it into a video. A pre-installed program such as Windows Movie Maker allows the creator to trim and slice raw footage, change its sequence, add still images, titles and credits. The extent of its editing goes much further – transitions can be added, the colouring of the footage changed and music overlayed – and if you would like a more detailed description of the settings Microsoft has a great explanation. What it does not cover, however, is if there are privacy settings. When created, a video automatically has Copyright laws protecting it, however privacy settings depend upon which platform the video is uploaded to. A platform such as a blog or website does allow the author to turn on privacy settings, which would be ideal within a classroom setting. WikiSpaces, also, would be optimal for students so that only invited peers and teachers can view their work.

Customising videos, meanwhile, can be either a multi-author or individual experience. Within a classroom setting a teacher may set 'creating a video' for Drama as a group activity, which would not only develop communication, but is also an example of how videos are a team effort. From the capturing of the footage, to the editing, to which platform it will be presented on, are all jobs each member would have to be involved in. As an individual assignment, on the other hand, a History teacher could set a Multimodal as an assessment piece. Even if a student did not know where to begin, Google has thousands of tutorials that explain how to use editing software. Thus, video software may not appear easy to use at first, but the only experience needed is to know how to Google – from there one can learn almost anything! Once familiarised, a single student can customise their footage in editing software, changing the quality, adding sound or overlaying personal audio – the options are limitless! Just think of the videos which already exist and how unique they are – that is the answer to “can you customise this tool?”

Learning Outcomes:

Videos can support multiple learning outcomes within the classroom, including team work, moviemaking skill development, higher order thinking and organisational skills. The diagram below explores this in further detail.

Image sourced from: Hartman &Schwartz, 2007, p. 7

Despite these learning outcomes being achieved through engagement with videos they can be applied to other activities and materials. By facilitating communication and the comprehension of information, videos can aid in applying an in-depth response to questions – whether it be an exam or otherwise. As an analysis tool, digital videos can enhance students’ critical thinking which will aid in many activities, from literary readings to breaking down questions and articulating a meaning in English class. Interacting with and creating videos also reinforces student evaluation, an important skill for considering meaning behind other’s films, book chapters, and character representations. All of these activities and skills are critical in the 21^st century as society is reliant upon technology. Books are merely not enough anymore.

Image sourced from: https://www.tumblr.com/tagged/dead-poets-society

Applying learning outcomes to pedagogy:

Using digital videos within one’s pedagogy is another form of literacy and multimodal composing. By applying videos within the classroom to the SAMR model one can view how easily videos can become student focused. 

Another link to my audio file can be found on WikiSpaces.

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References

Fasso, W. (2015, April 2). Media - The Focus this Week. Retrieved from Moodle: https://moodle.cqu.edu.au/mod/page/view.php?id=16631

Hartman, K. &. (2007). It is not television anymore: Designing digital video for learning and assessment. Retrieved from AAA Lab: Stanford: http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf

Miller, S. &. (2012). Multimodal Composing in Classrooms: Learning and Teaching for the Digital World. Oxon, UK: Routledge.