This is my original task 1: What’s in your bag?
Here is the new version:
Reflection
Process
My initial idea was to create a Twine game with audio, sound effects, and images since I had just learned to use Twine for the previous task and enjoyed the game-making process. Also, I believed that this Twine game would align with the New London Group’s (1996) emphasis on multimodal representation by including text, audio, and images. However, I realized that a Twine game was still mainly a visual design supplemented by audio elements. Therefore, I changed my mind and decided to create a production that was primarily audio and supported by visual elements if needed.
According to The New London Group (1996), all meaning-making is multimodal. To align with this claim as much as possible, I decided to add my native language (Mandarin) in my work as “spoken language is a matter of audio design as much as it is a matter of linguistic design” (The New London Group, 1996, p.81).
Thinking further about the audio design, I decided to add sounds made by my items to make my task more creative. After deciding things to include in my work, I recorded audio clips of me describing the Mandarin names and functions of my items, then recorded how these items sound when I use them. After that, I combined the audio clips (using Veed and Jianying). In addition, I added corresponding images and visual effects to supplement my audio design. To abide by my initial decision that this product is primarily audio, I did not add any captions (visual elements).
Potential benefits of engaging in mode-changing
1. Multimodal content is more engaging.
Multimedia presentations that combine text, images, and audio can create a more immersive and appealing communication experience than text-only ones.
2. Multimodal content aids in comprehension and memory.
Different people absorb information in distinct ways. Combining multiple modes can increase the chances of people understanding and retaining the information. For example, using visual aids alongside spoken explanations in presentations can help clarify and reinforce key points. Moreover, Li (2020) claimed that multimodal content helps information and deepen content knowledge.
3. Mode-changing enables better contextual adaptation.
Certain information is better suited for different modes. For instance, statistical data is better illustrated by visual tables or graphs, while audio explanations convey abstract concepts better. I believe that combining spoken pronunciation and visual text is a better way to show my audience a new language.
4. Mode-changing facilitates multimodal literacies.
Multimodal literacies, the inevitable forward trajectory of literacy, are the main focus of 21st-century literacy (Albers & Sanders, 2010). The New London Group (1996) also claimed that “multimodal literacies … are increasingly important to all communication, particularly the mass media” (p.62). According to Kress (2005), various modes available for delivering information, yet provide specific potentials for communication, have different limitations. Therefore, mode-changing enables better cooperation between various modes; as a result, facilitating multimodal literacies.
Potential challenges of engaging in mode-changing
1. Complexity and efficiency
Converting content between different modes can be time-consuming and complicated, requiring additional software or skill. For instance, making a creative audio-based presentation (recording and editing audio clips) takes more time than just typing the text.
2. Inconsistent user experience
People absorb information in various ways. Some individuals are more visual learners, while others prefer auditory learning. Content delivered using different modes may result in inconsistent user experience. For example, visual learners might find my audio-based work hard to follow and remember, leading to confusion or frustration.
References
Albers, P., & Sanders, J. (2010). Multimodal literacies : An introduction. Literacies, the Arts, and Multimodality, 3, 1–25. https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/32142Intro_x.pdf
Kress, G. (2005), Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 2(1), 5-22.
Li, M. (2020). Multimodal pedagogy in TESOL teacher education: Students’ perspectives. System, 94, 102337. https://doi.org/10.1016/j.system.2020.102337
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. (Links to an external site.) Harvard Educational Review 66(1), 60-92.