Padlet link: https://padlet.com/emilyspinkmccarthy1/ETEC540_task_7
For this task, in an attempt to apply the concept of critical framing, which is moving from traditional literacy practices to multiliteracies pedagogy (New London Group, 2006), I created a video that includes my verbal explanation, and also visual stimulation, an upgrade from reading a monomodal text.
I decided to film using a vlog style to showcase the content of my bag. I chose the form of a vlog because I feel I can speak more in a personable way to the audience as if I am in front of them. I used Adobe Spark to create the transition title pages and texts, and royalty-free music from Bensound.com, and iMovie to edit the final video. After creating the video, I loaded the video into a Padlet to help make the video more interactive. Viewers can watch the video, and write down anything they felt like they wanted to share in the comments. I started a few thread topics just to demonstrate what it would be like.
The editing part of creating the video was the most difficult. I had a lot more raw footage than my intended final video. Going through the video and deciding which parts to keep or cut out, and looking for the appropriate images to include took more time than filming. Adding subtitles was the worst, but since I had already started, I had to go through with it. When I was adding subtitles, I realized that I don’t complete my sentences, and I drag on my sentences. This makes it very difficult to add subtitles. You can access the subtitles by clicking on the subtitles option in the YouTube link.
I started filming the vlog with the intention of speaking in a more colloquial way while still explaining explicitly how I use each item in my bag. I tried to explain the context of each item by using speech, and images. To demonstrate overt instruction, I think I could have done a better introduction by outlining the different kinds of categories of items I will introduce and included an ending that could summarize the whole video.
References:
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. (Links to an external site.) Harvard Educational Review 66(1), 60-92.
