Link to the video version of the what’s in my bag task: https://drive.google.com/file/d/1rkgKbHHoSW4cFv7dLipxyQK5JnLi0imr/view?usp=sharing
I have recreated the what’s in my bag task using a self-made video by utilizing multimodal design techniques proposed by the New London Group (1996) such as visual design (showing the items, zooming in on the item to draw attention), gestural design (movement, pointing with a finger), and audio design (talk when filming to describe the items). The video compresses the 1000 words of writing into a 5 minutes talk, reproducing and transforming (New London Group, 1996) it into something more casual and approachable. Words describing the position of the items (e.g. “from top left to bottom right”) are simply converted to visual representation (e.g. picking up an object in front of the camera and excluding the items in the background from the frame). In addition, the video version demonstrates more information than the writing by showing where each item is stored in my bag, and how they relate to each other. The organization also reflects on my habits and personality and serves the goal of introducing myself. Overall, using emerging forms of different media, I was able to practice multiliteracies skills (New London Group, 1996) by constructing my multilayered identity.
However, the process of creating the video is not as easy as it seems. The greatest challenge is to recreate the same content as completely and accurately as possible. My experience demonstrates that writing serves as a memory aid, and it can capture ideas precisely with material means (Haas, 2013) which is impossible to achieve with just orality. Instead of reading what I have written before, I tried to retell the story as I film. And I ended up pausing multiple times and modifying my original messages. After filming the video, I had to edit out about 30 seconds of pausing and repetition in different sections to make the video less awkward. Furthermore, note that in the writing version, I was able to translate the text from Chinese to English and polish the translation using the word editing tool embedded in my computer. However, without the technology, I had to use words that immediately come to my mind, and convey the general meaning without solidifying it. The differences are evident in almost every translation when comparing the audio to the writing.
References
Haas, C. (2013). “The Technology Question.” In Writing technology: Studies on the materiality of literacy. Routledge. (pp. 3-23).
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66(1), 60-92.
Great post Helen! You touched on how digital technologies can influence multiliteracies and affect us socio-culturally, as well as our educational institutions and therefore the self and culturally identities of our students and ourselves. As was entioned in this week’s course introduction, Postman (1992) suggests “new technologies alter the structure of our interests: the things we think about. They alter the character of our symbols: the things we think with. And they alter the nature of community” (Postman, 1992). Your post shows using alternate modes of tech tools for learning can be used to help learn new ideas and information in a variety of ways. The first task showed us how text was conveyed to us and we all completed the task in a similar matter. Having the option to actually alter the same task to a format that may be suitable for visual learners, like myself, I enjoyed learning about what’s in your bag through your self-made video by your use of visual design, which I thoroughly enjoyed! Having been able to use different forms of technology tools for educational purposes is definitely exciting, but I do agree with you as you said, the ” process of creating the video is not as easy as it seems.” I appreciate that you took the time to make this video, and I now have a better comprehension on how complex and how much time, effort and work can go into create video content that is both educational and entertaining – “edutaining!”
Reference:
Bowers, C. A. (2011). Let them eat data: How computers affect education, cultural diversity, and the prospects of ecological sustainability. University of Georgia Press.
Hi Selene,
Thank you for your thoughtful reply. Transferring from one mode to another means that we can convey new messages using the new technology, but it also means that we need to leave out certain messages that we used to easily convey. We need to think about both the affordances and the limitations. And different modes may be preferred by different learners. Like you said, visual learners may prefer video over reading boring 1000 words. I also love your word, “edutaining”. I believe it is important to create something that is both educational and motivational for students to learn.