Task 7:

Mode-bending

 

The aim of Task 1 was to share some information about ourselves while also considering the textual elements that are a part of our daily lives. I used a photograph of my bag components (as required) and added revealable text to explain why those items might appear in my bag. For Task 7, I presented the same elements in a game, using clues provided in textual (linguistic) and sound (aural) form. In Task 1, I used the text to support the image. In Task 7, I used text as my primary mode to communicate the items in my bag, supported by audio, and I included an image at the end.

I wanted to express what was in my bag by first having the reader consider what my bag item would be used for and what it might sound like to see if they could identify it based on my clues. The mode bending increased the level of interactivity; the reader was required to take action to learn what was in the bag.  

To create my game, I listed the items in my bag and asked Copilot (Microsoft, 2025) to develop a series of “1-2 sentence riddles for each item”. Instead of just clicking to reveal the correct answer, I decided to make it multiple-choice. I then asked Copilot (Microsoft, 2025) to devise three distractors for each riddle (view responses here). I edited the responses slightly and would have done more work editing the riddles and responses if there had been more time or if I had been using this for another purpose. I then used my phone to record the sounds created by interacting with each item. These sound bites were uploaded to my Google Drive (Google, n.d.) and provided as links. I used Genially (Genially, n.d.) to create a series of interactive slides (19 slides total) to guide the participants through my mini-game.

As an instructional designer, a large part of my job is spent thinking about semiotic and sensory modes, how the specific modes impact the learning environment, and their potential effect on the learner. These considerations are filtered through the lens of learner engagement and Universal Design for Learning.

Technology has provided increased opportunities for transmediation and utilization of different forms of media for students and teachers (Peña & James, 2024, p. 1619). Educators and, even more importantly, educators working in online learning environments must carefully consider the benefits of all available modes, weighing the potential impact on learning against the available time and resources.

The time I spent creating Task 7 was significantly greater than the time I spent on Task 1. I am not confident that all the elements (i.e. the addition of sound) improved the delivery or transmission of information. If I were designing a similar activity to include in a course, I would further consider the potential benefit to the learner vs. the investment of time and resources.

References

Genially. (n.d.). Genially | The easiest way to create interactive experiences. Genially.com. https://genially.com/

Google. (n.d.). Google Drive. Google. https://drive.google.com

Microsoft. (2025). Microsoft Copilot [Large language model]. https://copilot.microsoft.com/

Peña, E., & James, K. (2024). A framework of transmediation. Convergence, 30(5), 1610-1624. https://doi.org/10.1177/13548565231220325