Redesigning “What’s in My Bag” Using an Aural Mode
The original “What’s in My Bag” task was completed using a visual-textual mode, featuring a photo of a student pilot’s bag alongside a written description of its contents. Each item- including the headset, flight log, and checklist- functioned not only as practical tools but also as symbolic markers of identity, learning, and professional practice. Inspired by lessons on multimodality and the New London Group’s (1996) concept of designing meaning, the task was redesigned to emphasize the aural mode, using sound as the primary means of communication.
Producing a fully original audio project presented challenges, so a YouTube Short titled “What’s inside a student’s pilot bag?” (https://www.youtube.com/shorts/pbaxdjFo67Q) was selected to support the redesign. The short video shows a student pilot laying out essential flight-training materials, each item presented individually on a table with engaging background music. While the original relies on visuals, the redesign concept envisions translating the task entirely into sound, using audio as a storytelling medium.
If I had the skills and technology to do so, a fully realized aural version would pair each sound with a reflective voiceover explaining the significance of each item. For example, the roar of the engine could symbolize readiness and anticipation, while the rhythmic hum of the propeller might evoke discipline and structured practice. The checklist and logbook could be highlighted through layered sound cues and commentary, demonstrating how these tools support safety, learning, and professional growth. By prioritizing sound over visuals, the task would become more immersive, encouraging listeners to imagine both the physical and professional environment of a student pilot.
The aural mode offers several advantages. It engages the listener’s imagination, allowing mental visualization of the bag and its contents. Sound conveys emotion and atmosphere, providing a richer understanding of the learning context. Background music enhances engagement while creatively framing the narrative. Importantly, this approach mirrors real aviation practices, where auditory cues, radio communication, and environmental sounds are integral to learning and safety. This redesign aligns with the New London Group’s (1996) framework of multiliteracies, demonstrating how meaning can be dynamically reconfigured across modes to deepen engagement and comprehension.
Challenges are inherent in this approach. Without visuals, conveying spatial relationships and fine details is more difficult. Technical demands, such as audio recording, editing, and layering, require careful planning. Accessibility must also be considered, as some listeners may benefit from supplementary visual or textual support. Ensuring clarity, structure, and coherence in the audio presentation is essential.
Overall, this redesign underscores that meaning is not bound to a single mode. By shifting from a visual-textual presentation to an aural one, the task illustrates how semiotic resources can be creatively leveraged to communicate identity, professional practice, and experiential knowledge. It highlights the potential of multimodal approaches to transform learning, fostering more flexible, inclusive, and imaginative ways of representing information.
References and Disclaimer:
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
YouTube. (2025). What’s inside a student’s pilot bag? [Video]. YouTube Shorts. https://www.youtube.com/shorts/pbaxdjFo67Q
OpenAI. (n.d.). ChatGPT. https://chatgpt.com/
The content of this work has been refined with the assistance of ChatGPT, an AI language model, to improve sentence structure and clarity. The ideas, research, and analysis presented are based on my own knowledge and skills.