Creating digital videos is not something that I have had much experience with. So when given this assignment, I found it rather daunting. However after spending time in the process it produced a rewarding experience. Digital videos have the potential to be a great tool for arguments. Petit states, “it engages learners in viewing and showing, communicating through sounds and visuals, and combining resources to create meanings” (2020). Creating meaning is so very important. You engage people when you create buy-in. If they know the purpose of the video and feel drawn to the topic, then you will have captured your audience through effective media.
THE ORIGINAL
In my first introduction video, my target audience were my colleagues that are taking the same class. It was an introduction video and that was about it. I did not include any design elements. It was just my face with my lips moving in front of my phone camera. BORING RIGHT? Now if I showed this to my students and asked them to create a video, I would probably get about the same production. However if I take the time to teach students about making digital arguments using video and show them examples then they could produce something more engaging. According to Petit, “in the same way that they make written or spoken choices, they must make choices around design elements including color, font, layouts, background, and transition effects” (2020).
THE REDO
For my resubmission video, I chose to connect with my colleagues and parents that might want to learn more about digital texts. I inserted an example of a digital text that I used with one of my first graders. I did get permission to use his video in my blog. These projects were so interesting to see come to life. Some were better than others but my students really took interest in the project and ownership of their final product. We emailed them to their parents and to see how proud they were of them was really fun to watch.
THE ENCORE
As I have said before, pushing students outside of the paper and pencil box opens a world to creative possibilities. We as teachers must rearrange our "norm" and help our students find a creative outlet through digital text in order to be more engaging. For me as a first grade teacher, I would have to start slow with digital texts. Gradually adding in elements and modeling how to do so can show students how to take a boring video like I originally did and turn it into something more effective. According to Turner and Hicks, “ the range of argumentative modes for video has become increasingly rich” (2017, p. 84). I chose to use Clipchamp for my video platform. However there are a plethora of digital editing sites that are free for teachers and parents to utilize. I have included a link to some that may be of interest to you.
Erika, your video is so cute!! I have never heard of clipchamp before but this is so cool and I will definitely be using this in the future. I love how you were able to add words and music in the background to make your narration more engaging (I struggled with this). And I loved seeing how you incorporated your transitions to show your viewers some photos of students as well (Turner & Hicks, 2017). I really enjoyed it! Thank you for sharing this! Awesome job.
ReplyDeleteTurner, K. H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann.
Haha can I get a redo?! Good grief I am so thankful we didn't have to do LIVE videos!! This was so hard for me because overanalyze everything and I am super critical of myself! I love the tone of your video and how relatable you are when you are presenting. I think this is so crucial when presenting a video to all audiences, but especially to fellow educators. I couldn't tell you many times I have "checked out" during live professional development sessions, much less recorded sessions, simply because I didn't feel connected to the presenter. Just as inforgraphics are important when engaging an audience, Video texts, just like infographics, can enhance engagement, retention of information, and communication skills (VanderMolen & Spivey, 2017). With all of this being said, I could imagine what people would do if I presented my first introduction video in a professional development session! Using the craft elements that Hicks (2017) mentions (exposition, gaze, cuts/transition, etc.) enabled me to create a new video that would, hopefully, be more relatable and not have anyone "checking out" in the first 5 seconds!
ReplyDeleteReferences
Turner, K. H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann.
VanderMolen, J., & Spivey, C. (2017). Creating infographics to enhance student engagement and communication in health economics. The Journal of Economic Education, 48(3), 198–205. https://doi.org/10.1080/00220485.2017.1320605