Resubmitting my introduction video has been a daunting task. While Hicks (2013) mentions going over and beyond the retelling of personal experiences and working with ideas in a theme, my original video was lacking more than just a theme. Let's take a look at what the first video looked like and prepare our minds to analyze and rip it apart!
This video has the appearance that it was last minute and unplanned, however, it was not. I have a hard to time looking back at it to reference for this blog. Upon viewing the first introduction video for critiquing, I discovered that I stuttered ofter. This is not something I do on a regular basis. Also, I was obviously nervous, as exhibited in my stuttering and straight ahead angle towards the camera. There is a reason that video mess ups are called bloopers, and this is clearly a blooper. As we progressed through the course, our learning has built upon the previous. We live and we learn, we study and we grow. May I now draw your attention to my video resubmission (that almost didn't happen) for critiquing against the first.
Analyzing my second introduction video, the genre is clearly defined (personal narrative), design and creatively will entice students to explore various video editing software. Hicks (2013) talks about these elements that I included in my retake when he discussed MAPS heuristic and how it helps students decide which approach they will take when using video texts.
Comparing video number one to video number two, it is easy for one to see the growth that has taken place in such a short amount of time. My video retake offers the viewer so much more in terms of excitement and engagement. Even the untrained eye would be able to tell that video number two, although it took just about the same amount of time and energy, was crafted by someone that had a little bit of knowledge using video texts. As Williams (2012) mentioned, there are many types of digital media and each has its own learning curve. As I reflect upon my experience with these two videos, I love how I am clearly able to see growth. What about you?
References
Hicks, T. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, NH: Heinemann.
Williams, M. 2012, August 17. In the Classroom; Live Oak Elementary School Students Produce Audio Podcasts. Retreived June 20, 2016 from https://ww2.kqed.org/education/2012/08/17/in-the-classroom-live-oak-elementary-school-students-produce-audio-podcasts/.
Keonna, your video was such a pleasure to watch. I like how you addressed the technical components of the video creation or composition process. However, I really enjoyed how you took it a step further and discussed growth. Can you imagine the power of framing our in-class digital literacy practices and experiences as a growth process where we are all learning and growing together? This is sticking with me for several reasons, one being how much our society is inundated with technology and how sometimes digital tools might be one of the only ways to keep certain children engaged and active in the lesson. According to Hofer and Owings (2005), technology has many benefits, but those benefits can decrease if people do not understand effective ways to utilize the technology in the classroom. In this case, the power would be learning the tools as the teacher and then helping students use them to empower and change their existence for the better. Thank you for sharing your sentiments via this blog post.
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1. Hofer, M. J., & Owings Swan, K. (2005). Digital moviemaking—the harmonization of technology, pedagogy and content. International Journal of Technology in Teaching and Learning, 1(2), 102. Retrieved from http://publish.wm.edu/
I love how much personality you put into your second video. It had humor and it looks like you had fun making it. Digital video is such a great addition to a classroom. It is a great thing to learn different modes of video so that they can be utilized in different ways since not all video formats are appropriate in all disciplines (Snelson 2011). I think that is what is so important about a project like this; you learn how to teach yourself a technology and learn how it works and how it fails in informing your audience.
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Snelson, C. (2011). YouTube across the disciplines: a review of the literature. Journal of Online Learning and Teaching 7(1). Retrieved from jolt.merlot.org/vol7no1/snelson_0311.htm
Hicks (2013) mentioned using text and sound effects to convey the message during video texts, and I think you have captured this concept beautifully in your second video. I found myself waiting for the animation of the flower and the heart to pop up, so I knew it was time to transition, which demonstrates how crafted your video is that I can pick up on those cues in such a short amount of time.
ReplyDeleteHicks, T. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, NH: Heinemann.
*well-crafted
ReplyDeleteThanks!
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