Embedded Task 2

Foreword

Hi, I've split this blog up into three sections, as outlined below. 😃

1. Technical aspects - discussion of image, video and audio aspects which I am interested in.
2. Response to stimulus - a short comment on the style of digital story presented by Creative Narrations.
3. My approach - linking potential areas of digital media in my teaching context to the SAMR model.

1. Technical aspects

What can you achieve with digital media in terms of the types of media available?

Most digital media types can be sorted into the categories of image, video and audio; today there are constant technological developments which influence the impact and relevance of sub-categories within the main types. Below I've embedded an Issuu interactive flipbook, this digital solution has allowed the example company to present their annual report through a series of images, text and info-graphics. I've chosen this flipbook to highlight what is achievable using digital media today as it demonstrates that, through digital technology, media types can be combined in engaging and exciting ways. This flipbook could be further technologically diverse if it included audio narration for each page, or even a sound effect for when the pages are being turned.



What do creation tools of the technology allow you to do?

Technology has an accessible and effective quality of tapping into higher-order thinking, of which traditional means may not have reached. I'll give an example through a fictional learning experience comparison.

Learning experience: Explore stereotypes by exploring learning materials and then creating an original character of your own.

Traditional approach to character creation may be: On  butchers paper, draw a character and give it defining features → label the unique aspects of the character → hold labelled drawing  up at front of the room and describe the character.

Digital approach: Using software such as GoAnimate (pictured below), customise a character and give it defining features → export either stills or gifs of the character to PowerPoint → animate and annotate the character over 2-3 slides → upload finished PowerPoint to shared class HUB such as OneNote or OneDrive → PowerPoint can then be projected by teacher for class discussion OR students can individually view their peers work and leave feedback in comments.

What are the opportunities for sharing digital media?

As mentioned in the above learning experience, classroom work can be uploaded to a shared HUB which can be accessed at any time. Once media is on a shared hub it can be accessed by different audiences depending on privacy settings. Teacher's could set up the HUB so that only they can access student files, or make a group of files public so that students can access them individually. Thus, HUB's could be used so that students can access class work/content at home given they have access to the HUB on their home network.

Can you customise the digital media that you find, and/or create?

The short answer is yes and touches on software/platforms, the long answer refers back to the ethical and legal considerations considered in Embedded Task 1.

...Back to the short answer, media types and their associated tools will have varying customisation options associated with them. For instance, the character customisation website shown above offers a range of customisation options for character outfits, but no option to upload user-generated outfits. Thus, customisation needs must be considered when choosing a media type to work with.

What other technical considerations are important? 

When selecting what media types and associated software/platform/tool are to be used in a scenario, it is important to consider the user who will accessing them. In the case of a primary school student creating a short video it would be more appropriate to access an iPad and iMovie than a PC and industry-grade editing software.

Digital media is also an area which is constantly evolving, users should consistently research to see what latest technology and advances offer. For instance, previously expensive technology such as AR/VR and 360 Panoramas can now be replicated using newer smart devices (iPad, iPhone, etc.).

Also, it is important for users to recognise and understand associated privacy and ethical concerns. In the HUB example I've used a few times, teachers would have to consider whether students can set the privacy level of their uploaded documents, whether passwords should be used to access the HUB, how to manage the HUB as a safe space for students and more. Furthermore, if third-party tools or software are being used then they will each have unique privacy policies to consider; the below screenshot - created using Snipping Tool and Word - shows an extract from the Issuu privacy policy which states an age requirement for use.

Finally, continuing the ethical discussion from Embedded Task 1, it is important for users to acknowledge ownership when working with digital media. The Issuu flipbook linked above explicitly states that the image media was created using their software, removing the bottom banner from the embed would be disingenuous and often against the terms and service of such a  company. A rudimentary concept in understanding copyright could be looking at the terms associated with royalty-free images from sites such as Pexels and Pixabay; do the authors request credit for their work? In what manner would they like to be credited? Is it ethical and legal not to credit them?

2. Response to stimulus

Creative Narrations have been producing digital stories for almost two decades, the group particularly focuses on using 'the power of stories to create meaningful change'. Looking at the example projects on their site I was reminded of a project I had once facilitated in which I conducted voice recording, and then matched the footage to appropriate visuals to produce a slideshow-like video. I've embedded an short segment of the video which excludes names and faces for ethical purposes.

My video isn't telling a story as much as it was presenting information, but I understand the processes which can go into producing such a video. The Creative Narrations group then take the video a step further by not only hosting the digital stories online, but also by compiling them on DVD's for physical redistribution within the community. Their process can be seen here and an exemplar video below.

Below I've listed three software platforms for creating digital stories.

1. Most accessible - PowerPoint.
2. Doable - Online tools such as Prezi.
3. Less accessible - Video editing software such as Premiere Pro.

In the classroom, these platforms could be used to display a learning journey, exploration of a topic, explanation of logic or problems and more! The amount of preparation time and checks for understanding will of course depend on the platform and expectations of the teacher, but even the most accessible platforms allow considerable differentiation options.

3. My approach

The SAMR model, by Dr. Ruben Puentedura (2010), provides an understanding of how technology can be used to replace and then further traditional practices. This week I've used bubbl.us to visualise how my 'representing character stereotypes' activity above aligns with the model.

This activity is applicable within my subject area of Media, and while the full scope of the digital approach may not be achievable in the same time frame as the traditional approach, it shows how activities can be extended using technology and media. From the 'substitution' stage onwards, students are creating with ICT, not just consuming. Thinking within the context of my teaching experiences, I can see this activity being particularly beneficial in producing individual work through group contexts. At the 'substitution' stage, students can work in small groups or pairs to produce characters, and then at the 'redefinition' stage students can ask each other for permission to use their characters in their individual PowerPoint videos. I find this individual result valuable as individual assessment is a focus of new QCAA syllabus (2019).

I would also like to say I am particularly interested in podcasting and sticky-note boards for sharing digital work. Below I've embedded examples and brief descriptions for each, these media types are something I would look to involve in my practice.

Podcast: Podcasting provides an audio format for interviews, storytelling and more. The below podcast was produced by students in the context of an after-school program and includes an interview, original song, survey and news update.



Sticky-Note Boards: I also acknowledge ‘Sticky Note Boards’ to be a great tool for sharing digital work, the implementation pictured below demonstrates how individual research can be creatively presented and easily shared using Padlet. A quality of Padlet I like is that students encouraged to incorporate different media and get creative with their presentation. In the individual student contributions there is embedded gifs, text, images and videos; the submission from 'Sophie' demonstrates this.

References

Puentedura, R. (2010). SAMR and TPCK: Intro to Advanced Practice. Retrieved from http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf

QCAA. (2019). Media Arts in Practice 2019 v1.0. Retrieved from https://www.qcaa.qld.edu.au/downloads/portal/syllabuses/snr_media_art_prac_19_app_syll.pdf