If a picture is worth a thousand words, what about videos?
When trying to figure out how to reach a broader audience, but with a specific message, it can sometimes be very difficult to accomplish within a shortened timeframe. Either you have to build an audience with broad topics, and eventually retain that audience for the detailed messaging, or create niche content that eventually gathers enough followers to make a larger impact.
Check out this video to see how we can potentially increase our impact, while providing the best information available, in a timely manner all while engaging the audience in a way that they may never have been approached yet.
While an educator may only focus specifically on fact-based arguments, knowing the audience may reveal other tactics as well. As Turner & Hicks (2017) point out, students "might also consider expanding the kinds of evidence they include, either with voice-overs or text, to bolster their argument. At the same time, though, we might consider the students' strong audience awareness; perhaps their focus on emotional appeals was a carefully considered approach..."(p. 90).
Video elements make for engaging components. If you cannot make the audience listen, it doesn't really matter what it is you are saying. When considering my original introduction video, I hadn't thought much about addressing a specific audience. Quite honestly, I didn't know exactly who my audience would be, so i just said a few words about myself and moved on. For this one, I intentionally focused on higher video quality, and proper lighting. I wanted the best quality video and audio possible for aesthetics. I also utilized the MAPS heuristic described by Hicks & Lehman (2013) by incorporating screencasts whenever possible.
I also worked to integrate some low-volume, professional sounding background music, and even embedded a link to the prior introduction video. Overall the newer video is much higher quality, and while it is aimed at a specific audience, it is made with video elements that would appeal to a broader audience.
I considered all the media content I consume when I created this, and it was only when I looked to other scholarly articles when I realized the true value of integrating tools like this into teaching. As I describe in the video, there was a study done by Elvis Wagner (2010) that actually showed significant improvement in scores for students that were able to use video texts on an ESL listening test. For me this is the real game changer.
If a picture is truly worth a thousand words then these video texts, from an educational aspect must be nearly priceless
Hicks, T., & Lehman, C. (2013). Crafting digital writing: Composing texts across media and genres. Heinemann.
Turner, K. H., & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann.
Wagner, E. (2010). The effect of the use of video texts on ESL listening test-taker performance. Language Testing, 27(4), 493–513. https://doi.org/10.1177/0265532209355668
ReplyDeleteStephen,
My favorite quote in your blog was “If you cannot make the audience listen, it doesn't really matter what it is you are saying.” That is so, so true! If the audience is not engaged then they definitely will tune out to the main claim or argument being presented in the digital video or writing.
I also focused on adding elements to improve interest in my second video revision. I also believe that it should be purposeful and intentional. Turner and Hicks (2017) focus on this idea by saying that the elements should work together to further the storyline or argument of the video; in other words the elements should act as evidence to increase the strength of the argument (p. 66). By including these elements purposefully, video quality will improve. I think ensuring that students understand quality video design, understand argumentative writing, and understand the technology process is key prior to video creation to increase student success. “This research recommends to initially equip the students with required technological skills before asking them to work on a specific task involving technology” (Anas, 2019, p. 54).
References
Anas, I. (2019). Behind the Scene: Student-Created Video as a Meaning-Making Process to Promote Student Active Learning. Teaching English with Technology, 19(4), 37–56.
Turner, K. H., & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and write digital texts. NH: Heinemann.
Stephen,
ReplyDeleteLike Ashley's comment above, I really connected with your quote, "If you cannot make the audience listen, it doesn't really matter what it is you are saying." This is true for everyone, whether they are an adult or a student. I can tell when I use a video in class whether my students are into it or not; there are certain media elements that need to draw people in. Otherwise, they just tune it out like my students do if the video is boring. We need to remember the things that interest the intended audience when creating video as well. Turner and Hicks (2017) note that " the power of visual media is clear: moving or still pictures, narration and music, and the gaze of the camera all combine to make an immediate and important, effect on viewers" (p.85). The key to successful digital argument using video is to draw in viewers quickly and keep them interested.
Design of videos do make a difference. One study conducted by Kokoc et al. (2020) compared the use of video lecture design types (picture-in-picture, voice over, and screencast) and learners sustained attention levels on learning performance scores. It was found that there were significantly higher levels of learning performance scores with picture-in-picture design, regardless of whether there were high or low attention levels. So whether we are creating and showing videos for our students, or they themselves are creating them, design definitely matters when dealing with retention.
References
Kokoc, M., Ilgaz, H., & Altun, A. (2020). Effects of sustained attention and video lecture types on learning performances. Educational Technology and Research Development (68), p. 3015-3039.https://doi.org/10.1007/s11423-020-09829-7
Turner, K.H., & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann.
Hi Stephen! I really like how you continue to talk about the audience that you are speaking to and how you might be able to increase your impact within that specific audience. I agree that it can be difficult to achieve this, especially in a timely manner. Your new introduction video provided many examples of how this might be done with videos. It made me think of how in Arguments in the Real World, it also talked about how "the range of argumentative modes for videos has become increasingly rich" (Turner & Hicks, 2017, p. 84). Videos could be the best way for us to now convey our arguments to others in the world since they are so prevalent today and have so many various forms. I would love to learn more about what you mentioned in how video texts can be used for support to help reach all learners.
ReplyDeleteReferences:
Turner, K. H., & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and
write digital texts. Heinemann.