I had the opportunity to engage in the exciting task of making a video for my final assignment. I chose the broad topic question; ‘what role(s) does digital media have in facilitating student learning and engagement’?
Using this question as a base, I decided to focus my video specifically on using the most popular social media platform, Twitter as a learning tool within higher education. While my main argument was to advocate Twitter as a learning tool, I included some rebuttal of the issue by scholars who found some disadvantages to using Twitter in higher education as well. This was done to allow an opposing view to be observed and acknowledged. I made it clear within the video that overall, Twitter is an overwhelmingly helpful and positive tool in and out of the classroom in higher education.
I had pictured my video to be presented in the way similar to a news report. I got inspiration from such TV shows as Charlie Pickering’s ‘The Weekly’ because it delivers a topical story in an interesting and engaging way.
The reason I chose to go with this method of filming is so I could report my topic in a professional way like a news reporter, easily bringing in my scholarly findings. I drew on scholarly sources by describing studies that explored the benefits and concerns of using Twitter in higher education.
My plan was that while I was talking to the camera I would include cuts to panning shots depicting what I was speaking about to make the film engaging. Similarly, I wanted images relating to my dialogue, to appear up in the left hand corner of the screen while I spoke. This is to give the audience something else to look at and also provides further appealing imagery relating to my topic.
This method of adding photos within footage is called picture in picture on i-movie and I was very excited to use this action within my video. Likewise, the action of cutting to pan shots of footage while I’m speaking, called ‘cutaway’ was what I used throughout my video. In the way of Creative Commons material, I only used two. Firstly the intro music at the start, I got from SoundBible and the other was an image of the Twitter logo, which I referenced in the end credits.
Some difficulties I encountered in the production of my video included, the initial planning of the video. At first I thought I’d make it into some kind of movie, with actors and a storyline, however I found this method would cause difficulty in referring to scholarly sources. It was a bit of a slow start for me to finally choose a topic and be able to research something specific. However once I had my idea, images started coming together in my head and I had a set plan for my video, which proved helpful when it came to the editing stage. For example, while I was typing up my script, I wrote my editing directions in brackets to get an idea of which footage to use where.
I dedicated a day, early in the production process to go to Deakin with my sister, Emma to get all the footage I could. I spent time practicing my script before filming the news report sequence. The day before shooting the main component I had asked my boyfriend, Braden if he wouldn’t mind being in the movie, he agreed and I got him to dress up in characters mentioned in my video so I could take portrait photos of him and add them as part of my video. Once the bulk of the filming had been done, I started editing and as I had all the images and footage from the previous days uploaded; I had everything in i-movie, ready to go.
Overall I loved creating this video, I have always loved producing movies for fun, so to have an assignment that asks for a video, as an assessment piece is really a great privilege. I just hope I’ve done it justice! 🙂
My broader online activity and engagement
My online engagement is shown by Tweeting in the unit hashtag; Tweet 1, Tweet 2, Blogging; blog 1, blog 2, commenting on Soundcloud, commenting on YouTube and participating in the #StudentOnlyChallenge.
Dunn, L 2013, ‘Teaching in higher education: can social media enhance the learning experience?’ in 6th Annual University of Glasgow Learning and Teaching Conference, Glasgow, 19 April, viewed 26 May 2016 < http://eprints.gla.ac.uk/78491/1/78491.pdf>
Junco, RC, Elavsky, M & Heiberger, G 2013, ‘Putting Twitter to the test: Assessing outcomes for student collaboration, engagement and success’, British Journal of Educational Technology, vol. 44, no. 2, pp. 273-287
Kassen-Noor, E 2012, ‘Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets’, Active learning in higher education, vol.13, no. 1, pp. 9-21.
Mccool, LB 2011, ‘The pedagogical use of Twitter in the university classroom’, Graduate Thesis and Dissertations, Iowa State University, Iowa.
Rockinson-Szapkiw, AJ & Szapkiw, M 2011, ‘Engaging Higher Education Students Using Twitter’, School of Education, Liberty University, United States < http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1205&context=educ_fac_pubs>
Video Music and Imagery: