Multimedia Production

Introduction

It is no surprise that the evolution of technology has often focused on the medium of delivery and how to engage the user with all available senses. Information Communication Technology is designed to facilitate the movement of information so that access is seamless and the end user can ingest vast amounts of information through audio, visuals, or text. The use of technology allows information to be stored and presented in the most effective manner, which varies by user and learning style. Some of us can learn more from a YouTube video than a text-based manual, while others need to interact with others in real-time conversations.

Regardless of our preference for communication, the evolution continues to bring information to us in new and exciting ways. There is a real expectation that information should be:

1) Interactive - The user controls the flow, the medium, and the depth.

2) Accessible - Time and distance should no longer be factors in the delivery of multimedia content, including 'live' material.

3) Engaging - Information should appeal to my senses and my style of learning.

We seem to be turning a corner in the production of multimedia in the classroom. For years it seemed to be a losing competition where the teacher was unable to produce the type of media packages that engaged students. Now, user-produced multimedia is as engaging and in many cases more popular than productions created by media companies. The art of telling a story or explaining a concept in various mediums is quickly becoming a sought-after skill in all areas, not just education. If we define literacy today, we can't ignore the need to share ideas and concepts beyond the written word.

With the introduction of social media, access to multimedia in the classroom is opened to online communities to share their creations. From a classroom perspective, student and teacher productions can be created and distributed with ease across various devices. We are not restricted to time and place, and multimedia can be incorporated in our instruction and our assessment.

Module Activity

Use an online multimedia tool, such as WeVideo,  Explain Everything, or Loom or explore the narration/recording features in software like PowerPoint to create a screencast explaining a concept in your curriculum or a technology-related process, such as doing a Google search. Your screencast should not be long, but it should incorporate the following:

1) A series of visuals to reinforce the concept or process. The visuals should be engaging, eliminate unnecessary distractions, and paced to maintain viewer engagement.

2) Timely narration that is synced with the visual elements of the screencast. Your narration should be supported by the video media, or vise-versa. The viewer should not detect a separation between the audio and visual elements of you work.

3) Post it in your GNSPES YouTube account.

.... or a Project Extension

This is an opportunity to extend your multimedia skills and produce a piece of work for your project that students can access via the web and on multiple devices. Your production should embed all the elements of media (text, visual, motion, and audio) in a well-planned timeline of story and technology. The subject matter is up to you, but the project needs to meet certain criteria:

1) It contains text, video, images, and audio.

2) It can be streamed online and across multiple devices. (For example, you create a YouTube channel).

3) It focuses on a subject that is difficult to explain without the use of multimedia supports. So, if you were asked to explain it usually only oral language, would you find it difficult.