Multimedia

What "new literacies" may be involved in producing a digital video that makes a convincing case for the excitement and educational value of 1 or more of the technologies introduced through the Challenge Cycles in EPSY 5220. Discuss what these "new literacies" are and how they might be learned.

"Learning to articulate the real-life experiences ... extracting the "storyboards" from plays, poems, and novels, [people] can begin to read images and words with new eyes. They can embark on travel in both directions - from pictures to words and words to pictures-..." (Burmark, 2002, p. 102)


 * Creating to Communicate a the Message:**

“Effective digital communication is the ability to create persuasive communications using different forms of media” (http://thejournal.com/articles/2005/05/01/teaching-digital-communication-to-all-students.aspx). In order to produce a digital video that makes a convincing case for one of the technologies we have learned so far, the creator must understand how to effectively persuade via the video medium. The article on multimedia learning explains several principles on using multimedia effectively. In order to create a video that successfully communicates its message, the creator must be fluent in the literacies that deal with multimedia communication. The “multiple representation principle” and “the split attention principle,” both teach different skills to help convey messages (http://lms.uconn.edu/webct/ContentPageServerServlet/Mayer2001.pdf).

“The medium is not the message. The message is the message! (http://lms.uconn.edu/webct/ContentPageServerServlet/fisch.pdf)” New literacies emerge with the creation of new mediums to communicate them; however the end goal is still to communicate the message. One new literacy required for making a persuasive film is cinematography, or communication through camerawork. The way you move the camera, lenses used, lightning, and focus all contribute to the persuasiveness of the film and impact the message you are trying to convey. A good way to learn these techniques is by studying past films that employ them successfully. I remember in our film class we watched the Nazi propaganda film Triumph of the Will, one of the first and most influential propaganda films ever made. In that case the film played out like a textbook with one example after another of camera shots designed to convince and even brainwash people. In the classroom I see the value in first visualizing persuasive camera techniques before attempting to put them into practice.

Visual literacy is essentially "the 3-D eyeglasses for the mind. They are the lenses through which we see the meaning- the words and ideas- behind the images. (Burmark, 2002 p. 101)

When designing multimedia, the creator must consider the audience. "Good multimedia design is about considering **who** will use the product, **why** they want to use it, and **how** they will use it. An effective multimedia product should match the needs and interests of its users, so remember to consider the **target audience** before you even start your design." (http://www.bbc.co.uk/schools/gcsebitesize/dida/multimedia/designrev1.shtml) Also important is what medium the presentation will be in. Will the project be linear, like traditional reading, or will it have links and navigation options for the user that require "new literacies" in viewing and interacting with the product?

__**Digital Video Options**__ A digital video capturing the excitement and educational value of 1 or more technologies we have explored might be to create a video that depicts; 1. another time, 2. another perspective, 3. another country, 4. another culture 5. another space or alter-world 6. or combining real and virtual worlds

__**Digital Video Themes**__ I. Teacher & Student Partnership 1. Teachers can promote their ability to manage a classroom, enhance curriculum, or enrich a specific program utilizing some of the web technologies such as controlled internet exploration which offers students live access to common information and interactivity with concepts and objects that may not be tangible. 2. Teachers can present the framework for designing instructional, goals, methods, materials/resources, and assessments that allow for customization and freedom of instruction to meet the needs of all learners through the principles of UDL which are; a. Provide multiple means of representation b. Provide multiple means of action and expression c. Provide multiple means of engagement

II. Professional Communication & Collaboration 1. Creating a digital presence can promote an educator as a 21st century professional with an innovative, technologically based skill set. A tasteful design with appealing backgrounds, music, photos, can showcase your style and make it personal. "E-portfolios can store media-rich personal histories; online dialogue with peers, colleagues, and mentors and a range of reflective accounts of their teaching, all of which can be used to identify pathways for future development. Of course, the notion of an e-portfolio is built on the traditional teacher portfolio... offering the possibility of a more rounded picture of teacher achievement through video, audio, blog, and interactive technologies." []

2. Construction of a student centered approach through the development of authentic learning activities in the context of complex multifaceted realistic problems. The development of problem-based learning, project-based learning, and case-based learning opportunities encourages interaction between students in order to explore realistic and specific situations that connect students with the problem/story using their own lives, experiences, and background knowledge and teach students communication skills, presentation skills, organization and time management skills, research and inquiry skills, and group and leadership skills. The teachers act as facilitators as students collaborate and take responsibility for their learning.