Welcome to week 5 in ELRC 7505! This week’s theme covers the personalization principle. Below I will share a link to the assignment —a digital story. This multimedia project includes: audio, narration, static images, overlays, transitions, and GIFs. I hope you enjoy!
Who is it for?
This digital story is a brief reflection of how simple and routine
greetings can positively affect the language learning process. By using the phrase “How are you” and
following up with “why”, Bloom’s Taxonomy is in motion between the teacher,
student, and their classmates. It’s an
easy way to reinforce learning on a daily basis and keep the students actively
engaged. Within the digital story, I provide
two examples and a rationale for what each option offers. The video also references findings from Clark
& Mayer (2016) to support its language enhancement capabilities. Although the focus is English education, the
idea of a simple and routine activity can be applied to many disciplines
to help expand knowledge in within the field.
Challenges
This is my second time creating a digital story, so I
continued to use a program I was familiar with—WeVideo. The first time I created a digital story, I was
very excited—BUT—I had absolutely no idea how time consuming it could be. The second time around, I felt more
comfortable because I knew roughly what to expect, so I could dedicate more
time to the process.
Other than having to familiarize myself with the program again, it was definitely a smoother experience overall, but there were some new challenges I faced. One problem I struggled with was trying to rearrange the order of having multiple media on a single frame—in my case a gif and a static image. The second problem I encountered was trying to add an overlay to a frame. Some overlays were easier to edit than others and are present in the final cut, however there was one in particular I really wanted to have but ultimately decided to cut since the flow seemed interrupted. The third challenge I struggled with remains in the finished work, and it’s how I inserted a GIF to represent a pedagogical agent. I wanted to do more with it and the original goal was to make it an animated character for a real immersive feeling. I kept thinking about the reading and how “adding a motionless full-body agent does not have a substantial effect on learning” (p. 196). I was undecisive and felt like the GIF could be both a pro/con. Perhaps with more experience and the next digital story I create, I will branch out and try a new program and see the benefits it has to offer.
Personalization Principle
Here is a link to my first digital story from a previous
class, Language
Around the World.
Here is a link to my second digital story for this assignment, Routine & Warmups
for ESL.
Please look at both! When I compare the two, there’s quite a big difference in the final product and a lot of it is due to what we’ve learned from Clark & Mayer (2016). Major differences are noted in duration of the digital story as well as the use between conversation and formal wording. Even though I mentioned it as a challenge, the frame with the GIF was still an improvement that revolves around politeness theory and embodiment. By noticing it's eye-blinking, swaying side-to-side, and smile, that allowed to the learner to have freedom of action to work cooperatively with the agent (p. 188). The personalization principle, along with modality and redundancy principle, are present in the second digital story. Some components used from the personalization principle that are present in this video are listed below. Please let me know what you think—I appreciate any comments or feedback!
·
Conversational narration
·
Polite wording
·
First/second pronouns
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