Assignment 3 proposed a lot of new learning hurdles, which I appreciate. The integration of different forms of multimedia into my screencast and the creation of a screencast was a completely new concept that I had never encountered and had to create before. Once I had chosen my topic of exoskeleton suits and my TS400 class final project, it quickly became the process of planning and creating my video. I began by creating the different forms of multimedia that I planned on using for the creation of my screencast, followed by many different trial runs on actually recording my screencast. The actual setup and recording of the screencast itself were easy through the use of Screencastify, it was the voiceover and editing that I struggled with. I have a fear of presenting in front of my peers and large groups. I thought that presenting through a screencast and adding a voiceover may help eliminate the nerves I encounter before and during a presentation. However, as you can probably tell from the shakiness of my voice, hiding behind a screen did not help eliminate the nerves. I created a mini script on sticky notes to help guide me through my introduction and get the groove going for my voiceover. This screencast was not one that I had previously created and updated, but a new one made from scratch and edited upon completion. The main editing I had to do was cut different clips in order to make my screencast smooth and coherent, eliminating the different pauses throughout. Cutting the clips, I needed in order to cut them to the correct length was a challenge to me as I am no technology or editing wizard. Once I had completed the editing I was satisfied with my final result, it is nowhere near perfect and I am aware that there is room for improvement, but I do believe that I was able to grow my knowledge and abilities around the use of different multimedia and I will be able to take what I have learned from this experience and apply it to future projects. For a first-time screencaster with a fear of presenting, I am satisfied with my final result.
When I was in the process of planning and creating my screencast, I tried to keep Mayer’s Principles, Merrill’s principles, and the Universal Learning Design (UDL) in mind. According to Mayer’s Segmenting Principle a video that is 5 minutes or less in length, will allow the learners to regain the most information. Although my video was just over 7 minutes in length, I tried to keep the video on-topic and concise, while still demonstrating my use of different multimedia tools. Following Mayer’s Segmenting Principle, I kept Mayer’s Coherence principle in mind, trying to keep the information relevant and to the point, while being able to relate it back to the content we have learned throughout the duration of this course. I struggled with Mayer’s Personalization Principle. I tried to use a friendly, enthusiastic tone throughout the course of my screencast, but my nerves got the best of me. You can hear the shakiness and nerves within my voice and the smoothness of my sentences, and even though I had every intention to have a friendly, enthusiastic voice the final product does not present that tone. I was aware of the tone of my voice from the beginning as I tried filming multiple screencasts and improving my tone each time, with this one being the best one of them all. Incorporating Merrill’s First Principles I found not as relevant for the given task as I was not quite sure how to include active learning. Posing questions for the learners to solve or finding alternatives to the solution did not quite fit the topic and the content of my video. I did include Mayer’s Signalling Principle through the addition of visual elements. In this case, my visual elements were the different multimedia tools I had created to help explain and inform the learners about exoskeleton suits. Through the use of a website called Veed.io, I was able to add subtitles to my screencast, which pulls the UDL guidelines into effect. This adds a different form of accessibility to the hearing impaired, providing them with the opportunity to still gain the information being discussed within my screencast.
The creation of this screencast was a process I have never encountered before. Through creating a video for the first time ever, finding out different ways to incorporate multimedia and the different principles we have learned about, and the different editing techniques needed to help polish the video, Assignment 3 has broadened my skills when it comes to multimedia. I hope through my screencast the learners can gain a bit of information about exoskeleton suits, what and where they are used, and the different issues that come with them.
References:
https://openai.com/blog/chatgpt
https://www.screencastify.com/pricing?utm_source=extension&utm_medium=app&utm_campaign=vid_limit
Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 279-315). New York, NY: Cambridge University Press.
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