inspire
Artifact: copyright video
In ETEC 531, we created a video project as our major culminating assignment. The purpose of the assignment was two-fold: (1) to explore a meaningful media topic of our choice, and (2) to experience video creation first-hand. Throughout the program I have challenged myself to learn the basics of video creation and to refine these skills when opportunities presented. I decided to use my ETEC 511 essay for inspiration since a critical video needs solid academic sources to support the content even when working in another form. I practiced storyboarding, creating my own visuals, sound recording, incorporating free to use images, sound effects, and music, and compiling my creation in the Windows Movie Maker software.
copyright
Prior to my participation in this program, I thought very little about copyright and piracy issues. In ETEC 511 Foundations of Educational Technology and ETEC 531, I was confronted with an exploration of the ethical issues of copyright and I developed a phisosophical stance as a result: copyright and patent issues should be a part of a learner's technology and media studies education, and they should be permitted to arrive at their own conclusions regarding these issues so that they learn how to think and not what to think. The issues of copyright have a long history that is rooted in a particular framework that is supposed to support creators while allowing for further creativity. In creating media studies units, we need to be mindful of existing copyright laws and teach students what they are allowed to legally use and how to give credit to the original author or creator. In the process of arriving at my own perspective, we were tasked to theorize an educational technology issue in a paper or creative form that also included a graphical representation of the overall idea. I created a unique mini-play Theorizing Copyleft with a cartoon titled A Jellyfish is Born which became a springboard to pursuing a literature review essay on the topic: Copyright v. Copyleft: Educational Implications.
Reflection:
The lengthy trial and error process resulted in a draft video which I distributed to friends and course peers to review: Copyright in the Classroom - 1st draft. Although my course peers were polite, my friends were honest in telling me that if they were not my friend they would not have finished watching it because it was dry and unengaging. Thus, I reworked my product in an effort to make it more engaging, and I was very pleased with the final result: Copyright from the Black Lagoon (above). It was well-received by all audiences!
As a result of this skill-building experience, I have had my own students engage in video production to create critical video essays that outline a perspective on a historical or current relevant issue. I will continue this practice even though there is a fair amount of resistance to delving into this medium by learners. Since I have fully experienced the process, I can properly assist learners when they encounter difficulties. Video production pairs well with inquiry-based learning as learners can represent the perspective they have developed as a result of reviewing quality sources on the issue.
How does the use of digital technologies encourage multi-modal communication and creativity?