Re-Submission of Introduction Video

Animoto

     My first introduction video was just a webcam interview of myself, stumbling through the words in my head as I spoke, cringing at the idea of this going live for everyone in the class. However, for the purpose of the first class assignment, it worked. After exploring the Hicks (2013) and Turner & Hicks (2017) texts, I can see how this would not work for capturing an audience's attention for learning. My technique was sorely lacking of tone, written text, and engagement of an initial impression. 

     According to Hicks (2013), to accomplish the goal of an effective video text one must use the MAPS--mode, media, audience, purpose, and situation method. This method allows the writer to determine the why, how, and who of the video they are producing. I decided to use narration, transitions, and music to enhance the audio quality. This was done with an online web based tool called Animoto. Animoto gave the choice to do voice-over narration with or without background music, and it had a library of transitional with audio choices to enhance sound quality. 

Adobe Spark

     I chose to enhance the introduction video according to Hicks' (2013) video mentor text of technique by using written text, animated graphics, and an animated cartoon video. In order to import a collage of pictures into Animoto, I used Adobe Spark to first create the collages. I also made the cartoon video with infographics by using the web based tool Powtoon. 

Powtoon

     My video aligns "is a composition of a short, personal introduction" with audio voice over telling my personal memoir, or a narrative genre (Hicks, 2013, p. 109). I followed the craft element according to Turner & Hicks (2017) includes the ability to create a video procedural knowledge of form, which must have video clips and still images, text in written form of titles and captions, and text in oral form with voice-overs. 


                         

References

Hicks, T. (2013). Crafting digital writing: composing texts across media and genres. 

    Portsmouth, NH: Heinemann.

  

Turner, K. H., & Hicks, T. (2017). Argument in the real world: teaching adolescents to 

    read and write digital texts. Portsmouth, NH: Heinemann.

Presenting Visual Arguments with Infographics....

"There is no excuse for 'power pointless' presentations, instead students 
have endless opportunities to prepare presentation for both real-time and 
on-demand delivery" (Hicks, 2013, p. 61). Because of the visual appeal of 
presenting complex information quickly and clearly, infographics have become 
popular tools added to presentations. The term "infographic" is combined from 
the words, "information graphic." According to Hicks & Turner (2017), 
infographics provides evidence, as well as visual design. 

https://www.flickr.com/photos/istlibrary/2304444220/lightbox/ (Stripling, 2003).

A focus on the visual design of presentations provides a way to cut through  
the overload and help people make sense of the data that's available online. 
In the average Internet minute: 

• hundreds of thousands of tweets
• tens of millions of messages via text
• hundreds of millions of emails

There's nothing that says you know your stuff like sharing some data-rich 
research and analysis!

As shown here in this presentation example of my teacher introduction video, 

an infographic series is used to introduce the topics of Science, Technology, 

Engineering, and Mathematics (STEM) with evidence. The concepts of STEM are 

massive, and might be overwhelming to a student. The infographics used in this 

presentation, helps to summarize the data. 

 
https://www.edutopia.org/stw-college-career-stem-infographic

     A cool teacher web-based tool to create a free infographic maker is Easel.ly. It will spice up the content, is easily shared, and turn wordy content in to engaging visual design.

In conclusion, infographics will force you to extract the most important features of your lesson or course, and similarly, they can encourage students to summarize the information they’ve learned. In addition, infographics are engaging, creative, and are easily shareable. They can be a great tool for students to keep track of your class content or for them to express the knowledge they’ve acquired.

                                              References

Hicks, T. (2013). Crafting digital writing: composing texts across media and genres. 

    Portsmouth, NH: Heinemann.

  

Stripling, B. (2003). “Inquiry-based learning.” Curriculum Connections through the 

    Library, ed. Barbara K. Stripling and Sandra Hughes-Hassell, 3-39.

  

Turner, K. H., & Hicks, T. (2017). Argument in the real world: teaching adolescents to 

    read and write digital texts. Portsmouth, NH: Heinemann.