- the content of my video and how I created it: The idea behind my video is to briefly discuss how the implementation of games in education could assist with student learning both inside and outside schooling facilities. To explore this effectively I decided to discuss this topic with two fellow students and explored multiple angles of the topic (being pros, cons and personal experiences). Through this, we would come to a final conclusion leading to the end of the video. Throughout each point of discussion, I also included each of my scholarly sources as focus points for discussion to mitigate any sort of rambling/ unprepared discussion. All participants had prepared bulletin points in advance in order to help with the natural flow of conversation and also to minimise any potential rambling.
- The creation of my content and the use of Creative Commons source material within my video: I utilised creative commons by including an appropriate image to accompany the video. This image is both relevant to the video and allows the viewer to view the video in a style more appropriate to a podcast (meaning they can choose to multi-task or simply watch the video as it is) I have chosen to minimise the use of creative commons material (such as music/ multiple photos etc) in order to suggest that the audience pay more attention to the main content of the video rather than get distracted by the small details.
- Strategies I used to draw on scholarly sources to inform my video: Whilst discussing each of the three points aforementioned (pros, cons and personal experiences) I would mention each scholarly source, using that article as a focal point for discussion as well as implementing an annotation on the video as well as links in the description box of the video to give viewers the ability to read the material I included in my video themselves. By doing this I intend to demonstrate my ability to critically research and draw upon similar arguments made to add credibility to the points personally made throughout the video.
- Reflection on the challenges I faced and what I learnt from the exercise: A major flaw of my video was the lack of personal audio included. This was due to a largely technical issue that could not be altered after the record itself had concluded and thus impacted the length and density of the video itself. Based from this, a challenge faced was the ability to provide viewers with a suitable amount of content despite this flaw. What I learnt from this is to ensure that both audio software and hardware are fully functional manually (despite what is said on a screen, for instance). Furthermore, another challenge faced was the upload time of the video, in which due to external problems the video was rendered and uploaded over the deadline set. Whilst this was nothing I could personally control I should have known to attempt to upload the video sooner in anticipation. What I learnt from this was to prepare for the worse possible scenario well in advance to ensure the overall results and all other components are accounted for before the final product is published, as well as allow time to correct any mistakes made during the post-production and production phases of content making.
. McElvoy, A 2016, The Economist asks: Is ed tech transforming education?, retrieved 17.05.17 2017, <http://www.economist.com/news/international/21690125-anne-mcelvoy-world-economic-forum-explores-whether-technology-changing-how-world?fsrc=scn/tw_ec/the_economist_asks_is_ed_tech_transforming_education_>.
. Malykhina, E 2014, Fact or Fiction?: Video Games Are the Future of Education, retrieved 17.05.17 2017, <https://www.scientificamerican.com/article/fact-or-fiction-video-games-are-the-future-of-education/>.
. MACKAY, RF 2013, Playing to learn: Panelists at Stanford discussion say using games as an educational tool provides opportunities for deeper learning, retrieved 15.05.17 2017, <http://news.stanford.edu/2013/03/01/games-education-tool-030113/>.
. Pamela, R 2017, DiscussionImageFinal, 1280×720, flickr, flickr, 31.03.17, Digital Design, <https://www.flickr.com/photos/pamrabin/33377172810/in/photolist-SRqJCJ-7LSPfo-pZzRX2-9L1LhH-7mv99s-UXUabw-UXUajN-UXUazN-TMUixM-7LSPps-bvRM1x-5Etuim-bvStex-bvRV2e-bvScrT-bvS596-bvSnsH-bvS6DF-bvSe6z-4PpLbm-hAKun-a7j6Ma-bvRTKi-bvSk4i-bvSprr-bjHewG-bvS49X-bvRCn2-bvS7Dv-bvS8X2-bvS2Yt-bvRKQt-bvS1AR-bvRRyp-bvRVNZ-bvRDui-bvRPfg-bvSifB-7i6uhN-d4AgxS-5EtxAh-bvRHHg-bvRFvF-fbeQMu-9vGZ6U-oxD3Ku-6FsRwP-Trp6sA-7e1oxN-hF1ax>.
Licence Attributed: https://creativecommons.org/publicdomain/zero/1.0/
My Broader ALC203-related online activity:
My broader online activity in relation to this unit has consisted of observing the entries of fellow students via the #ALC203 unit hashtag on Twitter, as well as scribing my own entries. In addition to this, I have researched articles that would later be used in my video piece to further flesh out my points on the topic of educational gaming/ gaming in education.