Designing Promotional “Top Ten” Multimedia Narrated Presentations
Michael Barr:
m_barr@kufs.ac.jp
A viewable link to this presentation, please view it if you like:
https://docs.google.com/presentation/d/17qITDMa7lzggpbi3hrQPCa0z56H4_u3isXgAhCS-GSA/edit?usp=sharing
ABSTRACT:
All current stakeholders in higher education are familiar with collaborative online tools and documents. These tools have now become a permanent feature of the landscape. The ubiquity of shared Google documents, Microsoft Word and Powerpoint files, and other shared digital content is a modern characteristic of the educational experience. Furthermore, more people than ever take advantage of on-demand streaming platforms, subscription services, and Internet-based media for their personal entertainment and educational needs. More often than not, this consumption of media occurs with smartphones and handheld devices — devices which the user has access to all day, every day. Taking advantage of this access to media, the author took a new direction with the ‘Destination Studies’ course in the faculty of Global Tourism. Rather than producing presentations for a live audience, viewable in-house in a single sitting, students created multimedia content with a permanent ‘online home’, which will be available for future generations of the course. Key to the success of such multimedia presentations is the ability of students to: 1) benefit from aspects of promotional language found in freely available online content, particularly on the Youtube platform; 2) collaborate using shared tutorials and “How-to” guides produced by instructors of multiple classes, and in some cases the students themselves; and 3) posting and sharing content on a “Padlet” page viewable by selected members of the university community outside of the individual class. Effectively utilizing both amateur and professional multimedia content in the classroom allowed students to “act” as they learned. Participants made use of closed captions in both English and their native Japanese as they paused and repeated portions of viewed videos. Additionally, multimedia online content allowed students to benefit from exposure to a variety of accents and speaking styles. For example, two approximately ten-minute Youtube tourism videos were showcased in class, both by semi-professional travel bloggers and writers. These were focused on a popular style of promotion: “Things to do in London.” One presenter hailed from the U.K., while the other was a content creator from central europe. Using multimedia video and narrated content from non-native lingua franca speakers of English gave language learners confidence, and in addition it exposed them to a wider variety of natural accented English and colloquial expressions. The next stage of the project included mimicking the promotional language and tone of “clickbait” style content, so that presenters became comfortable with a new register of English usage. Copying the style of legitimate content which has been produced for the worldwide web audience allowed student presenters to avoid using a “list-reading” strategy, in favor of pitching a plan and promoting a regional area of their home country. Student reflections showed a high level of engagement and satisfaction with the process, and viewing data proved that more students had more exposure to more English language content using this systematic approach.
Collaborative Online Tools and Documents:
These have now become a permanent feature of the landscape.
ATEM
Association for Teaching English Through Movies
The Association for Teaching English through Multimedia
Promotional Language and Intonation
Regional Accent and Expressions
The Task:
Regional
Reports
“Top-Ten”
style
Assigned on Google Classroom, completed in Slides with Narration - more on that later
The Progression of the Task - steps
Inserting Audio Narration:
How to add narration to Google Slides:
(no need to re-invent the wheel, someone blogged about this!)
https://hislide.io/blog/how-to-add-narration-to-google-slides-presentation/
Narration Screencast for embedding Narration - G Slides:
https://drive.google.com/file/d/1zpZi49UIQ0dSTu6C0CKvVNPESJtGNl7A/view?usp=sharing
Sharing :
Padlet
View count
Comments
Links Shared on Padlet - view-count, shared across two classes for multiple viewership
Viewing :
Higher engagement for colorful content
Thumbnails
&
Clickbait!
Sharing :
Some viewing was required
(“comment on three…”)
Extra viewing was optional
→
peer-driven
Benefits:
The
Punchline:
Copying the style of legitimate content which has been produced for the worldwide Internet audience
… allowed student presenters to …
avoid a “list-reading” strategy, in favor of pitching a plan and promoting a regional area
Designing Promotional “Top Ten” Multimedia Narrated Presentations
**THANKS** Contact me for more information, or if you have some questions, comments, or ideas!
Michael Barr: m_barr@kufs.ac.jp