(Image from Freepik.com)
At the beginning of most semesters, I completed the “typical” assignment as embedded below.
For example, in the opening portion of the original video, I introduce myself and briefly explain my role in education. While this information was clear and factual, the presentation of the video remained very simple. The video mainly consisted of me speaking directly to the camera. It did not include any additional visual elements to enhance the presentation. Why would this matter? If I had included these elements, I could have supported the message being shared more thoughtfully with things that could help reinforce the idea(s) I was trying to present. Looking back, I now realize that the video relied heavily on a single mode of communication.
After reviewing the reading in Chapter 6 of Crafting Digital Writing, I realized that effective videos require more planning with multiple modes of communication implemented. What does this look like? The creator of a visual project must include attention to detail, address the audience, identify the purpose, and consider visual design while also considering how these multiple modes work together to support the overall message. Hicks and Turner (2023) explain that digital compositions often include a combination of written text, audio, and visual elements that work together to communicate ideas. Reflecting on my original video helped me recognize that I had mainly focused on the spoken portion of the video and had not fully considered how visual design and other multimedia elements could strengthen the message.
When completing the revision process and preparing the next video submission, I focused on making the video feel more like a complete digital text with various modes, rather than just a “basic” recorded introduction. Hicks and Turner (2023) emphasize that digital compositions often combine several modes of communication, and these elements should work together to support the overall message rather than exist separately. Because of this, I paid closer attention to visual organization, pacing, and the overall presentation of the new video. In the planning phase, I considered how the visuals, spoken words, and structure could work together to improve the message's clarity.
One of the most significant changes I made in the revised version of the video is the overall visual format. Instead of using only a direct talking video, I created a slide-based video presentation that includes images, subtitles, and a voice-over narration. This approach allowed the video to incorporate multiple modes of communication. For example, adding talking points and images helped reinforce the ideas being presented, while also making the video more accessible for viewers who may process information differently. Mayer (2021) explains that well-designed multimedia materials can help learners process information more effectively by integrating multiple forms of communication. When visuals and narration work together, they can help clarify ideas and make information easier to understand for the viewer.
Below is my revision video presentation.
So, why is all this important and what does it have to do with your classroom? Research suggests that educators who incorporate digital tools into their teaching practices can create more engaging learning experiences and better prepare students. Trust and Whalen (2022) explain that digital communication tools allow educators to present information in ways that reach a wider audience and support different types of learners. This is especially important in today’s educational settings where technology plays such a large role in how information is shared and understood. Our goal is to meet the needs of ALL learners.
Overall, revising this video helped me better understand the importance of design when creating digital texts. I began to recognize that effective digital writing involves more than simply sharing information. Instead, it requires thoughtful decisions about your audience, the design, and how different modes of communication work together to support the message. By revising my video with these ideas in mind, I was able to create a more intentional and complete digital text that better reflects the principles discussed in Crafting Digital Writing.
References
Hicks, T., & Turner, K. H. (2023). Crafting digital writing: Composing texts across media and genres. Teachers College Press.
Mayer, R. E. (2021). Multimedia learning and instructional design. Educational Psychologist, 56(2), 1–15. https://doi.org/10.1080/00461520.2021.1897435
Trust, T., & Whalen, J. (2022). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. https://doi.org/10.70725/307718pkpjuu
Hunter, I really enjoyed reading your thoughts and revisions from your first blog to the second. I also thought my first blog was unplanned, while I tried to plan better for the second. In addition, I like how you added different things other than just yourself to the second video. As HIcks points out, each video should have a targeted purpose, and I could tell that your second video did that well. In addition, in research that I read, it was clear that you viewed the second video as a true opportunity to connect with others, as social media is intended to be. That is what the authors of one study that I read assert. Sharing thoughts on social media can actually be a positive thing for mental health if done the right way. (Tobin and Dunkley, 2026).
ReplyDeleteHicks, T. (2013). Crafting digital writing: composing texts across media and genres. Heinemann.
Tobin, R., & Dunkley, D. M. (2026). Perfectionism, Situational Mindfulness and Self-Compassion, and Daily Affect. Journal of Counseling Psychology, 73(2), 200–211. https://doi-org.ezproxy.montevallo.edu/10.1037/cou0000850
Your reflection shows a significant change in your perception of your video as a task and as a multimodal digital text, as Hicks and Turner would have you do. One of the most significant things you learned from your blog is your realization that your video was heavily reliant on one mode of communication, spatial communication, while failing to utilize the visual and design modes in the communication process. This is a significant learning experience in the process of digital composition.
ReplyDeleteWhat stands out most is how intentionally you approached your revision. Moving from a basic talking-head video to a slide-based presentation with images, subtitles, and voice-over narration reflects a deeper understanding of how multiple modes can work together to support comprehension. This aligns well with Hicks and Turner (2023), who stress that digital texts are most effective when modes are integrated rather than treated as separate components. Your explanation of planning for visual organization and pacing shows that you were not just adding features, but thoughtfully designing for your audience.
Your connection to Mayer’s (2021) multimedia learning theory strengthens your reflection even more. By recognizing that combining visuals and narration supports how learners process information, you moved beyond simply “making it look better” and into making it more instructionally effective. This is an important distinction, especially in an educational setting where design choices directly impact student understanding.
Mayer (2021) further explains that effective instructional videos should integrate words and visuals in intentional ways, such as aligning narration with images and organizing content into manageable segments, to support deeper learning.
I also appreciate how you extended your reflection into classroom practice. Your point about meeting the needs of all learners is especially relevant, as multimodal design supports accessibility and engagement for diverse students. The connection to Trust and Whalen (2022) reinforces that digital tools are not just optional enhancements but essential for reaching learners in today’s classrooms.
References
Hicks, T., & Turner, K. H. (2023). Crafting digital writing: Composing texts across media and genres. Teachers College Press.
Mayer, R. E. (2021). Evidence-based principles for how to design effective instructional videos. Journal of Applied Research in Memory and Cognition, 10(2), 229–240.https://psycnet.apa.org/doiLanding?doi=10.1016%2Fj.jarmac.2021.03.007
Mayer, R. E. (2021). Multimedia learning and instructional design. Educational Psychologist, 56(2), 1–15. https://doi.org/10.1080/00461520.2021.1897435
Hunter, your post shows real growth in how you think about digital writing. I like how you reflected on your first video and realized that just talking was not enough to fully get your message across. Moving to a slide based video with visuals and voiceover made your work more intentional and easier to follow.
ReplyDeleteWhat stood out to me is how you started thinking more about design, not just delivery. Lawrence (2022) explains that digital writing is more than just words. It is about how visuals, structure, and layout all work together to communicate meaning. You really showed that shift by being more purposeful with how your information was presented.
One thing I would add is that while visuals and slides can make a message clearer, there is also a balance to think about. Sometimes too many visuals or too much going on can take away from the message instead of supporting it. Research shows that interactive and multimedia elements can improve engagement, but only when they are used in a focused and meaningful way (Aulia et al., 2024). That made me think about how we guide students to not just add visuals, but to choose them carefully so they actually support what they are trying to say.
Your post shows that you are moving from just creating a video to really designing a message. That is what makes digital writing effective. It is not just about what we say, but how we choose to present it so others can understand it clearly.
References
Aulia, H., Hafeez, M., Mashwani, H. U., Careemdeen, J. D., Mirzapour, M., & Syaharuddin. (2024). TThe role of interactive learning media in enhancing student engagement and academic achievement. International Journal of Social Sciences and Education Research Studies.
Lawrence, D. (2022a). Digital Writing: A Guide to writing for Social Media and the web. Broadview Press.
Sounds like we had a similar realization that our first videos relied heavily on a single mode communication. I agree, as Turner and Hicks explain, that successful digital compositions should use a combination of text, visuals and audio – all of which should work in conjunction to reinforce the intended message. Episode #20 of TIMTALKS gives a laundry list of free digital software programs for educators to easily and quickly create higher quality images, slides, infographics and video. These programs are excellent for quickly enhancing your current teaching materials (worksheets, presentations, etc.) by adding those additional “communication modes” you discusses.
ReplyDeleteAlso, I like how you gave a detailed comparison of your first and second video, walking us through what, how and why you made certain revisions. This demonstrates your growth as an educator and a student.
Reference List:
Lawrence, D. (2022). Digital Writing: A Guide to Writing for Social Media and the Web. Broadview Press.
Pernell, A. & Clark, A. (Host). (2025-present). Episode 20: Special edition for the hour of Ai during Computer Science Education Week. [Audio podcast]. TIMTALK.
https://open.spotify.com/episode/4Zl4WAmhcgtilOGYma3L5t
I like how you were real about your first video. Most of us start there…hit record, say what we need to say, and keep it moving. But your reflection shows real growth because you didn’t just redo it, you redesigned how you communicate.
ReplyDeleteWhat stood out is how you moved from one mode to multiple modes. That lines up with Hicks and Turner (2023). Digital writing isn’t just talking or typing, it’s how everything works together. Your shift to slides, visuals, and voiceover made your message stronger and easier to follow.
This also connects to Jones and Kennedy (2023). They talk about how digital tools should be used with purpose and aligned to learning goals. You did that by being intentional with your design instead of just recording a basic video. You made sure everything in your video actually supported the message.
I also like how you connected this to the classroom. Using different modes helps reach all learners, not just the ones who learn best by listening. That’s important, especially now when students are used to content that mixes visuals, text, and audio all together.
One thing I’d be interested in is how you might take this further with students. Letting them create their own multimodal videos or digital texts could take this to another level.
Overall, this shows that digital writing is not just about what you say, it’s about how you design the message. And your revision definitely moved in the right direction.
References
Hicks, T., & Turner, K. H. (2023). Crafting digital writing: Composing texts across media and genres. Teachers College Press.
Jones, L., & Kennedy, E. (2023). Effective technology tools for school leadership: Understanding digital and data-driven strategies. Routledge.