Week 4 - Multimedia and Creativity

Updates: added explanation about original video

Multimedia is the combination of two or more media types. These include audio, text (alphabetic or numeric), symbols, images, video and animation (Abdulrahaman et al, 2020; Olga Jelimun, 2022). Stop Motion Studio would be greatly beneficial in the education context, as it introduces students to the aspects of multimedia. It also provides students with the space to experiment and utilise problem solving skills and gain creative confidence through the experience of creating a stop motion video.

Stop Motion Studio is an interactive and user-friendly app that allows students to create stop motion videos. The app has built-in photo taking for the creation of videos and also allows text, music and voiceovers to be added, which aids in explaining the ideas seen in the video.

Fostering creativity

Stop Motion Studio can be utilised in many ways within the education context to foster student’s creativity. This is seen for Stage 2 students in the NSW English syllabus code EN2-HANDW-02 which has students use “digital technologies to create texts” (NESA, 2022). This syllabus code can definitely be achieved through the use of Stop Motion Studio. Teachers can create many activities involving the use of Stop Motion implementing the syllabus code, such as getting students to create their own text, having students build upon an already existing text by making a new ending or beginning. Within these activities students would engage in experimentation with different ideas and techniques such as camera angles, lighting and animation styles, etc. This will enhance their problem-solving skills as they may need to overcome challenges such as timing, sequencing and movement.

CC By Olivia Spanswick

CC By Olivia Spanswick (Experimenting with Stop Motion by starting to create a story about Ruby the dog)

Pedagogy

Stop Motion Studio is utilised in a constructivist pedagogical approach, as it engages the students in an active role as learners in constructing their understanding and knowledge of concepts and ideas, through the experimentation of using different techniques and materials to create their videos (Bower, 2017). The creation of these videos also encourages them to reflect on their learning throughout the creative process. The cognitivism pedagogy is focused on, as the use of multimedia aids in students having better synthesisation and memorisation of content (Bower, 2017).

Limitation

Stop motion studio has limited audio editing capabilities which limits the creativity of users who want to add audio such as sounds effects, music and voiceovers to their videos.

References:

Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., and Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312–e05312. https://doi.org/10.1016/j.heliyon.2020.e05312

Bower, M. (2017). Design of Technology-Enhanced Learning: Integrating Research and Practice. Emerald Publishing Limited. https://doi.org/10.1108/9781787141827

NSW Education and Standards Authority (2022). English K-10 syllabus: Content. NSW

Curriculum. https://curriculum.nsw.edu.au/learning-areas/english/english-k-10-2022?tab=content

Olga Jelimun, M. (2022). TEACHERS’ VIEWS ON THE USE OF MULTIMEDIA IN TEACHING AND LEARNING. Tell-Us Journal (Online), 8(1), 11–25. https://doi.org/10.22202/tus.2022.v8i1.5641