WEEK 4: DIGITAL COMPETENCES AND VIDEO EDITING

 WEEK 4: DIGITAL COMPETENCES AND VIDEO EDITING

    In the blink of an eye, a month has gone by, and during the final week of October, we were introduced to become digitally competent learners. This week, Dr Lina enlightened us about the European Framework for Digital Competence of Educators, a topic that was entirely new to me. As in previous sessions, she made use of Mentimeter to teach us about this framework and to engage us in answering questions. The engagement and enthusiasm of the students were evident in their responses to the questions.

    In summary, DigCompEdu proved to be a useful tool for improving our understanding and honing our digital skills for effective teaching in the digital era. However, I won't dwell too much on this framework in this blog; instead, I'll focus more on the exciting journey of video editing in the tutorial session.

    Dr Lina kicked off our video editing exploration by introducing us to DaVinci Resolve, a video editing software. She even showcased a self-made video as an example and provided a brief overview of the software's fundamental functions, which was immensely helpful. It's worth noting that effective guidance plays a significant role in helping students engage with the material successfully, leading to more productive learning experiences (A Guide to Giving Clear Instructions to Students (That They Will Actually Follow), n.d.).

    Following this, Dr Lina required us to select a digital leader to guide us through the video editing process in the tutorial session. We selected Aimi for this role primarily due to her strong work ethic and her knack for fostering a supportive learning atmosphere. Choosing a reliable leader is crucial, as good leadership significantly contributes to the successful completion of tasks (Siena Heights University, 2022).

    However, my lack of computer skills led to some challenges when downloading DaVinci. I tend to be impatient, and at one point, I was on the verge of uninstalling the software due to frustration. Yet, with Aimi's patient guidance and Dr Lina's timely assistance, I overcame this hurdle. Their unwavering support created a caring and nurturing environment, which is known to motivate students to learn (Salend, 2010). With Aimi's guidance, I gradually became well-acquainted with the primary functions of DaVinci, ultimately leading to the successful creation of a video.

    This experience brought back memories of my high school days when I had to create a video for a class assignment. I vividly remember the distress and anxiety I felt when I accidentally pressed a button I couldn't figure out, erasing my entire video just as I was about to finish. These distressing memories were a potent catalyst, igniting a fierce determination within me to learn to become proficient in video production during our tutorial sessions. Thankfully, this time around, I was able to complete a video swiftly and effectively.

    This peer teaching strategy aligns with the tenets of Social Learning Theory (Bandura, 1977), emphasizing that people learn through collaboration, observation, and interaction. Aimi's demonstration of the video editing process and our subsequent imitation of her actions exemplify this theory. Moreover, Social Learning Theory extends to discussions of performance, learning new skills, self-control, and how motivation can be both individual and shared (Virginia Koutroubas & Michael Galanakis, 2022). Furthermore, the creation of videos relates to the Multimodality Theory, which explores how meaning is conveyed through various semiotic resources or modes, such as speech, writing, gestures, visuals, organization, and proxemics (Adami & Kress, 2014). In order to create captivating videos that engage viewers, a combination of different modes is essential.

    In conclusion, I've acquired a wealth of knowledge about creating and editing videos. The support of my peers has been invaluable throughout this learning journey. I've also come to recognize the significance of choosing the right leader and the impact of the learning environment on students. I'm committed to improving my digital literacy so that I can leverage it in future teaching endeavors. The incorporation of digital tools in education not only makes learning more engaging but also more accessible and enjoyable for students.

I've created a short video clip using DaVinci Resolve. I hope you enjoy watching it!

References

A guide to giving clear instructions to students (That they will actually follow). (n.d.). Hey Teach! https://www.wgu.edu/heyteach/article/guide-giving-clear-instructions-students-that-they-will-actually-follow2001.html

Adami, E., & Kress, G. (2014). Introduction: Multimodality, meaning making, and the issue of

“text.” In Text and Talk (Vol. 34, Issue 3). https://doi.org/10.1515/text-2014-0007

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological

Review, 84(2). https://doi.org/10.1037/0033-295X.84.2.191

Salend, S. J. (2010). Creating a classroom environment that promotes positive behavior.

Creating Inclusive Classrooms: Effective and Reflective Practices for All Students.

Siena Heights University. (2022). 10 reasons leadership is important in the workplace. Siena

Heights University.

Koutroubas, V., & Galanakis, M. (2022). Bandura’s social learning theory and its

importance in the organizational psychology context. Journal of Psychology Research, 12(6). https://doi.org/10.17265/2159-5542/2022.06.001