This week in EC&I 834 our directive was to discuss our relationships with media as part of how we learn digitally. As you’ll notice, I’m a word person. I honestly am very word-oriented. Maybe it’s because I’m the daughter of a librarian and have been absorbed in text for pretty much my entire life. Some of it is probably just part of how I am wired, that words make sense and I have a vivid imagination that can translate words to reality easily. Add in that I am not a fan of being recorded (thanks, Dad, for making that clear with the obsessive use of that camcorder as I was growing up!). I’m also an introvert (no, really, I am, just not super far into the introvert side of the spectrum) which means I like to think through what I want to say before I say it. So I appreciate well-crafted thoughts. I like to mull over ideas and go back to them. These are all things that Bates would identify as strong points for text.
This came up during class and I automatically said that I wanted the text (and Katia is apparently with me on that). In watching Amy’s vlog, I chuckled to myself because I’m the opposite of her relationship with video and learning. I have used the internet to teach me new recipes and to learn to knit and crochet, to learn different things with making cards, and all sorts of things. Basically, I’m usually connected and I am frequently asking Google how to do something for my personal enjoyment or for work. I want the text. I want to be able to scan through quickly, find my answer, and move on. Videos can take FOREVER! I hate looking for one simple thing and having to wade through 2 minutes of introduction, 4 minutes of other content, then finally find what I was looking for, only to discover that it isn’t what I wanted anyway, then see it again in slow motion.
I often need a quick answer, “just in time” learning. I only want the one answer I need, immediately. Videos are frustrating for recipes because I want to keep looking at the ingredient list but it’s not like I can bookmark that and go back and forth to that (I’ll come back to this in a second). The internet is so packed with information that I know I might have to try a couple times to find my answer so the quicker I can evaluate a source, the better.
But as I was typing this, I realized that I do really enjoy some videos for learning. Craftsy, I’m looking at you. If I could get my hands on their learning platform and use it at work, I would be thrilled. The videos are all chunked and come with a table of contents that allows you to quickly go to specific points in a longer video and you can view that breakdown before you load the video so you get the right one (there are usually multiple videos in any course). You can bookmark and make notes on the video! You can post questions and comments to others in the class on specific points of the video. You can download them or watch them online. This is the kind of video I like.
That reminded me that I needed to go read Sarah’s post where she references social media (Ms. Social Butterfly) as part of learning. Yup, I’m on board with that one too. I have been sewing a lot more recently and I’ve discovered some great communities where I can ask specific questions and get good answers, often fairly quickly. I might start with an internet search if I need an immediate answer or the question is more general (because text!) but if the question is specific to a pattern or fabric, I might be better off to get a personal response.
Bates also discusses audio. Sorry, audio, I’m not as much of a fan. I think part of that is a learned skill to tune out audio distractions that was a side effect of my K-12 education. If I wanted to concentrate, I had to learn to ignore audio stumuli. Lucky me, I was able to filter it out for the most part. I still have to do this at work when I want to be available (aka partially open door, no headphones) but there is noise going on like the pre-school down the hall, a colleague doing some video editing, another colleague on the phone, people talking in the hall. Audio is the first thing I tune out so I have a harder time paying attention. I listen to podcasts and audio books while I work out but I remember far less of them than something I read and I usually want to have my hands and body busy if I have to just listen. I am too visually distracted. But that usually means I am not focusing solely on the audio. Music is slightly different, but I often end up singing along, or creating images in my head. I am still interacting with the audio.
Bates left out the visual aspect though. Not video. He has something specific in mind there and it’s much more about the blend of audio and visual together. But what about purely visual presentations? Sometimes they could be videos, if there’s no voice, no music. Or maybe it’s a comic, an infographic, or a flow chart. Below is a comic by Robot Hugs about how a brain can work when a person is living with depression and/or obsessive mental illness. Sure, there are a few words, but the visuals are what drive it home.
I think sometimes text works for me because I get a visual diagram. I love diagrams (except the ones with IKEA furniture). I love the many ways data can be represented visually. So why did Bates leave that aspect out? He has images in his text. He mentions the use of PowerPoint. So… why did visuals get left behind? I guess they are viewed to be less advanced than video. Why have a still image when you can have a video? (A gif is animated but it isn’t a video. And people have entire conversation with gifs now on the internet. It’s accepted shorthand.)
Sure, I’m not really learning from this gif, but something like this can reinforce a point better than text. And better than a full video clip because I don’t need the audio. I don’t need the full clip.
So I’m a mix. I like my media to be in the right proportions. And my proportions might not be yours. I like thought to go into why something is in a particular medium. Why do a video if a still image will do? But what about if an animation would clarify? Do I need audio? Is this clear with text? When you get down to it, the reality is that if you’re building a course, you can’t provide all information in every format. So you have to make choices. And students also have to be flexible. Students need to be taught ways to make different media work for them. Because we might not always get the perfect cup of tea but we can try to find a workable blend.