Marina Ferreira de Melo

Module 3 – Assignment 3 – Q & A

1) According to Smaldino, S.E., Lowther, D.L., Mims, C., and Russell, J.D. (2015), audio literacy
“requires attentive listening and deciphering important message components to connect to prior
knowledge, as well as produce meaningful audio communication” (p 158). Video literacy
“encompasses the knowledge and skills needed to consume or meaningfully view video, as well as
produce video to demonstrate knowledge and skill. What these two types of literacy have in common is
the fact that students are not exclusively recipients of content but should also be prepared to create
within these formats. Another similarity is that both involve connection to previous knowledge as a
way to absorb content. The difference between audio and video literacy lies in the fact that audio does
not contain visual input, while one of the main components of video is visual.

2) Audio can be used in any phase of the ASSURE model, so it can provide ways to introduce a topic,
as a warm-up or ice-breaker, higher-order thinking is promoted by stimulating students auditory
abilities in connection to prior knowledge, students can listen to audio multiple times, which might
support students that have a limited attention span. Audio is a main component in learning a second
language, which might lead to better integration. Still within learning a second language, audio is one
of the most commonly used media to practice pronunciation. It also breaks the monotony of a class,
promotes increased engagement and can offer students a reduced reading load.

3) Teachers can make use of audio in any phase of instruction, which can make lesson planning more
varied and relevant. Students can produce audio as part of their assessment, in individual or group
projects – such as book reviews, presentations – such as reporting on a field trip, keeping learning
journals, providing feedback after completion of activities. ELLs can produce audio to accompany their
progress in relation to their speaking skills and pronunciation.

4) I personally find Podcasts to be pretty interesting. The advantages in utilizing this format is that it
helps integrating students into a shared project, or even groups of students working on subjects related
to a major topic and must come up with an original Podcast entry as part of their assessment. The
teacher can use a Podcast to present 50 % of new content, the other 50% in class, so students must
listen to part I first. Smaldino, S.E., Lowther, D.L., Mims, C., and Russell, J.D. (2015) suggests that
“with Podcast software, students and teachers can create their own newscasts and documentaries and
have subscribers download and listen to them on their devices” (p 165). The possibilities are pretty vast
and this is definitely a great way to guarantee students will retain content.

5) Video allows the user to manipulate time (compress or expand) and space (micro to macro) which
offers a vast possibility of uses applied to learning. Smaldino, S.E., Lowther, D.L., Mims, C., and
Russell, J.D. (2015) mentioned that “In the cognitive domain, learners can observe dramatic recreations
of historical events, and actual recordings of more recent events” (p 168), so teachers working from
pre-history to contemporary concepts will benefit from using video. In regards to the affective domain,
Smaldino, S.E., Lowther, D.L., Mims, C., and Russell, J.D. (2015) pointed out that “Because of their
great potential for emotional impact, video can be useful shaping personal and social attitudes” (p 168),
within a sociological approach, teachers can use videos to enhance students awareness to social issues
around the world and not only within their communities, expanding their world view. When it comes to
the psychomotor domain, Smaldino, S.E., Lowther, D.L., Mims, C., and Russell, J.D. (2015) says that
“Recording students performance enables learners to observe their own performance and receive
feedback from peers, teachers and others” (p 169) which might promote better self-awareness and once
again integration among students. Regarding interpersonal skills, Smaldino, S.E., Lowther, D.L., Mims,
C., and Russell, J.D. (2015) states that “When students are learning interpersonal skills, such as dealing
with conflict resolution or peer relationships, they observe the behavior of others on video for
demonstration and analysis” (p 169), by analyzing realistic models of behavioral patterns, students can
deeper understand the variables involved and it might help them when it is their turn to resolve,
problem-solve and so on.

6) Documentaries – deals with facts, non-fiction or fictionalized versions of a fact. It provides

information about true stories, people, places, civilizations, nature and life as a whole. It supports the
learning of what is true.
Dramatization - a story is told through a film-like experience. Especially useful for working with
Literature, and subjects such as multiculturalism, disabilities, biographies and son on.
Video storytelling – also deals with facts and true stories and issues. Can be used to promote safety
skills while developing expression of ideas, concepts, lifestyles.
Virtual field trips – focuses on places around the world that one would hardly have the chance to visit
in real life. Especially useful for teaching Science related topics such as evolution, fauna and flora
around the globe, as well as museums exhibiting historically relevant artifacts.
7) Smaldino, S.E., Lowther, D.L., Mims, C., and Russell, J.D. (2015) says that “Producing video
requires students to engage in higher-order thinking skills pf planning a video that will tell the story,
recording scenes and editing the content to ensure the intended message is shared” (p 176) which
means that at this level students are committed to a project and are using prior knowledge, recalling
information, researching and selecting resources, predicting outcomes in order to come up with a
quality final product.