What do you do?

What do you do?
Photo by Pixabay/#Remediation

There are two different verbs used to express the phrase “I am” in Spanish. One of them is temporary; the other one is permanent. For example, if one wishes to say, “I am a Spanish teacher, but right now I am working as a bartender,” he would use the temporary one to say that he is a bartender (right now), and he would use the permanent one to say that he nonetheless still identifies himself with being a Spanish teacher. I have a long history with Spanish. I first studied it when I was 13 years old. I went on a study tour in Mexico right after I graduated junior high school. I also majored in Spanish as an undergraduate at university. I haven’t taught it in five years, but in situations when I don’t wish to elaborate on my complex labyrinth of a work history, I usually just instead say, “I’m a Spanish teacher." My focus for this assignment has been an element of Spanish grammar: how to conjugate regular -ar verbs in the Spanish present tense.

Subject. For this assignment, I remediated a text-based lesson on the conjugation of -ar verbs found on an educational blog into a video-based multimedia presentation. In terms of media studies theory, it is most akin to the idea of hypermediacy. Not only was the video entirely designed with a web-based Spanish class in mind, but it includes various media elements such as text, images, video, and hyperlinks. By applying elements of various genres into the one presentation, it makes it more inclusive, not to mention appealing, for learners with different learning preferences.

Rationale. My goal for this presentation was two-fold. I wanted it to allow for user engagement and to also appeal to multiple learning styles. While I primarily speak during the remediated production, my talking always surrounds some sort of visual or activity. The module is broken down into two different steps, and each one includes interactive practice. It also includes a video by another teacher, a bingo game which could also double as flash cards, and later in the presentation, a fill in the blank worksheet. In all, the tutorial employs several different instructional approaches, in addition to opportunities for both formative and summative assessments of student learning.

Editor's Note: The quality of the video became a bit compromised when the file size had to be compressed to fit server requirements.

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Learning module on conjugating regular Spanish -ar verbs in the present tense.

Benefits. I believe that this approach builds upon the initial text-only approach in multiple ways. The second one is not only more interactive, but it is also appealing to more than simply a single learning style. The text-only approach is primarily geared towards the solitary learning preference. With the incorporation of a hand-made bingo game/flash card activity, as well as videos, speech, and images, the material found in the second version may also appeal to learners who prefer the visual, verbal, and physical styles as well. Furthermore, those who prefer text-only learning materials will likely always find such resources readily at hand. On the other hand, those who also prefer more interactivity or diversity in their learning will likely welcome the addition of multimedia supplements.

Chanel Brown

Chanel lives on the East Coast and is currently pursuing an MA in Technical & Professional Writing.
Along the East Coast