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Creating authentic contexts for writing and reading using Viddix

Tags: English | Multimedia – graphics/animation | Multimedia – video | Primary | Upper primary |

Students at Buckland’s Beach Intermediate created and presented engaging picture books for younger students using the dual-screen player in Viddix, along with other online resources.

“Our school regularly reviews the way technology is embedded in effective learning and teaching."
eLPF 2014

Focusing Inquiry

A teacher from Buckland's Beach identified her students’ needs in writing for an authentic audience using e-asTTle data and writing criteria . She planned opportunities for students to create films of recorded narrative to evaluate and reflect critically on their writing and presentation, including checking that the text met the purpose and that it would engage the intended audience. She referred to e-asTTle writing indicators for a narrative for a description of the key characteristics.

Viddix is a video platform that allows you to connect all kinds of web content, such as images and sound recordings, to videos allowing you to interact with your audience. The teacher chose to use Viddix to record her students' narratives because the recorded narrative would be able to be shared online in a format that featured both the reader and supporting content. She could see opportunities to use the recordings to inform deliberate acts of teaching .

Teaching and Learning

Using Viddix as a dual screen player provided a range of learning opportunities for students including:

Dual screen player
  • Drafting and writing narratives
  • Using peer/teacher feedback/feed forward to edit and revise
  • Rehearsing the production of the narratives and recording as a video
  • Recording narratives to accompany video and images using Viddix
  • Identifying markers in the recorded narrative where image transitions should occur
  • Using body language, drama, and other visual cues in narrative story writing
  • Using sentence starters for reflecting on learning and thinking
  • Noting their reflections and embedding evidence of writing and speaking online (student e-portfolios).

Student Reflection

Once finished their narratives students were given opportunities to reflect on what they were doing in their e-portfolios. Integrating opportunities for students to write for an intended audience and also actively seek, receive, and respond to feedback on their writing was empowering for the students.

As a result of this teaching, students:

  • were particularly excited about receiving feedback from a global audience
  • were increasingly engaged in the writing process, specifically focussing on creating content that was relevant and accurate
  • demonstrated an improved ability to use appropriate features of a narrative and to edit and re-edit their writing until satisfied that it met the criteria
  • set high expectations for themselves and their writing
  • enjoyed the editing process
  • were extremely motivated and enthusiastic throughout the process.

Student voice

"I think I did really well with this story. I enjoyed dressing up to tell my story, it made me feel like Margaret Mahy. I think I would like to do more of this, and maybe tell my stories to younger children. I would really like some children to tell me what could make my stories better."

Next steps

The students shared their stories digitally, and progressed on to read them in person to younger students at the local primary school. They also shared them on their class blog and in their e-portfolios.

Find out more

Find out how Google Apps and Teacher Dashboard have been used by teachers and students at Bucklands Beach Intermediate School to demonstrate the processes and progress of learning in ePortfolios.

Software types

Find out more about the software types used in this snapshot.

Multimedia – audio/music/sound
Multimedia – graphics/animation
Multimedia – video