MODULE IV COMMUNICATION AIDS & STRATEGIES AND COMMUNICATION FOR VARIOUS PURPOSES Lesson 1 Communication Aids and Strategies using Tools of Technology Lesson 2 Communication for Various Purposes GECC 102- Purposive C ~ Module 4MODULE IV COMMUNICATION AIDS AND STRATEGIES AND COMMUNICATION FOR VARIOUS PURPOSES C] INTRODUCTION In modute 3, you learned about evaluating messages and/or images of different types of text. You had a hands-on experience on how to evaluate and create messages and/or images of different types of texts reflecting different cultures. In this module, you will learn to convey ideas using various tools of technology and create communication materials for various purposes. © OBJECTIVES At the end of this module, you will be able to: + Convey ideas through oral, audio-visual, and/or web-based Presentations for different target audiences in local and global settings using appropriate registers; . Adopt awareriess of audience and context in presenting deus; . Create clear, coherent, and effective communication materials; and . Present ideas persuasively using appropriate language registers, tone, facial expressions, and gestures. Ly DIRECTIONS/ MODULE ORGANIZER Bens . Study each lesson in the module. . Answer the learning activities and summative test. . Go over the items missed in every learning activity/test. . Write all your answers in a piece of paper. Submit your Module 3 assignment and other requirements (if any) to your tutor on the next face-to-face meeting. GECC 102- Purposive Communication = Module 4:Lesson 1 COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF TECHNOLOGY Multimodal Communication Multimodal communication is communication that takes advantage of multiple modes, such as a PowerPoint or Prezi Presentation ‘or a TV commercial. It uses a mix of words, images and other resources. Based on research, multimodal communication is important for professional and civic life. Though most people associate multimodal communication with modernity and technology, the truth is people have been engaged in multimodal communication since prehistoric times, using vocal sounds and hand gestures. There are three common ways of presenting ideas: 1. Text, 2. Photos 3. Sound Multi-modal texts A text may be defined as multimodal when it combines two or more semiotic (study of signs and symbols) systems. There are five semiotic systems in total: 1. Linguistic: comprising aspects such as vocabulary, generic structure and the grammar of oral and written language 2. Visual: comprising aspects such as color, vectors and viewpoint in still and moving images 3. Audio: comprising aspects such as volume, pitch and rhythm of music and sound effects 4, Gestural: comprising aspects such as movement, speed and stillness in facial expression and body language . Spatial: comprising aspects such as proximity, direction, position of layout and organization of objects in space. GECC 102- Purposive Communication Module 4-Examples of multimodal texts are: * a picture book, in which the textual and visual elements are arranged on individual pages that contribute to an overall set of bound pages + a webpage, in which elements such as sound effects, oral language, written language, music and still or moving images are combined + a live ballet performance, in which gesture, music, and space are the main elements. Multimodal texts can be delivered via different media or technologies. These employ the strategic use of two or more communication modes (image, gesture, music, spoken language, and written language) to make meaning. They may be live, paper, or digital electronic. These require the processing of more than one mode and the recognition of the interconnections between modes. Multi-modal literacy Multi-modal literacy is defined in many ways. It pertains to the design of discourse (e.g. language, gesture, images) co-deployed across various modalities (e.g. visual, aural, somatic) as well as their interaction and integration in constructing a coherent text. It also refers to the comzetence to make sense of multiple modes of representational and communicational resources (e.g., text, image, sound, and video) which are mostly realized by digital technology. Lastly, it refers to meaning-making that occurs at different levels through the reading, viewing, understanding, responding to, producing and interacting with multimodal texts and multimodal communication (Kress & Jewitt, 2003). It may include listening, talking and dramatizing as well as the writing, designing and producing of such texts. However it is defined, the development of multi-modal literacy is associated with growth of digital communication, ‘Types of Multimodal Text 1, Paper - books, comics, posters 2. Digital - slide presentations, e-books, blogs, e-posters, web pages, social media, film, video games 3. Live - performance or event GEC 102- Purposive Communication ~ Module 4-4. Transmedia - the story is told using multiple delivery channels through a combination of media platforms (e.g. magazine, film, web series, and video game mediums all working as part of the same story) Creation of multimodal texts/communication materials Easy to produce multimodal texts include posters, storyboards, oral Presentations, picture books, brochures, slide shows (PowerPoint, Prezi, HotGloo, Bunkr, TinderBox, Bidsketch, etc.), blogs, and podcasts. More complex digital multimodal text productions include web pages, digital stories, interactive stories, animation, and film. In creating multimodal texts, you need to be able to effectively do it for different_purposes and audiences, with accuracy, fluency, and imagination. To actually do this, you need to know how meaning is conveyed through the various modes used in the text, as well as how multiple modes work together in different ways to convey the story or the information to be communicated. Moreover, you need to know how to creatively and purposefully choose how different modes might convey particular meaning at different times in their texts, and how to manipulate the various combinations of different modes across the whole text to best tell your story (Jewitt, 2009). A. Simpie multimodal texts include comics/graphic novels, picture books, newspapers, brochures, print advertisements, posters, storyboards, digital slide presentations, e-posters, e-books, and social media. Meaning is conveyed to the reader through varying combinations of written language, visual, gestural, and spatial modes. Podcasts are also simple to produce, involving combinations of spoken language, and audio modes. Live multimodal texts include dance, performance, oral storytelling, and presentations. Meaning is conveyed through combinations of various modes such as gestural, spatial, audio, and oral language. While digital slide presentations are very commonly used, it would work to your advantage if you know how to effectively create and use this in your next presentation in class or in your work if you are employed. According to Magan, et. al. (2018), “For more impact, introduce each separate topic or idea with a relevant quotation or full-screen image that evokes the topic instead of using a stock title slide. Add a word or two about the topic if you have to, or simply say it out loud and let the quote or image support it.” GECC 102- Purposive Communication = Module 4‘Magan, et. al. (2018) says that this gives your (spic more impact since a strong quote or image will be retained in your auclience’s mind as they listen to you. It also breaks up the presentation and spice things up as you present necessary “dry” material like graphs or bullet points in your slide presentation. B. Complex digital multimodal texts include: live action films, animations, digital stories, web pages, book trailers, documentaries, music videos. Meaning is conveyed through dynamic combinations of various modes across written and spoken langutage, visual (still and moving image), audio, gesture (acting), and spatial semiotic resources. Producing these texts also requires skills with more sophisticated digital communication technologies. Skilled multimodal composition requires you to have knowledge of the subject or field of the text, textual knowledge of how to best convey meaning through the text; digital multimodal authoring also requires knowledge of the technology and of the processes required to produce innovative digital media productions (Mills, 2010). Textual knowledge encompasses both semiotic knowledge and genre. Semiotic knowledge concerns how each mode conveys meaning in different ways in the text, where each mode has its own specific task and function (Kress, 2010, p. 28) in the meaning making process. Multimodal authors also nec to be able to imaginatively combine different modes in various strategic arrangements throughout the text, for example print and visual semiotic resources in a picture book, to effectively and creatively convey the meaning required. Like writing, successful multimodal composition includes consideration of purpose, audience and text type (for example, to entertain, inform, or persuade). Technological knowledge concerns knowledge of the technical content as well as of the processes required to produce innovative digital media productions, including knowledge of the machines involved and the media applications (Mills, 2010, p. 224). According to Magan, et. al. (2018), some software resources used in creating multimodal texts include the following: a. PhotoStory 3, Movie maker, and iMovie - used to integrate images, narration and sound; Animoto combines images, sound, and print b. Audacity - enables you to record, edit and mix narration and music c. Videolicious 2 - allows you to combine videos, photos, music and stories through a simple talk and tap process GECC 102- Purposive Communication ‘Module 47aA7T70I To d. Voicethread - uses voice along with documents, snapshots, diagrams and videos. In learning how to create multimodal text, this can be structured in stages around the film production approach. This includes pre-production, production, and post-production. Pre-production The pre-production stage includes consideration of the topic, the Purpose, the audience and the context. The story/content is drafted and organized, and manageable boundaries are established. This includes setting limits to number of pages in a picture book, or slides in a PowerPoint, or time limits for digital productions - 30 to 90 seconds is long enough for novice podcasts, film or animation productions. The production process is planned. This might include writing a story outline which provides brief information about who, what, where, and when; a script which includes information about the text participants (characters or subjects), dialogue, action, sound effects, and music; and preparing a storyboard to scope the visual design of the text - what is to be shown and how it will be seen. A simple storyboard could look like this: Photos/videos ‘Music Fade in instrumental, happy music Narration Fred is having a good day today. He’s on his way to the bank to take out his car loan. Camera | Full shot of Fred walking towards the bank movement ‘GECC 102- Purposive Communication = Module 4Take note that this is just one shot of one sucne of let’s say the “Fred's favorite day” film. The sequence of the storyboard could go as lengthy as possible, depending on your concept for your-film. The production stage The production stage is where the text is composed or produced. Production can be a simple process using familiar tools and resources or can involve learning to use more complex digital tools including cameras, recording equipment, or digital applications and software. A simplified approach to creating live action films involves an ‘in- camera’ edit. This requires the whole sequence to be carefully planned first. Beginning with the title shot, the film is shot in sequence, shot by shot, pausing the camera between shots. Sound effects and additional information must be recorded at the same time as the action. Following the final shot, the film is finished, and there is no further editing or post- Production. The same approach can be used recording simple podcasts, as an ‘in-microphone’ edit. In contrast, a conventional approach to filmmaking/podcast production involves filming or recording the content in segments first, and then putting the finai text together through post production. Post-production stage In the post-production stage filmed shots or recorded audio segments, are edited using a digital editing program to remove sections, to order information, and to add in introductions, titles, music, visual and sound effects. For more information on the film making process, you can go to https://www.acmi.net.au/education/online-leaming/film-iv for a step by step instruction on how to create a film. You can also visit https://creatingmultimodaltexts.com/for more specific information on creating multimodal texts. ‘GECC 102: Purposive Communication * Module 4-7 74 4 BS LEARNING ACTIVITY With your group mates (if you're a group-paced student), identify a Specific marginalized group in your community or in our present society (e.g. indigenous people groups, persons who are differently-abled, battered wives, persons with HIV/AIDS, etc.). Think of many ways you could help them in alleviating their plight or in meeting their needs. Transform those identified ways into a form of a cause-oriented event that you (and your group mates) would most likely organize and implement (but you won't really have to implement). |n conceptualizing your event, be sure that it’s not just SMART, but SMARTER: Specific: the more specific your goals are, the more likely you’ll be able to accomplish them M-eaningful: set goals that are meaningful enough to you that you'll do whatever it takes to achieve them A-chievable: pick goals that you can achieve in the short term R-elevant: set goals that are relevant to your life and that of others T-ime-bound; set an exact date when you plan to achieve your goals E-valuate: ensure that your goals are evaluated R-eadjust: you can re-adjust your approach if necessary Then create a multimodal proposal for that cause-oriented event. (See multimodal proposal samples that follow.) In your proposal, consider the needs of that marginalized group and how holding your cause-oriented event could answer some of their needs. Also, conceptualize three Proposed programs that you could implement to support your cause and/or the holding of your event. Provide the needed information as outlined in the sample proposals that follow and be specific in your descriptions. GECC 102- Purposive Communication ~ Module 410 Sample 1: Multimodal Material Proposal - | Group 7 (Gladys Sulit, Mee Jay Domingo, Maristela Sy, Jenifer Sevilla, Venus Diaz, Maria Cristina Mercado) ‘Cause: Run for the FIGHT! Beneficiaries: Cancer Warriors Purpose of the Event: The Philippine Medical University (PMU) sponsors the Run Proposed Programs: Blood for a Cause ~The proceeds of this event is to purchase Target Audien PMU students, faculty, and staff Open to all Concept of the Multimodal Material Poster Title: Run for the Fight! Images: Logos (PMU, sponsors, agencies) Graphics Large Lavender Ribbon (color for all cancers) Texts: Guidelines Time (5:00 AM) Date (October 16, 2016) ‘Venue (Batangas Capitol) Fees and Packages (TBA) Slogan Sponsors (Milo, Gatorade, Globe, Adidas, etc.) Cooperating Agencies (Provincial Government of Batangas, DOH, DSWD, etc.) Task/Roles of the Group Layout artists Gladys Sulit Members Mee Jay Domingo Editors Maristela Sy Jenifer Sevilla Contributors Venus Diaz. Maria Cristina Mercado for the Fight to raise funds for cancer patients through the Cancer Warriors, a nongovernment organization that funds the treatment of cancer patients in Batangas City. ‘more blood (or maybe on the processing of blood) for the ‘cancer patients and other medication which may be of help to them, You are Me ~ This is a social gathering of cancer patients and survivors which the latter will be asked to share thei stories to the former. Itis expected that such event will somehow give the patients hope to fight and win their battles, Give six inches or more—This is an event to invite people to azive a 6-inch hair or buy a periwig for the cancer patients, It is hhoped that this will give the patients six or more years to smile. GECE 102- Purposive Communication eee— Student Rate: FiiP 100 | Race Packet: PHP 309 | Race Packet with Singlet: PhP 500 For Inquiries, contact Miggy at 0919-6768-275, or at runforthefight@pmu edu.ph PHIUPPINE MEDICAL UNIveRsiry ‘a. ae So “Run for the Fight” poster GECC 102- Purposive Communication lobe” = Module 4-2 Sample 2: Multimodal Material Proposal Group § (Ces Myra Mabalot, Ester Pialago, Hannah Bayogan, Jocelyn Puzon and Rea Tiangson) Cause: Wear your Color Beneficiaries: Lesbians, Gays, Bisexuals, Transgenders, Queers (LGBTQ) Purpose of the Event: Rainbow Champions, a nongovernment organization protecting Proposed Programs: Target Audience: Concept of the Multimodal Material the rights of LGBTQs and empowering them to become productive citizens, sponsors “Wear your Color”, a fashion show featuring works of fashion designers, seamstresses and tailors who are members of the LGBTQ community in Agoo, La Union. Proceeds of the event will be used to build gender neutral comfort rooms or CRs in selected public areas in ‘Agoo. This protects the rights of members of the LGBTQ community in Agoo from discrimination in public toilets. ‘Symposium on use of gender neutral CRs ~ Selected Gender and Development or GAD trainers in Agoo, La Union will be invited to orient the general public about the importance and relevance of building gender neutral CRs to protect the rights of LGBTQ from discrimination. ‘Agoo Park Beautification ~ Members of the LGBTQ ‘community in Agoo, together with their friends and family will participate in cleaning and beautifying the Agoo Park. In turn, sponsors will give monetary contributions, meals and snacks, and logistic support. Proceeds ofthis event will be used to build the gender neutral CRs. Beauty Makeover for a Cause —Members of the LGBTQ community who are hairstylists, makeup artists, manicurists, and massage therapists would gather at the Agoo Civie Center on a Saturday to render their services to the general public for a discounted fee. They would then donate a percentage of their income to help build the gender neutral CRs. LGBTQ community and general public Public Service Announcement (PSA) Video Title: Gender neutral CR Images: Logo (Rainbow Champions) ‘GECC 102- Purposive Communication = Module 4