Page 58 - The Inquiry into the Development and Implementation of a Multimedia Resource to Help Improve Parental Involvement in Their Child’s Reading Literacy During the Primary School Years.

• What are the ethical issues when filming my colleagues and pupils under 18

years of age?
• How could this video improve our eLearning culture and bridge the gap

between community and school, parent and teacher?

Yvonne guided my research by asking pertinent questions, refining my focus and

advised me on ethical considerations. She directed me towards using suitable
multimedia tools, how I could improve my video producing skills and reinforced my

belief that a video resource would be a valuable and meaningful tool for the parents.

At this stage of the EEA approach, I had a clear understanding of the area that
required change and was keen to create and implement my multimedia resource

(Figure 4.6).

Figure 4.6 (P. Shaughnessy, personal journal entry, March 21, 2017)

4.4 Create

I began to conceptualise the layout of the ‘Parent Learning Zone’, with the view that

rigorous testing and social validation would play a part in how the design

progressed, to ensure it best met the parents’ needs. I created a set of seven short
interactive videos that would inform the parents of how to read with their child as

part of their daily homework (Figure 4.7). I had visualised at the beginning of the
development stage that my overall video would be ‘broken up’ into shorter videos.

This technique is known as ‘segmenting’ and involves structuring the information

into learner-paced segments (Mayer 2008, p.765) or creating shorter video chunks,

49