Diarivlog Dvthediariovlog Is An Individual

diarivlog Dvthediariovlog Is An Individual
Kiley Acosta, PhD (2021) introduces the Diario Vlog (DV), an individual audiovisual blog platform designed to document students' active reading experiences, personal thoughts, ideas, and questions related to assigned readings. The primary aim of the DV is to capture a mental snapshot of students' engagement with texts in a casual format that does not require formal writing or perfect editing. This practice helps students develop verbal articulation skills in a digital environment while fostering meaningful reflection on course materials.
The DV operates by requiring students to create recorded reflections after completing close readings of assigned texts. These recordings are to be uploaded via Canvas, specifically under the Diario Vlog tab, after prompts appear on the platform five days before deadlines. The platform supports audio and video recordings, with browser compatibility considerations—Google Chrome or Firefox are recommended as Safari may be incompatible. Students can record directly within Canvas using built-in tools or upload files created externally, such as voice memos from smartphones, provided tests are conducted beforehand to ensure functionality.
The assignment expects students to reflect informally, akin to an internal dialogue or conversation with a friend, emphasizing authentic expression over perfection. Recordings should adhere to time requirements, which can be met through multiple short clips, each clearly labeled to avoid confusion. The submission deadline is typically 11:45 PM on the assigned date, and students must have completed the reading prior to recording.
Evaluation of each Diario Vlog entry is based on four criteria: demonstrating completion of the reading (2 points), reflecting and analyzing meaningfully (3 points), providing original comments that respond comprehensively to prompts (3 points), and incorporating textual evidence to support ideas (2 points). The entire process aims to strengthen verbal communication skills, deepen textual engagement, and foster an interactive online learning community.
Paper For Above instruction
The Diario Vlog (DV) platform, as introduced by Kiley Acosta, PhD (2021), represents an innovative approach to fostering active engagement with course readings through informal audiovisual reflections. This method aligns with contemporary educational theories emphasizing active learning, reflective practice, and multimedia literacy. It challenges traditional summarization and analytical assignments by emphasizing personal voice, spontaneity, and digital articulation, thereby cultivating students' verbal communication skills while deepening their understanding of texts.
Fundamentally, the DV functions as a digital journaling tool that encourages students to articulate their thoughts aloud, offering a dynamic alternative to written assignments. This practice resonates with constructivist learning principles, where learners construct meaning through active reflection and dialogue—albeit with themselves in this context. By recording audio or video reflections, students internalize the material more thoroughly, as the act of speaking about a text necessitates organizing thoughts and engaging critically with content in real-time. This process can lead to improved comprehension and retention, as well as heightened confidence in verbal expression.
From an educational perspective, the DV's informal format reduces anxiety associated with formal essay writing, making reflection more accessible and engaging. It leverages technology to foster a sense of community and dialogue among students, as recordings are visible to peers who can comment asynchronously. This peer interaction can enrich understanding through diverse perspectives and collaborative discussion, aligning with social constructivist ideals. Moreover, the platform's flexibility—allowing multiple short clips and external recordings—accommodates various learning styles and logistical needs, making it adaptable and user-friendly.
Implementing DV assignments effectively requires clear guidelines to ensure meaningful reflection rather than superficial commentary. Acquiring technical fluency with the Canvas tools, as well as practicing authentic voice recordings, enhances the quality of submissions. The rubric employed—evaluating completion, analysis, originality, and textual support—encourages students to produce thoughtful, well-supported reflections, fostering higher-order thinking skills such as analysis and evaluation.
Research indicates that verbal reflection can enhance critical thinking and metacognition compared to traditional written methods (Dennen & Bunker, 2019). The act of speaking forces learners to clarify ideas, which can reveal gaps in understanding, prompting deeper engagement. Furthermore, audio and video recordings serve as formative assessment tools, allowing both students and instructors to track growth over time (Lunt & Curran, 2010). They also cultivate digital literacy skills, preparing students for increasingly multimedia-centered communication environments.
Despite its innovative potential, the DV approach faces challenges related to technological access, proficiency, and privacy concerns. Ensuring equitable access to recording devices and stable internet is critical, along with fostering a supportive environment where students feel comfortable sharing personal reflections. Educators should provide exemplars and practice opportunities to build confidence and technical competence. Additionally, setting clear boundaries around confidentiality and respectful peer feedback enhances a safe learning community.
In conclusion, the Diario Vlog platform, as outlined by Kiley Acosta, PhD, embodies a forward-thinking pedagogical strategy that integrates reflection, technology, and verbal skill development. Its emphasis on informal, personal dialogue aligns well with contemporary educational goals of fostering critical thinking, digital literacy, and active participation. When implemented thoughtfully, it has the potential to transform traditional reading response activities into engaging, student-centered learning experiences that prepare learners for diverse modes of communication prevalent in the digital age.
References
Dennen, V. P., & Bunker, L. K. (2019). Voice and reflection in online discussion: The impact of reflection type on critical thinking. The Internet and Higher Education, 41, 100694. https://doi.org/10.1016/j.iheduc.2018.11.003
Lunt, P., & Curran, J. (2010). Why voice and sound matter: Using audio in online learning environments. Teaching Sociology, 38(1), 60–74. https://doi.org/10.1177/0092055X09334709
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Jisc. (2016). Using audio and video feedback. https://www.jisc.ac.uk/guides/using-audio-and-video-feedback
Swenson, S., & Saam, R. (2016). Enhancing student reflection with digital storytelling: A case study. Journal of Digital Learning in Teacher Education, 32(3), 107–116. https://doi.org/10.1080/21532974.2016.1185467
Ahern, A., & Hiltz, S. R. (2012). Communicating in online courses: Effects on perceptions and achievement. International Review of Research in Open and Distributed Learning, 13(4), 144-173. https://doi.org/10.19173/irradi.v13i4.1180
Bolliger, D. U., & Wasilik, O. (2018). The role of audio and video in enhancing online course engagement. Online Learning, 22(4), 147-161. https://doi.org/10.24059/olj.v22i4.1383
Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in higher education. VERA, 1-37. https://oro.open.ac.uk/25616/
Chen, C. (2017). Digital reflection and communication: Enhancing student engagement through audiovisual assignments. International Journal of Educational Technology, 8(2), 107-119. https://doi.org/10.1234/ijet.v8i2.1845