Working on the DST project has made me realised that it is not as easy as I had thought! Initially I thought that the project is to simply put together a slideshow of pictures with effects and music. However, I soon realise that a lot of thought process goes into the creation of the DST. Despite the fact that there is planning during the conceptualisation stage of the DST, there are constant changes made to the initial ideas while working on the project on Windows Movie Maker. The orchestration of the various semiotic modes are made after much consideration.
One aspect which I think is helpful is the workshop session on using Windows Movie Maker. During the session, I was able to ask my coursemates for advice on using certain functions of the program.
Linking to the school context, I think that when teachers decide to get students to work on a multimodal text such as a DST, they need to provide scaffolding during various stages of the project. The kind of scaffolding depends on the profile of the students - the younger they are, the more help they need, especially in the using of software such as Windows Movie Maker. Other than ensuring that they are competent in using the software, teachers need to ensure that students know the process involved in the creation of a multimodal text. Only then is learning meaningful and purposeful.
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