Multimedia Process Essay

Below is the Multimedia Process Essay, which includes the purpose and target audience of such a product, the design process, and the instructions on how to create a multimedia product. Included at the end are references as well. 

The purpose for this original multimedia product is to give my target audience, students and parents, a video introduction to myself, personalizing a welcome message to my families at the beginning of the school year. This multimedia product allows families to feel personally welcomed into my classroom, even if they are unable to attend parents’ night or conference with me over Zoom. I chose to use Screencastify in order to create my presentation. I chose this software because it allows me to both screen record my website and to use the webcam to show myself, all while recording audio. Additionally, using the Screencastify editing software, I am able to easily edit my video, cutting out sections where I may have messed up, cropping visuals, and adding media. Finally, Screencastify allows me to save my mp4 file directly to my Google Drive account. 

The creation process for this multimedia project began with a concept map, where I outlined the points I wanted to highlight in my video and on my website. I created a flowchart of ideas, including an introduction to my class, class content, myself, and a few details about my personal life. As recommended in the article, Twelve tips for the production of digital chalk-talk videos, I reworked the flowchart until I had a coherent flow of information that would present the information to my audience in the most logical order (Rana, Besche, & Cockrill, 2017). This led me to change the order of topics to an introduction of myself, personal details, and then to allow my love of learning to lead into a discussion about my passion for physics and thus the discussion of topics I will teach in the first semester. I also used a conversational and more personal tone of voice, as it engages the listener to a greater degree than an inflexible script (Rana et al., 2017).  Finally, seeing the conceptual framework of my project allowed me to design where in the multimedia project I would choose to show myself on video, where I would use a video of my website, and where I would annotate the screen for the audience in order to better visually represent my ideas. 

After creating my flowchart and designing my project, I used the Screencastify Chrome extension to begin filming my video. I started the video with my webcam as the full-screen option, stopped filming after the introduction, and saved the video as my first file. I then opened up a second recording by clicking on the Screencastify extension, this time, choosing to show my desktop screen with an embedded video of my webcam. Both videos were shot with the microphone option turned on. After showing some pictures of my cat on my website in the video, I turn off my webcam to finish the video with some on-screen annotations regarding the topics of study in my class. Once I finish recording this second video, I stop the recording and save the file to my Google Drive. 

I am now ready to edit my two videos using the Screencastify editing software. I click on the edit option on my first video. I then click ‘Add Media’ and add the second video to the first, creating one complete video. I then watch the playback of my recording and I cut any long silences or times that I messed up and re-recorded the same section. Once the editing is finished, I click the save and download button to download the video as an mp4 file to my computer. I then upload my newly rendered video to my Google Drive, making sure to click the option that allows anyone with the link public access to my video. I then go to my E-Portfolio, click ‘embed link’ and add the public link to my multimedia project. 


Rana, J., Besche, H., & Cockrill, B. (2017). Twelve tips for the production of digital chalk-talk 

videos. Medical Teacher, 39(6), 653–659.