My video was a reflection and discussion on ‘Online Dating’. This was done by exploring the positives and negatives as well as highlighting the importance of online dating within the LGBTQ+ community. I decided to use this topic because I quickly discovered that online dating is a very broad topic and can be discussed in multiple ways. After speaking to other members in my seminar and reading the literature I discovered the importance online dating has on people who want to explore their sexuality. Therefore, I focused my video on this topic because it was something that I found very interesting and wanted to share with others. I highlighted some dangers and negatives of online dating within the video because it allowed me to have a deeper discussion and speak to my audience on a more personal level.
I took the approach of speaking to the camera as if I was speaking to anyone who was interested in this topic and not just my teacher. This makes the video more engaging and more widely accessible as it encourages the viewer to feel as though they are a part of the conversation. I use light humour of myself jumping in and out of the frame at the beginning of the video to grab the attention of my audience and ease them into the topic. At the very end of the video I inform the audience on ways they can connect and communicate with myself which allows for further engagement on the topic.
During the video, I used multiple forms of creative commons material. The music ‘Life of Riley’ and ‘Ask Rufus’ was sourced from YouTube’s creator studio. Music was used at the beginning of my video and slowly fades out when the topic starts to become more serious. This is a tactic to get the audience’s attention and then by fading out the music it encourages the audience to focus more on the topic. Towards the end the music fades back in which is a tactic to lighten the mood and leave the viewer feeling positive. I also used two photos within my video. One was a photo of myself and the second was a photo I sourced from Flickr using creative commons. This allowed me to demonstrate the differences between having a real and fake avatar, as well as adding a little more movement and excitement within the video.
I used scholarly references and literature throughout my video. These were sourced from the weekly readings as well as through my own research. These allowed me to critically back up important points and messages and makes it become more credible.
I discovered a lot about media making through this task. A challenge included keeping my camera in the same position during all of filming. I found that even if I just pressed ‘recording’ the camera would move slightly and this has become noticeable in the video. I have reviewed this and learnt that sourcing a tri-pod next time will be better. Another challenge included editing the video on i-movie. I learnt that editing was a very slow and time consuming process but discovered that editing is possible with a little bit of patience. Another physical challenge I dealt with was creating a set. I found it difficult to create an area where it wasn’t too boring or too dark. I quickly discovered the use of natural sunlight is also very unpredictable and I have learnt that next time sourcing lighting such as a lamp may help with this.
I also learnt a lot about the topic of online dating. What was once a foreign idea I’d laugh at, has now become an idea that I think is important and something that if used correctly can allow people to really explore who they are as well as an avenue to find love.
Thank-you for reading this post please find my video embedded above.
Alyce (not Alice).
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My Broader ALC203-related online activity.
During the second half of the semester I continued to work on my Twitter profile. I successfully created two video for the weekly tiffit challenges which were a discussion on online dating and a reflection of a museum memory. I also posted about gamification and Kickstarter. I continuously engaged with any polls students were posting and liked other tweets from other members of the ALC203 community. I also worked on being more contactable on Twitter by using notifications on my phone to alert me when someone commented on a tweet so that I could communicate back to them as soon as possible.
DeMasi, S 2011, ‘Shopping for love: online dating and the making of a cyber culture of romance’, in Seidman, S, Fischer, Nand Meeks, C (eds.), Introducing the New Sexuality Studies, Routledge, Abingdon and New York, pp. 206-13, (Deakin University Library Catalogue).
Huang, C L & Yang S C 2013, ‘Study of Online Misrepresentation, Self-Disclosure, Cyber Relationship Motives, and Loneliness Among Teenagers in Taiwan’, Journal of Education Computing research, vol. 48, no. 1 pp, 1-18, ERIC, EBCSOhost.
Rachel, J & Biddlecom, A 2011, ‘The More Things Change…: The Relative Importance of the Internet as a source of Contraceptive Information for Teens’, Sexuality Research & Social Policy: Journal of NSRC, vol. 8, no. 1, pp. 27-37, doi: http://dx.doi.org.ezproxy-b.deakin.edu.au/10.1007/s13178-011-0039-0.
Stroud, SR 2014, ‘The dark side of the online self: a pragmatist critique of the growing plague of revenge porn’, Journal of Mass Media Ethics: Exploring Questions of Media Morality, vol. 29, no. 3, pp. 168-83, doi: 10.1080/08900523.2014.917976.
Tsatsou, P 2011, ‘Gender and sexuality in the internet era’, in Ross, K (ed.), The Handbook of Gender, Sex, and Media, Wiley-Blackwell, Malden, pp. 516-32, (Deakin University Library Catalogue).
Life of Riley by Kevin MacLeod is licensed under a Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/)