This paper proposes a theoretical framework for analyzing online pedagogical videos. Drawing on the notion of translanguaging (Li, 2018), this paper presents a multimodal analysis of three online English teaching videos to generate a theoretical framework that takes into account the 'trans-' nature of communication.
Online pedagogical videos have become an increasingly popular way for people to learn online. These videos are created by teachers or experts using common recording equipment and editing software that are readily available to the public. With a wide range of multimodal resources at their disposal in designing these videos, it is important for educators to gain an in-depth understanding of how these videos are designed in terms of the multimodal resources used, and how they are configured. The design of online pedagogical videos are multimodal in which the semiotic resources used are 'entangled with language in fluid and unpredictable ways' (Hawkins, 2018:55-56), presenting challenges for researchers to identity a suitable theoretical framework to arrive at an in-depth understanding of the design of these videos. This paper discusses the relationship between design and pedagogy by presenting a multimodal analysis of three selected videos from an online English teaching channel. Drawing on the notion of translanguaging (Li, 2018), this paper presents a theoretical framework for analyzing online pedagogical videos. Firstly, the structure of the videos were identified and named in order to unpack the different stages of a particular lesson. Secondly, the multimodal resources used in each stage of the lesson were identified in order to map out the configuration of modes used in each stage. This paper aims to make a theoretical contribution in further understanding the concept of 'orchestration' from the multimodal and translanguaging perspectives.
