Video Learning as Multimodal Meaning in the Philippine Context

One powerful multimodal meaning concept I would like to highlight is Video Learning. In simple terms, video learning is the use of visual, auditory, and sometimes interactive elements in videos to enhance knowledge acquisition. It is multimodal because it combines images, spoken words, music, text, and sometimes animation—offering learners multiple channels to interpret and engage with meaning (Mayer, 2009).

In the Philippine setting, video learning has become indispensable, especially during the shift to remote education in the pandemic. The Department of Education (DepEd) launched DepEd TV, which produced video lessons broadcast nationwide to reach students without stable internet access. This initiative showed how video can deliver education at scale while addressing inequities in connectivity.

Another example comes from higher education: some universities now require students to create video essays and digital storytelling projects. These tasks not only assess content knowledge but also develop multiliteracies—skills in combining visuals, narration, editing, and design to communicate ideas effectively. For instance, students in teacher education programs at Philippine Normal University have used video to simulate classroom teaching, allowing reflective practice before real-world application.

Video learning is not only about consumption; it also invites production. In line with participatory learning, Filipino students become “prosumers”—both producers and consumers of knowledge—when they create educational TikToks, vlogs, or community documentaries. This multimodal practice empowers learners to express meaning creatively while connecting classroom knowledge with cultural and social realities.