Chapter 6

Chapter 6

“Teaching with Multimedia & Hypermedia”

1.     Introduction to Multimedia & Hypermedia

a.     Multimedia vs. Hypermedia

                                               i.     Multimedia=multiple media, or a combination of media, or any number of products in combination whose purpose is to communicate information

                                              ii.     Hypermedia=linked media, or interactive media; information stored in various media forms is connected (usually via the internet)

                                            iii.     Most multimedia systems are also hypermedia systems—the combination of video and audio and text makes them multimedia; the ability to get from one media element to another makes them hypermedia sources as well

                                            iv.     New media is another term being currently used to describe the online linked media tools being currently developed

b.     Types of Hypermedia Systems

                                               i.     Hypermedia systems used to be classified according to their primary data storage device—DVD, CD-ROM, etc.

                                              ii.     The classification scheme is changing from the primary data storage device to the purpose and type of capability the system offers

c.      Current & Future Impact of Hypermedia on Education

                                               i.     Increased Motivation—due to the varied options that hypermedia systems offer, they encourage students to be proactive learners

                                              ii.     Flexible learning modes—because hypermedia systems can draw on many, diverse tools, they can offer a learning mode for every learner

                                            iii.     Development of creative and critical thinking skills—creating hypermedia products requires constant decision and thought, engaging the higher order thinking skills

                                            iv.     Improved writing and processing skills

·      The writing process moves from a linear stream of text to chunks of information to be interconnected

·      Students develop different perspectives on organizing and presenting information

                                              v.     Evaluation of the learning process

·      Hypermedia systems have tools to evaluate learning through the incorporation of databases to track and archive student use and progress

·      The archiving allows the teacher to evaluate how students are approaching various learning tasks and how the student moves through presented information

d.     Research on the Impact of Multimedia & Hypermedia Systems

                                               i.     Primary benefit to classroom use of multimedia and hypermedia systems is the ability of the student to process information through various channels

                                              ii.     Multiple studies have supported the fact that students exhibit greater compression and retention of material when graphics were accompanied by spoken word—POTENTIAL USE FOR VOICE THREADING APPLICATIONS

                                            iii.     Studies have also found that hypermedia applications function the best for high ability students; lower ability students tend to have the greatest difficulty with hypermedia systems

e.     Research on the Design & Use of Multimedia & Hypermedia Systems (Stemler, 1997)

                                               i.     Instructional design—each element within a multimedia system must be analyzed to determine which of the 9 events of instruction it aims to achieve

                                              ii.     Screen design—plays a large role in capturing the learner’s attention and supporting navigation through the lesson

                                            iii.     Interaction and feedback

·      Keep feedback on the same screen as the initial question and the student response

·      Provide immediate feedback

·      Make sure its not more entertaining for student to pick the wrong answer

·      Provide students with the option to print out feedback

                                            iv.     Navigation—support navigation with orientation cues, clearly labeled back and forward buttons, and help screens

                                              v.     Learner control

·      Older or more capable students should have more control over the learning sequence

·      Younger or less capable students should have a more structured avenue through the lesson

                                            vi.     Color—consistent color schemes promote ease of use; alternate colors should be used to highlight specific information for the learner to focus on

                                           vii.     Graphics

·      Keep the use of graphics focused on the lesson—avoid using them just to use them

·      Keep graphic use in combination with text to facilitate multiple learning styles

                                         viii.     Animation—limit animation use to present dynamic processes or to highlight key information

                                            ix.     Audio—limit use to short presentations of lesson material; keep audio from competing with video presentations

                                              x.     Video—use video for broad, abstract material rather than detailed information

f.      Research on the Design & Use of Multimedia & Hypermedia Systems—Interaction Design

                                               i.     Interaction Design=discipline focused on creating pleasurable experiences that appeal to and benefit the learner; anchored in the design framework of utility, usability, and aesthetics

                                              ii.     Utility

·      Is concerned with the assortment of functionality and features incorporated into a hypermedia application which satisfy the pedagogical objectives and requirements of the lesson

·      Does the system provide the student with the content, tools, and needed framework to accomplish the lesson’s instructional tasks?

                                            iii.     Usability

·      Defined as the system’s effectiveness, efficiency, and satisfaction with which the tasks of the hypermedia system are accomplished

·      Utility and usability represent the usefulness of the system

                                            iv.     Aesthetics

·      The elements of the hypermedia system’s design that enhance the learner experience (as opposed to the elements whose purpose is to satisfy the pedagogical or technical needs of the instructional objectives)

·      Can be found in the visual design of the system

g.     Recent Developments in Hypermedia Systems (Trends in hypermedia use in education)

                                               i.     Web 2.0, users as designer—online spaces where the user can add, modify, share, etc. content, effectively making the user responsible for the infrastructure of the space

                                              ii.     Convergence of off-line and on-line development—hypermedia and online webpages are increasingly being viewed as synonymous

                                            iii.     Increasing ease of use—huge trend to make hypermedia authoring user friendly

2.     Commercial Hypermedia Software Packages

a.     Instructional Software

                                               i.     Moving away from being primarily text based and towards hypermedia-type platforms

                                              ii.     Tutorials

                                            iii.     Drill and Practice

                                            iv.     Simulation

                                              v.     Instructional Game

                                            vi.     Problem Solving

b.     Interactive Books & eBooks

                                               i.     2 types currently available: interactive story book and the interactive text

                                              ii.     Interactive Story Book

·      Narrators read the pages as the text is highlighted on the screen for the user

·      The student can hear a word again by clicking on the word

·      Studies have supported the education use of e-books— (1) students have been found to have higher comprehension when they read stories via e-book rather than traditional paper book; (2) enjoyment has been shown to be much higher with the use to e-book rather than traditional paper book; (3) many of the classroom classics are available for free download and use

c.      Reference Materials

                                               i.     Encyclopedias

                                              ii.     Almanacs

                                            iii.     Atlases

                                            iv.     Newspapers and newsletters

                                              v.     Proceeding and other conference materials

d.     Collections of Development Resources—collections of tools used to develop multimedia sources (clip art, sound effects, photographs, etc.)

e.     Evaluating Commercial Hypermedia Products

                                               i.     Instructional Planning and Support—the documentation that comes with the product to identify the target audience and the skills needed to use the software successfully

                                              ii.     Instructional Design

                                            iii.     Content

                                            iv.     Interface Design and Navigation

                                              v.     Feedback and Interactivity

f.      Integration Strategies for Commercial Hypermedia Products—because the hypermedia products vary so widely, the integration strategies vary widely as well

3.     Introduction to Multimedia & Hypermedia Design & Development

a.     Common types of multimedia/hypermedia tools in use currently

                                               i.     Presentation software

                                              ii.     Video production and editing systems

                                            iii.     Hypermedia development software

                                            iv.     Virtual environment and immersion tools

                                              v.     Web 2.0 authoring tools

b.     Multimedia & Hypermedia Authoring Resources—newest capability is allowing the author to insert internet links into their works

c.      Hardware Requirements for Hypermedia Design & Development

                                               i.     Specific requirements are dependent on the complexity of the hypermedia system being used

                                              ii.     Hardware requirements can vary, and can include the following:

·      Computer with keyboard, monitor, and mouse

·      Digital camera

·      Scanner

·      Video digitizer

·      Video input (camcorder)

·      Microphone

·      Audio speakers

d.     Hypermedia Design & Development Procedures

                                               i.     Review existing products—look at what others have done

                                              ii.     Perform research—locate the materials and data needed & summarize them into the format needed for the hypermedia software

                                            iii.     Storyboard—layout the content that you want the user of you hypermedia product to interact with

                                            iv.     Develop individual frames and segments—develop each frame before adding links, graphics, etc

                                              v.     Add links

                                            vi.     Test and revise the final product

e.     Authoring Skills to Develop Over Time

                                               i.     Media literacy

                                              ii.     Usage of music and art

                                            iii.     Print and graphic design principles

                                            iv.     Video design principles

                                              v.     Creativity and novel thinking

                                            vi.     Audience consideration

f.      Evaluating Student-Developed Hypermedia & Multimedia Projects

                                               i.     Student self-assessment may be the most important component of the process

                                              ii.     Rubric

4.     Multimedia Authoring Tools, Type 1: Presentation Software

a.     This type of presentation software migrated from the business world into the classroom

b.     PowerPoint and Keynote

                                               i.     Use large type

                                              ii.     Contrast text and background colors

                                            iii.     Minimize the amount of text on each frame

                                            iv.     Keep frames simple

                                              v.     Avoid fancy fonts

                                            vi.     Avoid the graphics that are used for the sake of using graphics

                                           vii.     Avoid using sounds that are for the sake of using sounds

                                         viii.     Use well-chosen graphics that illustrate the point of the presentation

                                            ix.     Present in a darkened room

                                              x.     Avoid reading to the audience—use text to guide the main talking points of the presentation

c.      Integrations Strategies for Presentation Software

                                               i.     Support for lectures or presentations

                                              ii.     Practice screens—present drill and practice type of material

                                            iii.     Assessment screens—can be used to present a picture or illustration that the students need to identify

                                            iv.     Brief tutorial—presentations can be made for the student to review on their own time

                                              v.     Book reports

                                            vi.     Student created presentation

5.     Multimedia Authoring Tools, Type 2: Video Production & Editing Systems

a.     Apple’s iMovie, Adobe Premier Pro

b.     Integration Strategies for Video Production & Editing Systems

                                               i.     Demonstration of procedures

                                              ii.     Student-created presentations

                                            iii.     Video lectures

                                            iv.     Video portfolios

                                              v.     Problem-solving simulation

                                            vi.     Documentation of school activity

                                           vii.     Teaching video production

                                         viii.     Real-time video collaboration and presentation

6.     Multimedia Authoring Tools, Type 3: Hypermedia Development Software

a.     Adobe DreamWeaver, Adobe Flash

b.     Integration Strategies for Hypermedia Authoring Software

                                               i.     Tutorials

                                              ii.     Student-created presentations

                                            iii.     Interactive story-books

                                            iv.     Student-designed websites

7.     Multimedia Authoring Tools, Type 4: Virtual Environments & Immersion Tools

a.     Virtual Environments & Immersion Tools

                                               i.     Full-Immersion Systems

                                              ii.     Web-Based Virtual Reality

                                            iii.     3-D models

                                            iv.     Graphic information systems

                                              v.     QuickTime Virtual Reality

b.     Integration Strategies for Virtual Environments & Immersion Tools

                                               i.     Virtual field trips

                                              ii.     3-D models to illustrate how things work

8.     Multimedia Authoring Tools, Type 5: Web 2.0 Authoring Tools

a.     Classroom Potential—web 2.0 tools are redefining how technology can be used and integrated in the classroom

b.     Integration Strategies for Web 2.0 Authoring Tools

                                               i.     Blogs

                                              ii.     Wikis

                                            iii.     Podcasts

                                            iv.     e-Portfolio

                                              v.     Social networking

                                            vi.     Video and photo sharing