Multimedia

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					Multimedia is a vehicle for communication.
Before you work on a multimedia project—
whether you select the media or create it—
ask yourself, “What am I trying to
communicate? “
What ideas, information, or emotions do you
  want your audience to take away?
Multimedia must meet learning objectives.
Does the use of multimedia or software add value to
the course? If you can’t name the way in which the
curriculum is supported by the use of multimedia,
don’t use them. You’re wasting your time and your
students’ time.
Communication goes both ways.
To facilitate interaction between presenter and
audience, consider adding question cues or
discussion prompts or interactives. Special slides
could offer topics for discussion, specific questions,
or simply a prompt. Discussion slides could have a
common appearance that sets them off from the rest
and lets the audience know that their contribution is
wanted.
Evaluate your selection of multimedia.
Does the multimedia make logical sense and supports the focus of
the unit? Is the overall plan/organization of the multimedia evident
and consistent? Is the information on each segment presented in a
logical manner, with clear titles, headings, paragraphs, and bulleted
or numbered lists?

REVIEW
   Judge the content first. What has the student learned?
   Next, judge the communication. How effectively does the
    presentation communicate the message?
   Last, judge the presentation. How effective is the
    presentation as a presentation?
   Photostory – still shots of PC or photos or
    presentation and you would add narration.
   Screen recording – video of PC movements and
    narration
   Presentation – no narration, animated, links
   Vodcast – video recording, no PC
   Podcast – audio only recording
   Simulations- multimedia version of real event
    or object
   Video project – editing, links, composite
   Interactive activities – identify, hotspots,
    sorting, flashcards
   Learning objects – teach and practice
    (chunk)
   CB Tutorial with feedback- teach and
    practice
   Educational Games – Wisc-Online
Voice clips for providing instructions, course notes, and
feedback. Record your conference call with a speaker , expert,
or guest.




Options for recording:
• PC- Audacity
• Voice recorder, mobile devices
• By phone- Gabcast $
Pre-record lecture; students watch or listen to the podcast at home before class.
Then spend class time doing lab and inquiry-based activities.




Students can view/listen to your files from the following locations in your Blackboard course:
  • Where you first upload your file (usually in Assignments).
  • Through a Podcast link that is located under Tools (click the Tools button to access the Podcast
    link).

Perform the following steps to add an audio or video file to your Blackboard course:
1. Access your course and click Control Panel.
2. Locate the area where you want to add the audio or video file (usually in Assignments).
3. Click the Select drop-down arrow.
4. Select Podcast Episode and click Go.
5. Enter a title and description.
6. Browse to upload a file or paste the URL from a streamed file in the Podcast Media section.
7. OPTIONAL: Add a script to the Supplemental Attachments section.
8. Make your Podcast Episode available or unavailable in the Options section.
9. Click Submit.
Narrate static slides or photos
Discussion Board Demonstration (in My CVTC)
Learning takes place one topic at time and interactively.
Faculty use learning objects when teaching a basic
concept, applying concepts in "real world" applications,
checking and testing mastery, providing simulation, or
giving remedial instruction. Learning objects are
adaptable and flexible.
• For Comprehension and/or Practice with feedback
• Required, tracked, or summarized by student
• Selected (Wisc-Online) or created
• Use of SoftChalk or Adobe Flash allows for infinite
  options of text, graphic, sound, video, and animation
  manipulation.
• Storyboard the content and submit to the designer
SoftChalk interactive activities – authoring software; using
your original content to create activities with hotspots and
drag & drop.

SoftChalk Examples:
http://www.softchalk.com/lb_examples.html
Practice, Flashcards, provide a link to written tutorials

When a student plays educational games, he or she will
test their knowledge in order to advance in the game.
Since educational games are fun, students may want to
spend much more time practicing educational skills when
playing games than when completing worksheets.


    Information on Educational Games:
    http://news.bbc.co.uk/2/hi/uk_news/educa
    tion/1879019.stm
Wisc-Online Gamebuilder
Also for comprehension and practice

Simulations are computer generated model of real life
situations.

Simulations may be used for training, entertaining,
informing or testing.
Simulations are similar to games, because the users'
choices affect the outcome of the experience.

The armed services use simulations for training, when
the real thing is too dangerous.
SIM man/SIM baby
www.cvtc.edu/pages/517.asp

          Virtual worlds
A website that allows easy creation and editing
of interlinked web pages in a web browser using
a WYSIWYG (what you see is what you get) editor.


                                                   • Click Edit
                                                   at the top of
                                                   the page to
                                                   add
                                                   content.
                                                   • Insert
                                                   text, tables,
                                                   and images.
                                                   • Click OK
                                                   when done.
                   • Students work together to research, outline,
 Group Projects      draft, and edit projects.

                   • Post homework, course materials, study
  Assignments        guides, and more.

    Resource       • Organize articles, websites, videos, and other
   Collections       resources for students.

                   • Post questions for student brainstorming or
  Peer Review        have students post papers for peer feedback.

                   • Students and/or instructors post and
   Group FAQ         respond to questions on a given topic.

                   • Create a student-published online
Online Newspaper     newspaper.
• Wikis are available in My CVTC for collaborative projects.
• Wiki owner has a Full Control role.
     - View, add, edit, delete, and change permissions.
     - Responsible for monitoring wiki content.
• All CVTC employees and students have a Contribute role.
     - View, add, edit, and delete wikis.




 1.   Open a Help Desk case to have a wiki created.
 2.   Include the purpose for the wiki.
 3.   Allow approximately two business days for the wiki to be created.
 4.   An email is sent containing a link for your wiki that you can post
       in Blackboard.
A blog is a personal website that is organized
like a journal or a diary; each entry is dated and displayed in
reverse chronological order - the most recent entry is posted at the
top.




A micro-blog is a post of 140 characters; posts usually consist of links to
websites or other blogs. A commonly used micro-blog service is Twitter.
Have students submit a multimedia presentation. Rationale: Typically,
  multimedia plays two roles in school reform models:
 Students learn to make use of multimedia as an aid to retrieving
  information from multiple sources. Students learn to learn from
  multimedia-based computer-assisted learning environments.
 Students learn to develop multimedia materials, especially as a
  component of project-based learning that is rooted in constructivism
  and in cooperative learning.
Rubric:
 Focus
 Organization
 Support
 Style = clear and appropriate to purpose
 Conventions

				
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posted:2/2/2012
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