Multimedia Projects in Language Teaching

Mariano Galvez University Multimedia for Second Language Teaching Lcda. Silvia Sowa de Monterroso

Issued by: Maria Fernanda De Leon Barillas ID: 6076-02-3313

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INDEX Subject

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1. Introduction……………………………………………………………………………………………………………… 4 2. Basics of Multimedia………………………………………………………………………………………………... 5 2.1) Definition of Multimedia ……………………………………………………………………………………. 5 2.2) Elements of Multimedia …………………………………………………………………………………….. 5 2.3) Categories of Multimedia………………………………………………………………………………….. 6 2.4) Features of Multimedia …………………………………………………………………………………….. .6 2.5) Application of Multimedia systems…………………………………………………………………….. 7 3. Multimedia Projects in Language Teaching………………………………………………………………. 9 3.1) Advantages of implementing multimedia in the classroom……………………………….. 9 3.2) Reasons why implementing multimedia in classroom………………………………………… 9 3.3) Importance of Multimedia Projects in Classroom……………………………………………….10 3.3.1) Learning to use multimedia software………………………………………………………. 10 3.3.2) Planning Multimedia Projects…………………………………………………………………… 10 3.3.3) Assessing Multimedia Presentations………………………………………………………… 11 4. Project Management and Multimedia Design and Production ………………………………… 13 4.1) Project Management…………………………………………………………………………………………….13 4.1.1) Human Components in Project Management…………………………………………….14 4.1.2) Managing Multimedia Design Project………………………………………………………….16 5. The four multimedia project phases……………………………………………………………………..18 5.1) Planning………………………………………………………………………………………………………………….18 5.2) Design……………………………………………………………………………………………………………………..18 5.3) Development………………………………………………………………………………………………………….19 5.4) Authoring………………………………………………………………………………………………………………..19 6. Tips for Multimedia Projects in Classroom……………………………………………………………………20 7. Multimedia Project types in the classroom…………………………………………………………………..22 7.1) Electronic Portfolios…………………………………………………………………………………………………22 7.2) Multimedia Slideshows……………………………………………………………………………………………22 7.3) Slideshows for review and drills………………………………………………………………………………22 7.4) Tutorials…………………………………………………………………………………………………………………..23 7.5) Research presentations…………………………………………………………………………………………..23 7.6) Virtual Tours…………………………………………………………………………………………………………….23 7.8) Interactive Storybooks…………………………………………………………………………………………….23 7.9) Class Yearbooks……………………………………………………………………………………………………….23 8. Critic Circle Project………………………………………………………………………………………………………….24 8.1) Groups create Critic´s circle Project………………………………………………………………………….24 8.2) Audience uses each project……………………………………………………………………………………..24 2

8.3) Internal View of Critic´s Circle……………………………………………………………………………………25 8.4) Critic´s Circle Theory………………………………………………………………………………………………….25 8.5) Steps on Critic´s Circle Project…………………………………………………………………………………..25 9. Multimedia and Technology…………………………………………………………………………………..26 9.1) What is Multimedia Technology? ..........................................................................26 9.2) Career opportunities in Multimedia Technology………………………………………………………26 9.3) Education options in Multimedia Technology…………………………………………………………..27 9.4) What contains Multimedia and Technology? …………………………………………………………..27 10. Seven Principles of good practice in Technology………………………………………………………28 11. Visual cues and importance of high quality design.......................................................32 11.1) Visual Design……………………………………………………………………………………………………………32 11.2) Consistency……………………………………………………………………………………………………………..33 11.3) Color and Contrast typography……………………………………………………………………………….35 11.5) Contrast Variability………………………………………………………………………………………………….36 11.6) Avoid overusing contrast………………………………………………………………………………………..36 11.7) White Space…………………………………………………………………………………………………………….37 11.8) Style………………………………………………………………………………………………………………………..38 11.9) Simplicity…………………………………………………………………………………………………………………38 11.10) The gestalt of visual design…………………………………………………………………………………..38 12. Multimedia Software……………………………………………………………………………………………..39 13. Conclusions……………………………………………………………………………………………………………41 14. Thanks……………………………………………………………………………………………………………………41 15. Refernces……………………………………………………………………………………………………………….42

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INTRODUCTION: Interactive multimedia is ideal for teaching and learning languages. It allows us to deal with words, sounds and pictures in all sorts of combinations, and now with the increasing power of networking technology, we can access these materials at a distance. Multimedia is one of the most powerful means for realizing the progression of the use of technology, where the technology merely replicates traditional pedagogical methods, towards ‘instrumental’ uses, where technology serves new functions in new pedagogical contexts; one of the simplest uses of multimedia for the language teacher is a database of multiple resources, in other words assisting the teacher to progress from ‘linear teaching to multidimensional resource (Parker 1997).

The use of multimedia in projects is symmetrical, it means, both the teacher and the students are engaged in learning when using multimedia as an authoring tool and in creating their own multimedia programs and projects.

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2. Basics of Multimedia: 2.1)

Definition of Multimedia: Multimedia is the media that uses multiple forms of information content and information processing (e.g. text, audio, graphics, animation, and video interactivity) to inform or entertain the user. Multimedia also refers to the use of electronic media to store and experience multimedia content. Multimedia is similar to the traditional mixed media in fine art but with a broader scope.

The term of ´rich media´ is synonymous for interactive multimedia.

Multimedia is usually recorded and played, displayed or accessed by information content processing devices, such as computerized and electronic devices, but also can be part of live performance . Multimedia (as an adjective) also describes electronic media devices used to store and experience media content.

2.2)

Elements of Multimedia:

Multimedia means that computer information can be represented through audio, graphics, images, video and animation in addition to traditional media (text and graphics). Hypermedia can be considered as one type of particular multimedia application. Multimedia is a combination of content forms:

a. Audio

b. Video

c. Images

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Any multimedia application consists any or all of the following components: a) Text: Text and symbols are very important for communication in any medium. With the recent explosion of the Internet and World Wide Web, text has become more the important than ever.

Web is HTML (Hyper text Markup language) originally designed to display simple text documents on computer screens, with occasional graphic images thrown in as illustrations. b) Audio: Sound is perhaps the most element of multimedia. It can provide the listening pleasure of music, the startling accent of special effects or the ambience of a mood-setting background. c) Images: Images whether represented analog or digital plays a vital role in a multimedia. It is expressed in the form of still picture, painting or a photograph taken through a digital camera. d) Animation: Animation is the rapid display of a sequence of images of 2-D artwork or model positions in order to create an illusion of movement. It is an optical illusion of motion due to the phenomenon of persistence of vision, and can be created and demonstrated in a number of ways

of a mood-setting background.

2.3)

Categories of Multimedia:

Multimedia may be broadly divided into linear and non-linear categories. Linear active content progresses without any navigation control for the viewer such as a cinema presentation. Non-linear content offers user interactivity to control progress as used with a computer game or used in self-paced computer based training. Non-linear content is also known as hypermedia content.

Multimedia presentations can be live or recorded. A recorded presentation may allow interactivity via a navigation system. A live multimedia presentation may allow interactivity via interaction with the presenter or performer.

2.4)

Features of Multimedia: 2.4.1) Multimedia presentations may be viewed in person on stage, projected, transmitted, or played locally with a media player. A broadcast may be a live or recorded multimedia presentation. Broadcasts and recordings can be either analog or digital electronic media technology. Digital online multimedia may be downloaded or streamed. Streaming multimedia may be live or on-demand.

2.4.2) Multimedia games and simulations: may be used in a physical environment with special effects, with multiple users in an online network, or locally with an offline computer, game system, or simulator. Enhanced levels of interactivity are made possible by combining multiple forms of media content But depending on what multimedia content you have it may vary Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative enduser innovation and personalization on multiple forms of content over time. Examples of these range from multiple forms of content on web sites like photo galleries with both images (pictures) and title (text) user-updated, to simulations whose co-efficient, events, illustrations, animations or videos are modifiable, allowing the multimedia "experience" to be altered without reprogramming.

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2.5)

Applications of Multimedia:

Multimedia finds its application in various areas including, but not limited to, advertisements, art, education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial, temporal applications. A few application areas of multimedia are listed below: 2.5.1) Creative industries: Creative industries use multimedia for a variety of purposes ranging from fine arts, to entertainment, to commercial art, to journalism, to media and software services provided for any of the industries listed below. An individual multimedia designer may cover the spectrum throughout their career. Requests for their skills range from technical, to analytical and to creative.

2.5.2) Commercial: Much of the electronic old and new media utilized by commercial artists is multimedia. Exciting presentations are used to grab and keep attention in advertising. Industrial, business to business, and interoffice communications are often developed by creative services firms for advanced multimedia presentations beyond simple slide shows to sell ideas or liven-up training. Commercial multimedia developers may be hired to design for governmental services and nonprofit services applications as well.

2.5.3) Entertainment and Fine Arts: In addition, multimedia is heavily used in the entertainment industry, especially to develop special effects in movies and animations. Multimedia games are a popular pastime and are software programs available either as CD-ROMs or online. Some video games also use multimedia features. Multimedia applications that allow users to actively participate instead of just sitting by as passive recipients of information are called Interactive Multimedia.

2.5.4) Education: In Education, multimedia is used to produce computer-based training courses (popularly called CBTs) and reference books like encyclopedia and almanacs. A CBT lets the user go through a series of presentations, text about a particular topic, and associated illustrations in various information formats.

Edutainment is an informal term used to describe combining education with entertainment, especially multimedia entertainment.

2.5.5) Engineering: Software engineers may use multimedia in Computer Simulations for anything from entertainment to training such as military or industrial training. Multimedia for software interfaces are often done as collaboration between creative professionals and software engineers.

2.5.6) Industry: In the Industrial sector, multimedia is used as a way to help present information to shareholders, superiors and coworkers. Multimedia is also helpful for providing employee training, advertising and selling products all over the world via virtually unlimited web-based technologies.

2.5.7) Mathematical and Scientific Research:

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In Mathematical and Scientific Research, multimedia is mainly used for modeling and simulation.

For example, a scientist can look at a molecular model of a particular substance and manipulate it to arrive at a new substance. Representative research can be found in journals such as the Journal of Multimedia.

2.5.8) Medicine: In Medicine, doctors can get trained by looking at a virtual surgery or they can simulate how the human body is affected by diseases spread by viruses and bacteria and then develop techniques to prevent it.

2.5.9) Multimedia in Public Places: In hotels, railway stations, shopping malls, museums, and grocery stores, multimedia will become available at stand-alone terminals or kiosks to provide information and help. Such installation reduce demand on traditional information booths and personnel, add value, and they can work around the clock, even in the middle of the night, when live help is off duty.

A menu screen from a supermarket kiosk that provide services ranging from meal planning to coupons. Hotel kiosk list nearby restaurant, maps of the city, airline schedules, and provide guest services such as automated checkout. Printers are often attached so users can walk away with a printed copy of the information.

Museum kiosk are not only used to guide patrons through the exhibits, but when installed at each exhibit, provide great added depth, allowing visitors to browser though richly detailed information specific to that display.

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3. Multimedia Projects in Language Teaching: 3.1) Advantages of implementing multimedia in the classroom: The advantages of implementing multimedia in the classroom are a) Gives motivation to students: This is important as we have learned that we must first engage the attention of our students before they are ready to learn. b) Learning styles are addressed: Multimedia allows teachers to address various learning styles in the classroom. Students can see, hear, and imagine what things feel like as multimedia is used to bring a subject to life. c) Technology standards are addressed: Technology is an important aspect of life today. Students must be ready to compete in a highly technological world. d) Access to limitless resources for teaching and learning: Teachers are no longer limited to textbooks as vast amounts of knowledge and teaching ideas may be explored. e) Student centered learning: Students will show accountability for learning when collaborative activities or project based learning is implemented through technology.

3.2) Reasons why to implement multimedia in the classroom: -

One reason to implement multimedia into the classroom is because it is engaging. Multimedia allows us to make our lessons entertaining, therefore grabbing the attention of our students.

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The second reason is that it allows us to provide differentiated instruction. Having different ways to present information to our students allows teachers to meet the needs of all students.

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The third reason is that multimedia is a great way to make sure our lessons are organized.

There are many tools that we can use to help organize our presentation, therefore making it easier to understand.

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The fourth reason is that we are exposing our students to the real world. Our students are going to be required to use multimedia in their jobs one day and by exposing them at an early age we are preparing them for the future.

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The last reason to use multimedia is that is can enhance concepts that are not as interesting as others. There are many ways that the web can turn a not so interesting topic into something the students are willing to learn.

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3.3) Importance of Multimedia Projects in Classroom: It is important to remember that multimedia technology is simply another teaching tool designed to enhance what you are already doing. With this in mind, the best way to begin using multimedia technology in your classroom is to determine how media elements will fit into your already existing classroom routine.

The approach to integrating technology into your curriculum is to adapt thetechnology to what you are already doing or plan to do, rather than adapt your curriculum to the technology. The content and the knowledge are still the main objectives; the technology is used to help supplement those objectives.

3.3.1) Learning to use software:

Because the software will probably be new to both you and your students, start small. Many of the programs contain tutorials, tours, or sample files that give an overview of what you and your students can expect from the program. Take these tutorials or tours first. Also remember that in the K-6 Multimedia kit there are Step-by-Step cards designed to help you and your students with the software programs included in this collection. The purpose of these cards is to give you and your students a quick experience developing short projects without having to read through the entire manual. Try not to overwhelm yourself or your students by trying to use too many resources for the first project.

Next, begin with a topic of interest and decide how the multimedia resources and tools can be used to help teach that topic. In the beginning, it may be as simple as using resources from Art Mania 12,000 to create a QuickTime slideshow. Later, you may decide to search the Internet and The Archives of History to find information to include in a multimedia presentation. Before you know it, your students will be creating interactive reports, highlighting information they’ve obtained from a variety of sources and artwork they’ve created on their own.

You can also learn more about the software in the kit by taking the Apple Learning Professional Development online course included with the multimedia kit. Because of the nature of multimedia, number of different approaches may be taken to reach a desired goal. In planning multimedia projects, variety is half the fun. Before long, students will have their own ideas about what works well and which types of projects best meet the goals of the course.

3.3.2) Planning Multimedia Projects: The student projects included in this kit provide specific classroom activities to get you started. Each student project provides instructions for completing a specific multimedia activity. These projects are provided as models and are intended as launching pads for your own ideas. In fact, you may find the urge to modify the projects irresistible. Go ahead: one of the appealing features of multimedia projects is their flexibility and ability to be customized.

After you feel comfortable with the basic skills necessary to integrate multimedia into your classroom, you will quickly begin to design your own projects. And at some point in this process, you will begin to think of units of study in terms of multimedia. For example, as you begin to plan a unit on the importance of 10

good communication, you will begin to envision your students. Researching and gathering multimedia for use in technology-based projects.

Students can easily create projects using the pictures, sounds, and movies available on

resource CDs. The next challenge is for students to create their own resources, using additional hardware and software. For example, students can take pictures and movies and record sounds they hear on a field trip. They can then add this original content to a multimedia project that summarizes what they learned on the outing.

3. 3.3) Assessing multimedia presentations: One of the first things you will notice with multimedia projects is that the traditional methods of assessment do not work well. For example, if you have students prepare a presentation on the migration of birds and then give them a true-false test on the content, you will find out something about their learning experience around the topic, but not the most important part.

When you sit down to look at students’ multimedia projects, you will be looking at their interpretation of specific information and their thought process in gathering and organizing that information, along with their creativity and organizational skills. Multimedia gives the teacher a rare opportunity to see, literally, the way students think, what connections they make and how they understand the topic. It is substantially more complicated to assign a simple letter grade to this demonstration of mastery. As the evaluator, you have to follow the thought process that the student used to get to the result. You also have to be able to see past the blinking buttons and jazzy screen transitions to the content that has been presented and the thought that has taken place.

Remember that during the assessment of these projects, the content is always more important than the excitement of flashy transitions or animations and it is imperative to remind students of this as well.

As a result, multimedia presents a wonderful opportunity for authentic assessment. Because multimedia production can involve a variety of resources (music, research, drawing, photography, charts, graphs, layout, video, individual work, and group work) there is a good likelihood that you can use multimedia projects to meet each student’s learning style.

Here are some techniques you can use to simplify the process of assessing multimedia productions: Portfolio assessment: Portfolios are as applicable to multimedia work as they are to work in art and music. In a sense, when students make a multimedia presentation, they are being asked to exhibit their understanding of a subject in much the same way that they might be asked to sing a song or draw in pastels. The students, therefore, should have some control over which pieces of work they consider to be the strongest demonstration of their abilities. a)

Peer review: Students are often the sharpest critics of their peers. They know what should be included, and they know when a peer has taken shortcuts. Depending on the number of computers you have available, you might have students open their projects on the computers for their classmates to review and critique. Worksheets can be devised to help organize the way students view the work. For example, students can be asked to list three things they really like about a project and three things they b)

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think can be improved. Another option is to have students prepare three questions about the content of the project that is unclear, or things they think can be expanded upon. c) Project development checklists: Devise a checklist that includes the steps you expect students to take and the goals you expect them to achieve as they work through their multimedia project. This checklist can be as simple as due dates for specific information, or as elaborate as how long the presentation should be. It may also cover what types of multimedia resources you would like them to use, the amount of research that needs to be done prior to sitting down at the computer, or how detailed their storyboard should be. d) Student presentations: The sense of pride students experience when they are asked to demonstrate their work for adults should never be underestimated. Students may be invited to present their projects before the school board, to a business meeting, for a community group, or as part of a parents’ association meeting. Knowing the importance of the audience ahead of time gives student work a purpose and often instills a greater sense of responsibility.

A word of caution: When assessing multimedia projects, remind students (and yourself) to beware of the “all gloss and no guts” syndrome. Put simply, an incredible movie or an impressive photo means nothing if they have little to do with the assignment. Remind students to keep their presentation’s ultimate goal or message in mind; they shouldn’t include a movie just because they like it. You might even want to schedule intermittent review sessions where students stop and take inventory of the information they’ve gathered and question whether or not each element works as a part of their overall goal for the project.

Suggest to students that if a movie or animation is taken away and the content does not change and the point is very clear, the multimedia aspect may not. e)

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4. Project Management and Multimedia Design Production: 4.1) Project Management: Project management is a concept that most people know something about. Without realizing it, we are all project managers in everyday life. Any task or job that we undertake as human beings requires at least some project management; otherwise it would not get done. In basic terms, we assess what needs to be accomplished and what steps need to be taken. Next we choose the tools for the job, and assess the time needed to complete it.

Surveying the Project Management landscape, one discovers that there are similarities in all project management models. A generic model can be assembled and a basic model can be used for any and all project management tasks. The basic project management model has four phases of implementation; they are the conceptualization phase, the planning phase, the execution phase, and the termination phase. Each phase has a number of components or tasks associated with it. Each of these tasks must be addressed sequentially in order for the model to function effectively.

In the conceptualization phase, which is the first phase, the first task is to identify need, that is to establish that the project is required and what the final requirement is. The second task is to establish feasibility, or can the project attain its goal without too much time, effort and financial outlay. Next the project manager must identify the alternatives, and weigh the costs associated with each against their effectiveness. A proposal must be prepared to inform the client of the project’s parameters and limitations, and then a basic budget and schedule can be prepared. The final task in the conceptualization phase is to identify the project team, selecting the most effective people for the job.

The planning phase will require a higher level of effort. A schedule must be implemented to begin the planning phase. After the schedule is implemented, the project team begins conducting studies and analyses. This will establish the framework of the project, and supply information. Once the research has been assembled, a system can be designed. From there, the project team begins to build and test prototypes of the project. Once the results of these tests have been analyzed, approval for production is obtained, and one final model is chosen.

We are now at the peak of our level of effort, the execution phase begins. Materials necessary for implementation must be procured, and the relevant tools must be developed and tested. Support requirements must be developed, and the system must be produced. Once the results of the system implementation have been verified, and modified as necessary, we enter the termination phase.

The termination phase begins with the training of functional personnel, the ones who will maintain the system after it is in place. Once the maintenance personnel are in place, they will be transferred relevant materials, and subsequently, responsibility for the system performance. At this point all relevant resources will be released, and project team members will be reassigned. The project has now become a selfsustaining system.

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Project Management models help to organize our thoughts and schedule necessary events to make projects run more smoothly. If you think about it, these models are fairly common sense rules organized and clarified to facilitate our thought processes.

As was said before, Project Management is a vital part of every day life, if you take these everyday occurrences of Project Management and extrapolate on them, this, as well as many other generic models begin to materialize. It sounds like an important term, and it is, it’s just that we all are project managers everyday.

4.1.1) Human Components in Project Management: The human component in the design and production of multimedia materials is a large and therefore an important component. These type of projects very labor intensive, requiring the efforts of large numbers of knowledgeable, skilled, artistic, imaginative and creative people. Because of this, the importance of the human component is inordinately large in the project management process and, as such, it plays a significant part in the successful completion of any multimedia design and production project. The quality of the finished product depends on the best management of the human component.

The following is an outline of the important concepts involving the management of the human component in multimedia design and production projects. a)

Nature of projects from the human perspective: Each project is unique.

End result often can not be determined at the beginning.

Constant uncertainty.

Temporary organizations.

Diverse personnel.

Direct control lacking.

Human relations skills important.

People interface problems develop.

Cooperation necessary.

Task oriented.

Personnel often change.

Little direct control the personnel.

No definite project boundaries.

Unpredictability.

Loose supervision and control.

b) Project Control: Communications important.

Keep perceptions of the project congruent amongst members.

Indirect control. c) Characteristics of the human Components in the multimedia projects:

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Large numbers of workers Labour intensive Division of labour Independent work.

Diffuse or loose control Variety of tasks Specific knowledge and skills Artistic and imaginative people Abstract and creative personalities d) Important concepts in Project Management: Motivation Teamwork Flexibility e) Components of Project Management Leadership: Structuring Coaching Encouraging Delegating. f) The project manager manages the human component to ensure: The maintenance of project continuity Administration of change Multidisciplinary approach Project coordination and sequencing Scheduling g) Techniques in people Management: Involve people in planning Build commitment Build teamwork Participatory decision making Minimize instruction Minimize supervision Establish project team culture or norms Establish objectives Foster cohesiveness Develop solidarity Establish a group mindset Work for the benefit of the whole group Set standards of behavior 15

Implicit contract between all members of the team.

4.1.2) Managing Multimedia Design Project: Producing effective Multimedia is a very challenging task which involves several people, several steps, a definite financial commitment, and normally a final product or deliverable. In other words, there are usually several steps and processes, which need to take place in order to successfully produce multimedia.

This section deals primarily with Project Management Techniques and the techniques are customized from the generic project management schema and used to design, develop, and produce multimedia products.

Multimedia Production involves a series of processes and it can be best described as a team effort. The Project Manager is the catalyst and coordinator of the project, managing all resources and overseeing the progress of the design and development team. Some of the key people in multimedia development are the following: A project manager Subject matter experts Contracted or in-house multimedia production expertise The instructional designer The writer (scripting and editing); Coordination of external resources such as on site location, content gathering, filming on site etc.

Video and audio technicians Advertising, marketing, championing activities. a) The Project Manager: The project manager is the person who coordinates the entire development of the multimedia project and is ultimately the person responsible for quality of the final product, allocation of funds, and the time management of the project. In order to be a successful project manager of these "multi-faceted" activities, a clear understanding of the team's roles and responsibilities are essential. Additionally, a solid derstanding of Project Management Techniques are also critical. b) Key Activities of a Multimedia Project Manager: Coordinates initial start up meetings between all parties; Schedules additional meeting throughout the project; Clarify, publish, and communicate timelines and milestones (establish deadlines); Breakdown the allocation of tasks and ensure all agencies are aware of their schedule and responsibilities; Monitor the allocation of tasks and the use of resources; Monitor progress; Manage the allocation of financial resources; Ensure quality control throughout the project and sign off the final deliverable; Evaluate the process and produce a project completion report; and 16

Market the final product; ensure the product reaches the target audience.

c) Brief Descriptions of the Key Players in Multimedia Development: c.1) Subject Matter Experts (SME's): These people are critical to the validity of the content of the Multimedia. They should be used to provide content expertise advice toward the development of the product. SME's have a stake in the project because it will reflect their degree of expertise and knowledge. SME’s don’t always have to be the client, but certainly are involved in providing the technical expertise to the content.

It is critical that the project manager obtains a valid representative sample of SME's to use on the project. The quality of the content will only be as good as the SME's expertise.

The Project Manager must ensure that the SME's are available, understand their role, and most importantly be left to provide Subject Matter Expertise only. A wise Project Manager will keep the SME's involved at this level only, allowing them to focus on content, rather on the development of the Multimedia Product.

c.2) Contract or In-house Multimedia Production Expertise: This is an interesting area of project management because it will often be a choice and balancing act between quality, costs, time, and resources. As alluded to earlier, the cost of developing multimedia is very expensive and can range from of $10,000 to $50,000 per hour of instruction.

Labour from 50 to 100 hours per hour of instruction. All you really need to know is that producing multimedia is an expensive endevour and you really need to be prudent with your decisions.

In-House vs. Contracted Multimedia Development will ultimately be the Project Manager choice. If you are interested in building in-house expertise, then developing a project in-house may be the way to go. On the other hand, if you are looking for quality and cost balance, then contracting out will be an area to investigate.

Point to consider: Most companies and corporations contract out the multimedia development.

The advantage is you can select and evaluate a production company through the competitive bidding process, select the best company to do the job, contract, and then work close and hard with then through the life of the project to maximize the potential for an excellent final product.

c.3) The Instructional Designer: The instructional designer is a very critical key to success for effective multimedia development. All multimedia geared towards creating a dynamic, effective learning environment must have legitimate and sound instruction design and strategy built into the program. The instructional designer or design team can consist of people from either inhouse, contract, or combination of both.

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c.4) The Instructional Designer is Critical Because: Provides the advice on effective and efficient learning strategies Can work with the SME’s to breakdown the content and organize it into reasonable chunks Can design effective learning strategies and build them into the multimedia project Understand how to organize, manage, and deliver information to create an effective learning environment Develops introductions, main content body, review, application, an motivational segments of the multimedia project Understands the target audience and designs the level of learning appropriate to their needs Understands the key components of effective multimedia development and delivery and ensures this built into the project.

Does research without agencies to acquire additional resources and references Gives a logical and structured format to the design decision throughout the development of the project Can evaluate the final "pilot" product and make necessary adjustments to fine-tune the effectiveness of the multimedia.

5. The Four Multimedia Project Phases: There are four phases in completing a project: planning, design, development, and authoring.

5.1) Planning: Planning a project requires knowing what you have available with which to work, including a budget and timeline. In addition to hardware for capturing images and sound (e.g., flatbed scanner, digital camera for still images and/or video, microphone), you will need software for video, audio, and image editing, and an authoring tool for your project. Paint and draw programs can be used to create and manipulate graphics. Students might capture their own images with digital cameras. They might scan their paintings and drawings for use in projects, or use clip art from the Web or from purchased CD clip art collections. They might even scan images from their coloring books.

You should begin by listing hardware and software in your classroom and/or personal system for creating multimedia products. Include items relating to contact information to people who might provide technical assistance. Add tutorials and manuals that you have available and their locations.

Identify minimum systems requirements for the development of a multimedia project, and where you might find resources to upgrade your system, if needed.

In the planning phase, your team should also brainstorm project ideas, and then select one idea of merit that would be suitable for development within your classroom. One project idea for a math classroom is to have students develop a computer assisted learning module for a topic they are studying, which might be used to teach others. Describe the project in 50 words or less, which helps you to focus the scope and content of a project that you might actually accomplish within a specific time frame. Now is also the time to gather potential subject matter resources and image/audio/video resources. These might include Web sites gathered from Internet searches.

5.2) Design: 18

The primary problem in the design phase of a project is finding a balance between the learning that is to be acquired and the effective use of the multimedia to support learning.

For example, Lloyd Rieber (1994) identified five uses of computer graphics. On an affective level, graphics might be cosmetic and serve only as a decoration. Graphics might be used to motivate and arouse curiosity. On a cognitive level, graphics can be used to gain attention and focus learners on instruction. They can be used to present and elaborate on a concept.

They can be used to assist with practice and for visual feedback.

Using your team's agreed-upon project goal, identify a sequence of steps to develop the project and assign tasks to team members. For example, if the multimedia project is to create a short video, student tasks might be the producer, writer, director, editor, and so on. Members should also agree, in business terms "sign-off," on the completion of each phase of a project. You should develop a navigation structure with flowcharts and storyboards that fit the flowcharts, and a prototype of the project.

Storyboards are visual representations of what will be included on a screen. There is no single way to create a storyboard, but one should be created for each screen and include thumbnail sketches and placement of all visuals (e.g., photos, clip art, videos) and corresponding text. Storyboards should include associated audio scripts that will eventually be recorded. Both written and audio scripts might take multiple drafts. Include identifying information, such as a title, date, version number and the storyboard sheet identifying number (like a page number). Each storyboard should also include the filenames of specific audio, video, and graphic files that will be used, programming instructions and notes to the developer, and branching information (Beyer, 2005; Lee, Chamers, & Ely, 2005). Beyer suggested using filenames that describe the content of the file, rather than using numbers, because this makes searching for files easier.

5.3) Development: During the development phase, your team will deal with the technical aspects of creating graphics, and capturing/editing audio and video. It is here that the team will need to know about correct use of file formats (e.g., BMP, GIF, PICT, TIFF, EPS, JPG, JPEG, MPEG) and how to apply appropriate resolution and compression techniques (e.g., lossy vs. lossless) affecting file size. For example, scanned images in high resolution for printing are often saved in TIFF format. BMP (bit-map) is Windows based and typically used with line art. GIF files are limited to 256 colors, a poor choice for photos. GIF files are often used on the Internet for displaying images in low resolution. JPEG includes several alternatives for the degree of compression. You might practice scanning an image at different resolutions, noting the size of each file. This process helps you examine the time issue for successful project completion and storage requirements for files that you would like your students to create. It also impacts the amount of memory that you need on your hard drive for producing multimedia.

5.4) Authoring: The final phase in the project model is authoring in which you put all the pieces together. The authoring process has at least three components: mastery of the programming tools, gathering and 19

learning the content and instructional design and development. "Middle and secondary studentauthors' efforts might be divided into tool mastery and content presentation using greatly informed instructional design" (Abramson, 1995, p. 10). During this phase, the team will focus on screen design, selection of color, consistent use of a metaphor, icons, and navigation features, all of which will impact the overall look and ease of use of the project. The team should "alpha" test the product and make revisions at each stage in the development and authoring process, before presenting a project as finished. Certainly, students should rehearse any text they might be using to produce video and cue cards might be needed. "Beta" testing or usability testing with learners who were not part of the development team will offer a fresh perspective on the product, point out problem areas, and provide recommendations for improvement, which the developers might not have observed.

6. Tips for Multimedia Projects in the Classroom: 6.1)

Use the e-portfolio with your students as a way for them to provide evidence of their mastery of standards, or to showcase their work and accomplishments. Store each project in a single folder!

Multimedia can be inserted into into your project documents two ways: Embedded multimedia becomes part of the document.

Linked multimedia keeps the multimedia file separate from the document file.

If you copy your project or presentation to another computer, you need to also copy all the multimedia files that you have inserted into your project. Best advice--store each of your projects or presentations along with all multimedia files inserted in a separate folder on your computer. Then if you need to copy your presentation onto another computer, copy the source folder. If you are presenting your project on a computer that does not have your development software on it, be sure to include the player for your presentation (e.g., PowerPoint player), as well.

6.2)

SAVE OFTEN! BACK UP ALL WORK! Saving work often and making backups of it often are just good practices. I recall a particular video that we had of one of our daughter's gymnastic meets, a one of a kind, that was lost forever because the disc on which it was stored was accidentally used to record something else. This was a huge lesson learned about the need for backups. I also recall having backups of a backup for really important documents, like versions of my dissertation as it was in progress. So, imagine the woes of students who have worked diligently on projects only to have accidents erase important work or unexpected computer glitches make documents irretrievable.

6.3)

Consider ramifications of Murphy's Law: Sandy Hayes (2007) provides advice when dealing with Murphy's Law: Anything that can go wrong will.

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Decide ahead of time what to do about a project that crashed, disappeared, became corrupted, or was ruined by a hasty keystroke. Maybe the grade will be based on a completed final draft of the writing that is the foundation of the project, giving a participation or effort credit for the technology component. When experimenting with a new or particularly complex technology, consider setting the expectation level to.

Have backup plans in place for class time when log-ins doesn’t work or software applications are inaccessible. Students might partner with another at their computer.

When doing something new, review the basics ahead of time explaining the logic behind it.

Write out procedures. This will sometimes help students to answer their own questions and work at their own pace.

Use a buddy system for teaching and answering questions. The Learn–Teach–Learn model is helpful to demonstrate a procedure to a first group of students or student. Then have each group or student help a subsequent group or individual. The peer-to-peer question/answer process reinforces learning. If peers can't answer questions from others, then the teacher can be consulted. Rather than having hands fly in the air, "Use placecard-style signs students can put on top of the computer to signal for help. The sign can indicate urgent computer problems and less urgent questions about directions or content" (p. 62). I would add that color coding those signs would be helpful to draw attention to the level of urgency.

Be aware of software versions. Some work might need to be saved in a lower format to allow for greatest transferability. Download software upgrades as they become available.

Consider the learning curve for software applications. New software versions and upgrades often come with additional features. Have tutorials available.

To learn new software, teachers might need to experiment with it at home. This means that administration might need a policy allowing teachers to take equipment home.

When demonstrating a project using a computer other than the one used for its development, be sure you have all cables available and necessarily software installed on that computer.

Expect and value the contributions of learners who might know more about the software and technology being used than you do.

6.4)

Consider using online storage and Web 2.0 tools for collaboration: icloud offers 3GB of free online storage for your documents, images, and other files.

Access files from any computer. You can also use the service to collaborate with others.

VoiceThread, which has made its premium account available to K-12 educators for free.

“A VoiceThread is an online media album that can hold essentially any type of media (images, documents and videos).” The beauty lies in the commentaries that people can add to the media using a mix of voice with a microphone or telephone, text, audio file, or video with a webcam. This allows group conversations to be collected and shared in one place. Even doodles can be added in feedback. You can designate your media as public, private, or accessible by a select few, the latter of which is a good safety feature for students.

For a nominal fee, K-12 educators can ensure their students are collaborating in a secure and safe network by using the Ed.VoiceThread. It’s a private space by default “for creating digital stories and documentaries, practicing language skills, exploring geography and culture, solving math problems, collaborating with other students, or 21

simply finding and honing student voices.� Plus, there’s an option to make those creations public. Public sharing does tell students their creativity has added value.

6.5)

If you are using mobile devices (e.g., iPad, iPod) in your project-based learning activities, consider the Classroom Do's and Don'ts by Tony Vincent at learning in Hand.

7. Multimedia Project Types: Multimedia projects can be created using many commonly used types of software, including: Word processing software (Word) Presentation graphics software (PowerPoint) Web page authoring software (Dreamweaver, Netscape Composer, FrontPage) Students can use multimedia to construct various types of classroom projects. Types of student multimedia projects include: Electronic portfolios Multimedia slideshows Slideshows for reviews and drills Tutorials Research presentations Virtual tours Interactive storybooks Class yearbooks 7.1)

Electronic Portfolios: Electronic portfolios are collections or displays of student work that are systematically compiled to demonstrate skill level, growth over time, or understanding of a particular concept or discipline.

Generally, teachers provide students with directions, a list of content, and guidelines for building a portfolio. Web page authoring software or presentation graphics software can be used to create electronic portfolios.

7.2)

Multimedia Slideshows: Students can create slideshows consisting of text, graphic images, audio clips, and/or video clips for projects about almost any subject. Presentation graphics software can be used to create multimedia slideshows.

7.3)

Slideshow Reviews and Drills: Slideshow reviews and drills can be created by students to help them practice and study many types of learning content such as spelling words, vocabulary words, math facts, and possible test questions. These slideshows can be created using presentation graphics software.

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7.4)

Tutorials: Students can create multimedia tutorials that provide step-by-step directions to guide users through the components of a subject. Topics for tutorials can be just about anything with an instructional sequence. Tutorials can be created using word processing, presentation graphics, or web page authoring software.

7.5)

Research Presentations: Multimedia research presentations can be created by students to present findings for research projects. These presentations can be developed using presentation graphics software.

7.6)

Virtual Tours: Students can create virtual tours of local places of interest and field trips locations using presentation graphics or web page authoring software. These tours can include text descriptions of the places with photographs, audio clips, or video.

7.7)

Interactive Storybooks: Students can write their own stories, format them, and add illustrations using word processing, presentation graphics or web page authoring.

7.8)

Class Yearbooks: Students can compile class yearbooks containing information about class activities, photographics, audio clips, music clips, and video clips from throughout the year. Class yearbooks can be compiled using web page authoring or presentation graphics software

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8. Critic´s Circle Project: The Critic´s circle project introduces several important multimedia technologies: - Digital audio - Digitized image - Symbolic icons You can select this project to help students learn these technical multimedia skills and to gain insight into the effects of juxtaposition of distinct media. Involvement in this project helps students to acquire the key higher-order thinking skill or recognizing that different people can hold a wide spectrum of a different opinion about exactly the same subject. Successful completion of the project also requires both expository writing and oral expressions, which are standard components of all levels of the English Curriculum.

The chapter describes the project itself, the academic outcomes that creating this project can help students achieve, the four process steps for creating the completed project and practical suggestions to help you achieve the desired outcomes.

8.1) Group creates their Critics ´Circle: To begin Critics´ Circle, you first select a movie and divide the class into groups of five students each.

Each group begins by holding a roundtable discussion of the movie in which everyone gets a chance to be heard. The group then makes a collective decision on which three members will be critics. The group proceeds to create its own multimedia project by modifying its own copy of the Critic´s circle template provided by the teacher.

The three critics use the template to record their opinions about the movie, as follows. They open the template and see a Welcome page, similar to the one shown in the figure 8-1, with icons buttons for the three critics and their microphones. Of course, their icons are arranged around a critics´s circle. Each critic in tour records his opinion by selecting one of the microphone icons.

Those icons are not merely pictures on the computer screen; they are actually button objects that tell the computer´s audio adapter to start recording, stop recording, or play back what the critic recorded.

Employing multimedia authoring system´s facilitates to create these pages and buttons from scratch would not be particulary hard but employing the template allows beginning students to concentrate on forming and recording opinions.

8.2) Audience use each project: Teacher´s, staff, parents and other students play the role of users of groups completed project.

They listen to and analyze the critic’s ´opinions of the move and read the group´s summary of the opinions.

A user begins at the Welcome page and selects one of the three icons that represent the three critics. This invokes a link that takes the user to the corresponding ´opinion´ page so that the user can see the critic´s image while hearing the critic´s voice.

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8.3) Internal View of Critic Circle: Critic´s Circle uses an appropriate selection of different media for different purposes. It uses voice, drawings, and images to present informal information that captures each critic´s emotion and mood. It uses an image to emphasize that each critic is real individual whose opinion deserves a respectful hearing.

Finally, it uses text to present a formal analysis and summary. The definition of this earl project prescribes the roles for the respective media.

8.4) Critic´s Circle Theory: The major goal that the Critics’ Circle can help students to meet its goal: Critic movie by using the microphone to record, stop and play back. Meeting such goals can represent an important cognitive and interpersonal experience. Note that this project can achieve serious objectives even by using an arbitrary movie as the topic for the project´s opinion. Of course, to use this project to help teach particular content, you would instead select a topic that relates to that content.

This project requires a team effort resulting in a presentation in front of the whole class. The fact that certain members of the team held specific opinions may be fade in significance with the effort to put together a presentation on the whole topic.

Creating Critic´s Circle includes selecting a subset of the group members’ views that represents a complete spectrum of opinion and are individually and collectively interesting and engagement.

8.5) Steps on Critic´s Circle project: a. Step 1: Teacher prepares: A multimedia project as any other significant classroom activity requires careful preparation beforehand. As noted, you start with the goals that you want to achieve. b. Step two: Teacher assigns project. The teacher assigns the Critics´Circle project to the students during class time. In an earlier class, you would give a hint of what is coming and either show the selected movie or assign the students to go see it as homework. If learning to deal with differences of opinions is an important objective, you should introduce that subject in advance of a few examples of role playing with the class. c. Step Three: Students create project. The group next creates their projects. Critics’ Circle is inherently a group project, so the members of each group must learn to work together effectively. Although only three of the group´s members get time to stage, the group as a whole is responsible for the success of the total activity, including the creation of the summary. d. Step Four: Reflection. For the Critics’ Circle project, groups should have time to do their own reflection and refinement and should then have time to circulate and see each other´s work.

Assessment can include asking and answering the following concrete questions.

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9. Multimedia and Technology: 9.1) What is Multimedia Technology?

Multimedia technology applies interactive computer elements, such as graphics, text, video, sound and animation, to deliver a message. If you have a knack for computer work and are interested in digital media, read on to discover career and education opportunities available in this growing specialty.

Multimedia technology refers to interactive, computer-based applications that allow people to communicate ideas and information with digital and print elements. Professionals in the field use computer software to develop and manage online graphics and content. The work that media technology specialists produce is used in various mediums, such as training programs, Web pages and news sites.

9.2) Careers Opportunities in Multimedia Technology: There are a many employment opportunities for multimedia technology professionals in a variety of industries. Anything that needs to be communicated to an audience can contain digital and print images, text or animation to attract attention and deliver the message. You might find a position in marketing or advertising. You may be employed in publishing and be responsible for managing, designing or producing multimedia content for websites, newspapers and magazines. Possible career choices include: Web developer Graphic artist Digital photographer Instructional designer Production assistant Desktop publisher 9.3) Education options in Multimedia Technology: Many community colleges offer associates degrees in multimedia technology, providing introductory education in the field. These degree programs prepare you for entry-level employment in the field; however, employers tend to prefer applicants who hold bachelor's degrees, according to job listings for multimedia specialists on CareerBuilder.com.

In multimedia degree programs, you can expect to learn how to use computer programs and create interactive presentations or materials. You may be trained to use website development software like Cascading Style Sheet or the Adobe suite, which includes Photoshop, Flash, Illustrator and Dreamweaver. You may also learn design techniques using multimedia technology and be encouraged to develop your own creative style and make personal works of digital art. Multimedia technology courses typically include: Interactive media Website design fundamentals

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Electronic imaging Introductory photography Animation Multimedia programming Graphic design Digital editing

9.4) What contains Multimedia and Technology: Computer-based, interactive applications having multiple media elements, including text, graphics, animations, video, and sound. Multimedia technology refers to both the hardware and software used to create and run such systems.

The mode of delivery for each application depends on the amount of information that must be stored, the privacy desired, and the potential expertise of the users. Applications that require large amounts of data are usually distributed on CD-ROMs, while personal presentations might be made directly from a computer using an attached projector. Advertising and some training materials are often placed on the WWW for easy public access. Museums make use of multimedia kiosks with touch screens and earphones.

Multimedia products may be created and run on the commonly used computer environments.

Multimedia system users may employ a variety of input devices in addition to the keyboard and mouse, such as joysticks and trackballs. Touch screens provide both input and display capabilities and are often the choice when potentially large numbers of novices may use the system. Other display devices include highresolution monitors and computer projectors. Generally the abundance of graphics and video in multimedia applications requires the highest resolution and deepest color capacity possible in display devices.

Input devices for the creation of multimedia applications include graphics tablets, which are pressure-sensitive surfaces for drawing with special pens; digital cameras, which take pictures electronically; and scanners, which convert existing pictures and graphics into digital form. Other hardware devices, such as a video card and video digitizing board, are required both to create and to play digital video elements.

The hardware for incorporating sound elements into multimedia systems includes microphones, voice-recognition systems, sound chips within the computer, and speakers, which come in a wide variety of forms with varying capabilities and quality..

The future of multimedia technology is dependent upon the evolution of the hardware. As storage devices get faster and larger, multimedia systems will be able to expand, and increased use of DVD should result in improved quality. Rising network speeds will increase the possibility of delivering multimedia applications over the WWW. Currently, Virtual Reality Modeling Language (VRML) is used for some WWW applications and may drastically expand the multimedia experience. Virtual reality is becoming more

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realistic and will stretch the multimedia experience to envelop the user. The one certainty in multimedia technology is that it will continue to change, to be faster, better, and more realistic.

10. Seven Principles of good practice in Technology: Here we have some of the most cost-effective and appropriate ways to use computers, video, and telecommunications technologies: 10.1) Good Practice Encourages Contacts Between Students and Faculty:

Frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and plans.

Communication technologies that increase access to faculty members, help them share useful resources, and provide for joint problem solving and shared learning can usefully augment face-to-face contact in and outside of class meetings. By putting in place a more “distant” source of information and guidance for students, such technologies can strengthen faculty interactions with all students, but especially with shy students who are reluctant to ask questions or challenge the teacher directly. It is often easier to discuss values and personal concerns in writing than orally, since inadvertent or ambiguous nonverbal signals are not so dominant. As the number of commuting part-time students and adult learners increases, technologies provide opportunities for interaction not possible when students come to class and leave soon afterward to meet work or family responsibilities.

The biggest success story in this realm has been that of time-delayed (asynchronous) communication.

Traditionally, time-delayed communication took place in education through the exchange of homework, either in class or by mail (for more distant learners). Such time-delayed exchange was often a rather impoverished form of conversation, typically limited to three conversational turns: 1. The instructor poses a question (a task).

2. The student responds (with homework).

3. The instructor responds some time later with comments and a grade.

The conversation often ends there; by the time the grade or comment is received, the course and student are off on new topics.

Now, however, electronic mail, computer conferencing, and the World Wide Web increase opportunities for students and faculty to converse and exchange work much more speedily than before and more thoughtfully and “safely” than when confronting each other in a classroom or faculty office. Total communication increases and, for many students, the result seems more intimate, protected, and convenient than the more intimidating demands of face-to-face communication with faculty.

Professor Norman Coombs reports that, after twelve years of teaching black history at the Rochester Institute of Technology, the first time he used email was the first time a student asked what he, a white 28

man, was doing teaching black history. The literature is full of stories of students from different cultures opening up in and out of class when email became available. Communication also is eased when student or instructor (or both) is not a native speaker of English; each party can take a bit more time to interpret what has been said and compose a response. With the new media, participation and contribution from diverse students become more equitable and widespread.

10.2) Good Practice Develops Reciprocity and Cooperation Among Students: Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s ideas and responding to others’ improves thinking and deepens understanding.

The increased opportunities for interaction with faculty noted above apply equally to communication with fellow students. Study groups, collaborative learning, group problem solving, and discussion of assignments can all be dramatically strengthened through communication tools that facilitate such activity.

The extent to which computer-based tools encourage spontaneous student collaboration was one of the earliest surprises about computers. A clear advantage of email for today’s busy commuting students is that it opens up communication among classmates even when they are not physically together For example: One of us, attempting to learn to navigate the Web, took a course taught entirely by a combination of televised class sessions (seen live or taped) and by work on a course Web page. The hundred students in the course included persons in Germany and the Washington, DC, area.

Learning teams helped themselves “learn the plumbing” and solve problems. These team members never met face-to-face. But they completed and exchanged Myers-Briggs Type Inventories, surveys of their prior experience and level of computer expertise, and brief personal introductions. This material helped teammates size one another up initially; team interactions then built working relationships and encouraged acquaintanceship. This kind of “collaborative learning” would be all but impossible without the presence of the media we were learning about and with.

10.3) Good Practice Uses Active Learning Techniques: Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.

The range of technologies that encourage active learning is staggering. Many fall into one of three categories: tools and resources for learning by doing, time-delayed exchange, and real-time conversation.

Today, all three usually can be supported with “worldware,” i.e., software (such as word processors) originally developed for other purposes but now used for instruction, too.

We’ve already discussed communication tools, so here we will focus on learning by doing. Apprenticelike learning has been supported by many traditional technologies: research libraries, laboratories, art and architectural studios, athletic fields. Newer technologies now can enrich and expand these opportunities.

For example: 29

Supporting apprentice-like activities in fields that themselves require the use of technology as a tool, such as statistical research and computer-based music, or use of the Internet to gather information not available in the local library.

Simulating techniques that do not themselves require computers, such as helping chemistry students develop and practice research skills in “dry” simulated laboratories before they use the riskier, more expensive real equipment.

Helping students develop insight. For example, students can be asked to design a radio antenna.

Simulation software displays not only their design but the ordinarily invisible electromagnetic waves the antenna would emit. Students change their designs and instantly see resulting changes in the waves. The aim of this exercise is not to design antennae but to build deeper understanding of electromagnetism.

10.4) Good Practice Gives Prompt Feedback: Knowing what you know and don’t know focuses your learning. In getting started, students need help in assessing their existing knowledge and competence. Then, in classes, students need frequent opportunities to perform and receive feedback on their performance. At various points during college, and at its end, students need chances to reflect on what they have learned, what they still need to know, and how they might assess themselves.

The ways in which new technologies can provide feedback are many — sometimes obvious, sometimes more subtle. We already have talked about the use of email for supporting person-to-person feedback, for example, and the feedback inherent in simulations. Computers also have a growing role in recording and analyzing personal and professional performances. Teachers can use technology to provide critical observations for an apprentice; for example, video to help a novice teacher, actor, or athlete critique his or her own performance. Faculty (or other students) can react to a writer’s draft using the “hidden text” option available in word processors: Turned on, the “hidden” comments spring up; turned off, the comments recede and the writer’s prized work is again free of “red ink.”

As we move toward portfolio evaluation strategies, computers can provide rich storage and easy access to student products and performances. Computers can keep track of early efforts, so instructors and students can see the extent to which later efforts demonstrate gains in knowledge, competence, or other valued outcomes. Performances that are time-consuming and expensive to record and evaluate — such as leadership skills, group process management, or multicultural interactions — can be elicited and stored, not only for ongoing critique but also as a record of growing capacity.

10.5) Good Practice Emphasizes Time on Task: Time plus energy equals learning. Learning to use one’s time well is critical for students and professionals alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.

New technologies can dramatically improve time on task for students and faculty members. Some years ago a faculty member told one of us that he used technology to “steal students’ beer time,” attracting them to work on course projects instead of goofing off. Technology also can increase time on task by making studying more efficient. Teaching strategies that help students learn at home or work can save hours otherwise spent commuting to and from campus, finding parking places, and so on. Time efficiency also increases when interactions between teacher and students, and among students, fit busy 30

work and home schedules. And students and faculty alike make better use of time when they can get access to important resources for learning without trudging to the library, flipping through card files, scanning microfilm and microfiche, and scrounging the reference room.

For faculty members interested in classroom research, computers can record student participation and interaction and help document student time on task, especially as related to student performance.

10.6) Good Practice Communicates High Expectations: Expect more and you will get it. High expectations are important for everyone — for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy.

New technologies can communicate high expectations explicitly and efficiently. Significant real-life problems, conflicting perspectives, or paradoxical data sets can set powerful learning challenges that drive students to not only acquire information but sharpen their cognitive skills of analysis, synthesis, application, and evaluation.

Much faculty reports that students feel stimulated by knowing their finished work will be “published” on the World Wide Web. With technology, criteria for evaluating products and performances can be more clearly articulated by the teacher, or generated collaboratively with students. General criteria can be illustrated with samples of excellent, average, mediocre, and faulty performance. These samples can be shared and modified easily. They provide a basis for peer evaluation, so learning teams can help everyone succeed.

10.7) Good Practice Respects Diverse Talents and Ways of Learning: Many roads lead to learning. Different students bring different talents and styles to college. Brilliant students in a seminar might be all thumbs in a lab or studio; students rich in hands-on experience may not do so well with theory. Students need opportunities to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

Technological resources can ask for different methods of learning through powerful visuals and wellorganized print; through direct, vicarious, and virtual experiences; and through tasks requiring analysis, synthesis, and evaluation, with applications to real-life situations. They can encourage self-reflection and self-evaluation. They can drive collaboration and group problem solving. Technologies can help students learn in ways they find most effective and broaden their repertoires for learning. They can supply structure for students who need it and leave assignments more open-ended for students who don’t. Fast, bright students can move quickly through materials they master easily and go on to more difficult tasks; slower students can take more time and get more feedback and direct help from teachers and fellow students.

Aided by technologies, students with similar motives and talents can work in cohort study groups without constraints of time and place.

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11. Visual Cues and importance of high quality design: 11.1)

Visual Design:

Some foundational ideas are so thoroughly ingrained in modern life that we hardly see them for their ubiquity and familiarity. The concept of “module and program”—regular building blocks of repeating patterns that when joined together produce an organized whole—permeates our information-age lives even more thoroughly than it did the lives of our ancestors in the industrial revolution launched by manufacturing innovators like Eli Whitney.

As the industrial world grew more complex, document designers in the mid-1800s began to adapt modular programs to newspaper, catalog, financial, and other publications, and modern page layout was born. In the early twentieth century the Bauhaus designers adopted the elements of visual logic discovered by the Gestalt perceptual psychologists, and those German and Swiss designers created modern graphic design (see Visual Design Principles sidebar, below).

The primary purposes of graphic design are to: Create a clear visual hierarchy of contrast, so you can see at a glance what is important and what is peripheral Define functional regions of the page Group page elements that are related, so that you can see structure in the content A simple page grid establishes discrete functional areas, and adequate negative space defines the figure-ground relationships for the page. The page uses familiar principles of page layout, and users can easily predict the location of major content and functional elements.

Crowded pages confuse the figure-ground relationships of page elements by creating an ambiguous field of visual texture, with little contrast to draw the eye and few landmarks to help the user understand content organization. Crowded elements also cause 1 + 1 = 3 effects, adding visual confusion.

As you design the html and css for menu lists, content lists, page header graphics, and other design elements, always consider the spacing, grouping, similarity, and overall visual logic of the patterns you create on the page so that you provide easily seen structure, not confusing detail.

Proximity and uniform connectedness are the most powerful Gestalt principles in page layout; elements that are grouped within defined regions form the basis for content modularity and “chunking” web content for easy scanning. A well-organized page with clear groups of content shows the user at a glance how the content is organized and sets up modular units of content that form a predictable pattern over pages throughout the site.

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11.2) Consistency:

Establish a layout grid and a style for handling your text and graphics, and then apply it consistently to build rhythm and unity across the pages of your site. Repetition is not boring; it gives your site a consistent graphic identity that creates and then reinforces a distinct sense of “place� and makes your site memorable. A consistent approach to layout and navigation allows users to adapt quickly to your design and to predict with confidence the location of information and navigation controls across the pages of your site.

If you choose a graphic theme, use it throughout your site. The Hiram College home page banner sets the graphic theme for the site and introduces distinctive typography and a set of navigation tabs. Note how the typography and the navigation theme are carried over to the interior banners. There is no confusion about whose site you are navigating through.

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11.3) Contrast:

The primary task of graphic design is to create a strong, consistent visual hierarchy in which important elements are emphasized and content is organized logically and predictably. Graphic design is visual information management, using the tools of page layout, typography, and illustration to lead the reader’s eye through the page. Readers first see pages as large masses of shape and color, with foreground elements contrasting against the background field. Then they begin to pick out specific information, first from graphics if they are present, and only after this do they start parsing the harder medium of text and begin to read individual words and phrases.

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The overall graphic balance and organization of the page is crucial to drawing the user into your content. A page of solid text will repel the casual reader with a mass of undifferentiated gray, without obvious cues to the structure of your information. A page dominated by poorly designed or overly bold graphics or typography will also distract or repel users seeking substantive content. You will need to strike an appropriate balance between attracting the eye with visual contrast and providing a clear sense of organization, through the variations in contrast that result from proper proximities, groupings, figureground relationships, and headings. Visual balance and appropriateness to the intended audience are the keys to successful design decisions. The most effective designs for general audiences employ a careful balance of text and links with relatively small graphics. These pages load quickly yet have substantial graphic impact.

11.4)

Color and Contrast typography:

Color and contrast are key components of universal usability. Text legibility is dependent on the reader’s ability to distinguish letterforms from the background field. Color differentiation depends mostly on brightness and saturation. Black text on a white background has the highest level of contrast since black has no brightness and white is all brightness. Hue is also a factor, with complementary colors, such as blue and yellow, producing the greatest contrast. Be sure your color choices do not make it hard for users to distinguish text from background. Also, never forget that almost 10 percent of male readers have some trouble distinguishing fine shades of red from shades of green.

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11.5) Contrast Variability: Web pages viewed on mobile devices are usually compromised by the mobile environment: small screens, tiny text, lack of optimal screen resolution and color, and sun or other lighting glare all degrade the legibility of web pages seen outside the office or home environment. Even many laptops have displays that don’t do a good job of showing fine color or shade distinctions, and the colors on pages viewed via computer projector are normally washed out. Test your designs on a number of devices and laptops and in a variety of conditions, especially if you are using subtle colors to define important page functions or content. In general it’s best to use a more robust, high-contrast typography color scheme.

11.6) Avoid overusing contrast: Horizontal rules, decorative graphic bullets, prominent icons, and other visual markers have their occasional uses, but apply each sparingly (if at all) to avoid a patchy and confusing layout. The tools of graphic emphasis are powerful and should be used only in small doses for maximum effect. Overuse of graphic emphasis leads to a “clown’s pants” effect in which everything is equally garish and nothing is emphasized.

Color palettes chosen from nature are an almost infallible guide to color harmony, particularly if you are not a trained graphic designer. Subtle, desiderated colors make the best choices for backgrounds or minor elements. Avoid bold, highly saturated primary colors except in regions of maximum emphasis, and even there use them cautiously.

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11.7)

White Space:

With today’s larger display screens and more complex graphic interfaces, your web page is likely to be sharing the screen with many other windows and desktop elements. Use white space to avoid crowding the edges of the browser windows with important elements of your page content. In fixed-width layouts, consider floating the page in the center of the browser window. If your page width is reasonable, this should produce some visual relief for your page even on a crowded computer screen. For “liquid” layouts, consider pages that use 90–95 percent of the screen instead of the full 100 percent, leave some background around the functional areas of the page to provide visual relief, and avoid unfortunate “1 + 1 = 3” interactions with elements outside the browser window.

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All graphic design is ultimately the management of white space—the ground field behind all figure elements on the page. To understand graphic design, you must appreciate that the ground field around page elements is as active and important a part of the design as any figure element on the page. Filling all the white space on a page is like removing all the oxygen from a room—an efficient use of space perhaps, but decidedly difficult to inhabit.

11.8) Style: Don’t set out to develop a “style” for your site, and be careful about simply importing the graphic elements of another web site or print publication to decorate your pages. The graphic and editorial style of your web site should evolve as a natural consequence of consistent and appropriate handling of your content and page layout. Prefer the conventional over the eccentric, never let the framing overwhelm the content, and remember that the best style is one that readers never notice—where everything feels logical, comfortable (even beautiful) but where a heavy-handed design never intrudes on the experience.

11.9) Simplicity: All users benefit from clear and consistent web site design, but for some users it is critical. With a lack of spatial cues and with radically different approaches to navigation that must be relearned at every site, vision-impaired users can easily get disoriented or lost on the web. For people with cognitive disabilities, such as memory or learning disabilities, this difficulty is magnified many fold. Stick with a simple language and navigation applied consistently throughout your site, and everyone will benefit.

11.10) The gestalt of visual design: The fundamental principles of Gestalt perception and human visual processing form the basic toolbox of all graphic design. Web design adds the dimensions of interactivity and a wide range of possible display media, but the core principles of graphic design, document organization, editorial standards, and communication on the page have not changed. The web as it exists today is clearly an extension of print publishing, not because of any failure of imagination from designers and technologists, but because centuries of designing documents for readers have taught the world useful lessons in how humans read and absorb information.

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12. Multimedia Software: 12.1)

Adobe:

The premier publisher of multimedia software. Products include Adobe Director (multimedia authoring), Dreamweaver (web publishing), Photoshop (photo editing), and more.

12.2)

Create together:

Multimedia environment that integrates creation, collaboration, communication, problem solving, and publishing in one seamless tool... Create animated games, randomly generated puzzles, interactive simulations, searchable multimedia databases, hyperlinked presentations and more.

12.3)

Dazzler:

Software products that produce interactive multimedia presentations, training courses, product catalogues and kiosk systems.

12.4)

Flying Popcorn:

New computer users can create multimedia contents with 3D sound effects, images, geometrical shapes, text and movie files. Also, professional users will find abundant application potentials and dazzling transformation capabilities to develop sophisticated contents.

12.5)

GraFX saver Pro:

Creates and distributes your own professional screen savers with over 30 image, video, and audio formats.

12.6)

Hyper Studio:

For Windows and Mac classroom multimedia authoring program.

12.7)

Live Stage:

QuickTime authoring application with the ability to converge more than 200 media types.

12.8)

Media Blender:

For Windows and Mac. Easy to use multimedia authoring package. Access Media Blender from any computer with Internet access, host the software on your own servers for better performance, and load a stand-alone application on your computer for use without an Internet connection 12.9)

Mystic Media:

For Windows only. All-in-one software for conversion, editing, recording, burning, playback, and more for nearly all audio, video, and graphics formats.

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12.10) Movie works: Combines simple-to-use video, sound, animation, paint and image editing tools with a powerful timebased, object-oriented sequencing and authoring program. The five integrated Movie Works Deluxe production applications work together seamlessly, making it easy to incorporate analog or digital video, buttons, photos, graphics, animations, 3D, narration, MIDI, MP3, CD music, text and titling, and even virtual reality movies into stunning, professional-quality multimedia productions.

12.11) Multimedia Builder: Multimedia authoring system allows you to create auto run CD menus, multimedia applications on CDROM, demos, presentations, MP3 players and much, much more.

12.12) Navarasa: Creates your CD-ROM presentations and websites in the same editor! Navarasa web presentations are multi-platform and multi-browser compatible.

12.13) Performer: To create projects, presentations, posters, animated stories with sound, and more.

12.14) Play Mo: Authoring tool that allows the creation of highly interactive rich media content from a wide range of source files such as still images, video clips, audio clips, 3D models, CAD models and more. PlayMo's intuitive WYSIWYG editing functions make it easy to embed complex interactivity into models to accurately recreate the functionality of real-world objects, requiring no coding.

12.15) Podia: Suite of multimedia delivery solutions that allow you to present your information over the internet.

12.16) Slim Show: Lets you create professional, interactive multimedia Windows programs without writing any code.

12.17) Super Card: Multimedia authoring environment with support for text-to-speech, speech recognition, QuickTime, filmstrips, graphic import and export, and sound, Super Card 4 extends further to support motion picture MP3 playback.

12.18) Visviva authoring studio: Authoring tool that has completely integrated distinctive elements such as object design, animation composition, 3D modeling, image painting, vector drawing, and hypertext editing.

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12.19) Vitual Cinema: An object-oriented authoring, media integration and delivery/playback tool that is designed to work with all forms of streaming media.

12.20) Wondershare: Offers slideshow, presentation, DVD ripping, quiz and online tutorial making software and more.

13. Conclusions: 1.

Multimedia is the media that uses multiple forms of information content and information processing (e.g. text, audio, graphics, animation, and video interactivity) to inform or entertain the user.

2. With multimedia we can create multiple types of projects such as multimedia presentations, multimedia games and simulations so our students might have a significant learning process.

3. Using multimedia projects in classroom gives motivation to students, learning styles are addressed, technology standards are addressed and we use limitless resources for teaching, 4. The steps to create multimedia projects are: Planning, Design, Development, and Authoring.

5. Some techniques we can use in order to assess multimedia projects are: Portfolio assessment, peer review, project development checklist, and student presentation.

14. Special Thanks - To God for giving me the strength to finish this project and continue my technology education bachelor degree.

- To our teacher Silvia Sowa for sharing her multimedia and technology knowledge with us. We have learned a lot through her.

- To my parents and friends for the great support during this university year.

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15. Bibliography and E-graphy: Bibliography: -

Multimedia for Teaching. McGrawhill.

E-graphy: http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_05.pdf http://www.b-u.ac.in/sde_book/multi_system.pdf http://bloggingonthebay.edublogs.org/2010/10/03/advantages-of-multimedia-in-the-classroom/ http://ali.apple.com/als/mmcheck/IntegrateMultimediaClssroom.pdf http://www.ct4me.net/multimedia_in_projects.htm http://www.online.tusc.k12.al.us/shortc/techint/u1-5.htm#portfoli http://degreedirectory.org/articles/What_is_Multimedia_Technology.html http://www.answers.com/topic/multimedia-technology http://www.tltgroup.org/programs/seven.html http://webstyleguide.com/wsg3/7-page-design/3-visual-design.html http://www.educational-software-directory.net/multimedia/2

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