Multimedia Assignments for Students

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Multimedia Assignments for Students

• Dr. Susan Codone
• Assistant Professor, TCO
• Mercer School of Engineering

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Why?

• Creating multimedia integrates learning through a
  sequential process.
• Planning
• Designing/composing
• Authoring
• Reviewing
• Presenting
• This integration strengthens both internal
  cohesion retention of the content and the
  students ability to communicate the content to
  others.

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Implicit Learning
Explicit Learning
Planning documentation Manipulation and
intepretation of content support retention
transfer Expression of content reinforces
mastery Oral/written communication demonstrates
mastery
Design planning promotes mental
ordering Visualization imagery support dual
coding long-term retention
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Integration of Knowledge via Multimedia two
theories

• Dual Coding -- Paivio
• Recall/recognition is enhanced by presenting
  information in both visual and verbal form.
• Information-processing theory
• System inputs are made to working memory and
  transferred to long-term memory when knowledge
  elements are meaningful or can be attached to
  prior knowledge.

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When?

• Match multimedia assignments to appropriate
  learning outcomes to create the best learning
  environment

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Gagnes Taxonomy of Levels of Learning

• Intellectual Skills
• Skills that involve progressive mental activity
• Verbal Information
• Declarative knowledge recall recognition
• Cognitive Strategies
• Internal control processes for learning
• Attitudes
• Internal state affecting choices of action
• Motor Skills
• Bodily movements involving muscular activity

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Gagnes Taxonomy of Levels of Learning

• Intellectual Skills
• Select media providing feedback to learner
  responses
• Verbal Information
• Select media able to present verbal messages and
  elaboration.
• Cognitive Strategies
• Select media providing feedback to learner
  responses
• Attitudes
• Select media able to present realistic picture of
  human model and the model's message
• Motor Skills
• Select media making possible direct practice of
  skill, with informative feedback

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Gagnes Taxonomy of Intellectual Skills
Involves the formation of
Which require as prerequisites
Which require as prerequisites
Which require as prerequisites
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• Capability of making different responses to
  stimuli that differ from each other along one or
  more physical dimensions. Essentially, this is
  being able to recognize same or different.
• Use media that easily demonstrates similarities
  and differences

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• Capability that makes it possible for an
  individual to identify a stimulus as a member of
  a class having some characteristic in common,
  even though such stimuli may otherwise differ
  from each other. Essentially, this is
  recognition of a concrete object.
• Use media that encourages identification
  recognition

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• Capability of demonstrating the meaning of some
  particular class of objects, events, or
  relations.
• An example would be an alien as a citizen of a
  foreign country.
• Use media that encourages interaction
  application of rules with feedback.

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• Complex combinations of simpler rules sometimes
  invented for the purpose of solving a problem or
  a class of problems.
• Use interactive media with feedback that allows
  learners to solve problems, see problems solved,
  and choose options themselves.

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• Involves the invention and use of a complex
  rule(s) to achieve the solution of a novel
  problem to the individual. The learner should be
  able to apply the rule in a novel situation
  requiring the transfer of learning.
• Use interactive media with a high level of user
  feedback.

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How?

• PowerPoint shows with animation, sound Microsoft
  Producer
• Web pages
• Websites
• Flash products
• Concept Maps
• Interactive timelines in any form
• Online assessment
• Instructional Video
• Online tutorials

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With What?

• Microsoft PowerPoint
• Microsoft Producer
• Dreamweaver or any HTML editor
• Flash
• Hot Potatoes
• IHMC Concept Mapping tool
• http//cmap.coginst.uwf.edu/
• Visio/Inspiration

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How do students submit it?

• On a server example egrweb
• On cd-rom
• On zip disk
• On floppy disk (not likely depending on file
  size)
• On student personal web page (externally hosted)

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How Will I Grade It?

• Rubrics see examples on site
• Peer Review/Peer Assessment
• Student Rankings (if in teams)

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Is Media Grading Different?

• Yes!
• Grading multimedia is
• Time-intensive
• Dependent on computer performance (working at
  home vs. working here)
• Dependent on servers (sometimes)
• Hard on the eyes visually tiring
• Not always objective, even with a rubric

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Guidelines for Defining Assignments Lessons
Learned

• Carefully delineate the expected length and
  content. Some students will do much more than
  others, so clear boundaries help everyone.
• Give out the rubric before students begin, so
  that students will know how they will be
  assessed.
• Provide tutorials on media production software
  early. Students sometimes think they know how to
  use applications but run into trouble later on.

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Guidelines for Defining Assignments Lessons
Learned

• Identify leaders in class who can help other
  students.
• Keep students on a timeline, grading at intervals
  (progressive deliverables) to keep them on pace.
  Otherwise, some will wait until too late to even
  begin.
• Require written plans from students that explain
  what they will create.
• Try to let all students see what others are
  creating to create a sense of community and
  shared expectations.

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How Do I Know For Sure When to Assign Media?

• Do my learning objectives support the use of
  media?
• Will integration of knowledge in multiple formats
  aid understanding?
• Are the resources available to students?
• Do I have a plan for grading? Do I have the
  resources time for grading?
• Is there enough time in the semester for students
  to complete the work?
• Will my students be interested in the assignment?
• Do I have 3-5 key students who can help others?

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Examples from my classes

• Professional portfolios compile organize
  personal achievements
• Tutorials explain step-by-step process
• Entertainment reviews compile samples
  illustrate
• Sports guides present timeline with relevant
  illustrations
• Medical explanations explain disease
  progression
• Mosquito control document interpretation