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White/Amaral 2005 Increasing Student Learning Through Multimedia Productions: Overview of Chapters One & Two Simkins, M., Cole, K., Tavalin, F., & Means,

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Presentation on theme: "White/Amaral 2005 Increasing Student Learning Through Multimedia Productions: Overview of Chapters One & Two Simkins, M., Cole, K., Tavalin, F., & Means,"— Presentation transcript:


2 White/Amaral 2005 Increasing Student Learning Through Multimedia Productions: Overview of Chapters One & Two Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria: Association for Supervision and Curriculum Development. Clipart provided by Microsoft Office clips online.

3 White/Amaral 2005 Chapter One: What is Project-Based Multimedia Learning? Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia project (p. 3).

4 White/Amaral 2005 Seven Key Dimensions Core curriculum Real-world connection Extended time frame Student decision making Collaboration Assessment Multimedia

5 White/Amaral 2005 Key Dimensions Core curriculum: Clear set of learning goals that address basic knowledge and skills expected of all students Real-world connection: connects students work in school with wider world in which students live Extended time frame: length may vary according to project; could be days, weeks, or even months

6 White/Amaral 2005 Key Dimensions Student decision making: teacher sets parameters; other decisions are made by students Collaboration: working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone (p. 4)

7 White/Amaral 2005 Key Dimensions Assessment: development of expectations and standards, on-going suggestions for improving the media projects, compiling and disseminating evidence of learning for accountability purposes Multimedia: students gather and create pictures, video clips, recordings, and other media objects to serve as raw material to create their own multimedia projects

8 White/Amaral 2005 Skills sets needed for job market High-level math, reading, and problem-solving skills Ability to work in a group and make effective written and oral presentations Ability to use a personal computer for word processing, data management, and to create multimedia presentations (Murnane and Levy, 1996)

9 White/Amaral 2005 During this time students are... Honing their planning and organizational skills Learning to present information in compelling ways Synthesizing and analyzing complex content and data Practicing research and technical skills Learning how academic subject matter applies to the real world

10 White/Amaral 2005 Chapter Two: A Multimedia Primer Multimedia represents a singular integration of media objects, such as text, graphics, video, animation, and sound, to represent and convey information (p. 11). Clipart provided by Microsoft Office clips online.

11 White/Amaral 2005 A Communication Tool Purpose of multimedia is communication Purpose of multimedia project is to provide a rich learning experience for students What is practical in terms of expertise and resources? How much students learn counts more than a fancy product (p. 12).

12 White/Amaral 2005 Five Types of Media Objects Images Text Sound Motion Interactivity

13 White/Amaral 2005 Images Questions to consider: –Is the content engaging? –Is technical quality high enough for audience to interpret it? Photographs (digital cameras are easiest) Scanning (original artwork or pictures from books) Downloading images (must address copyright issues) Creating images in drawing program (KidPix, Painter, Photoshop)

14 White/Amaral 2005 Text Information communication –If information-rich project, a website might be best medium Enhancement of other media –Done in outline form with additional information being shared through other means Artistic expression –unconventional uses of text (font styles, shapes)

15 White/Amaral 2005 Sound Using voice –Use to communicate emotion Using music – particularly exciting when student-created Using sounds –Built-in or student-created –Should enhance presentation, not distract from message

16 White/Amaral 2005 Motion Screen transitions –Add rhythm or timing, visually interesting pause, convey meaning Video clips –Shooting footage (requires some training for best results) –Logging tape contents (very important for organization) –Digitalizing segments (I-movie/QuickTime Pro) –Preparing files for presentation (convert to file type that is universally used) Animation –Two-dimensional (cartoons, motion) –Three-dimensional(effective for showing all sides of artifact)

17 White/Amaral 2005 Interactivity Allows for ease of use Allows different users to navigate in unique ways Most Common: –Buttons –Hyperlinks –Menu choices

18 White/Amaral 2005 Putting Elements Together Also known as authoring Authoring tools for WebProjects –Composer, Dreamweaver, HomeSite, GoLive, and FrontPage (Westwood uses Dreamweaver) Authoring tools for media presentation –PowerPoint, HyperStudio, Director, Authorware, and eZedia Important to save each media piece in compatible file format

19 White/Amaral 2005 Keep it simple Break project into smaller parts Help with time management Introduce key skills and applications to whole- class Allow individual students to become experts with specific tools Differentiate according to level of proficiency

20 White/Amaral 2005 Remember... You are not a professional media developer Be willing to allow students to surpass you in technical knowledge Focus on facilitating learning in your content area or level Learning is always the ultimate goal!

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