Signed Multimedia Storybooks

1. Interactive Vocabulary Instruction Signed Multimedia Storybooks Emily Whiteside Technology and Deaf Education Symposium, June 21, 2010

2. Context • Speech/Language Pathologist – With aninterest in Deaf/Hard of Hearing Students • Instructional Technologist – Seeking to design, develop, implement, and research a technology solutionfor vocabulary improvement

3. Perspective – designing a solution vocabulary

4. Signed* Multimedia Storybooks are… Hyperlinked, digital learning environments • animated videos of published books • live-action video sign language* interpretation • multimediainstructional activities and games

5. We will cover: • Research Project • Examples of Signed Storybooks • Tips and Basics of how to create MMS

6. Research Context: Often, Significant Hearing Loss* Is Associated with… • Limited access to language of home or school • Limited incidental vocabulary acquisition • Delayed language development • Poor reading comprehension skills • Social isolation

7. Research Questions • Knowledge Receptive vocabulary skills • Experiences Multimedia vocabulary instruction • Attitudes Multimedia vocabulary instruction

8. 13 Participants Participants

9. Problem My hard of hearing students do not understand age-appropriate vocabulary in text, speech, or sign language.

10. Intervention The selected technology for the intervention was multimedia storybooks with sign language interpretation and accompanying multimedia vocabulary instructional activities. • 15 sessions/student – 10.5 hours • 90 instructor sessions – 60 hours • 5 weeks; 5 books; 5 activities • 25 targeted vocabulary words

11. Measures and Procedures • Before • Word Pretest • Word Meaning Pretest • Student Perception Survey • During • Teacher Journal • After • Word Posttest • Word Meaning Posttest • Student Perception Survey

12. Results Research Question 1: Receptive Vocabulary Achievement *p < .0031, **p < .0111

13. Research Question 2: Student Experiences Teacher Reflective Journal Results Student Engagement • Student choice • Attention to signing • Game-like activities • Video length • Linguistic complexity

14. Research Question 2: Student Experiences -Teacher Reflective Journal Results Group Interaction • Cooperation • Peer Coaching • Shared schema • Argument • Competition • Group size

15. Research Question 2: • Teacher Reflective Journal • Student Experiences Results Communication • Imitative • Spontaneous • Reading • Word Combinations • Shared Schema • Transfer

16. Research Question 2: Student Experiences Teacher Reflective Journal Results Interaction with Digital Media • Response to media • Media controls • Input device • Interest in technology • Insufficient RAM • Inactive links

17. Research Question 2: Student Experiences - Teacher Reflective Journal Results Percent Occurrence Guiding Question Domains Engagement Peer Interaction Communication Digital Media Interaction

18. Research Question 3: Attitudes - Student Perception Survey Results Very Happy A Little Happy A Little Sad Very Sad Pre-survey Mean Post-survey Mean N = 13

19. Results Research Question 3: Attitudes - Student Perception Survey pretest posttest

20. Research Question 3: Attitudes - Student Perception Survey Results pretest posttest

21. Discussion • Achievement – significant positive • Experiences - positive • Attitude - positive

22. Limitations • Pre/Post vocabulary tests did not discriminate well enough • Many students knew most of the target words prior to instruction • Language barrier for survey • Small sample size • Novelty may have been a factor • Teacher Journal may show bias

23. Implications • Vocabulary selection • Time-intensive • Transfer of learning • Primary language access • Choice and entertainment • Rich, relevant environment • Implicit/explicit/expressive study

24. References Carney, A. E., & Moeller, M. P. (1998). Treatment efficacy: Hearing loss in children [Supplement]. Journal of Speech, Language, and Hearing Research, 41, S61-S81. Retrieved June 22, 2007, from http://asha.org Easterbrooks, S. (1999). Improving practices for students with hearing impairments. Exceptional Child. 65(4), 537-554. Retrieved June 28,2007, from the PsycINFO database. Golos, D. B. (2006). Using instructional videos in American Sign Language as a tool to facilitate the development of emergent literacy skills in Deaf and hard of hearing preschool children. Ann Arbor, MI: U.M.I. LaSasso, C., & Davey, B. (1987). The relationship between lexical knowledge and reading comprehension for prelingually, profoundly hearing-impaired students. Volta Review, 89(4), 211-220. Retrieved July 19, 2007, from the PsycINFO database.Loeterman, M., Paul, P., & Donahue, S. (2002). Reading and deaf children. Reading Online. Retrieved June 8, 2007, from Academic Search Premier database.

25. Tips and Basics:How to Create Multimedia Storybooks with PowerPoint

26. Analyze Think about what you want to do… and think about it again. Consider : Audience Constraints Media

27. Design Now plan : It’s all in the details. Goals and Objectives Instructional Strategy Product* * Template available at http://www.slideshare.net/ewhites/multimedia-storybook-template

28. Develop* Finally. . . . the fun part PowerPoint Movie Maker Discovery Education Streaming CamStudio Audacity Picnik Picasa Flickr Wikimedia Commons * Resources on Handout

29. PowerPoint . . .a Shell for: Media Instruction Interactivity

30. Create Slides* • Manually • Use existing document (Outline view; New Slide arrow) • Flow chart is blueprint • Save as template before adding content * Template available at http://www.slideshare.net/ewhites/multimedia-storybook-template

31. Create Navigational Icons • Logical • Simple • Descriptive Read me

32. Create Content • Images: clip art, photos, scanned • Video: commercial or user created • Audio: commercial or user created • Script: definitions, prompts, games, simpler storyline

33. Grab Images*For navigational icons and content • Flikr • Wikimedia Commons • Picasa • PowerPoint Clipart • Windows Movie Maker Create File; Save; Stay Put! * Resources on Handout

34. Grab an Animated Story • Discovery Learning • Fair Use for class • Restrictions apply • Need a password and username • Download online • Import into Windows Movie Maker • Create File; Save; Stay Put!

35. Write an engaging script • Child-friendly definitions • Simplified story line, if needed • Prompts and Questions • Navigational Instructions

36. Grab a Talented Friend • Voice talent • Signing talent • Singing talent • Acting talent

37. Lights, Camera, Action! • Quiet, well-lit room • Extra lights • Tripod and digital camera • Solid backdrop • Contrasting, solid shirts • Script

38. Record & Edit Audio Audacity • Definitions • prompts, • Simpler story line • navigational instructions

39. Capture, Edit, File Windows Movie Maker • Import images, audio & video clips • Trim clips • Add title, text overlays, and credits.

40. Add Content to Slides* Storyboard to the Rescue! • Color • Font • Graphics • Audio • Video • Links • Icons • Text • Animation * Template available at http://www.slideshare.net/ewhites/multimedia-storybook-template

41. Add Interactivity Navigation and Action • Action Buttons • Hyperlinks • Embedded Objects • Animations

42. Add Interactivity • Animations • Embedded Objects • Hyperlinks • Action Buttons Play a Game!

43. Find the… HORSE

44. Woops! (Corrective Feedback) • You picked the goat. • A horse has a mane. • A goat has horns. • Go back and try again.

45. You Rock! (Reward Screen)

46. Quality Control Is Key Evaluate Test / Repair / Test / Repair . . . • Check links • Run through every option • Watch someone else use the product

47. A Cheat Sheet Template Slideshare.net search Emily Whiteside http://www.slideshare.net/ewhites/multimedia-storybook-template

48. PowerPoint . . . familiar program; simple graphics tool Licensed for Non-Commercial Reuse

49. Edit Clip Art* Change colors * Delete image portions * Redraw lines *Windows Meta Files (wmf) only

50. Edit Clip Art* Change colors * Delete image portions * Redraw lines. *Windows Meta Files (wmf) only