GLoCALL 2007 Conference Vietnam Seameo Retrac Ho Chi Minh City November 6, 2007

1. Designing Multimedia Learning Materials: Process and OutcomeAimi OwashiShoko HashimotoSho YoshidaBrenda Bushell GLoCALL 2007 ConferenceVietnamSeameo RetracHo Chi Minh CityNovember 6, 2007

2. Presentation Outline • Background on multimedia research • Overview of the educational direction at our university • Objectives of our multimedia pilot study • Background to our multimedia pilot study • Steps in the creation and evaluation of our multimedia module (DVD) • Findings from the evaluations • Analysis and Summary of the outcomes • Recommendations for future development of multimedia materials

3. Objectives of Our DVD Project Our project was undertaken to: • Document student research on environment issues from a study program based in Nepal • Create content for both the study of English and environment (EAP) for students at our university • Incorporate a student-centered approach in developing a model of educational design (Student authoring) • Link IT and Environment Studies

4. Background Research on Multimedia Learning Materials • Multimedia environment can be effective for L2 vocabulary acquisition (Al-Seghayer, 2001). • Cognitive Theory of Multimedia Learning states learning is enhanced through pictures with corresponding words (subtitles) and sound. • Student authoring of multimedia materials enhances motivation and attitude for learning the subject matter(Kramsch et al., 2000).

5. Musashi Institute of Technology Faculty of Environmental and Information Studies (FEIS) Faculty of Environmental and Information Studies

6. FEIS Educational Direction Environmental Issues Information Technology FEIS promotes a liberal education, and has an original curriculum enabling us to synthesize as well as to create ideas. Knowledge and Skill Areas Information Literacy Environment Management Language Skill Ability to Solve Problems

7. English Language Education in the FEIS Study Abroad • Language Classes aim to build L2 knowledge, skills and strategies • IT is used as a tool to achieve L2 acquisition: CALL, e-learn, PP, writing, podcasts, etc. • Student-centered learning is incorporated in a variety of ways • Opportunities for study and research in English speaking environments are offered Rainforest Australia Environment Development Nepal Project Deforestation Mongolia Environment Monitoring Fiji

8. Background to the DVDThe Nepal Project Japan Nepal 14 student leaders 14 students Mi-Tech FEIS National College 2 teachers 1 teacher 4 staff Nepal Stakeholders Community Market Clean Energy Nepal Jamarko

9. Research Questions for our DVD Project • What are the key principles for designing a multimedia learning module? 2. How effective is the multimedia learning module we developed for studying English for Academic Purposes (EAP) in the FEIS?

10. Steps in Creating DVD Content • Capturing video, pictures, in Nepal • Research and understanding waste management issues City truck 2.Reading and discussion of educational design for multimedia learning materials Composting 3. Using MAC (i movie) to create DVD 4. Recording voice and music. Recording

11. Participants in DVD Study Student Participants 1st year students Fall Semester, 2007 Environment Class = 28 Information Media Class = 34 Average TOEIC Score: 490

12. DVD Pilot Study Procedure Introduce DVD 2 classes 59 students Survey Survey DVD DVD Quiz Student interests in environment, learning English Content and vocab Comprehension of DVD Interest, design of DVD Evaluates effectiveness for studying English Indicates students’ interests for studying Environment & English

13. Questionnaire about Interest -2=No -1=Not much 0=Don’t know 1=A little 2=Yes ・This result shows us many students are interested in environmental problems and they think it is important to study about them. ・But they are not so interested to learn English environment vocabulary.

14. Questionnaire about Interest Many students get information about environmental problems from Mi-Tech classes and TV programs. It shows that Mi-Tech classes are a very important source for students to get information.

15. Quiz Questions - Results of Quiz This questions show students understand the DVD content and new words. New words : landlocked country, solid waste, scavenger, landfill site, dump waste, grassroots movement, composting, Vermi composting It is high point. But many students couldn’t answer 2 questions(Q4 and Q5). This may be because of the word “Teku” . “Teku” is the name of the waste transfer area. So students may be confused. Q4：Waste in Katmandu is collected by? a. The Teku transfer ○ b. City and private waste collectors c. The business sector K4 are environmental students M4 are media students The perfect score is 15. Q5：At the Teku transfer site,city waste is put…. a. In small trucks to take to the landfill site ○ b. In large trucks to take to the landfill site c. In trucks to take to the recycling factory

16. Results of DVD Evaluation • 2=No -1=Not much 0=Don’t know 1=A little 2=Yes • K4=Environment Class M4=Media Class Q3M4’svalue is greater than K4’s value. M4 is more interested in the multimedia learning module than K4. Q4 When students think about English learning as a long process, they might feel one exposure to the DVD is not a good method for learning.

17. Comments from Students Other Comments The script helps us to understand new words. Persuasive! Because students who went to Nepal made it.

18. Our comments about leaning English from making this DVD It is a new attempt to learn new words, using the content of waste management in Nepal. If we improve the DVD using students comments, this DVD will be better. It was very interesting for us to make a DVD using information we gathered in Nepal. It seems to be English material for 1st year students, but it motivates us to work on our English level and our knowledge about Nepal. Narration of our DVD is sometimes in Japanese pronunciation. When we talk with Nepalese though, we don’t need native English, so we should be proud of our own English.

19. Summary of Research Outcomes • The DVD is based on the waste program in developing countries. The waste problem is a very serious issue in the environmental sector, so students in Environmental and Information Studies at Mi-Tech showed a high interest in this DVD. • The quiz score is high, but most students were not motivated by this DVD. • Students expect to learn English through native speaker pronunciation. It is important, but they must also learn to understand a variety of English pronunciation to function in our global society.

20. Recommendations on Future Development for Multimedia Learning Materials • It is better for students if multimedia learning materials are developed as a series. Our project members should continue to make DVDs on other topics. (Nepal culture, religion, lifestyle, etc.) • According to the evaluation, our DVD does not motivate students. Maybe because it was only shown in one class without subsequent materials. • Some student’s comments informed us that we are persuasive narrators because we went to Nepal and experienced many things. • It is very important for students to create materials based on their experience, ideas and purpose. These factors make their products very attractive.

21. Thank you for listening to our presentation!