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Using Multimedia in University Classes

Using Multimedia in University Classes. Elisa O. Taylor elisa.taylor@usu.edu Office: 435 -797-3606 Cell: 435 -764-0153. Objectives. Determine Which Media is Most Effective for Using in the Classroom Identify Media That Match Instructional Objectives

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Using Multimedia in University Classes

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  1. Using Multimedia in University Classes Elisa O. Taylor elisa.taylor@usu.edu Office: 435-797-3606 Cell: 435-764-0153

  2. Objectives • Determine Which Media is Most Effective for Using in the Classroom • Identify Media That Match Instructional Objectives • Understand the Process of Uploading Media to for Streaming Purposes

  3. Rich Etchberger • Online USU 1350 • Course Introduction

  4. Choose multimedia that: Represents a learning objective Aids students with material that they would otherwise have difficulty understanding or remembering Includes content and contextual information Multimedia Selection

  5. Contextual Information • Audio • Voice of the person talking • Tones, inflections, pace • Background sounds or music • Video • Location (scenery), pointers • Visible changes over time, motion

  6. http://www.youtube.com/watch?v=dvlsco7ux4g http://www.youtube.com/watch?v=V4bM9geY0do Example-Gettysburg Address

  7. Be cautious of cognitive overload, stick to the main points Long videos cause students to lose motivation 15 minute segments or less Integration of student interaction Test videos before class Using Video Wisely

  8. Learning Objective • Descriptive information the content may or maynot include • Meta-information used to recall the instructional objective • What the student will do(i.e. read, watch, listen) • Instructor centered

  9. Instructional Objective • Prescriptive information the content contains • What students are going to learn • Students show they can integrate and demonstrate knowledge • It can be measured • Learner centered

  10. Examples • Learning Objective • Read chapter 3 about the heart and understand the 5 components of the heart. • Instructional Objective • Given a diagram of the heart, label the 5 components of the heart with 80% accuracy. • Standard: 80% accuracy (in order to go to the next instructional objective.

  11. Planning for Multimedia

  12. Finding Multimedia

  13. Meet With Instructional Designer (ID) ID will create a workflow for your class Create Audio or Video Files .mov, .wmv, .mpg4, .mp3 Upload to Server https://record.usu.edu:8143 Give media a title and description (metadata) USU Podcasting

  14. Instructor Guide • https://spaces.usu.edu/display/Podcast/Podcasting+for+Instructors

  15. Podcasting Availability • Available to all instructors at USU with no cost • Cap on storage space

  16. Podcasting Options • iTunes U access only • iTunes U has three access options • Blog access only—public to the world • iTunes U and blog access • The blog will be public to the world

  17. iTunes Access Options • Only students in the class, • Anyone logged in with a university username and password, or • Anyone in the world (public)

  18. "screen Capture" was recorded at 10:59 AM on Mar 3, 2009: http://podcasts.usu.edu/groups/Louviere/weblog/a7ce6 This episode has been published to the Louviere blog: http://podcasts.usu.edu/groups/Louviere/blog/ Subscribe in iTunes:iPod video: <itpc://podcasts.usu.edu/groups/Louviere/blog/index.its?mediaTypeTag=ipod>iPod audio: <itpc://podcasts.usu.edu/groups/Louviere/blog/index.its?mediaTypeTag=audio> Download the episode:iPod video: <http://podcasts.usu.edu/Podcasts/Louviere/2009-03-03/screen_Capture-ipod.m4v>iPod audio: <http://podcasts.usu.edu/Podcasts/2009-03-03/screen_Capture-audio.mp3> This email was sent by Podcast Producer. Accessing Streamed Content

  19. Special Thanks • John Jeon, Best Practices Research • John Louviere, Podcasting • Neal Legler, Podcasting

  20. Moreno, Roxana, and Valdez, Alfred. “Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback.” Educational Technology Research and Development53:3. Sources

  21. Schnotz, Wolfgang, and Rasch, Thorsten. “Enabling, Facilitating, and Inhibiting Effects of Animations in Multimedia Learning: Why Reduction of Cognitive Load Can Have Negative Results on Learning.” Educational Technology Research and Development, 53:3. Sources

  22. Tabbers, H.K. ; Martens, R. L.; and van Merrienboer, J. J. G. March 2004 “Multimedia Instructions and Cognitive Load Theory: Effects of Modality ad Cueing.” British Journal of Educational Psychology, 74:1 Sources

  23. Park, Sanghoon, and Jim, Jung. “The Effect of Graphical Representation onthe Learner’s Learning Interest ad Achievemet in Multimedia Learning.” Association for Educational Communications and Technology, 27th.Chicago, IL. October 19-23, 2004. Sources

  24. Thanks For Coming! Elisa O. Taylor elisa.taylor@usu.edu Office: 435-797-3606 Cell: 435-764-0153

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