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Scaffolding to Success: Multimedia Development

Scaffolding to Success: Multimedia Development. Jay Melton Prefectural University of Kumamoto. Today’s Presentation. Provide support to students through scaffolding Examine the steps to creating your own multimedia lessons Establish a need for the use of multimedia Map out the lesson

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Scaffolding to Success: Multimedia Development

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  1. Scaffolding to Success: Multimedia Development Jay Melton Prefectural University of Kumamoto

  2. Today’s Presentation • Provide support to students through scaffolding • Examine the steps to creating your own multimedia lessons • Establish a need for the use of multimedia • Map out the lesson • Examine the hardware and software necessary • Take a look at a prototype tutorial • A volunteer later would be great!

  3. Transition from High School to University English Courses • Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) • Wants more communicative skills in English (Yashima, 2002) • Move from HS to university English courses may be difficult (Kawano, 1999) • Scaffolding can help with this transition

  4. Scaffolding • Based on Vygotsky’s Zone of Proximal Development (Deubel, 2003; Hung, 2002) • The zone between what can be done independently and what can be done with help • Multimedia can useful for scaffolding (Deubel)

  5. Define the Objectives • Who are you teaching (Morrison, Ross, & Kemp, 2004)? • Define your objectives (Dick, Carey, & Carey, 2001; Gronlund, 2000; Morrison, et al.)

  6. Content • Determine the content (Friedmann, 2001) • Keep it manageable (Alessi & Trollip, 2001) • Use: • Storyboards • Flowcharts • Scripts

  7. Storyboards

  8. Flowcharts

  9. Software An authoring system PowerPoint?!?!? Video iMovie/Quicktime Pro Audio iTunes Graphics iPhoto Preview/Photoshop Grab Hardware Computer Rendering issues Digital camera Video camera Microphone Don’t forget the cables! Assemble Your Tools

  10. HCI Considerations • Human-Computer Interaction • Should be highly navigable • Users should not have to figure out what to do • Users should be able to leave easily • See my JALTCALL2004 presentation at: http://jklmelton.net/2004/jaltcall

  11. Other Considerations • Careful planning is necessary • Make it easy to use (Krug, 2000) • Test thoroughly (Alessi & Trollip, 2001) • Alpha • Run it with colleagues • Beta • Test it with students

  12. An Example • Tutorial • Bloom’s taxonomy (cited in Gronlund, 2000) • Knowledge • Comprehension • Analysis • A volunteer?

  13. References • Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Needham Heights, MA: Allyn & Bacon. • Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional multimedia design. Journal of Educational Multimedia and Hypermedia, 12(1), 63-90. • Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th ed.). New York: Addison-Wesley Educational. • Friedmann, A. (2001). Writing for visual media. Boston: Focal. • Gronlund, N. E. (2000). How to write and use instructional objectives (6th ed.). Upper Saddle River, NJ: Prentice-Hall. • Hung, D. W. L. (2002). Learning through video based narratives within the cultural zone of proximal development. International Journal of Instructional Media, 29(1), 125-140.

  14. References, cont. • Kawano, M. (1999). Teaching culture in English class in Japan. Retrieved November 15, 2004, from Northern Territory University, Centre for Studies of Language in Education Web site: http://www.cdu.edu.au/ehs/caesl/staff/kawano/kawano0.html • Krug, S. (2000). Don't make me think! A common sense approach to web usability. Indianapolis, IN: New Riders. • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.). Hoboken, NJ: John Wiley & Sons. • Yashima, T. (2002). Willingness to communicate in a second language: the Japanese EFL context. The Modern Language Journal, 86(1), 54-66.

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