THE DEVELOPMENT OF MULTIMEDIA … Development of Multimedia...THE DEVELOPMENT OF MULTIMEDIA COURSEWARE ON UNIMAS ONLINE LEARNING SYSTEM ... “The Development of Multimedia Courseware
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THE DEVELOPMENT OF MULTIMEDIA COURSEWARE ON UNIMAS
ONLINE LEARNING SYSTEM
WONG SHENG TUNG
This project is submitted in partial fulfilment of the requirements for a
Bachelor of Education with Honours
(Computer Science)
Faculty of Cognitive Sciences and Human Development
UNIVERSITI MALAYSIA SARAWAK (2009)
BORANG PENGESAHAN STATUS TESIS
JUDUL : _______________________________________________________________
_______________________________________________________________
SESI PENGAJIAN :___________
Saya _________________________________________________________________
(HURUF BESAR)
mengaku membenarkan tesis * ini disimpan di Pusat Khidmat Maklumat Akademik,
Universiti Malaysia Sarawak dengan syarat-syarat kegunaan seperti berikut:
1. Tesis adalah hakmilik Universiti Malaysia Sarawak.
2. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan
membuat salinan untuk tujuan pengajian sahaja.
3. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan
membuat pendigitan untuk membangunkan Pangkalan Data Kandungan Tempatan.
4. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan
membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi.
** sila tandakan ( )
SULIT
TERHAD
TIDAK TERHAD
___________________________ _________________________________
(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)
Alamat Tetap:
______________________________
______________________________
______________________________
Tarikh : _______________________ Tarikh: _____________________________
Catatan: * Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah, Sarjana dan Sarjana Muda
*Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan
sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai TERHAD.
(Mengandungi maklumat yang berdarjah keselamatan atau
kepentingan seperti termaktub di dalam AKTA RAHSIA RASMI
1972)
(Mengandungi maklumat Terhad yang telah ditentukan oleh
organisasi/badan di mana penyelidikan dijalankan)
Gred:
The project entitled ‘The Development of Multimedia Courseware on UNIMAS Online
Learning System’ was prepared by Wong Sheng Tung and submitted to The
Faculty of Cognitive Sciences and Human Development in partial fulfillment of
the requirements for a Bachelor of Education with Honours (Computer Science)
Received for examination by:
-----------------------------------
(Assoc. Prof. Dr. Chen Chwen Jen)
Date:
-----------------------------------
Grade
iii
Statement of Originality
The work described in this Final Year Project, entitled
“The Development of Multimedia Courseware on
UNIMAS Online Learning System” is to the best of the author’s knowledge that of the author except
where due reference is made.
__________________ ___________________
(Date submitted) (Student’s signature)
Wong Sheng Tung
15519
iv
ACKNOWLEDGEMENT
Mastering Morpheus is a learning system that is produced as part of our final year
project in the Faculty of Cognitive Sciences and Human Development. The team
would like to acknowledge Assoc. Prof. Dr. Chen Chwen Jen, the supervisor of
this project, and CALM staff (Sh Norizan Bt Wan Zain, Maclean Patrick Sibat,
Pauline Beremas George Gerrie, Ahmad Zikrilah B Abdullah) who have helped
much in the production process of Mastering Morpheus.
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TABLE OF CONTENTS
Page
Statement of Originality iii
Acknowledgement iv
Table of Contents v
List of Figures viii
Abstract
Abstrak
CHAPTER 1 – INTRODUCTION
1.0 Overview
1.1 Background of the Project
1.2 Problem
1.3 General Objectives
1.4 Specific Objectives
1.5 Significance
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CHAPTER 2 – LITERATURE REVIEW
2.0 Overview
2.1 Terminology
2.2 Courseware Development Process
2.2.1 Prepare the Text
2.2.2 Write the Program Code
2.2.3 Create the Graphics
2.2.4 Produce the Audio and Video
2.2.5 Assemble the Pieces
2.2.6 Prepare Support Material
2.2.7 Do an Alpha Test
2.2.8 Make Revisions
2.2.9 Do a Beta test
2.2.10 Make Final Revisions
2.2.11 Obtain Client Sign-off
2.2.12 Validate
2.3 Developmental Tools
2.3.1 Adobe Photohop 7.0
2.3.2 Adobe Captivate 3
2.3.3 Macromedia Flash 8
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CHAPTER 3 – METHODOLOGY
3.0 Overview
3.1 Developmet Model
3.1.1 Prepare the Text
3.1.2 Write the Program Code
3.1.3 Create the Graphics
3.1.4 Produce the Audio and Video
3.1.5Assemble the Pieces
3.1.6 Do an Alpha Test
3.1.7 Make Revisions
3.1.8 Do a Beta test
3.1.9 Make Final Revisions
3.2 Developmental Tools
3.2.1 Macromedia Flash 8
3.2.2 Adobe Captivate 3
3.2.3 AdobePhotoshop 7.0
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CHAPTER 4 – SYSTEM DEVELOPMENT
4.0 Overview
4.1 Development of the Courseware
4.1.1 Colour
4.1.2 Text
4.1.3 Graphic
4.1.3.1 Image Size
4.1.3.2 Import an Image
4.1.4 Video
4.1.4.1 Creating a Video
4.1.4.2 Exporting a Video
4.1.4.3 Adding Playback Controller to the Video
4.1.5 Connecting Different Pages
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CHAPTER 5 –OVERVIEW OF THE SYSTEM
5.0 Overview
5.1 System Overview
5.2 Title Page
5.3 ‘Introduction’ Page
5.4 ‘What is Online Learning’ Page
5.5 ‘About Mastering Morpheus’ Page
5.6 ‘Morpheus Basic Features: Tutorial Modules’ Page
5.7 ‘Help’ Page
5.8 Ending
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CHAPTER 6 - CONCLUSION, LIMITATIONS, AND
RECOMMEMDATIONS
6.0 Overview
6.1 Conclusion
6.2 Limitations
6.3 Recommendations for Future Work
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REFERENCES 50
viii
LIST OF FIGURES
Figure 2.1
Model for Design and Development by Alessi and Trollip (2001) 9
Figure 2.2
Screenshot for Adobe Photoshop 7.0 15
Figure 2.3
Screenshot for Adobe Captivate 3 16
Figure 2.4
Screenshot for Macromedia Flash 8 17
Figure 3.1
Sample Work for Macromedia Flash 8 22
Figure 3.2
Sample Work for Adobe Captivate 3 23
Figure 3.3
Sample work for Adobe Photoshop 7.0 24
Figure 4.1
Resizing an Image Using Adobe Photoshop 7.0 27
Figure 4.2
Step 2 in Importing an Image 28
Figure 4.3
Step 3 in Importing an Image 28
Figure 4.4
Step 2 in Recording a Video 29
Figure 4.5
Steps 3 to 4 in Recording a Video 30
Figure 4.6
Steps 5 to 7 in Recording a Video 30
Figure 4.7
Steps 8 and 9 in Recording a Video 31
Figure 4.8
Exporting the Recorded Video to Macromedia Flash 8 32
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Figure 4.9
Importing the Recorded Video into Macromedia Flash 8 33
Figure 4.10
Selecting the Needed Button 34
Figure 4.11
Positioning the Button on the Stage 34
Figure 4.12
Add a New Layer 35
Figure 4.13
Add Action Script to the Rewind Button 36
Figure 4.14
A ‘Login’ Button Connecting to the ‘Login’ Page 37
Figure 5.1
Title Page of the Courseware 39
Figure 5.2
‘Introduction’ Page of the Courseware 40
Figure 5.3
‘What is Online Learning’ Page of the Courseware 41
Figure 5.4
‘About Mastering Morpheus’ Page of the Courseware 42
Figure 5.5
‘Login’ Page of the Courseware 43
Figure 5.6
‘Demonstration’ Page of the Courseware 44
Figure 5.7
‘Help’ Page of the Courseware 45
Figure 5.8
‘Exit’ page of the Courseware 46
Figure 5.9
‘About’ Page of the Courseware 47
ABSTRAK
PEMBANGUNAN PERISIAN MULTIMEDIA UNTUK PEMBELAJARAN
SISTEM DALAM TALIAN UNIMAS
Wong Sheng Tung
Projek ini bertujuan untuk menghasilkan perisian kursus multimedia untuk staf
akademik Universiti Malaysia Sarawak (UNIMAS), khususnya pensyarah,
memperolehi pengetahuan dan kemahiran tentang cara menggunakan Morpheus,
sistem pembelajaran dalam talian UNIMAS. Objektif projek ini ialah untuk
menghasilkan teks, gambar, fail flash, dan video yang sesuai dan diintegrasikan
ke dalam perisian kursus yang berfungsi. Untuk membangunkan perisian kursus
ini, tiga perisian, Macromedia Flash 8, Adobe Captivate 3, dan Adobe Photoshop
7, telah digunakan. Selain itu, model untuk reka bentuk dan pembangunan oleh
Alessi dan Trollip (2001) juga telah digunakan sebagai pedoman utama untuk
pembangunan perisian kursus ini. Model ini menerangkan langkah-langkah yang
diperlukan untuk menghasilkan sesuatu perisian kursus. Setelah sistem alfa telah
dibangunkan, ia dinilai oleh seorang pakar subjek. Selepas penilaian, sistem beta
dibangunkan. Selepas itu, sistem beta dinilaii lagi oleh tiga orang pengguna
potensi. Selepas sistem beta diubahsuai, produk akhir yang berfungsi dihasilkan.
ABSTRACT
THE DEVELOPMENT OF MULTIMEDIA COURSEWARE ON UNIMAS
ONLINE LEARNING SYSTEM
Wong Sheng Tung
This project aims to develop a multimedia courseware for academic staff of
Universiti Malaysia Sarawak (UNIMAS), particularly the lecturers, to obtain
basic knowledge and skill on how to use Morpheus, the UNIMAS online learning
system. The objectives of the project are to create relevant text, images, flash
files, and videos and integrate them into a functional multimedia courseware. In
the process of developing this courseware, three software programmes,
Macromedia Flash 8, Adobe Captivate 3, and Adobe Photoshop 7, were used.
Besides, the model for design and development by Alessi and Trollip (2001) was
also used to guide for the development process of this courseware. This model
explains the various stages in creating the courseware. After the alpha system was
created, it was evaluated by a subject matter expert. Then, it was revised and a
beta system was created. After that, the beta system was evaluated by three
potential learners. Then, the system was revised again. Finally, a functional final
product was developed.
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CHAPTER 1
INTRODUCTION
1.0 Overview
This chapter describes the background, problem, objectives, significance,
and scope of the project.
1.1 Background of the Project
According to Cotton (1991), the microcomputer was rarely use before the
1970s. However, during the 1970s, many schools began acquiring
microcomputers and used them for instruction, drill and practice, record keeping,
and other applications (Cotton, 1991). The use of microcomputers expanded
greatly starting from 1980s and at the end of 1980s, more than half of American
schools began providing technology programmes for all prospective teachers
(Kinnaman, 1990).
In 1990, Kinnaman suggested that the information era has arrived and that
the educational use of computer technology will continue to grow (Kinnaman,
1990). His prediction no doubt has come true as most educators, legislators,
parents, and researchers welcome the use of computer for educational purposes
(Cotton, 1991).
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As technology is getting more and more advanced every day, its use as a
mean of delivering instruction is also growing. With that, the use of computer as
tools for learning starts to grow and brings about computer-assisted instruction
(CAI). However, what is computer-assisted instruction (CAI)? Many other terms
are used to refer to it – computer-assisted instruction (CAI), computer-based
education (CBE), computer-based instruction (CBI), and computer-enriched
instruction (CEI) (Cotton, 1991). The following are some definitions of those
terms, which are offered by Grimes (1977), Bangert-Drowns, et al. (1985), and
Batey (1986), and are commonly accepted:
Computer-based education (CBE) and computer-based instruction
(CBI) are the broadest terms and can refer to any usage in
educational settings, including drill and practice, simulations,
tutorials, instructional management, supplementary exercises,
writing using word processors, and other applications.
Computer-assisted instruction (CAI) is a narrower term and most
often refers to tutorial, drill-and-practice, or simulation activities
offered either by themselves or as addition to traditional, teacher
directed instruction.
Computer-enriched instruction (CEI) is defined as learning
activities in which computers
Generate data at the students' request to illustrate
relationships in models of social or physical reality,
Execute programmes developed by the students, or
Provide general enrichment in relatively unstructured
exercises designed to stimulate and motivate students.
Besides the definitions from the 1970s and 1980s, there are also some later
definitions for CAI. According to The Access Center (2004), CAI is instruction or
remediation presented on a computer. It refers to tutorial, drill-and-practice, or
simulation activities offered either by themselves or as addition to traditional,
teacher directed instruction (Parr and Fung, 2000). Besides, it can also be defined
3
as training that you can accomplish while seated at your computer, normally with
the use of CD-ROM (www.aarons-computer-training.com, n.d.), just as what it
sounds – computer-assisted instruction.
With the rapid development of technology, better courseware were
developed (Parr and Fung, 2000). Modern implementation of CAI includes more
advanced hardware and software technology, allows greater student interaction,
and stores greater information (Christmann, Badgett, & Lucking, 1997).
According to yourdictionary.com (2008), courseware can be defined as the
computer software designed to provide instruction or training. Besides, it can also
be defined as educational material intended as tools or material for teachers or
trainers or as tutorials for students, usually packaged for use with a computer
(www.whatis.com, 2005). Based on the definitions above, a courseware can be
defined as educational software that is used for learning.
Then, what is multimedia courseware? Multimedia courseware can be
defined as a single instructional unit with one or more lessons designed for self
instruction or small group instruction using a computer (Graves and Gibbs, n.d.).
They may include text, graphic, video, and audio elements and may be mounted
for remote access on a file server or pressed onto a CD-ROM for stand-alone
distribution (SAF, 2007).
1.2 Problem
The online learning system in UNIMAS, Morpheus, is powered by
Moodle. Moodle is a learning management system that enables user to create
powerful, flexible, and engaging online learning experiences (MoodleDocs,
2008). It runs as an interactive website with a number of features and activities
designed to engage learners and promote collaborative, student-centred learning
(MoodleDocs, 2008).
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However, not every academic staff member of UNIMAS knows how to
use Morpheus. For example, a new lecturer from other organization or university
will not know how to use it if he or she never comes across it. According to
Associate Prof. Dr. Chen, the Deputy Dean (Learning Technology) of Centre for
Applied Learning and Multimedia (CALM), even lectures that had been with
UNIMAS for a long times do not necessarily know how to use it well or utilize it
(personal communication, September 10, 2008). Thus, UNIMAS has to arrange
training sessions for them.
CALM is the entity in UNIMAS that is responsible to provide the training
on Morpheus system for all academic staff members of UNIMAS. According to
Dr. Chen again, the centre has conducted various training sessions over the past
few years to accommodate this need (personal communication, September 10,
2008).
Nevertheless, the current face-to-face training session poses a few
limitations. According to Dr. Chen, it is always a problem to arrange for a date
and time slot which is convenient for lecturers. There are a lot of things to be
learned about Morpheus, so, many sessions will be needed. Thus, it is not cost
effective to train each and every one of them. Next, the effectiveness of the
training session is also very dependent on the instructor, number of attendance,
and the venue and facilities available for the training. Lastly, the different needs
or demands by different lecturers due to the differences in terms of their computer
literacy background as well as their experiences in using Morpheus will also
affect the outcome of the training sessions (personal communication, September
10, 2008).
So, in order to overcome these shortcomings, a multimedia courseware is
to be developed. With this courseware available, the lecturers, or whoever that
needs it, can learn Morpheus at their own will, wherever they like, and whenever
they want. Apart from that, training sessions will not need to be held. This will
benefit the instructor, learners, as well as the university.
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1.3 General Objective of the Project
The purpose of this project is to develop a multimedia courseware that can
be used to equip academic staff of Universiti Malaysia Sarawak (UNIMAS),
particularly the lecturers with the necessary knowledge and skill on how to use
Morpheus, the UNIMAS online learning system.
1.4 Specific Objective
The specific objectives of this project are as follows:
Create relevant text that is needed for the Morpheus system
courseware.
Create relevant images that are suitable to be use on the courseware.
Create relevant flash files for the use of Morpheus courseware.
Create relevant videos that are suitable to be integrated into the
courseware.
Integrate all the created media elements into a functional multimedia
courseware.
1.5 Significance of the Project
The developed courseware will allow UNIMAS academic staff to self-
learn the basic functions of Morpheus at any time and any place convenient to
them. This learning tool can be used as an alternative way to learn about
Morpheus system. Using this multimedia courseware, learners are able to interact
actively with the simulate environment to construct their knowledge and
understanding. Besides, it also helps to reduce cost of face-to-face training as less
training sessions are required.
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CHAPTER 2
LITERATURE REVIEW
2.0 Overview
This chapter presents the related literatures which have been done by
various researchers. It will look at computer-based training, courseware, and the
different courseware development process.
2.1 Terminology
In this project, the literature, computer-assisted instruction (CAI) is a
generic term that includes a range of forms, varying according to different
implementations of computer technology to assist instruction. The term
multimedia courseware will also be defined.
Since the advent of microcomputers and instructional software for
education, computer-assisted instruction (CAI), computer-based education (CBE),
or computer-based instruction (CBI) has provided a supplemental instructional
methods in schools (Parr and Fung, 2000). There are no precise definitions of the
terms CAI, CBE, and CBI (Parr and Fung, 2000). In general, the concept of CAI
in the early research was aligned to “drill-and practice” programmes (Cognition
and Technology Group at Vanderbilt, 1996). Computer-based education (CBE)
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and computer-based instruction (CBI) are the broadest terms and can refer to any
usage in educational settings, including drill and practice, simulations, tutorials,
instructional management, supplementary exercises, writing using word
processors, and other applications (Bangert-Drowns, et al., 1985; Batey, 1986).
However, with the rapid development of technology, better courseware were
developed (Parr and Fung, 2000). Modern implementation of CAI includes more
advanced hardware and software technology, allows greater student interaction,
and stores greater information (Christmann, Badgett, & Lucking, 1997).
On the other hand, the information from oregonone.org (n.d.) explains
CAI as instruction delivered with the assistance of computer. It says that in CAI,
student interacts with the computer and proceeds at his or her own speed.
Furthermore, it classified courseware into these categories: drill-and-practice;
tutorial; simulation; educational games; problem solving; applications. This
comment is supported by Fletcher-Flinn and Gravatt, 1995. In their research, they
said that CAI covers drill-and-practice, tutorials, simulation/interactive thinking,
word processing, conferencing, and other activities (Fletcher-Flinn & Gravatt,
1995).
There are various definitions for courseware. Webopedia.com (1997),
defined courseware as “software designed to be used in an educational program”.
Thefreedictionary.com (2003), defined courseware as “educational software
designed especially for classroom use”. Both definitions bring to one conclusion,
which is, courseware is a programme for educational purpose.
Whatis.com (2005) on the other hand provides a longer explanation on
what courseware is. According to whatis.com (2005), “courseware is educational
material intended as kits for teachers or trainers or as tutorials for students, usually
packaged for use with a computer”. It encompasses any knowledge area, but
subjects related to information technology are most common. It is frequently used
for delivering education about the personal computer and its applications. Besides,
courseware is also widely used in information technology industry certification
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programmes, such as Microsoft Certified Systems Engineer (MCSE) and
Computing Technology Industry Association's A+ examination (whatis.com,
2005).
However, what does a courseware normally contain? According to
whatis.com (2005), courseware can include material for instructor-led classes,
material for self-directed CAI, web sites that offer interactive tutorials, material
that is coordinated with distance learning such as live classes conducted over the
Internet, and also videos for use individually or as part of classes.
What is multimedia courseware then? According to Graves and Gibbs
(n.d.), multimedia courseware can be defined as a single instructional unit with
one or more lessons designed for self instruction or small group instruction using
a computer. They may include text, graphic, video, and audio elements and may
be mounted for remote access on a file server or pressed onto a CD-ROM for
stand-alone distribution (SAF, 2007).
2.2 Courseware Development Process
There are many types of models or method available for the development
of a courseware. However in this project, the model for design and development
by Alessi and Trollip (2001) was chosen. The model is an improved version from
Alessi’s eight stages of lesson design (Alessi and Trollip, 2001). The following
figure shows the content of the model for design and development by Alessi and
Trollip (2001).
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Figure 2.1 Model for Design and Development by Alessi and Trollip (2001)
However, this report will not discuss the planning and design phases but
only focuses on the development phase. In this model, there are twelve phases
altogether for the development phase. The phases are as follow (Alessi and
Trollip, 2001):
2.2.1 Prepare the Text
Most of the texts of a programme are written in the design phase.
However, there are textual component to be written or edited in development
phase as well. Normally, the best way to produce text material is by using word
processor such as Microsoft Word or Notepad. Storing text material in word
PLANNING
Define the scope
Identify learner characteristics
Establish constraints
Cost the project
Produce a planning document
Produce a style manual
Determine and collect resources
Conduct initial brainstorming
Define the look and feel
Obtain client sign-off
DESIGN
Develop initial content ideas
Conduct task and concept analyses
Do a preliminary program description
Prepare a prototype
Create flowcharts and storyboards
Prepare scripts
Obtain client sign-off
DEVELOPMENT
Prepare the text
Write program code
Create the graphics
Produce audio and video
Assemble the pieces
Prepare support materials
Do an alpha test
Make revisions
Do a beta test
Final revisions
Client sign-off
Validate
STANDARDS
PROJECT
MANAGEMENT
ONGOING
EVALUATION
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processing software allows easy editing to the content of the material. Besides, the
text can also be copied into whatever authoring system or programming language
that is use for final development.
2.2.2 Write the Programme Code
This is the step where programme codes are written. It covers variety of
approaches to implementing the content of the computer. Programming codes can
be self written using the suitable programming languages or in some cases,
authoring tools such as Authorware (Macromedia, 2003) may be used.
It is wise to check if a little extra time and effort can produce reusable
code that can be used in the project. Besides, a library of programme building
blocks could also be build to increase the efficiency of the project development.
Last but not least, it is also important to ensure that the courseware
produced can be used on any operating systems. Some tools only produce
programmes that run only on specific operating system (e.g., Windows), whereas
some have cross-platform capability (e.g., Windows and Macintosh).
2.2.3 Create the Graphics
It is important that all graphics in the programme have the same level of
richness and character. A courseware will look odd when the graphics at the
beginning are different from those later on.
The quality of the image is also important. It should match the purpose of
the programme and the image of the organization that will use the programme.
Besides that, graphics should take into account of medium of delivery. Not all
types of graphics are suitable to be used in a courseware.
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There are many graphics development tools available for designing
interactive multimedia. Some examples are like Adobe Photoshop 7 (Adobe,
2002) and Paint 5.1 (Microsoft, 2001).
2.2.4 Produce the Audio and Video
Audio and video are both powerful tools for learning and instruction. In
some occasions, it will be difficult to show or illustrate human behaviour without
showing a video. Video can be used to show the whole process about something,
or to give a clear message to the audience.
Including audio in a courseware can also offer benefits. For example, for
people who cannot read well, they can listen to the sound or instruction. Besides,
it is good in attracting attention. When used together with text, it can be used to
distinguish different types of verbal information. On the other hand, if it is used
together with photographs or animated GIFs, it can almost give the impression of
watching video.
Audio is possible on almost every platform if appropriate hardwares are
available on the computer. Comparing to video, it is much easy to produce.
Hardware like microphone is needed to record the sound.
2.2.5 Assemble the Pieces
When all the pieces of a programme have been produced, they must be
assembled. After all the pieces have been assembled, you will have the first
version of the programme. Perhaps the most important part for this stage is
keeping track the versions of the various materials.
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2.2.6 Prepare Support Materials
Most programmes require the use of external material, like operating
manuals, and reference books. The development phase includes creating and
providing these materials. The materials that will come with the courseware are
learner manual, instructor manuals, technical manuals, and additional teaching
and learning materials.
In general, only the most complex of programmes will require a technical
manual. Information about equipment and system requirements and setup will
generally be included in the instructor's manual but not in the manual for learners.
Similarly, if there is little additional instructional material, it may be included in
the other manuals rather than published separately.
In addition to the standard title page table of contents, and introduction,
the learners' manual might include information about how the programme
normally runs, worksheets, and/or suggestions for further study. The instructor's
manual could also include material for teaching learners how to use the
programme, possible test questions, and/or a trouble-shooting guide.
2.2.7 Do an Alpha Test
In addition to ongoing evaluation activities, most projects include at least
two major tests. In this stage, the producer, the instructional designer, content
experts, and external people such as potential learners are asked to go through the
programme to evaluate the content, the flow through the material, the robustness
of the programming, and so on. The purpose is to identify and thus eliminate as
many problems as possible.
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