Top Banner
Creating a Multimedia Digital Learning Object in PowerPoint Introduction Definitions Objectives Examples Conclusion
27

Creating a Multimedia Digital Learning Object in Powerpoint

Nov 14, 2014

Download

Education

Provides instruction on how to create a multimedia DLO by describing the components of DLOs (introduction learning objective, explanation, examples, relevant concepts, assessment and summary), showing how various multi media additions can enhance the DLO, offering three different examples to show the process and how the various components can be arranged to create a learning object.
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Creating a Multimedia Digital Learning Object in Powerpoint

Creating a

MultimediaDigital Learning

Object in PowerPoint

Introduction Definitions Objectives Examples Conclusion

Page 2: Creating a Multimedia Digital Learning Object in Powerpoint

What is a Digital Learning Object?As described on the WSU Sandbox site –

“New Media Consortium (NMC) defines digital learning objects (DLOs) as small reusable units that can be fitted together in any number of ways to produce customized experiences tied to an educational objective.” http://archive.nmc.org/guidelines/NMC%20LO%20Guidelines.pdf

A DLO is often likened to LEGO building blocks

A DLO includes small pieces – ie: building blocks (photos, text, sound, video) that separately do not constitute a comprehensive learning experience

When the individual pieces are connected and arranged they create useful

items such as houses, bridges, etc.

MOST IMPORTANT

DLOs are teaching and learning objects

Page 3: Creating a Multimedia Digital Learning Object in Powerpoint

http://digital3.pk.wayne.edu/fady/sandbox/part_three_ii.php

Mayer, R.E. (2001) Multimedia Learning, Cambridge University Press, Cambridge, UK

Introduction – What is the DLO about?

Learning Objectives – What will students be able to do? What knowledge will be gained?

Explanation – What is it – a process, a concept?

Examples – Some complete, some incomplete to promote engagement, involvement.

Relationship to relevant concepts – Where does it fit in to the discipline?

Practice, Assessment - Engage with the learning object, reflect.

Summary – What was taught?

The Components of a Digital Learning Object

Page 4: Creating a Multimedia Digital Learning Object in Powerpoint

What is Multimedia Learning?

http://www.cortland.edu/cap/Cap100Web/Unit7/Unit_7.htm

Multimedia learning occurs when people build mental representations from: Text, Sound, Graphics, Photographs, Video & Animation

Mayer, R.E. (2001) . Multimedia learning. New York: Cambridge University Press

Page 5: Creating a Multimedia Digital Learning Object in Powerpoint

What Multimedia Elements Can I Use in A DLO?

TEXT

PHOT

OS

GRAP

HICS

ANIMATION& VIDEO

MUSICWSU VMC 20 Poverty Scene 22060

COMPUTER CONTROLS

Click Here to Proceed

Page 6: Creating a Multimedia Digital Learning Object in Powerpoint

What Can Multimedia DLOs Do?

● Stimulate creative and writing skills Example: Poor Girls Detroit 1900-1910

● Present information effectively Example: Michigan Theatre

● Encourage critical thinking skills

http://www.jiscdigitalmedia.ac.uk/stillimages/advice/using-images-in-education/

Page 7: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Can Stimulate Creative and Writing SkillsPoor Girls - Detroit 1900-1910

Learning Objectives: After completing this multimedia DLO the student willbe able to:

Analyze images based on factual and emotional clues Date images historically Create a digital story within the larger historical structure Explore storytelling from different narrative perspectives

Multimedia used to enhance this DLO: • Photographs • Text Graphics

Introduction:We are going to show how a multimedia DLO can help stimulate creativity and writing skills

Explanation: This DLO will examine the process of using images to stimulate ideas for writing stories

Page 8: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Can Stimulate Creative and Writing SkillsPoor Girls - Detroit 1900-1910

Unkempt Hair

Dirty Face

Wrinkled Dress

Trash strewn street Shoe Style

Factual Clues:Emotional Clues:

Wary eyes

Unsmiling expression

WSU VMC 20 Poverty Scene 22060

Analyzing Photographic Clues

Page 9: Creating a Multimedia Digital Learning Object in Powerpoint

Can help a writer determine:

The Subject’s:o Age (adult or child)o Gender (man or woman)o Social Status (rich or poor)o Emotional State (happy or sad)o Personality (open or wary)

DLOs Can Stimulate Creative and Writing SkillsPoor Girls - Detroit 1900-1910

WSU VMC 20 Poverty Scene 22060

This information can start the creative process for a writer.The character’s form begins to take shape in the writer’s mind.

Analyzing Photographic Clues

Page 10: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Can Stimulate Creative and Writing SkillsPoor Girls - Detroit 1900-1910

Contextualize the images historically

In 1883 Emma Lazarus wrote the words inscribed on the Statue of Liberty:

"Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!”

http://www.sonnets.org/lazarus.htm

WSU VMC 20 Poverty Scene 22060

Historical context can help the writer to realize the larger events that create individual stories such as portrayed by the image of the two little girls.

The Ideal

Page 11: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Can Stimulate Creative and Writing SkillsPoor Girls - Detroit 1900-1910

The Journey

http://www.gjenvick.com/CunardLine/SteamshipTickets/1895-05-29-SteeragePassengerContract.html

“Crossing the Atlantic was a long, uncomfortable journey. The trip lasted two to three weeks. Immigrants slept and ate in the storage class. This area of the ship was below water level, so it was always dark. Immigrants in steerage were crowded together and had to share their space with livestock animals. The conditions were unsanitary and people often became sick. When the weather was nice , steerage passengers went up to the ship’s deck for a bit of fresh air.”

http://books.google.com/books?hl=en&lr=&id=sDzpNOFRYmIC&oi=fnd&pg=PA4&dq=steerage+immigrants+1900s&ots=If8WjU77uM&sig=_zmhcBWEAl3sweww2pZqCTJobeI#v=onepage&q=&f=false

Sample steamship contract for steerage passenger

Page 12: Creating a Multimedia Digital Learning Object in Powerpoint

“Between 1870 and 1910, 16 million people immigrated to America”. “The population in poverty was approximately 45% in 1870, it declined to around 30% by 1910, only to reach about 45% in the mid 1930’s …”

http://www.uncp.edu/home/canada/work/allam/18661913/index.ht

http://docsouth.unc.edu/nc/childlabor/ill14.html

The Reality

http://www.immigrantslist.org/pages/population_facts_numbers/

DLOs Can Stimulate Creative and Writing SkillsPoor Girls - Detroit 1900-1910

Contextualize the images historically

Page 13: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Can Stimulate Creative and Writing SkillsPoor Girls - Detroit 1900-1910

Who Will Tell The Story?

An image can present the writer with options to explore storytelling from different perspectives.

What will the story be if told by:o The mothero The fathero The photographero The girls themselves

- as children- years later as adults

WSU VMC 20 Poverty Scene 22060

By examining multiple narrative perspectives the writer can create a story with greater depth and breadth.

Page 14: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Can Stimulate Creative and Writing SkillsPoor Girls - Detroit 1900-1910

Using what you have learned:

Analyze the clues in this photograph Put it in historical context Determine who will tell the story

What are the factual clues?What are the emotional clues?What was life like in the1920s?How many ways can this story?

•As a family story•As a story of hope•As a story of poverty in America

Who should tell the story?• One of the girls?• A neighbor?• An observer?• The photographer?

WSU VMC Poverty Scenes : Family and Furniture on Street : Evictions 64802_1

Page 15: Creating a Multimedia Digital Learning Object in Powerpoint

SUMMARY:

This DLO has illustrated how images can stimulate creativity through:

1. Analyzing Images for:• Factual clues• Emotional clues

2. Creating a story based on historical accuracy

3. Determining the different perspectives various narrators

DLOs Can Stimulate Creative and Writing SkillsPoor Girls - Detroit 1900-1910

Page 16: Creating a Multimedia Digital Learning Object in Powerpoint

THE Michigan Theatre

DLOs Present Information Effectively

Learning Objectives: After completing this DLO the student will understand how: Architecture can: Reflect: Economic Realities Cultural Tastes Create: Awe Fantasy Escapism Trace: • Community History

Multimedia used:• Text • Photographs • Video

Introduction: This multimedia DLO will use the history of the Michigan Theatre to illustrate the history of the city of Detroit.

Explanation: This multimedia DLO will illustrate the conceptthat architecture mirrors the taste, history and economic reality of a community.

Page 17: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Present Information EffectivelyTHE Michigan Theatre

Sample Vaudeville Poster

Posters like this helped to lure patrons into the fantasy world

of the Michigan Theatre.

http://commons.wikimedia.org/wiki/File:Seattle_-_Moore_Theatre_-_early_vaudeville_poster.jpg

Page 18: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Present Information EffectivelyTHE Michigan Theatre

Architectural Design Can Reflect Economic Realities

“The 4,038-seat Michigan Theatre (1927) … was designed in French Renaissance style at a cost of $5 million and was the largest theatre in Michigan.” http://www.buildingsofdetroit.com/places/mi

$5 Million dollars in 1927 is the same as $61,98,0000 today.

http://www.measuringworth.com/calculators/uscompare/result.phpWSU VMC Michigan Theatre 64050_4

“The 1920s were a time of unprecedented prosperity for Detroit. The booming city was a metaphor for American opportunity…huge ornate theaters were built downtown for movies and stage shows.” http://guides.travelchannel.com/detroit/city-guides/historical-background

Page 19: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Present Information EffectivelyTHE Michigan Theatre

WSU VMC Michigan Theatre 64050_4

Architectural Design Can Reflect Cultural Tastes

The architectural design of the Michigan Theatre symbolized the wealth, the power and the cultural tastes that existed in Detroit during the 1920s.

The Michigan had a lobby four stories high with room for as many as 1,000 patrons who could wait for the next showing. Velvet ropes contained the crowds while a pianist entertained. Paintings by artists such as Thomas Hovenden, Edwin Blashfield and Douglas Volk adorned the lobby walls. The ceiling provided a sight as awesome as any cathedral, with white marble sculptures of "Cupid and Psyche" and a life-sized pair of rearing horses pulling a Roman chariot…the Michigan was "a castle of dreams http://apps.detnews.com/apps/history/index.php?id=30

Page 20: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Present Information Effectively and EfficientlyTHE Michigan Theatre

WSU VMC Michigan Theatre 64050_4

Architectural Design Can Create Awe, Fantasy and Escapism

We can see the elements of classical references, music, art, breathtakingly high ceilings all

combined to weave an atmosphere to transport patrons into another

world.“styles ranged from Western to Chinese to French Baroque ... [turning]… movie palaces into an art.”

http://xroads.virginia.edu/~ug00/3on1/movies/Palaces.htm

“…theater architect John Eberson called movie palaces "the most palatial homes of princes and crowned kings for and on behalf of His Excellency--the American Citizen,“

http://xroads.virginia.edu/~CAP/PALACE/home.html

Page 21: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Present InformationTHE Michigan Theatre

The once grand Michigan Theatre closed in 1976. “Tenants in the adjoining office building needed … parking, and … the building owners decided to demolish the theater portion for parking, since it was no longer in use. The theater had to be carved into a parking garage because studies … showed it would endanger the soundness of the adjoining office building. Because of this, much of the theater remains today … the fact that the once-grand theater is now used for parking is as sad as it is ironic.”

http://www.buildingsofdetroit.com/places/mi

Tracing a Community Through its Public Buildings

“Detroit is the largest city of opportunity in the world.“ -Detroit City Directory, 1924-1925

1926

1976

The Michigan Theatre has been like a barometer of the Detroit’s economic health. As Detroit’s financial health declined so too did the condition of the Michigan Theatre.

Michigan Theatre VideoYouTube

http://www.youtube.com/watch?v=bZ-dw5izGVQ

Page 22: Creating a Multimedia Digital Learning Object in Powerpoint

DLOs Present Information EffectivelyThe Michigan Theatre

Opened in 1928, during the same economic period as the Michigan Theatre, the Fox Theatre has not only managed to

survive but to thrive.

Using what you have learned explain:

1. How the Fox Theatre illustrates architectural design can reflect economic reality, cultural tastes while also creating an atmosphere

of awe, fantasy and escapism.2. How the Fox Theatre paralleled

the economic picture of Detroit.3. Why the Fox Theatre escaped the

fate of the Michigan Theatre did not.http://apps.detnews.com/apps/history/index.php?id=63

Page 23: Creating a Multimedia Digital Learning Object in Powerpoint

This multimedia DLO has shown:

1. The way buildings can mirror a city’s economic reality

2. The connection between architecture and culture

3. How architecture can combine historical design features

to create fantasy worlds.

4. The history of a community

DLOs Present Information EffectivelyMichigan Theatre

Page 24: Creating a Multimedia Digital Learning Object in Powerpoint

SummaryA Digital Learning Object is made of “small reusable units that can be fitted together in any number of ways to produce customized experiences tied to an educational objective.” http://archive.nmc.org/guidelines/NMC%20LO%20Guidelines.pdf

In our three DLO examples our “small reusable units” were: In the “Poor Girls – Detroit 1900-1910”

• photo of two girls• immigration chart• Emma Lazarus poem• steerage ticket• description of traveling in steerage

In “The Michigan Theatre” DLO • photos of Michigan Theatre (then and now)• illustration of vaudeville poster• Michigan Theatre facts (size, cost, seating capacity)• Architectural design features• Cultural Influences in early 20th century theatres

Page 25: Creating a Multimedia Digital Learning Object in Powerpoint

SummaryWe followed the seven elements of digital learning objects:

Introduction: “Poor Girls” We are going to show how a multimedia DLO

can help stimulate creativity and writing skills

“Michigan Theatre” This multimedia DLO will use the history of the Michigan Theatre to illustrate the history of the city of Detroit.

Page 26: Creating a Multimedia Digital Learning Object in Powerpoint

SummaryLearning Objectives: “Poor Girls” After completing this multimedia DLO the student will be able to:

Analyze images based on factual and emotional clues Date images historically Create a digital story within the larger historical structure Explore storytelling from different narrative perspectives

“Michigan Theatre” After completing this DLO the student will understand how: Architecture can: Reflect: Economic Realities Cultural Tastes Create: Awe Fantasy Escapism Trace: • Community History

Page 27: Creating a Multimedia Digital Learning Object in Powerpoint

Multimedia Elements within our DLOs