MULTIMEDIA & TECHNOLOGY

MULTIMEDIA & TECHNOLOGY Applying new technologies in the classroom.

MARIA ESTELA ACEYTUNOBALTAZAR 3rd. Edition 2011

1

The text: Maria Estela Aceytuno Baltazar

This edition: EDICIONES MEAB Guatemala, 1022 Tel: 53592908 Fax: 24233234 [email protected] www.edicionesmeab.com http://www.wix.com/estelamrp/coliovidanueva First edition:Julio de 2000 Second edition: July 2003 Third edition: August 2010 First printed: March 2010 Second printed: April 2011 ISBN: 98-98768833-98 Printed in Guatemala Guatemala, Centro América.

2

I am a student at the Universidad Mariano Gálvez de Guatemala, and now I am in the 4th semester of Licenciatura en la Enseñanza del Idioma Inglés con Énfasis en Tecnología, this Project was created thinking in all the positives things that we as teachers can reach by using technology in our classrooms and by creating innovation and good interactive teaching and learning class. I am working at school ITED and in this place I am applying a lot of the content of this book because it helps me to create interesting classes for my students and they enjoy them because of the use of technology.

3

4

CONTENT PAGE

About the author 2

Prologue 6

Introduction 7

Multimedia projects 8

3 stages process for multimedia projects 8

Pre-production 9

Production 12

Post-production 12

Multimedia Project in schools, industry, magazines, reports, newspaper, and commercials

13

School projects 13

Industry projects 14

Critic´s Circle 15

Technology and Multimedia 21

5

Education options 23

Implementing the 7 Principles in Technology

24

Visual cues 28

Some important programs that support teaching with multimedia

30

Glossary 31

Bibliography 32

E-graphy 33

Conclusion 34

6

This book contains 7 topics, each one of the topics contains subtopics, the first topic is about multimedia projects and its three stages of process, the second talks about some multimedia projects that can be develop in the school, industry and etc. The third topic is about the critics circle project and each one of the parts of this one. Fourth topic is the technology and multimedia, the fifth topic is about the 7 principles of a good practice in technology, the sixth topic is about visual cues and the uses of them, and finally some importance programs that support teaching with multimedia such as: flash, PowerPoint, prezi, wix and etc.

7

There are serious doubts about whether in schools where the student acquires the knowledge and skills that are necessary to function in the society. Formal education is not even the area where the student receives more information. The media seems to have taken the place of school and family as the main agents of socialization. This, of vital importance in education, has produced for three main reasons, first because of the ubiquity of media such as radio and television that have invaded virtually every household in the developed and developing, in Second, the playful character of the media and their languages, which have been filed related to fun and entertainment, and finally because the school has not been or could not be echoed in the new forms of code, and file structures information prevailing at present and that the development of information technology and communication have made possible. That´s is the principal reasons of the creation of this book, to give orientation and some ideas to teachers and students.

8

MULTIMDIA PROJECTS

Nowadays the educators in elementary schools, middle schools and high schools could help their students to create or use multimedia projects.

The most important thing here is to integrate multimedia projects in our classroom curricula because in this way we can help our students to achieve their goals, some of those goals include improving higher-order thinking skills, working group, learning content , the organization of representations of knowledge.

Student should decide what kind of information to include in the project, because they should present the correct pieces of information by doing or using appropriate text, graphics, images, audio and video and also apply the use of links in order to match another kind of content.

It gives to the students the opportunity to learn in a significant way, they should organize the information linearly, in a single sequence from the beginning to the end.

It also involves links that join different pieces of text and they are called:

HYPERTEXT

HYPERMEDIA

HYPERTEXT

Hypertext is text which contains links to other texts.

HYPERMEDIA

An extension to hypertext that supports linking graphics, sound, and video elements in addition to text elements.

It allows students to use links and look more relations and organize the information, because it also helps students to learn and practice several methods for using hypermedia links and to organize the information.

3 STAGES PROCESS FOR MULTIMEDIA PROJECTS

Multimedia projects with a well thought out three-stages process involving:

Pre-Production Production

9

Post-Production

PRE-PRODUCTION

The Idea

The first questions we should ask is "why" do we want to develop a multimedia project?

Is multimedia the best option? Would a print product be more effective? Is the idea marketable?

Project Goals

The project needs to accomplish. The goals have to be measurable. Who is your project for?

Age Gender Educational background Socioeconomic level Ethnic background Language Profession Expectations

Project Concept

The principal idea is born after several circles of brainstorming.

Delivery Medium

What is the medium in which our audience is going to reach our project?

CD-ROM Disks The web Intranet Computer kiosks

10

Authoring Tools

The authoring tool to be use in the project is the vehicle for match or integrates all pieces such as:

Text Graphics Animation Sound Video

Planning

It is a factor that determines the success and failure of the project, so we determine:

What building blocks go into your multimedia project How long will each task take How much will the product cost Who is going to do the work

11

Resource Organization: It is formed by categories or groups, in this organization comes the interface, that leads the user to the information.

Flowcharting: The flowchart is a visual summary of the content each link represents a display or control that must be created.

Orientation: The opening screens are the graphic and verbal directions to enable the user to find his way around the content.

Navigation: The flowchart is the roadmap, and the navigation is the signposts. Remember, the shortest path between two points is a straight

line.

Defining Screen Action: The screen or interface action directs how the interface responds to the user.

Designing Interface Controls: In this step, the interface controls for each portion of the project are designed. The functionality is analyzed and

evaluated individually and as a whole throughout the product.

Storyboards: it brings together all the elements with the controls and depicts the sequence of the action.

Interface Layouts: Each object on the screen serves a purpose and communicates a visual message about the content to the user. The goal

is to keep users oriented and draw them into the product.

Creating Interface Elements: It is using a variety of methods and tools. These components may include images, graphics, text, video, sound, and

animation.

Creating Access Controls: They should be self-explanatory and contribute to the overall screen design. Controls can be buttons, icons, images, or

text.

Integrating Media Elements: The authoring tool is used to put together and blend all the media elements into a cohesive whole.

12

PRODUCTION

POST-PRODUCTION

Scriptwriting: It is the text; transitions, audio

narrations, voice-overs, and video are written.

Editing: All the scripts, interfaces, and text content

are edited for clarity, grammar, and consistency.

Shooting New Images: Plan the who, what, where,

when, and how much, then schedule the photo shoot. Copyright, permission, and ownership guidelines need

to be kept in mind.

Creating Original Art: Illustrations, graphics, buttons, and icons are

produced using the prototype screens as a

guide.

Digitizing Art: it is a generated art as well as

digitized art must be use; number of colors, palettes, resolution, format, and size

are addressed.

3-D Modeling and Animation: The 3-D artwork

is created, rendered, and then prepared for use in the

authoring tool.

Shooting and Digitizing Video: The edited scripts are

used to plan the identify location, performers, time

schedules and budget.

Recording and Digitizing Audio: they are used to plan the budget, performers and time schedules after which

the recording session is scheduled.

Proofreading: proofreader reviews all video and audio against the edited scripts.

Quality Control: The final step checks the overall

content functionality and usability of the project.

Testing and Debugging: The product is tested on multiple computers and monitors.

Mastering: Mastering can be as simple as writing a CD-ROM or floppy disk.

Archiving: The original files, including audio, video, and the native software formats, are archived for future upgrades or revisions.

Duplication: The duplicates are created from the original and packaged accordingly.

Distribution: The final step in the process is distributing your multimedia project.

13

•Student websites, present an effective way to assess student knowledge because they incorporate a variety of skill sets. It can be done either individually or as a group; also, it can require students to write, create, visualize and organize, as well as build their computer programming skills

Website Projects

•Newer digital video cameras (Flip camera) are extremely portable and cost-efficient. They can allow students to easily create documentaries, movies, newscasts and more. Like website projects, video-based assessments require students to utilize their writing, editing and organizational skills.

Digital video projects

•More schools are requiring their students to incorporate Powerpoints into their class presentations. Providing students the opportunity to create Powerpoints in school will help them become more successful and prepared for college-level academic requirements. By these presentations, students can learn how to write concisely, incorporate graphic organizers, charts and graphs, and confidence through public speaking.

Powerpoint or Keynote Presentations

Multimedia Project in schools, industry, magazines, reports, newspaper, and

commercials

School Projects

Nowadys digital world, school students must have the opportunity to learn how to design, create and present a host of multimedia projects. Today's students must be proficient, have advanced knowledge related to a variety multimedia outlets, including websites, podcasts, digital video projects, and presentation software such as Powerpoint and others. Likewise, to teach effectively, teachers must develop assessments related to the creation of these types of projects. At some points, students might be searching for multimedia ideas for a classroom project, or ways to assess students' knowledge, etc. Examples of school´s projects:

14

Industry Projects

The development of online and multimedia materials is to support a wide range of knowledge construction activities including collaborative learning in industries, corporate training, research collections and tools as well as an extensive portfolio of online undergraduate and postgraduate course materials.

RePAH

Research Portals in the Arts and Humanities (RePAH) set out to discover the behaviour and needs of researchers in the Arts and Humanities in respect of portals, inlcuding information about information discovery strategies, awareness and attitudes, user activity and responses to future portal developments

Photographs Exhibited in Britain 1839-1865

An Arts and Humanities Research Board funded project to create an online database of over twenty thousand exhibition records transcribed from 46 catalogues, citing works submitted by over a thousand photographers

Three Centuries of Transport

A New Opportunities Fund project to create online museums research and learning resources based on archive records of early canals, railways and aviation, including the Bridgewater Canal, the building of the Manchester Ship Canal, the building of the London Extension of the Great Central Railway and the history of British aviation development at Filton and Patchway in South Gloucestershire from 1910 to the present.

15

CRITICS´CIRCLE GROUP CREATE THEIR CRITICS´ CIRCLE

Select a movie and divide the class into groups of five students each.

Each group begins by holding a roundtable discussion of the movie in which everyone gets a chance to be heard.

Their icons are arranges around a critics ´circle, these icons are not merely pictures on the computer screen; they are actually button objects that tell the computer`s audio adapter to start recording, stop recording, or play back what the critic recorded.

AUDIO USE EACH PROJECT

16

Teachers, staff, parents, and other students play the role of users of the group´s completed project.

ROLE PLAY IN CRITICS´CIRCLE PROJECT

Teacher selects projects, executes four-step process, and facilitates creation. Students create projects in groups, playing the role of critic, image and icon

specialists, and analyst. Users enjoy and evaluate the projects. Support staff assists the teacher in setting up equipment and installing

templates.

INTERNAL VIEW OF CRITCS´CIRCLE

Uses an appropriate selection of different media for different purposes. It uses voice, drawings, and images to present informal information that captures each critic´s emotion and mood. The definition of this project prescribes the roles for the respective media.

17

THEORY

The major goals help students meet appear. Meeting such goals can represent an important cognitive and interpersonal experience.

This project requires a team effort resulting in a presentation in front of the whole class, including and selecting a subset of the group members „views that represent a complete spectrum of opinion and are individually and collectively interesting and engaging.

The project gives the group and opportunity to use multiple media to express, analyze, and possibly reconcile the opinions.

You would probably select critics‟ Circle because of the higher-order thinking skills, interpersonal skills, or content material learning that it can promote.

GOALS OF CRITICS´CIRCLE PROJECT

Higher-order thinking skills

Formulating viewpoints Choosing among different viewpoints Analyzing and meaningfully communicating

contradictory opinions Synthesizing and composing a concise summary Articulating and refining an oral statement Imagination and empathy Role playing to cover a range of opinions

Group and interpersonal skills

Recognizing a spectrum Working successfully in a group Noting what different people react

Content material learning

Expository writing Deeper understanding of tensions Dramatic and production values Content of movie or other subject discussed

Technical skills Recording voice Creating and recording images Linking to provide coherent and logical organization Express opinion in text, graphics and speech Crating expressive graphic icons Modifying a template

Current curriculum standards call for attention to the different kinds of communication skills, the project requires students to go through a process that includes brainstorming, exposition with feedback, writing, editing, and publishing or performance.

18

PRACTICE

It shows how to prepare, assigning, creating and reflecting on this project:

PROCESS STEPS FOR CRITICS´CIRCLE PROJECT

STEP ONE TEACHER PREPARES

Select goals Determine group working Select items required Define characteristics

STEP TWO TEACHER ASSIGNS PROJECT

Announce topic, educational goals Present organizing principle Divide sources of images Suggest subtasks Allot time for completion

STEP THREE STUDENTS CREATE PROJECT

Brainstorm Select the three critics Rehearse stating the opinions Record each critic`s opinion Design icons Put in each critics image Analyze the arguments and write the summary Assemble and test the complete project

STEP FOUR REFLECTION

Student do self-evaluation Teachers reflect on the project Review any public performances Conduct class evaluation

19

I selected the topic three weeks ago, I determined the groups in which the

students worked and also I defined the characteristic of the project it was called MURAL NEWS.

I announced the topic, it contained educational goals for my students, I presented them the organizing principles of the project, they divided the sources and suggest each other subtasks such as use a lot of the elements of a real newspaper for example humor, jokes, sports, technology, healthy and other interesting sections, and one that I really enjoyed was the section of interviews because they did it with all the teachers of the school.

20

Students shared information, suggestion and ideas about the project, they also did critics of the ideas of the other groups, they gave their points of view and they also analyzed the arguments and wrote news or commentaries.

Students evaluate themselves, I did reflections on the project and as a group of class we evaluated and did a lot of commentaries about the project of each group.

It was the result of the project, some students decided to use a lot of kind of paper and colors but there were other that just used one color and burn the edges of the paper giving them an effect of an ancient news, in the case of the picture to your right it was a group of electronic students and they did this using big

letter that contained light inside them of a lot of colors that gives them a beautiful effect and it was one best for me because of their creativity, because they integrated a lot of projects that they realized in other subject.

21

Technology and Multimedia

What Is Multimedia and Technology?

Multimedia technology integrates in interactive computer elements, such as graphics, text, video, sound and animation, to deliver a message.

Multimedia can be used in teaching in a variety of creative and interesting ways. Applications include teacher presentations, student projects, and discovery learning. While teachers are stimulated to develop their own resources, many excellent instructive multimedia products are also available.

Once evolving original multimedia applications, teachers should be conscious of copyright subjects and infringements, particularly when incorporating video, images, and sound from other sources.

Multimedia technology applies communicating computer elements, such as

graphics, text, video, sound and animation, to bring a message. If you have a ability

(ability, skill, talent) for computer work and are interested in digital media, read on

to discover vocation and education opportunities existing in this growing specialty.

22

Multimedia resources and learning environments can minimally be considered the

grouping of print and images, but commonly involve streaming video, music,

instant messaging, or interactive online features.

These applications are attractive more mainstreamed as computers and Internet

networks are upgraded in schools, libraries and homes.

Multimedia Technology Defined

Multimedia technology refers to communicating, computer-based applications that

let people to join ideas and information with digital and print elements.

Professionals in the field use computer software to develop and manage online

graphics and content. The work that media technology authorities produce is used

in various mediums, such as training programs, Web pages and news sites.

Career Opportunities

There are a many engagement opportunities for multimedia technology

professionals in a variation of industries. Anything that needs to be connected to an

audience can have digital and print images, text or animation to catch the

attention and deliver the note. You might find a position in marketing or

advertising. You may be employed in publishing and be responsible for managing,

designing or producing multimedia content for websites, newspapers and

magazines. Possible career choices include:

Web developer

Graphic artist

Digital photographer

Instructional designer

Production assistant

Desktop publisher

23

Education Options

We can imagine learning how to use computer programs and make interactive

performances or materials. You may be skilled to use website development

software like Cascading Style Sheet or the Adobe suite, which includes Photoshop,

Flash, Illustrator and Dreamweaver. You may also learn design techniques using

multimedia technology and be stimulated to develop your own creative style and

make personal works of digital art. Multimedia technology courses typically include:

Interactive media

Website design fundamentals

Electronic imaging

Introductory photography

Animation

Multimedia programming

Graphic design

Digital editing

The future of multimedia technology is reliant on upon the evolution of the hardware. As

storage devices get faster and larger, multimedia systems will be able to enlarge, and

increased use of DVD should result in improved quality.

24

The frequent contact with the class is an important factor in student motivation and involvement. Teacher´s contact helps students get through rough times and keep on working.

Communication technologies increase access to all members, help them share useful resources, and provide for joint problem solving and shared learning can usefully augment face-to-face contact in and outside of class meetings.

Electronic mail, computer conferencing, and the World Wide Web increase opportunities for students and faculty to converse and exchange work much more speedily than before, and more thoughtfully and “safely” than when confronting each other in a classroom or faculty office.

Implementing the 7 Principles in Technology The Seven Principles of Good Practice were created in 1987; original communication

and information technologies have become main resources for teaching and learning in

education. If the control of the new technologies is to be fully realized, they should be

working in ways consistent with the Seven Principles.

1. Practice Encourages Contacts between Students and Teacher

25

Learning is enhanced when it is more like a team effort than a solo race. Good learning, like

good work, is collaborative and social, not competitive and isolated. Working with others

often increases involvement in learning. Sharing one‟s ideas and responding to others‟ improves

thinking and deepens understanding.

Study groups, collaborative learning, group problem solving, and discussion of assignments can all be dramatically strengthened through

communication tools given by technology.

The extent to which computer-based tools encourage spontaneous student collaboration

was one of the earliest surprises about computers. A clear advantage of email is that it opens up communication among classmates even when they are not physically together.

This kind of “collaborative learning” would be all but impossible without

the presence of the multimedia.

2. Good Practice Develops Reciprocity and Cooperation among Students

3. Good Practice Uses Active Learning Techniques

a. Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives.

a. The range of technologies that encourage active learning is staggering. Many fall into one of three categories: i. Tools and resources for learning by doing ii. Time-delayed exchange, and iii. Real-time conversation.

26

Teachers can use technology to

provide critical observations for a

beginner.

Computers also have a growing role in

recording and analyzing personal and professional

performances.

Simulations.

E-mail for supporting person-to-person

feedback,

4. Good Practice Gives Prompt Feedback

5. Good Practice Emphasizes Time on Task

Applying realistic amounts of time means effective learning for students and effective

teaching.

•New technologies can dramatically improve time on task for students. Technology also can increase time on task by making studying more efficient. Teaching strategies that help students learn at home. Time efficiency also increases when interactions between teacher and students, and among students, fit busy work and home schedules.

27

• Expect more and you will get it. High expectations are important for everyone, and for the bright and well motivated people. Expecting students to perform well becomes a self-fulfilling prophecy.

• New technologies can communicate high expectations explicitly and efficiently. Significant real-life problems, simulations and others can set powerful learning challenges that drive students to not only acquire information but sharpen their cognitive skills of analysis, synthesis, application, and evaluation.

•With technology, criteria for evaluating products and performances can be more clearly articulated by the teacher, or generated collaboratively with students. General criteria can be illustrated with samples of excellent, average and faulty performance. These samples can be shared and modified easily. They provide a basis for peer evaluation, so learning teams can help everyone succeed.

6. Good Practice Communicates High Expectations

7. Good Practice Respects Diverse Talents and Ways of Learning

Many roads lead to learning. Different students have different talents and styles for learning. Students

need opportunities to show their talents and learn in ways that work for them.

Technological resources can ask for different methods of learning through powerful visuals and well-organized print; through direct, explicit, and virtual experiences; and through tasks

requiring analysis, synthesis, and evaluation, with applications to real-life situations.

They can drive collaboration and group problem solving. Technologies can help students learn in ways they find most

effective and broaden their repertories for learning.

28

VISUAL CUES

Visual cues help people to understand spoken words.

VISUAL SIGN POSTS

The arrangement and presentation of text and images can aid or hinder effective communication.

One key aspect of print design is providing visual signposts or visual cues that let readers know where they are and where they are going.

SOFTWARE PROGRAMS

Various software programs use visual Cues to provide user instructions. Changing the of the mouse pointer is a common way of showing the user that another Function is available. Once users have learned the meanings of the different visual cues, they don‟t need to consul ta verbal explanation of the function.

Signispoting breaks up text and images into readable, easy to follow blocks or panels of information.

Photos and captions Clip art Charts and graphic Elaborate initial caps

29

TITLES

Nameplate/title pages Headlines Secondary heading, including kickers, decks, and subheads.

PARAGRAPH EMPHASIS AND ORGANIZATION

Solid blocks of unbroken text are difficult to read. Text is made more readable by breaking up the text and using visual indicators to show where paragraphs start and end.

CHARACTER EMPHASIS

Using bold or italics text is one common method of letting the readers know what information is especially, important or noteworthy.

30

SOME IMPORTANT PROGRMS THAT SUPPORT TEACHING WITH

MULTIMEDIA

Flash is a program that we can use or apply in our classrooms because it is a tool that can help us create or make animations in some presentations that we want to present inorder to teach

to our students, it also allows to createk presentations like magazines, simulations and etc.

PowerPoint uses a graphical approach to presentations in the form of slide shows that accompany the oral delivery of the topic. This program is widely used in business and

classrooms and is an effective tool when used for training purposes.

Blogs are usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or

video. Entries are commonly displayed in reverse-chronological order. Blog can also be used as a verb, meaning to maintain or add content to

a blog.

Most blogs are interactive, allowing visitors to leave comments and even message each other via widgets on the blogs and it is this interactivity

that distinguishes them from other static websites

A webquest is an assignment which asks students to use the World Wide Web to learn about and/or synthesize their knowledge a specific topic. A “true” webquest, as originally designed by Bernie Dodge and Tom March,

requires synthesis of the new knowledge by accomplishing a “task,” often to solve a hypothetical problem or address

a real-world issue

Teachers and some school systems in the worldwide since kindergarten to university are increasingly wmploying

Prezi to augment and enhace their pedagogy. there is a significant academic reseach into Prezi´s ability to

facilitate different learning styles. In higher education learning, Prezi is used to present complext thoughts, narratives or other

visualinformation.

Wix is an oline Flash development studio that uses a drag and drop interface to allow people without any

knowledge of Flash to quickly and easily create flash websites. Teachers can create their webpage here in wix and then they can show to their students how is it used.

31

Multimedia: a combination of pictures, sound, and words, used esp. in

computers or entertainment Download: to copy programs or information to a computer, usually over the

Internet Hypermedia: a system in which various forms of information, as data, text,

graphics, video, and audio, are linked together by a hypertext program. Critic: a person whose job is to give an opinion about books, movies, or music

and theater performances Brainstorm: to suggest a lot of ideas for a future activity very quickly before

considering some of them more carefully Reflection: something that shows, expresses, or is a sign of something.

Skills: a special ability to do something

Desktop: designed to be used on or at a desk, and not carried around

Interactive: involving communication between people or reactions between

things that work together

32

Kremer, Michael (1993). "Population Growth and Technological Change: One Million B.C. to 1990". Quarterly Journal of Economics (The MIT Press) 108 (3): 681–716. doi:10.2307/2118405. http://jstor.org/stable/2118405.

Frank Popper (2007) From Technological to Virtual Art, Leonardo Books, MIT Press Charlie Gere (2005) Art, Time and Technology: Histories of the Disappearing Body, Berg Ambrose, Stanley H. (2001-03-02) (PDF). Paleolithic Technology and Human Evolution.

Science. http://www3.isrl.uiuc.edu/~junwang4/langev/localcopy/pdf/ambrose01science.pdf. Retrieved 2007-03-10.

Kevin Kelly. What Technology Wants. New York, Viking Press, October 14, 2010, hardcover, 416 pages. ISBN 9780670022151

33

http://es.wikipedia.org/wiki/Multimedia http://sites.google.com/site/filjoseph22/3-stages-for-multimedia-projects http://wiki.answers.com/Q/List_the_stages_in_multimedia_production http://encyclopedia.jrank.org/articles/pages/6821/Multimedia-in-Education.html http://www.eda.kent.ac.uk/undergraduate/ug_multimedia.aspx

34

As conclusion it was created in order to help teachers and students to create innovative and interesting teaching and learning environments by using multimedia, but in this case we can called TIC, it was created in order to teach or show some of several elements that can be integrated during the process of learning and teaching.

Students and teachers are the principal actors of this process because of the implementation or use of new technologies.

35