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Transcript of MULTIMEDIA
2011
Magaly Rodriguez
607607446
03/10/2011
MULTIMEDIA
Licda. Magaly Rodriguez
Licenciatura en Tecnología Educativa 2
MULTIMEDIA
Magaly Rodriguez
607607446
Universidad Mariano Galvez
First published 2011
Licda. Magaly Rodriguez
Licenciatura en Tecnología Educativa 3
Thanls to God, to my family, to
my friends, to my teachers adn
to my effort.
We have passed many things
that I am going to remember for
ever.
Licda. Magaly Rodriguez
Licenciatura en Tecnología Educativa 4
INTRODUCTION
Nowadays technology is part of or life and multimedia is part
of technology, so now we have to learn to integrate both on our
teaching and learning process.
There are different types of multimedia projects and every
project have a process to it creation.
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Licenciatura en Tecnología Educativa 5
INDEX
1. Multimedia projects 5
2. Types of multimedia
project 20
3. Critics circle project 26
4. Technology and
multimedia 33
5. 7 Principles of good
practice in technology 36
6. Visual Cues 40
7. Programs that support
Teaching with
Technology 43
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Licenciatura en Tecnología Educativa 6
Licda. Magaly Rodriguez
Licenciatura en Tecnología Educativa 7
MULTIMEDIA PROJECTS
Multimedia is defined as a combination of text, audio,
animation, video, images/graphics, and interactivity. Some of the
goals that multimedia include are: improving higher-order thinking
skills, enhancing interpersonal group skills, learning content by
constructing and organizing representations of knowledge, and
incidentally learning how to make effective use of media and
computers.
In multimedia environments, learners construct meaningful
knowledge by "selecting words and selecting images from the
presented material, organizing words and organizing images into
coherent mental representations, and integrating the resulting
verbal and visual representations with one another" (Mayer, 1997)
Creating a multimedia project can give students the opportunity
to learn significantly more than they could learn by creating a
report that contains text and images or even by creating a
videotape that contains all five media.
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Licenciatura en Tecnología Educativa 8
In a report or a videotape, creators must organize information
linearly, that is, in a single sequence from beginning to end. In a
multimedia project, however, creators use links to arrange
information in more meaningful organizations.
All media involve links, they are that join different pieces of
text are called hypertext links, the combination of links and text is
called hypertext, links that join other media, in addition to text,
are called hypermedia links, and the combination is called
hypermedia. Creating a multimedia project on a computer allows
students to use links to visualize more relations and organize
information in more meaningful ways, creating other multimedia
projects helps student to learn and practice a wide variety of
methods for using hypermedia links to organize information.
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Licenciatura en Tecnología Educativa 9
THE ROLE OF COMPUTERS IN
MULTIMEDIA
Using a multimedia authoring system program, students can
create media, buttons, and links quickly and easily, a user can
create and select any desired buttons to see events in any desired
order after it they can determine what part of the project the
user will see next, selecting another button tells the computer to
show the timeline screen again.
EVOLUTION OF MULTIMEDIA
The essence of multimedia, however, is interactivity rather than
just multiple media.
At first, multimedia meant a class seeing and hearing a
presentation that required an audio tape player and either a film-
strip projector or a slide projector.
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Licenciatura en Tecnología Educativa 10
A beep on the tape, interspersed with narration and background
music, told the operator when to advance to the next picture.
Later, multimedia came to mean a larger audience seeing and
hearing a more complex presentation that required several audio
tape players, slide projectors, and movie projectors, all under the
control of a special purpose computer.
Today, multimedia has come to mean an individual or a small
group using a personal computer to interact and students can
create such multimedia projects using a computer and a multimedia
authoring system.
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3 STAGE PROCESS FOR MULTIMEDIA PROJECTS
A multimedia product is made up of many ingredients from
existing print products or from a multitude of software. Each
product has its own set of requirements.
three-stage process involving:
PRE-PRODUCTION
The Idea
The first question we ask is "why" you want to develop a multimedia
project?
• Is multimedia the best option, or would a print product be
more effective?
Project Goals
We determine what the product needs to accomplish. The goals
have to be measurable and behavior-based from the visitor's
standpoint.
Pre-Production
Production
Post-Production
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Demographics of Target Audience
Who is your product speaking to:
Product Concept
The core idea is born after several rounds of brainstorming.
Delivery Medium
How will your message or information reach the audience
• CD-ROM
• Disks
• The web
• Intranet
• Computer kiosks
• What types of equipment does your audience have
• What obstacles must be overcome
Age
Gender
Educational background
Socioeconomic level
Ethnic background
Language
Profession
Expectation
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Authoring Tools
We determine the authoring tool to be used in the project. This
is the vehicle for integrating all the pieces:
• Text
• Graphics
• Animation
• Sound
• Video
PRODUCTION
Planning
Planning - the crucial factor determining success and failure. If
you fail to plan, you're planning to fail. 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
Resource Organization
The product's content is arranged into categories or groups.
From this organization, comes the interface, which leads the user
to the information.
Orientation
The opening screens are the graphic and verbal directions to
enable the user to find his way around the content.
Navigation
The navigation is the signposts.
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Defining Screen Action
The screen or interface action directs how the interface
responds to the user.
• what they will want or need
• what their expectations may be
• what assumptions they may make while using your product.
Designing Interface Controls
At this step, the interface controls (how the user interacts with
the computer screen) for each portion of the project are designed.
The functionality is analyzed and evaluated individually and as a
whole throughout the product.
POST-PRODUCTION
Storyboards
The storyboards are the blueprints for your multimedia project.
Theme Development
The visual theme or style is determined by the content and the
audience.
Creating Interface Elements
The interface design is broken down into individual components,
which are constructed using a variety of methods and tools. These
components may include images, graphics, text, video, sound, and
animation.
Integrating Media Elements
The authoring tool is used to pull together and blend all the
media elements into a cohesive whole. As the elements come
together, the storyboards come to life.
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Theory
Advantages
It enables student to represent information using several different
media.
It enables students to employ hypermedia
links to organize information in many
meaningful ways.
It involves a sufficiently wide variety of activities
and skills that all members of a group can work on effectively over
an extended interval
We take as given that students learn better
If they construct knowledge actively rather than merely
receiving information passively
If they learn to work in groups as well as to
work alone; and
If they learn by using multiple sensory
modalities in addition to using the most
important modality, namely writing and
reading text.
Other advantages
They involve substantial work, open-ended
assignments,
The projects tend to be interdisciplinary
activities that involve teamwork and profound application of concepts.
A way for students to achieve high self-
esteem, to increase their ability to function
as self-directed learners, to learn to
think effectively, and to practice problem-
solving and decision-making.
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MEDIA
We shall refer to the media by the following five media:
Text: Letters, numbers, and special symbols
Graphics: lines, circles, boxes and other shapes filled with shades of gray or colors
Images: still pictures with shades of gray or colors
Audio: voices, natural sounds, music and sound effects
Video: pictures that appear one after another sufficiently rapidly to give the illusion of continuous motion, without jerking or flickering
Text Graphics Images
Audio Video
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MEDIA AND PROJECTS
Text is generally the most effective medium for expressing
concrete facts such as who was involved and what transpired.
Graphics, such as timeline and a, are deal for diagrams that show
how events relate to one another, such as temporally and spatially.
Image adds impact to many events. Audio, students speak into a
microphone and the computer converts their voices to digital form.
Hypermedia links allow students or other users of the project to
see and hear critics` opinions in any order and to read and think
about the summary whenever they desire.
Trailers requires o more hardware than does Critics’ circle. This
project uses analog video. The video signal goes directly from the
laser disc player to a television monitor, without being converted to
digital form and without passing through the computer.
GOALS
The main reason for teachers to challenge students to create
multimedia projects is to help students learn subject material and
to develop their ability to analyze and draw conclusions about the
subject material.
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Higher-order thinking skills
Applying complex concepts
Understanding and designing navigation and tours through
information
Presenting information appropriately and effectively
Selecting media and using them effectively
Using media to exhibit sense of the times, drama, and impact
Group and interpersonal skills
Working successfully in a group`
Improving interpersonal relationships
Planning useful interim milestones
Working with members of other groups in the class
Interacting with people outside the classroom
Content or discipline
Learning significant facts and concepts in a given discipline
Learning interdisciplinary topics
Understanding and using vocabulary, symbolism, and
interpretation
Technical skills
Learning project planning and execution skills
Using an authoring system´s tools
Using hypermedia links to organize information
Using, text, graphics, images, audio, and video more effectively
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MOTIVATION
Creating multimedia projects motivates students to work in a
quality manner harder and longer than in many other activities
because the resulting projects are more attractive and more
interesting than most.
Teachers should require student o create text as part of any
multimedia project. Introducing hypertext is one way to give text
its own novelty. They must dissuade students from thinking that,
because a CD-Rom can contain as much text as several hundred
books, one CD-ROM must therefore represent all the possible
point of view about a subject.
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Effective assessment is essential in order to raise working on
multimedia projects above the status of occasional entertaining
diversions.
Relation to Writing as
Process
This process includes relevant aspects of writing
as process, in which students
brainstorm, consider their
audience, prewrite, write,
edit while assisted by
feedback from others, rewrite and refine, and
publish.
Organizing Information
Organizing information by
using hypermedia links allows students to
explore several different ways in which pieces of
information relate to one
another, one way to obtain this skill
is to organize information for others to use.
Learning Multimedia skills
Many of today`s students will
spend significant portions of their
adult lives preparing
employees, employers, ad communities.
Authentic LearningCreating
a multimedia project is an
authentic reason for employing a
group of students and produces an authentic result.
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TYPES OF MULTIMEDIA PROJECTS Teachers should decide which type of presentation will apply, or if the
students will make this choice. The three types are:
Self Playing presentations: The slides advance automatically and all special
effects play automatically. There is no manual intervention at all, and the
presentation becomes a "show."
Manually advanced presentations with linear progression: The slides and text
advance only with the click of the mouse. Special effects can be set to go off
automatically or by a mouse click.
Manually advanced presentation without linear progression, or "interactive”:
The front slides have hyper links which can be clicked in any order by the
presenter. When we clicked, another slide will appear which has specific
information, special effects, and a place to click which takes the presentation
back to the front slide or on to another. Students are required to make a
"map" in advance, with lines connecting all slides (boxes) which are to be
connected by action buttons.
This type of presentation are for topics where there is no particular order
that information should be presented. Buttons can also activate sound
effects, or other actions.
MULTIMEDIA PROJECTS IN THE CLASSROOM
Electronic Portfolios
Electronic portfolios are collections or displays of student work that are
systematically compiled to demonstrate skill level, growth over time, or
understanding of a particular concept or discipline. Generally, teachers provide
students with directions, a list of content, and guidelines for building a
portfolio. Web page authoring software or presentation graphics software can
be used to create electronic portfolios.
Multimedia Slideshows
Students can create slideshows consisting of text, graphic images, audio
clips, and/or video clips for projects about almost any subject. Presentation
graphics software can be used to create multimedia slideshows.
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Tutorials
Students can create multimedia tutorials that provide step-by-step
directions to guide users through the components of a subject. Topics for
tutorials can be just about anything with an instructional sequence. Tutorials
can be created using word processing, presentation graphics, or web page
authoring software.
Research Presentations
Multimedia research presentations can be created by students to present
findings for research projects. These presentations can be developed using
presentation graphics software.
Virtual Tours
Students can create virtual tours of local places of interest and field trips
locations using presentation graphics or web page authoring software. These
tours can include text descriptions of the places with photographs, audio clips,
or video.
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ENGINEERING SOFTWARE Engineers use multimedia in Computer Simulations from entertainment to
training such as military or industrial training. Multimedia for software
interfaces are often done as a collaboration between creative professionals
and software engineers.
INDUSTRY Multimedia is also helpful for providing employee training, advertising and
selling products all over the world via virtually unlimited web-based technology
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MULTIMEDIA IN MEDICINE Doctors can get training by looking at a virtual surgery or simulating how
the human body is affected by diseases spread by viruses and bacteria and
then develop techniques to prevent it.
COMMERCIAL
Presentation are used to catch people attention in advertising,
Business to business or an interoffice communications often are developed
by creative services firms using advanced multimedia presentations instead of
using simple slide shows to sell ideas.
Virtual Brain Surgery. Dr. Martin uses 3-D imaging, developed by UCLA
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JOURNALISM
Journalists can use different new media to produce multimedia pieces for
their news stories. It enrolls global audiences and tells stories with
technology, developing new communication techniques for both media
producers and consumers.
ENTERTAINMENT AND FINE ARTS Multimedia is mostly used in the entertainment industry to develop special
effects in movies and animations.
Multimedia games are a popular pastime and there are software programs
that you can use either as CD-ROMs or online.
Multimedia applications allow users to participate active instead of being a
passive recipients it´s called Interactive Multimedia
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CRITIC’S CIRCLE PROJECT
This is a Project in which students take the role of critics and record their
oral opinions about a movie. It includes the use of several multimedia
technologies: digital audio, digitized images (still pictures), and symbolic icons.
The project steps are:
The project includes the creation of a main menu which shows an icon for each
of the critics. These icons take the user to the critic desk. There, the critic
presents his/her opinion on the movie by recordings or video.
Selection of a movie
Class is divided in groups of 5, they hold a roundtable
to discuss the movie.
They choose 3 members who will
be the critics.
Creation of multimedia
project.
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At the end, the group presents a written summary of the opinions on the
Summary Page.
Firs
t
selection of a movie.
Seco
nd
Dived the class in groups.
Thir
d
Collect the decisions
Roles in Critic's Circle Project
Teacher selects projects, executes four-step process, facilitates creation.
Students create projects in groups, playing the role of critic, image and icon specialist, analyst.
Users enjoy and evaluate he projects.
Support staff assists the teacher in setting up equipment and installing templates.
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Goals of Critic's Cricle
Project
Higher-Order Thinking
Skills
Group and Interpersonal
Skills
Content Material Learning
Technical Skills
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
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Group and Interpersonal Skills
Recognizing a spectrum of different, valid opinions on the same subject
Working successfully in a group, including choosing roles
Noting what different people react to in the selected movie
Content Material Learning
Expository writing
Deeper understanding of tensions involved in content
Dramatic and production values
Content of movie or other subject discussed
Technical Skills
Recording voice to convey informal pinions
Creating and recording images linking to provide coherent and logical
organization (hypermedia)
Express opinions in text, graphics, and speech
Creating expressive graphic icons
Using text for a formal summary of opinions
Modifying a template, perhaps following cookbook
INTERNAL VIEW OF CRITICS` CIRCLE The correct selection of voice, drawings, and images help out to present
informal information which enables to capture emotions and mood. Images ate
use to emphasize that somebody made that critics and deserves respect.
Finally it contains text which is used to emphasize formal analysis and
summary.
The icons buttons facilitates navigation throughout the project. Driven
navigation is convenient to a creator-driven tour because it presents the
information in a fixed order. The fixed creator-selected tours are used to
present information in a persuasive order. The use of template facilitates
even beginner students to complete the project without paying too much
attention to the software or to the equipment. This helps them out to finish
the project with high confidence of success.
It is important that each member of the group can perform different roles
especially if they are acting out in a role-play. One important point in selecting
Critics` Circle is because this develops high-order- thinking skills,
interpersonal skills, and content material learning that it can promote.
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Licenciatura en Tecnología Educativa 32
The project involves students to:
a) Brainstorming
b) Expositions with feedback
c) Writing
d) Editing and
e) Publishing or performance
As it was mentioned before, the project has to raise higher-order and
metalevel skills which include:
1. Recognizing different points of view
2. Organizing distinct views into a framework
3. Different modalities of expression of media
a. Oral in the audio recordings
b. Symbolic in the icons
c. Representation of the images and
d. Text in the written summary
All of these sums up will determine students develop the skills to organize
and present recorded speech, written text, images, and graphics in an
integrated and persuasive fashion or mode. Rehearsals
a. It is very important for the teacher to note down the goals and
then select the project that can help students to achieve those
outcomes.
b) Teachers must keep in mind that the major advantage of using
multimedia projects is that they often motivate students on spending
more time on the subject rather than being passive.
c) When they have their own voices and images called forth and demand
has a remarkably long-lasting appeal and can bring out dormant
tendencies toward perfectionisms.
d) Teaches need to keep in mind how to determine the groups of students
who are to work together.
e) Make sure that students keep on doing things where they feel strong,
and practicing on those in which they are weak.
f) Make balanced groups in order to achieve the goals.
g) Digital images of each student can help you out to keep students
motivated during the whole year.
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Licenciatura en Tecnología Educativa 33
a. While assigning the project, teacher should do it in advance
either by examples or by watching a movie at home.
h) Make sure that students know that they have to come up with an
attractive demonstration
i) This must be enjoyable for people while hearing.
j) Challenge students by using media in an effective and an interesting
way, using symbols, oral, and textual form. Make them get the
difference between informal speech and formal writing and how
symbolic forms can convey both.
k) Let them know the lengths of the oral project and textual material.
They have to keep oral parts shorts because:
l) Users lose track of oral information which contain three or more
different points
m) Digital audio occupies a great deal of disk space.
a. It is so important to tell students how long they have to complete
the project, and couching them to distribute the available time.
n) c. One of the purposes of Critics` Circle is make our students work
together effectively.
a. Possible way to set of steps for a group to fallow:
o) d. Both teacher and students can use multimedia mechanisms to
store their reflections on each project. The reflections (either written
or spoken) can be included in a portfolio where they will be available for
further improvements. We have to engage students in the discussion
of the entire activity, process, and content.
a. See one goal of this project is to produce major learning in the
ongoing development.
b. To make our project more interesting or attractive, teachers
might encourage different groups to address different movies.
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Licenciatura en Tecnología Educativa 34
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Licenciatura en Tecnología Educativa 35
TECHNOLOGY AND MULTIMEDIA
What Is Multimedia and Technology?
Multimedia refers to computer-based systems that use associative linkages to
allow users to navigate and retrieve information stored in a combination of
text, sounds, graphics, video, and other media. It can be used in instruction in
a variety of creative and stimulating ways.
Multimedia materials and learning environments can minimally be considered
the combination of print and images, but commonly involve streaming video,
music, instant messaging, or interactive online features. These applications are
becoming more mainstreamed as computers and Internet connections are
upgraded in schools, libraries and homes.
Multimedia technology refers to interactive, computer-based applications
that allow people to communicate ideas and information with digital and print
elements.
In multimedia degree programs, you may be trained to use website
development software like the Adobe suite, which includes Photoshop, Flash,
Illustrator and Dreamweaver. You may also learn design techniques using
multimedia technology and be encouraged 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
Multimedia systems will be able to expand, and increased use of DVD should
result in improved quality.
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Licenciatura en Tecnología Educativa 36
Technology is helping teachers to expand text-based learning and to
engage students who learn best in other ways. Its role in schools is taken as a
versatile learning tool that could change how we demonstrate concepts, assign
projects and assess progress.
Benefits
Instructors can post the course material or important information on a
course website which is going to help students to become self –learners.
Student motivation. Computer-based instruction can give instant
feedback to students and explain correct answers.
Wide participation. Learning material can be used for long distance
learning and are accessible to a wider audience
Improved student writing. It is convenient for students to edit their
written work on word processors so it can improve the quality of their
writing.
Differentiated Instruction. Educational technology provides the means
to focus on active student participation and to present differentiated
questioning strategies.
Students are encouraged to use multimedia components and to
incorporate the knowledge they gained in creative ways
Technology impacts on education
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7 PRINCIPLES OF GOOD PRACTICE
IN TECHNOLOGY
1. Good Practice Encourages Contacts between Students and
Faculty
Communication between students and faculty members is important to
increase student motivation and involvement.
With technology communications this contact has improved because it
reaches most students despite their shyness in some of them, lack of time
in other cases and gives the students the chance to go beyond and ask
other things they may need to, in order to understand better a topic. The
use of e-mail at first was only to deliver homework to the teacher, but now,
with other available tools such as computer conferencing and chats, gives
the opportunity to converse and exchange work faster and safer than
before and in a better way than being face – to – face.
Using asynchronic communication gives students the chance to analyze
what they are going to ask and to write, avoiding unnecessary details. .
2. Good Practice Develops Reciprocity and Cooperation Among
Students
Collaborative work is enhances with the use of technology because it is
easier to be in communication among students and with faculties.
Using cooperative learning is better because members in the group help
each other to accomplish tasks and each member learns from the others.
But it has to be team effort and not isolated cooperation. Group work is
strengthened when using communication tools.
3. Good practice uses active learning techniques.
Practice makes excellent teachers. In order to have a meaningful learning
practicing knowledge plays an important role.
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So in technology everybody needs to practice to developed skills.
Everybody learns by doing, not only by watching or hearing.
To improve learning:
Students need to have activities that require the use of technology.
Support students.
4. Good Practice Gives Prompt Feedback
Knowing what you know and still don’t know help you to focus your
learning. Students need opportunities to perform and receive feedback, to
reflect on what they have learned and need to learn.
Technology provides different ways to give feedback.
Simulations
Videos
Blog comments
E-portfolios
Computers can also keep track of the actions done to demonstrate how
much knowledge has been gained. By using technology giving feedback
becomes more meaning for the student.
5. Good Practice Emphasizes Time on Task
Value time is important to meaningful learning.
With technology the amount of time people spend it is important in
order to increase knowledge.
6. Good Practice Communicates High Expectations.
“expecting to have more” is a good motivation, a motivation applied for
all type of students, when someone try to get something bigger and
powerful every day, it is known that this person will get it, because his
vision of the results will search to fulfill the expectations.
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New technologies can communicate high expectations explicitly and
efficiently, because it sharpens their cognitive skills of analysis, synthesis,
application, and evaluation. This is because students know that at the end
of their work, their results will we shown in the internet, so they search by
themselves to obtain the best results they can.
7. Good Practice Respects Diverse Talents and Ways of Learning
Students need opportunities to show their talents and learn in ways
that work for them.
Every one of the students in a classroom have different ways to learn,
so they need to use different methods and activities; internet provides us,
as teachers, many opportunities to enhance our students into knowledge,
and this is because it provides us a lot of resources of information and
application.
Students need to become familiar with the Principles and be more
assertive with respect to their own learning. When confronted with
teaching strategies and course requirements that use technologies in ways
contrary to the Principles, students should, if possible, move to
alternatives that serve them better.
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VISUAL CUES
Visual cues have been important for all human beings in all different
contexts because most of the people are visual.
The role of visual cues, as its name indicates, is to automatically see a
picture and know the meaning it has or what is represents.
See, in the freeway tells us exactly that hamburgers are on
the road without writing a huge frame with huge letters letting us know.
The arrangement and presentation of text and images can aid or hinder
effective communication.
One key of visual cues is let readers know where they are and where they
are going.
Signposting breaks up text and images into readable, easy-to-follow blocks
or panels of information.
1. Artwork:
a. Photos and captions
b. Clip art
c. Charts and graphs
d. Elaborate initial caps
2. Titles
a. nameplate / title page
b. headlines
c. secondary headings including kickers, decks, and subheads
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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.
Using bold or italics text is one common method of letting the readers know
what information is especially important or noteworthy.
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PROGRAMS THAT SUPPORT TEACHING
WITH MULTIMEDIA
In technology era , almost every school has computers to use it in
education; however, the important question is how effectively it is used. The
use of technology in education will result in “good” learning only through
successful implementation.
Some advantages when some specific programs are integrated in education:
Critical Thinking and Higher
Order Learning
Generative Processing Of Information
Student-centered
Project-based, hands-on learning
Differentiated learning
Autonomous, life-long learning
Higher student motivation
Licda. Magaly Rodriguez
Licenciatura en Tecnología Educativa 46
Flash in education
Flash is a multimedia platform used to add animation, video, and
interactivity to web pages.
Flash is frequently used for advertisements, games and flash animations for
broadcast.
The presentation of multimedia materials
It enhance learning of concepts that are difficult to explain in a book,
particularly those that learners find difficult to grasp and becomes tense and
filled with panic because they don't understand. The use of movement, sound
and humor can help here!
Research into the use of Flash by pupils in schools
It could be applied as a way of experiencing problem solving and exploring
creativity whilst working to a design brief. http://www.tygh.co.uk/resources/,
http://www.tygh.co.uk/students/, and http://www.tygh.co.uk/new.html
Lastly support and training of teachers
Flash can be used in both the preparation of teaching materials and actual
teaching of pupils in the classroom and computer club.
Licda. Magaly Rodriguez
Licenciatura en Tecnología Educativa 47
Prezi in Education
Prezi is a cloud-based presentation software that show us a new world
between whiteboards and slides.
The zoomable canvas makes it fun to explore ideas and the connections
between them. The result: visually captivating presentations that lead your
audience down a path of discovery
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Licenciatura en Tecnología Educativa 48
PowerPoint in Education
PowerPoint is used when students are expected to memorize difficult
graphics, animation, and figures.
Powerpoint as well as traditional presentations can be used if students are
expected to retain information or concepts that are best conveyed through
dialog or verbal explanation, traditional presentations appear to be best.
Blogs in Education
A blog is a website in which items (topics) are posted and displayed with
the newest at the top.
Blogs often focus on a particular subject, such as food, politics, or local
news. Some blogs function as online
diaries.
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Licenciatura en Tecnología Educativa 49
WebQuests in Education
Are activities that use internet resources, which encourage students to
use higher order thinking skills to solve a problem.
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Licenciatura en Tecnología Educativa 50
CONCLUSION
We recopilate some information related with multimedia and eachin.
We learn that there are different types of programs that support
multimedia and there are different forms to create a projects it depends on
the type of project that we have to create.
Multimedia is now part of our life and we have to learn to use it to
incorporated in class.
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Licenciatura en Tecnología Educativa 51
E-GRAPHY
Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Needham Heights, MA: Allyn & Bacon
Siemens, G. (2003). Evaluating media characteristics: Using multimedia to achieve learning outcomes. Retrieved from http://www.elearnspace.org/Articles/mediacharacteristics.htm www.wikipedia.com www.google.com www.prezi.com
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