Post on 31-Dec-2015
Scaffolding to Success: Multimedia Development
Jay Melton
Prefectural University of Kumamoto
Today’s Presentation
• Provide support to students through scaffolding• Examine the steps to creating your own
multimedia lessons– Establish a need for the use of multimedia
– Map out the lesson
– Examine the hardware and software necessary
• Take a look at a prototype tutorial– A volunteer later would be great!
Transition from High School to University English Courses
• Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT)– Wants more communicative skills in English
(Yashima, 2002)
• Move from HS to university English courses may be difficult (Kawano, 1999)
• Scaffolding can help with this transition
Scaffolding
• Based on Vygotsky’s Zone of Proximal Development (Deubel, 2003; Hung, 2002)– The zone between what
can be done independently and what can be done with help
• Multimedia can useful for scaffolding (Deubel)
Define the Objectives
• Who are you teaching (Morrison, Ross, & Kemp, 2004)?
• Define your objectives (Dick, Carey, & Carey, 2001; Gronlund, 2000; Morrison, et al.)
Content
• Determine the content (Friedmann, 2001)
• Keep it manageable (Alessi & Trollip, 2001)– Use:
• Storyboards
• Flowcharts
• Scripts
Storyboards
Flowcharts
Assemble Your Tools
• Software– An authoring system
• PowerPoint?!?!?
– Video• iMovie/Quicktime Pro
– Audio• iTunes
– Graphics• iPhoto
• Preview/Photoshop
• Grab
• Hardware– Computer
• Rendering issues
– Digital camera
– Video camera
– Microphone
– Don’t forget the cables!
HCI Considerations
• Human-Computer Interaction– Should be highly navigable– Users should not have to figure out what to do– Users should be able to leave easily– See my JALTCALL2004 presentation at:
http://jklmelton.net/2004/jaltcall
Other Considerations
• Careful planning is necessary
• Make it easy to use (Krug, 2000)
• Test thoroughly (Alessi & Trollip, 2001)– Alpha
• Run it with colleagues
– Beta• Test it with students
An Example
• Tutorial• Bloom’s taxonomy
(cited in Gronlund, 2000)– Knowledge
– Comprehension
– Analysis
• A volunteer?
References
• Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Needham Heights, MA: Allyn & Bacon.
• Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional multimedia design. Journal of Educational Multimedia and Hypermedia, 12(1), 63-90.
• Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th ed.). New York: Addison-Wesley Educational.
• Friedmann, A. (2001). Writing for visual media. Boston: Focal.
• Gronlund, N. E. (2000). How to write and use instructional objectives (6th ed.). Upper Saddle River, NJ: Prentice-Hall.
• Hung, D. W. L. (2002). Learning through video based narratives within the cultural zone of proximal development. International Journal of Instructional Media, 29(1), 125-140.
References, cont.
• Kawano, M. (1999). Teaching culture in English class in Japan. Retrieved November 15, 2004, from Northern Territory University, Centre for Studies of Language in Education Web site: http://www.cdu.edu.au/ehs/caesl/staff/kawano/kawano0.html
• Krug, S. (2000). Don't make me think! A common sense approach to web usability. Indianapolis, IN: New Riders.
• Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.). Hoboken, NJ: John Wiley & Sons.
• Yashima, T. (2002). Willingness to communicate in a second language: the Japanese EFL context. The Modern Language Journal, 86(1), 54-66.