Instructor Considerations



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Chapter 11


Multimedia

Instructor Considerations




This chapter emphasizes


  • the effective uses of multimedia tools (presentations, podcasts, movies and digital stories) in teaching and learning

  • the learning theory (constructivist) associated with the use of multimedia tools

  • the skills (communication, collaboration, creativity) that are enhanced when using multimedia with students

  • ways to integrate multimedia tools into the K-12 curriculum

  • software options for multimedia creation including proprietary, open source and web-based
  • applying safe, legal and ethical use of digital files (pictures, audio, video) included in multimedia development


  • adapting multimedia tools for special learners


Special note to Instructors: You should determine one project for your students to develop such as a multimedia slideshow, a multimedia tutorial, a podcast or a digital story because of time constraints rather than importance. We (at TN) host a graduate class that is about Using Web 2.0 tools. Podcasts and Digital stories are part of that curriculum. We used to have students complete tutorials but have moved to digital stories. The directions, rubrics and some artifacts for the tutorials are in the chapter 11 folder should you choose to go that way.

Chapter Objectives


At the completion of this chapter, learners will be able to:

  • Discuss research related to the effective use of multimedia in teaching and learning.
  • Use terminology associated with multimedia tools and their use.


  • Examine ways to incorporate multimedia tools into learning activities to promote student learning and creativity.

  • Examine digital stories and describe their purpose and use in learning.

  • Create a multimedia slideshow using presentation software.

  • Create a digital story following the guidelines set forth in the text.

  • Apply safe, legal, and ethical use of digital files (images, video, and music) included in multimedia development and correctly document resources.

  • Discuss methods for adapting multimedia tools with special learners.



Resources for Teaching the Chapter Content


Resource

Where to Find


  • Core Knowledge and Skills

  • Slideshow

  • On the Web: Multimedia Tools

  • Directions for audio podcast

  • Rubric for audio podcast

  • Directions for multimedia slideshow

  • Rubric for multimedia slideshow

  • Directions for multimedia tutorial

  • Rubric for multimedia tutorial

  • Artifacts of multimedia tutorials

  • Directions for digital story

  • Rubric for digital story

  • Instructor Guide

  • Chapter 11 Test items

  • instructor’s manual & student materials
  • instructor’s manual & student materials


  • http://web.utk.edu/~bobannon/preparing/index.shtml

  • instructor’s manual & student material

  • instructor’s manual & student materials

  • instructor’s manual & student materials

  • instructor’s manual & student materials

  • instructor’s manual

  • instructor’s manual

  • instructor’s manual & student materials

  • instructor’s manual & student materials

  • instructor’s manual & student materials

  • instructor’s manual

  • instructor’s manual



Assessment


Standard Assessment Items

  • Core Knowledge and Skills: Chapter 11 (can be used for baseline or pre/post self report)


  • Chapter 11 test bank – contains 15 questions (11 technology and 4 adapting for special learners)

  • Rubric for creation of multimedia tutorial (created with a slideshow tool)

  • Rubric for creation of audio podcast

  • Rubric for creation of digital story



Alternative Assessment Ideas


  • Reflective blog entries

A blog is used for reflective practice as well as a way to assess student work. In this chapter, students could

  1. Reflect on ways to integrate multimedia tools (slideshows, podcasts, digital stories) into their classrooms.

  2. Reflect on the advantages of using web-based tools in your classroom to create slideshows.

  3. Reflect on ways to adapting for special learners as explained within the chapter.



Sample Lesson Outline





Prior to lesson

Students should read chapter 11 and complete core knowledge/skills check sheet

Introduction

Introduction to chapter information with multimedia tools

Key Concept Focus

  • the learning theory associated with the use of multimedia tools (Constructivism)

  • the skills that are enhanced when working with multimedia tools (creativity, communication, collaboration)

  • software options designed for creating multimedia projects including proprietary, open source and web-based

  • why and how to adapt for special learners

Application

  • Discussion of the chapter takes place with the aid of the chapter slideshow. During this time, the learning theory is discussed and how multimedia tools support the theory is brought to the attention of the students.
  • Types of multimedia projects are discussed according to the book. For each project, the software as well as the method is discussed. The project that we choose to create at TN is the digital story. The topic of the digital story is a 2-3 minute autobiography of the student culminating with why the student wants to be a teacher. We only choose to do one project because of time constraints. The artifacts that are included are tutorials that we used to complete using PP. These were non-linear tutorials and worked wonderfully for research and creativity tools. However, we have chosen to move to digital autobiographies……….this is the only movie that we create as well and we choose to complete it with digital still shots.


  • Software options are reviewed for slideshows and digital stories.

  • The assignment (digital story) is discussed and help can be given to students on the collection of photos, and other elements such as music and narration for the movie.

  • Demonstration takes place showing the features of the tool (imovie, windows movie maker, etc) chosen for use by the instructor. The Houston site gives a great overview of software, etc at the On the Web connection.

  • Guided practice takes place with the construction of mini movie using class photos or the Stony Island photos in the instructor manual.

  • The rubric is reviewed and the requirements of the activity are cleared explained.

  • A lab is held for creation of the digital story, which is posted at their blog for sharing and assessment.

Questioning

  • How do multimedia tools support Constructivism?

  • What is a podcast and how can I use them in my classroom?

  • Is it mandatory to create podcasts or may I link to ones that I like for my students to download? If so, where can I find them?

  • What is a digital story and how can stories become learning tools?

  • Is it a good idea to use web-based tools for presentations?

  • How can my students use presentations (slideshows) in learning situations?

  • Can podcasts improve reading?

  • Can podcasts be used to differentiate instruction?

  • What are cross platform tools to play audio/video files?

Practice/

Feedback
  • A practice movie/story can be created using digital photos of classmates or other simple topic chosen by the instructor. This would give students an opportunity to work with the story-making tool before beginning their project. Monitoring can take place during this practice and feedback can be given as student questions come up. For this practice, still photos must be available plus basic information about the student and some music for background. This can be done in teams of 4 and each student can script a brief introduction and record for inclusion.

Assessment

  • Test Bank – chapter 11

  • Reflective blog #11


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