Multimedia Presentations Updated Summer 1998 40 Week Course By Nicole Rice, Computer Coordinator

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Multimedia Presentations

Updated Summer 1998

40 Week Course By Nicole Rice, Computer Coordinator

Specifications

Software

  • 1 unit of credit - regents or local.

Macromedia Flash

  • Pre-requisite- Keyboarding, Computer I, Computer II, and Advanced Computer Applications.

 Microsoft Word for Windows

 Microsoft Excel for Windows



 Can be used towards 5 unit sequence in computers.

 Microsoft PowerPoint for Windows

 No assigned text- recommended reading materials.

 Microsoft FrontPage for Windows

 Equipment- one multimedia Windows computer per student with full Internet access and electronic mail.

 Adobe PhotoShop

 Adobe Illustrator



 Tools- the Internet, electronic mail, microphone, digital camera, scanner, QuickCam, LCD projection panel, fax machine and CD-ROMs.

  • Adobe PageMaker

  • Netscape for Internet and email

 

Course Overview

Multimedia Presentations is intended for the student who desires to increase his or her computer knowledge after working with computers at intermediate and advanced levels in Computer I, Computer II, and Advanced Computer Applications. This course approaches the use of computer applications at the advanced level to continue to challenge students who are already computer literate with word processing, spreadsheets, database management, slide show presentations, desktop publishing, graphic design, HTML, the Internet, and electronic mail. The course content expands their knowledge using these same skills at a more developed level and also expands students ability to create their own World Wide Web (WWW) homepages using HTML Markup Language and Microsoft FrontPage.



Multimedia Defined: Multimedia is the woven combinations of text, graphic images, sound, animation, and video elements delivered to you by computer or other electronic means. "Multimedia is an eerie wail as two cat’s eyes appear on a dark computer screen. When traveling online, it’s the rose that dissolves into a little girl’s face when you press a button labeled "Valentine’s Day." It’s a small window of video laid onto a map of India, showing an old man recalling his dusty journey to meet a rajah there. It’s a catalog of fancy cars with a guide to help you buy one. At home it is watching a 3D movie on a hi-fi stereo television. At the arcade, it’s goggle-faced kids flying fighter planes in sweaty virtual reality. (Multimedia- Making it Work, 1996)

When you allow an end user- the viewer of a multimedia project- to control what elements are delivered and when, it is interactive multimedia. When you provide a structure of linked elements through which the user can navigate, interactive multimedia becomes hypermedia. Multimedia (slide-shows, magazine covers, brochures, and electronic news spots) and hypermedia (WWW homepages and online magazines) is exactly what we produce in this course.

Producing a multimedia project requires more than creative skill and high technology-you need organizing and business talent as well. For example, links to information will be attached to some elements that students wish to use: hypertext, scanned images, email, or audio and video clips. These elements make for a quality presentation, but it is the information that these elements link the user to that makes for a complete organized presentation of data that is content enriched. In addition, issues of ownership and copyright will also be attached.

The computer program’s goal is to always provide the students with training on the number one software packages and the newest resources computers can provide. For now and the future, this means also giving the students access to the Internet so that they may communicate globally through electronic mail and in presenting themselves through a self-designed homepage. With the vast amounts of resources available and ways to access people on the Internet, this course takes additional time-out to search the World Wide Web (WWW) for information and contacts to incorporate into every assigned computer project throughout the 40 weeks. In addition, by giving the students a computer as a tool for writing and an authentic audience on a network that responds live, observations to look for will include how students:


  • can gain a better understanding about the world and its people by communicating with other students, individuals, groups, experts, and professionals from other parts of the world and cultures,

  • can learn to utilize electronic mail for writing, and

  • can use higher level thinking and writing skills to communicate through written notes when having a real-life recipient at the receiving end.

This course will not only continue keypal projects started in Advanced Computer Applications. It will also help students with some helpful guidelines in finding their own connections with other students, groups, experts, and professionals from all over the world for additional exchanges. Virtually every sector of business is striving to tap into the "goldmine" of the Internet. A recent estimate is that there are currently 40 million users worldwide (T.H.E Journal, 1997). These 40 million users include people from 146 countries, with 300 million users expected by the year 2000. This course along with all computer courses will make sure that our students are among those who are surfing the Net and corresponding globally.

Regardless of the student's ultimate career objectives, the curriculum is designed to give students hands-on experience in using computers and computerized equipment found in almost any job setting, college computer lab, or everyday life encounters with computerized equipment. Especially important, by giving students the opportunity to create their own WWW homepage, they can post their work live to share with the whole world.


Upon successfully completing this course, each student will know:


how to send messages locally, out of state, and internationally via electronic mail at the advanced level.

how to search the Internet for research information and for student, individual, expert, and professional contacts at the advanced level.

how to use classroom educational CD-ROMs to gather information to use in assigned computer projects at the advanced level.

how to load and operate Windows programs already familiar to them at a more advanced level including: Microsoft Windows, Microsoft Word for Windows, Microsoft Excel for Windows, Microsoft PowerPoint for Windows, Adobe PhotoShop, Adobe Illustrator, Adobe PageMaker, and Netscape Navigator.

how to write HTML language to create WWW homepages at the intermediate level.

how to load and operate the web site design program Microsoft FrontPage at the intermediate level.

How to load and operate Macromedia Flash to create vector movies to load on homepages.

how to prepare and execute a multimedia presentation that pleases the audience.

additional terminology associated with computers and computer applications at the advanced level.

the role of electronic equipment of the business office.

the role of computers in our information society.

 

Upon successfully completing this course students will be able to:


recognize the need to be computer literate in our information society.

identify the purposes for using a computer, the Internet, electronic mail, and CD-ROMs at the advanced level.

achieve successful keypal exchanges and as a result students:

  1. can gain a better understanding about the world and its people by communicating with other students, individuals, groups, experts, and professionals from other parts of the world and cultures,

  1. can learn to utilize electronic mail for writing, and

  2. can use higher level thinking and writing skills to communicate through written notes when having a real-life recipient at the receiving end.

successfully navigate the Internet to gather research information.

successfully fulfill World Wide Web information requests left in the Computer Lab WWW Drop Box by other students, teachers, and staff.

recognize the difference between a well designed WWW site and a site in need of improvement by critiquing numerous homepages online.

write HTML markup language and use Microsoft FrontPage to design from scratch multimedia webpages to have posted live on the Internet.

understand the purpose of maintaining a WWW site to keep data current by updating Cincynet’s homepage and their own homepages on a weekly or monthly basis.

operate a digital camera and full-page color scanner to produce presentation quality images for print or to posting live on the Internet.

record sounds as WAV files using the computer microphone for slide show presentations or posting live on a webpage.


use the QuickCam to make digital videos for slide show presentations or posting live on a web page.

work with sound *.wav and video *.avi clips to include in a slide show or on their web sites by experimenting with existing clips found online.

use research skills to discover new HTML tags, tips, and tricks from other writer’s document sources to make their own work better and more efficient.

experiment with computer software and the software’s help menu to find shortcuts, tips, and tricks in working with the package more efficiently.

research online software company web sites that have shortcuts, tips, and tricks for working with ones favorite software package with more efficiently.

utilize search engines to navigate the Internet at an advanced level by incorporating search operators and tips for narrowing down search results, to make searching easier and faster.

perceive the design work entailed in creating a publication for numerous readers by designing an online magazine.

gain experience that parallels a "real world" work setting by working as a staff member of a CyberNews team.

understand ones role as a staff member of an office team by following the chain of command from managers to reporters and proofers.

see the work involved in producing and presenting a television news spot by working as a 2 member team to present a 5-8 minute clip for a local news station.


devise an informational style webpage at the Intermediate level and present it live to the class.

develop presentation skills such as: speakers voice, timing, knowing your audience, visual aids, and more skills by performing 5-7 presentations, 3-10 minutes in length, throughout the 40 week course.

 

Upon successfully completing this course students will value:

the importance of being computer literate in an information society.

the worth of his or her creations and the creations of others.

the computer as a tool for gathering information from anywhere in the world for example a scientist from NASA, a professor from a major university, a native speaking a target language, or a keypal from Spain or Germany.

the computer as a tool for productivity in any working environment.

the computer as a tool for written and oral communication locally and globally.

the importance of producing quality presentation documents to accomplish successful results, such as communicating globally via electronic mail and a world wide web homepage, gaining reader's attention in an online magazine, or gaining an audience’s attention through an animated multimedia slide show.

 

Suggested Outline of Units and Projects

The following is a primary guide to time units and projects to be completed. The time allowances and projects may vary from those listed below and may be taught in a different order than presented.

Ongoing- Keypal exchanges- with keypals from other countries such as Spain, Japan, Germany, etc. through Intercultural Electronic Mail Classroom Connections (IECC). Students will share cultural similarities and differences such as social, political, and economic life styles from different parts of the world. This is made possible through our Internet connection with the Regional Information Center at OCM-BOCES.

Ongoing- Navigating the Internet- to search for information to integrate into ongoing computer projects. All projects will be designed to help students enlist themselves as users of the ever-expanding universe of the Internet and the World Wide Web. Students become online "truth detectives" to quickly find accurate up-to-date information and weed out irrelevant data. This is made possible through our Internet connection with the Regional Information Center at OCM-BOCES.

Ongoing- World Wide Web Requests- As needed this group will be filling World Wide Web requests left in the Computer Lab WWW Drop Box by other students, teachers, and staff. This will be both during class time as a group on a demand basis and individually as students volunteer for extra class credit. This is to increase the student’s experience and knowledge with WWW searches for actual purposes.

Ongoing- Cincynet’s HomePage- Once trained, students from this class are responsible for maintaining CincyNet’s homepage throughout the school year. Accurate, up to date data with new features added regularly will be the key.

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4 weeks- #9; (allotted time for above ongoing projects)

2 weeks- Introduction to HTML Markup Language and Microsoft FrontPage- by duplicating a sample homepage for a small business to gain practice in writing HTML markup language and in working with many of FrontPage’s Web design features. From what they have learned, students will then on their own add 5 improvements to the site from simple touches like better font choices to more advanced features such as adding hypertext links.

2 weeks- Web Site Critique- In preparation for creating their own WWW homepage, students are to first critique three or more sites regarding graphics, fonts, hypertext, colors, identification of related sites to link to, 3D effects, animation, content, and other design features. A variety of sites must be observed in their report including individual personal pages, non-profit organizations, small businesses, or large corporations.

5 weeks- Macromedia Flash- students learn how to use Flash by first completing as a group Flash lessons provided by Macromedia under the help menu. The tutorials cover drawing, working with symbols, layers, type, interactive buttons, sound and animation to include in vector movies for the Web. Students will then be asked to create an intro flash movie for one of the sections of the school’s homepage. Next, as students are assigned an entire section of the school’s homepage to create they will be asked to do a flash interactive menu and movie clips as needed to enhance the page. Later in the year, once students have gained experience with Flash, they compete in making the main flash intro for the school’s opening homepage. Only one entry will be selected. (This project was added the 2000-2001 school year).

6 weeks- WWW HomePages- students are to create their own personal homepage to have posted live on the Internet from a link off the www.cincynet.cnyric.org Internet address using Microsoft FrontPage. Items to include on their page are: fonts, scanned images, animated graphics, hypertext links, email address links, counters, unique backgrounds, divider lines, and other design and layout features. Throughout this nine weeks, mini lessons will be provided on adding special features to their pages such as adding frames, shared borders, navigation bars, themes, and more fun stuff.


    • Time will also be given throughout the 40 week course for students to continually update their sites.

    • Individual training on how to use multimedia equipment at a more advanced level will be provided.

Multimedia equipment includes:

    1. Digital Camera

    2. Full-page color scanner

    3. Microphone

    4. QuickCam

 

2½ weeks- HTML Tips and Tricks- by researching online, students are to discover new HTML tags, tips, and tricks from other HTML writer’s document sources. The tags must be ones not already taught in class or short cuts for commonly used tags or webpage layouts. Once 2-3 ideas have been found, students are to organize their findings into a five-minute presentation to share with their classmates. The presentation may be in the form of a mini webpage or a PowerPoint slide show as long as the tips given are also demonstrated showing the steps on how to use them. This may be done in groups of two for teamwork practice.

2½ weeks- Software Tips and Tricks- students will be given 3-4 days to experiment with their favorite software package to learn shortcuts, tips, and tricks to save time when using the software afterward for real purposes. Using the packages help menu will be highly stressed in this lesson. Students will also be asked to go online and research the history of the software package. Background information to include could be when the product was first introduced, what versions have evolved, who makes the package, is the package a number one seller, what are competitive packages, and how much does it cost? Once information is organized and at least 5 shortcuts are found, students present the findings in a five-minute presentation to share with their classmates using a PowerPoint slide show.

1 weeks- Search Engine Investigation- In this activity, students will learn to use various search engines at an advanced level. Search software makes it easier to find resources you want and need. Knowing how to use search engine operators and tips can narrow down search results and make researching faster and easier. Students first are to visit four different search engine sights and print off the search operators and tips and tricks for advanced searching. Next they are to fill in the example table below to do a comparison of which search engine performed the best under the same search conditions. Comparison results are then shared with their classmates in a 2-3 minute presentations. This could be done in groups of two for teamwork practice.


 

Number of Matches

Easy to Use?

Yes or No

Is the Information Up-To-Date?

Yes or No

Operators or Tips Used

www.altavista.com

 

 

 

 

www.excite.com

 

 

 

 

www.webcrawler.com

 

 

 

 

ww.yahoo.com

 

 

 

 

 

 

6 weeks- Online Magazine (CyberNews)- This project is taken from the Discovery Channel and discovey.com titled CyberNews Staff. Students are divided up into one of four teams listed below and assigned to roles within each team. The goal of the CyberNews Staff is to create an online magazine using HTML or Microsoft FrontPage. The magazines must be informative and well organized through hypertext links to information including other reference sites, pictures used that match the content of the articles, email links to the magazine editors and more. The magazine will be posted live as part of the school’s CincyNet homepage.


"Techies" Team

  • Generate the HTML content for the page.

  • Work closely with the Designers to formulate page layout.

  • Work with the Data Managers to assist in keeping the site updated.

Coders are responsible for HTML coding the edited stories.

Proofers are responsible for proofreading the HTML coding for errors and correcting the errors.

"Investigators" Team

  • Gather information for the site.

  • Check out other sites for possible links.

  • Checks to make sure the information for their story is correct and current.

  • Presents finished work to Data Managers.

Reporters are responsible for researching the topics and writing the stories before the deadline. They are responsible for seeking related web sites to enhance each article in the CyberNews.

"Data Managers" Team

  • Collect and organize incoming data into classifications.

  • Set limits on the amount of text and number of images per page.

  • Update the site and verify how the site is navigated with Designers and Techies.

Editors are responsible for topics that need to be researched for the CyberNews. They are also responsible for timelines and deadlines on stories.

Co-editors are responsible for researching the topics and editing the stories for accuracy of fact and grammar. Once the stories have been edited they need to be rewritten by either the reporters or co-editors.

Webmasters are responsible for submitting the CyberNewspaper to the local Internet Service Provider (School’s Network Administrator, Mrs. Rice). They are responsible for reporting on how well the CyberNews Team collaborated.


"Designers" Team

  • Coordinate with everyone to add "flare" and "punch" to the site through the use of graphics, art, sound, and video.

  • Work through changes in site structure as the site grows.

  • Work with Data Managers and Techies in determining how the site is navigated.

Artists are responsible for creating or finding artwork that fits the edited stories.

Layout Designers are responsible for the "look" of the CyberNews. They are the people who decide background color for a webpage and positioning of graphics and other artwork.


  • The main objective of this 2-month project is for the teacher to step back for consultation only and allow the Managers to manage the teams. This includes everything from to do lists for each employee to weekly goals and story deadlines for all teams.

Ideas for different sections of the Magazine Include:

  1. Tips and tricks

  2. Links to other related sites

  3. Show present, past, and future

  4. World or USA maps showing locations involving the topic

  5. Famous people involved

  6. Charts (use Excel) showing statistics

  7. List of newspaper reports talking about the topic

  8. Demonstrations on the topic using the QuickCam

  9. Video clip demos found online

  10. Sound clips that get the reader in the mood for the topic

  11. Ten reasons why or why not to do something

  12. Pictures of staff members and their titles

  13. Letter from the Editor section

 

3 weeks- News Anchor Spot- This is a group project where students are to work in teams of two to produce a 10 minute news spot for a local television station. Using PowerPoint slide-shows, students can have the effect of talking live, while slides flash behind them representing the topic of discussion. Ideas for discussion could be: movie reviews, current events, crime, a town or school issue, politics- what the president is up to, and more. Images for slides can be found online or using the graphic CD-ROMS and then edited in Adobe PhotoShop to better match the anchors exact discussion. Both students must play the role of the anchor, either by talking together in turn, or separately as the other member runs the slides. The QuickCam for making video clips will be utilized in this project for prerecorded scripts.

6 weeks- Final Project- Using HTML and Microsoft FrontPage students are to create from scratch an informational WWW page on a topic of their choice. This webpage must include all the features they have learned throughout the course such as sound clips, animated images, video clips, layout and design tips, and critiques of sites on what works and what doesn’t, to provide a professional and outstanding final product.


Homepage topics may include:


    1. Endangered Species

    2. Techno Music

    3. Sex Prevention and Teenagers

    4. A collection of *.gif and *.jpg files and tips on how to make and use them on webpages

    5. A Reference page with links to zip coeds, phone numbers, or weather stations

    6. and much, much more.

Once complete students present their homepage live to their classmates in an 8-10 minute multimedia presentation. Both the HTML writing and 8-10 minute presentation will be graded. Students will also be graded on their audience participation. Each student must ask at least 2 questions throughout the week of other’s presentations and good listening skills will be included in this mark.

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40 Weeks Total

Extra Project Ideas

3 weeks- Photo Album- students are to create a five page photo album containing pictures of their choice to gain more advanced experience with the color scanner, digital camera, and graphics software. The album must include both scanned images and pictures digitized using the digital camera with the best quality possible from experimenting with the scanner and camera software. How to "bind a book" using a needle and thread or the school’s book binder will also be taught during this project so that the students will have an actual book for their final product.

3 weeks- Popular Music Lyrics Presentation- students can look up the lyrics to thousands of today’s popular songs on the Net. In this activity, students will search for four of their favorite songs and record the main parts of the lyrics of each along with research noted on artist names, copyright dates, and a comparison of the lyrics of two different artists. The comparison could include questions such as: "What is similar or different about their lyrics?" What do they sing about?" How do their styles differ?" Using the computers microphones to record music and downloading of sound files will also be taught in this lesson so students may include live sound clips in their presentation. Projects are to be presented using a PowerPoint for Windows slide-show.

1 ½ weeks- CD-ROM Cover- Students are to design a cover for a new software program, band, or musician using Adobe PhotoShop and Adobe Illustrator. The size of the cover should measure 4 ¾ X 4 ¾ (unfolded) to fit perfectly in an actual CD-ROM case. Ideas for covers should be gathered online. Content such as copyright data, graphic images, fonts selected, uniquely shaped text, and other layout selections should be included to be complete.

1 week- Compare Hard Copy Print & Electronic News- Many communities have their news delivered to them via the newspaper, radio, over television and online. This assignment allows the students to evaluate the similarities and differences of traditional and electronic news reporting. The students are to select a national or regional newspaper, radio, or television program. They should take notes during the program or while reading the newspaper. The students visit the web site of the news bureau to report findings that are similar and different. First a report to the class will be given and then students are to send a letter to the editor via email to the news source or reporter. A worksheet will be provided to students to offer points to look for in their critique such as:


Traditional News Media

Web site of the same news bureau

Circle: TV, Radio, Newspaper

 

Date of review:

Was the news story on the WWW? If yes, on what date?

News story:

Was there a change in the story’s reporting? How?

Point of the story:

Was there anything different on the web?

Length of the story (time/paragraphs):

What was the length of the story?

What was used to illustrate the story (audio/graphics):

What was used to illustrate the story (audio/graphics)?

Synopsis of the story:

 

 

1 week- Reference Card- Students are to design a one page quick reference card or template containing helpful materials on one subject. Examples: dictionary terms, software template, restaurant tip amounts, letters a-z for sign language, or email instructions. The card can be pocket size, 5x7", or like a brochure with both sides utilized.

½ week- Letterman’s Top Ten- Project to insert at anytime the students need a little something fun to do while still using their Internet searching skills. Letterman’s Top Ten can be found at numerous sites online. First have students search for four Top Ten lists that are at least three months apart. Then ask questions such as:


    1. Would any of their lists have been funny 100 years ago? If so, which ones?

    1. Will any of the lists be funny 20 years from now? If so which ones?

    2. Next, for fun, have students add one more reason to each list.

An extension of the project could be suggesting to the students to do a search of people or topics covered. For example, find all of the Top Ten lists that have "Oprah" in them.

Student Evaluations

Students are expected to constantly evaluate their works both while in progress and when completed. Self-help questions include:



  1. Why am I doing this particular work?

  2. What am I trying to say or show?

  3. What software is best for this project?

  4. How can I best apply my knowledge of computers and the tools I have available to this project.

Students are also encouraged to have others critique their class work, to look at samples from books, magazines, newspapers, postings online and other sources, and use references available in the school, community, on the Internet and always strive for improvement.

Teacher Evaluations

This course is project oriented, with each completed project evaluated according to the following criteria and weighted according to the time allowed to complete.

The final grade will consist of marks for class work, mini-projects, major projects, and a final project. Before each project is assigned students will be told how it will be classified.

30%

Class Work- A numerical mark will be entered into the gradebook which reflects how hard and consistently the student has worked over a one-week period. Being on time and prepared for class, good use of class-time, and respect for the workstation and others will be reflected in this grade. There will be 10 of these every ten week marking period.





30%

Mini Projects- These projects are assignments that take 2 weeks or less to complete. (Examples: mini Internet searches, critiques, HTML tips and tricks, software tips and tricks, or any other short projects or 3-5 minute presentations.)




40%

Major Projects- These projects are assignments that take over 2 weeks to 4 or more weeks to complete. (Examples: keypal projects, webpages, online magazines, news anchor spots, slide show presentations, the final project, or any other detailed projects and 8-10 presentations.)




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100%


Total




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