Hypermaze

Student as Producer of Media

Rubrics and Assessment Resources

Midlink

Kathy Shrock

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RMC Research Corporation

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University of Wisconsin-Stout Rubrics for Assessment

RubiStar

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TeAchnology

Payton Educational Consulting

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Production

Two Resources - Neither Could Be Found

Linear

Non Active Viewer

Video

Word in Print

Books

Magazines

Newspapers

Non-Linear

Active User

Video Game

Web Quests

Requirements

Medium Format Helps Determine Necessary Skills

Development DecisionsAre Based Upon Medium Used

Media Connections vVary Based Upon Medium Used

Learning

Reorganization of Information in a New Format

Research

Determination of Medium Tool

Exploring Issues of Producing and Consuming Media In Learning

Do different media bring different values of this engaging content?

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We ask students to read, watch, and listen to engage in content.We provide opportunities to develop reading, viewing, and listening skills.We ask students to write papers, make presentations that result in a product which allows the teacher to assess learning.BUT...there are opporunties to develop organizational, writing, and presentation skills.

What skills do we help students develop when consuming different media?

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We help students to learn how to search out a variety of sources. Students learn the importance of accuracy and liability.Students learn how to read multiple formats and presentations of the same content.Students learn to observe, infer, analyze, compare, and assess information.

21st Century Literacies

How does the concumption of media (creating, viewing, listening) support student learning of content?

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Text allows the reader to create and portray their own point of view.Visual images allow the reader to have visual support to enhance their learning experience.Presenting in audio allows the student to show emotion.Video allows the student the opportunity to reflect on their own ideas.

Making a Case for Media Literacy

Idea for Incoprporating Media Literacy

Student as Consumer of Media

Reading as a Primary Skill

Digital Textbooks

Audio

Visual

Interactive Presentations

SAMR

Substitution

Augmentation

Modification

Redefinition

Students Requested Learning Environments

Movement

Peer Interactions

Computers

Internet

Student Interest and Reading Ability

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Teacher Quality Most Important Factor

Peer Mentoring

Digital Media enables teachers to share with others with minimal interruptions to their class schedule.

World Wide Web as Media Environment (Assignment Factors)

Ease of School Access

Schools OrientationToward Internet Use

Teacher's Level of Internet Skills and Knowledge

Students' Access to Internet

Interet Expectations

Demand For Real Time Information

Online Co-Operation

Exploring Students as Consumers of Media

Phase 1 - Ignore

Phase 2 - Inoculation

Phase 3 - Suck Them In

Phase 4 - Transition

Ten Classroom Approaches to Media Literacy

Inquiry Model

Critical Thinking Strategies

Values Education

Media From the Prospective of Student Disciplines

Cross-Media Studies and Interdisciplinary Strategies

Creative Experiences

Semiotics

Reading the Media Environment

Alternative Points of View

Full-Credit Courses in Media Literacy

Media Literacy Is

Media Critique

Media Production

Media Teaching

Media Exploration

Media Views of Multiple Positions

Watching Carefully and Thinking Critically

Critical Viewers

Interpret the Internal Content

Interpret Internal Construction of Frame

Recognize External Forces

Compare and Contrast with Reality

Recognize and Respond to Potential Impact

Skill Sets and Values for Consuming Media

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Center for Media Literacy (Provides)

Leadership

Public Education

Professional Development

National and International Educational Resources

Necessary 21st Century Literacy Skills

Media Literacy

Visual Literacy

Multicultural Literacy

Information Literacy

Media with Effective Information and Values

North Carolina is one of fifteen states that have media literacy as part of its curriculum

Communication Skills

Information Skills

Teachers Need

Training

Support

Media Advertising Connection

Demographics

Wealth

Information and Communication Technology (ITC) Literacy

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Necessary Student Skills

Think Critically

Analyze Information

Communication

Collaborate

Problem-Solve

Understand Essential Role of Technology

Necessary Workplace Skills

Communicate Effectively

Analyze and Interpret Data

Understand Computational Modeling

Manage and Prioritize Tasks

Engage in Problem-Solving

Ensure Security and Safety

Students at Risk

Low Socioeconomic

Minorities

Language Learners

Students with Disabilities

Social Media

Internet Users More Likely to Belong to Volunteer Groups and Organization than Non-Internet Users

Uses

Gain Support

Relay Messages

Church Organizations are the Most Common

Technology Instruction Considerations

Ongoing Professional Development

Specific Educational Goals and a Vision of Learning Through Technology

Structural Changes in School Day

Robust Technical Infastructure and Technical Support

Ongoing Evaluation

Multiple Intelligences and Computers

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Linguistic

Logical-Mathematical

Intrapersonal

Spatial

Musical

Bodily-Kinesthetic

Interpersonal

Multiple Intelligences and Hypermedia

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Variety of Senses

Validate Self-Expression

Sense of Ownership

Active Learning

Foster Communication

Student to Student

Teacher to Student

Makes Sense - Part of Daily Life

Hypermedia Gallery/ Articles Galore

General Resources

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Teacher as Media Creator

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Media Production Resources

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Linear Media

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Linear Media: audio

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Linear Media: image

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Linear Media: text

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Creating Electronic Portfolios

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Creating Virtual Worlds

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Non-linear Media

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Non-linear Media: video

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Non-linear Media: Virtual Worlds

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Non-linear Media: the web

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Producer of Non-Linear Products

Producing Web Pages

Easy to develop w/WYSIWYG, easily incorporate multiple media, depend on hyperlinking

Don’t have to be on a server for display or use in a classroom

Links to rubrics and assessment considerations for web pages and sites (article from 1998-1999)-old school HTML

Powerpoint and HyperStudio

Hyperstudio was developed as an easier-to-use version of Hypercard; allowing for easier insertion of different media, color, and hyperlinking.

Hyperstudio rubrics

Powerpoint was initially a linear presentation tool

now has capabilities to act as hypermedia tool

handles multiple media formats (video, audio, etc.)

Powerpoint rubrics

Many ways of linking

Producer of non-linear media must have understanding of many ways content can be linked rather than developing one path through the info & ideas.

The need to understand many ways of linking can lead to a very different understanding of the content.

Important Ideas

The concept of nodes (places of presentation that have choices for moving to the next set of content) is very important for non-linear media.

The number of links between nodes of info is the way a producer of non-linear media limits the paths a user can take through the info and ideas available.

Selecting info (and media to use for that info) and choices to make available are key skills in developing non-linear media.

Selecting info (and media to use for that info) and choices to make available are key skills in developing non-linear media.

More Important Ideas

Non-linear product that has appropriate info that is linked in a way that shows understanding of the many ways the information is connected and which has a good sense of the audience that will use it is a good assessment of student learning.

Producing non-linear media requires

knowledge of the content

exploration of the connections between parts of the content

skill in using the chosen media to make the information and ideas of the content available

Also need audience knowledge-choices presented must make sense, author "controls" choices in production not in actual presentation

Producer of Media

Questions

Is there a difference in learning that takes place between producing linear media products and non-linear media products?

Is there a difference in assessment between student produced linear media products and non-linear media product?

Different requirements

Different media require different

production skills

decisions about the info to convey and the best way to use the media to convey the info

Assessment

Assessment of student produced products begins with determination of knowledge of content displayed, moves into assessment of "correctness" of connections the student has made between parts of the info.

A student's skill with the chosen medium is a compounding factor in assessment.

Lots of rubrics-(some of the links don’t work-excel spreadsheet, Chicago schools, etc.)

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Learning

Learning takes place when a student is asked to "reorganize" info to produce a product.

Learning is enhanced when a student is asked to seek more info to complete the activity.

The act of "reorganizing" known info, seeking new info, and making decisions about the best media to convey the result can lead to a strong learning experience. (like this maze)

Production

To produce in any medium, the student must have info to convey, make decisions about how to convey that info, and have skills necessary to convey it.

Both invalid, should go to a book creation site and not sure about second, takes you to Newcastle University School of Chemical Engineering and Advanced Materials

Producer of Linear Products

Producer of Linear Media

Writing a paper (research, book, etc.)

requires using language to express ideas or info and skill or ordering ideas and info to attain the goal of the paper

author must be knowledgable of subject, understand goal of paper, have clear concept of audience

enGauge Resources: Enhancing the Process of Writing Through Technology (link doesn’t work)

Geometric Character Analysis (from SCORE's Literature Strategies)

use geometric shapes to identify and arrange to indicate relationships between characters

Making a Presentation

may be oral or many include images, sound effects, video, etc to enhance

requires using language to express ideas or info and skill or ordering ideas and info to attain the goal of the presentation

presenter must be knowledgable of subject, understand goal of paper, have clear concept of audience

Presentation rubric (organization, subject knowledge, graphics, mechanics, eye contact and elocution, scale of 1-3

Kid Pix activity

Producing a Video or Film

requires a sense of image, sound and action and how they will communicate the message or info desired

elements must be ordered to most effectively communicate the ideas and info intended

skill w/equipment and software needed, can take 100 hours of video to create a one-hour video

video project rubric (scale of 1-4)

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use of resources and citations during research and note taking

storyboard

content/organization

introduction

production quality subgroup

video continuity/editing

audio editing

lighting

camera techniques (exposure/focus)

graphics

copyright

moving images

timing

Using Multimedia

allows for the use of various media to best communicate ideas or info, skill in blending into effective whole is needed

knowledge of content, audience and skills in using media is required, producer must establish order of ideas and medium to use

Evaluating media characteristics

formats

text

audio

visuals

video

software

live/f2f

collaborative

integration

positives

negatives

use for outcome for each type

Multimedia Mania student checklist

rubric for evaluating a student website based on:

mechanical

multimedia elements

info structures

documentation

quality of content

Multimedia mania 2003 judges’ rubric-same groupings as student checklist

Multimedia project rubric for students

Ordering Information and Ideas

ordering is a critical skill

requires a sense of audience

exploration of the content to determine most appropriate sequence

asking students to order info or ideas assista content understanding

must understand associations and sequences for presentation to make sense

Linear & Non-Linear Presentations

Consumer of Linea Media

Making Sense

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A good hypermedia file whether it be audo, image, or film puts content in a sequential order that makes sense.

Order

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Order is important to consider. Images and audio is meant to engage more senses than text. This is meant to enlighten the consumer's experience. Content that is ordered in a sequential manner allows the consumer to focus.

Fixed Content

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Content is fixed in a sequence where a consumer can't adjust for interest or knowledge level.

Advantages

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The consumer will be guided through key concepts in order. Although the reader may be feeling "lost", they are lost within the same text, rather than having to navigate to a different document or file.

Tips

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Tips for linear media:Good authors: o Understand appropriate reading and conceptual levels of readers o Logically ordered contentA good audio presentation includes o voice inflection o sound effects o Logically ordered content A good film: o Logically orders content o Uses images and sound to enhance content

Consumer of Non Linear Media

Choices

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With non-linear presentations, the consumer is allowed the opportunity to make their own choice about material. Choices may be based on interest and consumer has the comfort of difficulty of knowledge. Content may be presented in non-sequential manner where the consumer has the choice to engage in text or multimedia.

Potential

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Choices allow the potential for consumer to view content that more closely fits the user and the purpose of the user.

Potential Problems

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Consumers of non-linear presentations are at risk of getting lost within multiple documents, files, of hypermedia formats. This may cause the consumer to become distracted from the original purpose.

More Complex

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Non-linera media allows the consumer to understand that there are many ways in which context is connected. This is more complex that linear presentations and the way in which information may be presented.

Well Designed

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Non-linear presentations are well designed if they fit the level of the consumer. Choices should not be unlimited. There should be fewer choices for less sophisticated users.

Resources

ICYouSee

Concept Mapping

Global Gateway

Multimedia

Definition

Merriam-Webster Online Dictionary

using, involving or encompassing several media

American Heritage Dictionary

Of or related to the combined use of several media

Computer Science-of or related to an application that can combine text, graphics, full-motion video, and sound into an integrated package

Multimedia vs hypermedia

multimedia is typically linear or sequential

“But hypermedia can use multiple media, thus presenting info in a non-sequential format”-this is wrong. Both multimedia and hypermedia present multiple media-the difference is the interactivity

The Challenge of Multimedia

To use the features of each medium to convey the message in the most effective manner

MLK’s I Have a Dream speech-text versus audio recording (16:52)

When Conveying the Information

When do you use text or text and image?

text can be used when student need to rely on their own ideas or imagination

when portability, compactness or lack of technology require it

when developing reading skills is one of the desired outcomes

use text and image when the text requires or would benefit from visual representation, clarification or support

When does audio do a better job?

when the delivery method significantly colors the message and/or it’s impact

when the student is visually impaired or not academically ready for the material

when it better conveys the material (foreign language, music, etc.)

When does video communication the most?

video can combine text and audio with movement

it can simulate a location or experience outside the student’s ability to obtain

Questions to Ask

Sequential or Non-Sequential

Sequential (Passive Viewer)

Non-Sequential (Active Viewer)

Advantages

Linear Presentation

Present Information to a Large Group

Requires Knowledge of One Tool

Non-Linear Product

Differentiation of Instruction

Adapt Information to Learning Style

Requires Higher Level Thinking Skills

Access Information Repeatedly

Diverse Styles of Gaining Information

Visual

Auditory

Verbal

Student Expression with Multimedia

Variety

Diversity

Attention Focus

Multimedia As A Teaching Tool

Our Response

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Allowing children to view information via hypermedia format allows the teacher to meet the different learning styles, while making learning fun, rigorous, and relevant.Using hypermedia is a great way for children to interact in a non-linear way of researching. Hypermedia and hyper text provides and opportunity for learners to be exposed to more information rather than a linear style of learning where they look at the beginning, middle, and end of one specific text.

Introduction/ Internet Pioneers

Tim Berners-Lee

"Information Management: A Proposal" 1989

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Tim Berner-Lee's article is about his idea of a global hypertext system which later became known as the World Wide Web.

Vannevar Bush

"As We May Think It" 1945

Vannevar Bush changed the way research is carried out.. He envisioned a way to automate the human thinking,

Ted Nelson

Coined the word "hypertext"

Created a system called XANADU that was never completed

The World Wide web was based on the concept of XANADU

HyperCard

Created by Bill Atkinson and was released for Mac users. HyperCard allowed the user to store and sort information on the computer.

The Internet and Timeline of important events

Media Graffiti

Video

Characteristics

powerful tool

not limited by reading skills of viewer

broader audience

allows combination of text, video and image

advancing portability

more difficult to produce (tech issues)

good to use periodically as an instructional delivery method

Strengths

can use nonverbal communication

more engaging

Weaknesses

need skill and patience with equipment

needs viewer (monitor, tv, etc)

can be distracting if viewer doesn’t like video

When to Use

seeing it has an impact on understanding and recall vs just reading

also limits imagination, but helps viewers understand something they can’t experience

when teacher’s skill, time and availability allow, if it enhances learning

Images

Characteristics

an image can be more powerful than words

Strenghts

helps viewer envision idea, concept, etc.

can provide clarity

good for providing an experience where real thing isn’t an option

can assist w/abstract concepts, (diagrams, flowcharts)

Weaknesses

overuse causes user dependency to the detriment of reading skills

more difficult and expensive to create pictures than text

When to Use

assists w/recall

helps with teaching abstracts, connections and flows

Text

Strengths

compactness

portability

not tech-dependent

Weaknesses

lack of visual appeal

doesn’t work well w/some learning styles

is dependent on the age and reading ability of the student

Questions to Answer

Audio

Strenghts

can be widely used

ideal for visually-impaired

can convey emotion

translates quickly and easily

helps auditory learners (read along w/book)

tone colors meaning

recordings allow for repetition for reinforcement

Weaknesses

requires means of playback, power, device

limits imagination

can impair reading skill development

Prefix Hyper

Above, beyond

Excessively

Excessive

That is or exists in a space of more than three dimensions

Linked or arranged non-sequentially

Definitions of Media and Types of Media

Types

Text

Paper

Screen

Audio

Music

Speech

Image

Painting

Photography

Drawing

Motion Pictures

Film

Video

Animation

Definitions

A specific kind of artistic technique

A medium of cultivation

A mode of artistic expression or communication

End of Maze A

Dead End