Dead End
End of Maze A
Hypermaze
Definitions of Media and Types of Media
Definitions
A mode of artistic expression or communication
A medium of cultivation
A specific kind of artistic technique
Types
Motion Pictures
Animation
Film
Image
Drawing
Photography
Painting
Speech
Music
Screen
Paper
Prefix Hyper
Linked or arranged non-sequentially
That is or exists in a space of more than three dimensions
Excessive
Excessively
Above, beyond
Media Graffiti
can impair reading skill development
limits imagination
requires means of playback, power, device
recordings allow for repetition for reinforcement
tone colors meaning
helps auditory learners (read along w/book)
translates quickly and easily
can convey emotion
ideal for visually-impaired
can be widely used
Questions to Answer
Text
is dependent on the age and reading ability of the student
doesn’t work well w/some learning styles
lack of visual appeal
not tech-dependent
portability
compactness
Images
helps with teaching abstracts, connections and flows
assists w/recall
more difficult and expensive to create pictures than text
overuse causes user dependency to the detriment of reading skills
Strenghts
can assist w/abstract concepts, (diagrams, flowcharts)
good for providing an experience where real thing isn’t an option
can provide clarity
helps viewer envision idea, concept, etc.
an image can be more powerful than words
When to Use
when teacher’s skill, time and availability allow, if it enhances learning
also limits imagination, but helps viewers understand something they can’t experience
seeing it has an impact on understanding and recall vs just reading
Weaknesses
can be distracting if viewer doesn’t like video
needs viewer (monitor, tv, etc)
need skill and patience with equipment
Strengths
more engaging
can use nonverbal communication
Characteristics
good to use periodically as an instructional delivery method
more difficult to produce (tech issues)
advancing portability
allows combination of text, video and image
broader audience
not limited by reading skills of viewer
powerful tool
Introduction/ Internet Pioneers
The Internet and Timeline of important events
HyperCard
Created by Bill Atkinson and was released for Mac users. HyperCard allowed the user to store and sort information on the computer.
Ted Nelson
Created a system called XANADU that was never completed
The World Wide web was based on the concept of XANADU
Coined the word "hypertext"
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,
Tim Berners-Lee
"Information Management: A Proposal" 1989
Tim Berner-Lee's article is about his idea of a global hypertext system which later became known as the World Wide Web.
Questions to Ask
Advantages
Multimedia As A Teaching Tool
Our Response
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.
Student Expression with Multimedia
Attention Focus
Diversity
Variety
Non-Linear Product
Diverse Styles of Gaining Information
Verbal
Auditory
Access Information Repeatedly
Requires Higher Level Thinking Skills
Adapt Information to Learning Style
Differentiation of Instruction
Linear Presentation
Requires Knowledge of One Tool
Present Information to a Large Group
Sequential or Non-Sequential
Non-Sequential (Active Viewer)
Sequential (Passive Viewer)
Multimedia
When Conveying the Information
When does video communication the most?
it can simulate a location or experience outside the student’s ability to obtain
video can combine text and audio with movement
When does audio do a better job?
when it better conveys the material (foreign language, music, etc.)
when the student is visually impaired or not academically ready for the material
when the delivery method significantly colors the message and/or it’s impact
When do you use text or text and image?
use text and image when the text requires or would benefit from visual representation, clarification or support
when developing reading skills is one of the desired outcomes
when portability, compactness or lack of technology require it
text can be used when student need to rely on their own ideas or imagination
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)
Multimedia vs hypermedia
“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
multimedia is typically linear or sequential
Definition
American Heritage Dictionary
Computer Science-of or related to an application that can combine text, graphics, full-motion video, and sound into an integrated package
Of or related to the combined use of several media
Merriam-Webster Online Dictionary
using, involving or encompassing several media
Linear & Non-Linear Presentations
Consumer of Non Linear Media
Resources
Global Gateway
Concept Mapping
ICYouSee
Well Designed
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.
More Complex
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.
Potential Problems
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.
Potential
Choices allow the potential for consumer to view content that more closely fits the user and the purpose of the user.
Choices
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.
Consumer of Linea Media
Tips
Tips for linear media:
Good authors:
o Understand appropriate reading and conceptual levels of readers
o Logically ordered content
A 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
Advantages
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.
Fixed Content
Content is fixed in a sequence where a consumer can't adjust for interest or knowledge level.
Order
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.
Making Sense
A good hypermedia file whether it be audo, image, or film puts content in a sequential order that makes sense.
Producer of Linear Products
Ordering Information and Ideas
must understand associations and sequences for presentation to make sense
asking students to order info or ideas assista content understanding
ordering is a critical skill
exploration of the content to determine most appropriate sequence
requires a sense of audience
Using Multimedia
Multimedia project rubric for students
Multimedia mania 2003 judges’ rubric-same groupings as student checklist
Multimedia Mania student checklist
rubric for evaluating a student website based on:
quality of content
documentation
info structures
multimedia elements
mechanical
Evaluating media characteristics
use for outcome for each type
negatives
positives
formats
integration
collaborative
live/f2f
software
video
visuals
audio
text
knowledge of content, audience and skills in using media is required, producer must establish order of ideas and medium to use
allows for the use of various media to best communicate ideas or info, skill in blending into effective whole is needed
Producing a Video or Film
video project rubric (scale of 1-4)
production quality subgroup
timing
moving images
copyright
graphics
camera techniques (exposure/focus)
lighting
audio editing
video continuity/editing
introduction
content/organization
storyboard
use of resources and citations during research and note taking
skill w/equipment and software needed, can take 100 hours of video to create a one-hour video
elements must be ordered to most effectively communicate the ideas and info intended
requires a sense of image, sound and action and how they will communicate the message or info desired
Making a Presentation
Kid Pix activity
Presentation rubric (organization, subject knowledge, graphics, mechanics, eye contact and elocution, scale of 1-3
presenter must be knowledgable of subject, understand goal of paper, have clear concept of audience
requires using language to express ideas or info and skill or ordering ideas and info to attain the goal of the presentation
may be oral or many include images, sound effects, video, etc to enhance
Producer of Linear Media
Geometric Character Analysis (from SCORE's Literature Strategies)
use geometric shapes to identify and arrange to indicate relationships between characters
enGauge Resources: Enhancing the Process of Writing Through Technology (link doesn’t work)
author must be knowledgable of subject, understand goal of paper, have clear concept of audience
requires using language to express ideas or info and skill or ordering ideas and info to attain the goal of the paper
Writing a paper (research, book, etc.)
Producer of Media
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.
http://www.lesn.appstate.edu/edtech/riedl/hypermedia/production.htm
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
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)
Learning is enhanced when a student is asked to seek more info to complete the activity.
Learning takes place when a student is asked to "reorganize" info to produce a product.
Assessment
Lots of rubrics-(some of the links don’t work-excel spreadsheet, Chicago schools, etc.)
A student's skill with the chosen medium is a compounding factor in 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.
Different requirements
Different media require different
decisions about the info to convey and the best way to use the media to convey the info
production skills
Questions
Is there a difference in assessment between student produced linear media products and non-linear media product?
Is there a difference in learning that takes place between producing linear media products and non-linear media products?
Producer of Non-Linear Products
More Important Ideas
Also need audience knowledge-choices presented must make sense, author "controls" choices in production not in actual presentation
Producing non-linear media requires
skill in using the chosen media to make the information and ideas of the content available
exploration of the connections between parts of the content
knowledge of the content
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.
Important Ideas
Selecting info (and media to use for that info) and choices to make available are key skills in developing 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.
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.
Many ways of linking
The need to understand many ways of linking can lead to a very different understanding of the content.
Producer of non-linear media must have understanding of many ways content can be linked rather than developing one path through the info & ideas.
Powerpoint and HyperStudio
Powerpoint was initially a linear presentation tool
http://www.lesn.appstate.edu/edtech/riedl/hypermedia/powerpoint.htm
Powerpoint rubrics
handles multiple media formats (video, audio, etc.)
now has capabilities to act as hypermedia tool
Hyperstudio was developed as an easier-to-use version of Hypercard; allowing for easier insertion of different media, color, and hyperlinking.
http://www.lesn.appstate.edu/edtech/riedl/hypermedia/hyperstudio.htm
Hyperstudio rubrics
Producing Web Pages
http://www.lesn.appstate.edu/edtech/riedl/hypermedia/web_page.htm
Links to rubrics and assessment considerations for web pages and sites (article from 1998-1999)-old school HTML
Don’t have to be on a server for display or use in a classroom
Easy to develop w/WYSIWYG, easily incorporate multiple media, depend on hyperlinking
Hypermedia Gallery/ Articles Galore
Non-linear Media: the web
Non-linear Media: Virtual Worlds
Non-linear Media: video
Non-linear Media
Creating Virtual Worlds
Creating Electronic Portfolios
Linear Media: text
Linear Media: image
Linear Media: audio
Linear Media
Media Production Resources
Teacher as Media Creator
General Resources
Student as Consumer of Media
Multiple Intelligences and Hypermedia
Makes Sense - Part of Daily Life
Foster Communication
Teacher to Student
Student to Student
Active Learning
Sense of Ownership
Validate Self-Expression
Variety of Senses
Multiple Intelligences and Computers
Interpersonal
Bodily-Kinesthetic
Musical
Spatial
Intrapersonal
Logical-Mathematical
Linguistic
Technology Instruction Considerations
Ongoing Evaluation
Robust Technical Infastructure and Technical Support
Structural Changes in School Day
Specific Educational Goals and a Vision of Learning Through Technology
Ongoing Professional Development
Social Media
Church Organizations are the Most Common
Uses
Relay Messages
Gain Support
Internet Users More Likely to Belong to Volunteer Groups and Organization than Non-Internet Users
Information and Communication Technology (ITC) Literacy
Students at Risk
Students with Disabilities
Language Learners
Minorities
Low Socioeconomic
Necessary Workplace Skills
Ensure Security and Safety
Engage in Problem-Solving
Manage and Prioritize Tasks
Understand Computational Modeling
Analyze and Interpret Data
Communicate Effectively
Necessary Student Skills
Understand Essential Role of Technology
Problem-Solve
Collaborate
Communication
Analyze Information
Think Critically
Media with Effective Information and Values
Media Advertising Connection
Wealth
Demographics
Teachers Need
Support
Training
North Carolina is one of fifteen states that have media literacy as part of its curriculum
Information Skills
Communication Skills
Skill Sets and Values for Consuming Media
Necessary 21st Century Literacy Skills
Information Literacy
Multicultural Literacy
Visual Literacy
Media Literacy
Center for Media Literacy (Provides)
National and International Educational Resources
Professional Development
Public Education
Leadership
Critical Viewers
Recognize and Respond to Potential Impact
Compare and Contrast with Reality
Recognize External Forces
Interpret Internal Construction of Frame
Interpret the Internal Content
Media Literacy Is
Watching Carefully and Thinking Critically
Media Views of Multiple Positions
Media Exploration
Media Teaching
Media Production
Media Critique
Ten Classroom Approaches to Media Literacy
Full-Credit Courses in Media Literacy
Alternative Points of View
Reading the Media Environment
Semiotics
Creative Experiences
Cross-Media Studies and Interdisciplinary Strategies
Media From the Prospective of Student Disciplines
Values Education
Critical Thinking Strategies
Inquiry Model
Exploring Students as Consumers of Media
Phase 4 - Transition
Phase 3 - Suck Them In
Phase 2 - Inoculation
Phase 1 - Ignore
Interet Expectations
Online Co-Operation
Demand For Real Time Information
World Wide Web as Media Environment (Assignment Factors)
Students' Access to Internet
Teacher's Level of Internet Skills and Knowledge
Schools OrientationToward Internet Use
Ease of School Access
Student Interest and Reading Ability
Teacher Quality Most Important Factor
Digital Media enables teachers to share with others with minimal interruptions to their class schedule.
Peer Mentoring
Reading as a Primary Skill
Students Requested Learning Environments
Internet
Computers
Peer Interactions
Movement
SAMR
Redefinition
Modification
Augmentation
Substitution
Digital Textbooks
Interactive Presentations
Visual
Audio
Exploring Issues of Producing and Consuming Media In Learning
How does the concumption of media (creating, viewing, listening) support student learning of content?
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.
Idea for Incoprporating Media Literacy
Making a Case for Media Literacy
What skills do we help students develop when consuming different media?
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
Do different media bring different values of this engaging content?
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.
Student as Producer of Media
Production
Learning
Determination of Medium Tool
Research
Reorganization of Information in a New Format
Requirements
Media Connections vVary Based Upon Medium Used
Development DecisionsAre Based Upon Medium Used
Medium Format Helps Determine Necessary Skills
Non-Linear
Active User
Web Quests
Video Game
Linear
Non Active Viewer
Word in Print
Newspapers
Magazines
Books
Video
Two Resources - Neither Could Be Found
Rubrics and Assessment Resources
Payton Educational Consulting
TeAchnology
RubiStar
University of Wisconsin-Stout Rubrics for Assessment
RMC Research Corporation
Kathy Shrock
Midlink
