1. Multimedia in Education

2. Definitions “use of several media to present information”
Ivers & Baron (1998)
“use of several media to present information”
Gayeski (1993) defines computer based multimedia as;
“…a class of computer-driven interactive communications systems which create, store, transmit and retrieve textual, graphical and auditory networks of information.”

3. Multimedia Courseware
“…educational software which integrates materials, information and activities in the form of text, animation, graphics and sound... Within a cohesive unit of study and which incorporates:

4. Multimedia Courseware
Resource materials for student and teacher use
Learning and assessment activities for students
Assessment, profiling and reporting capacity
Teacher development activities, including model lessons and outlines for teacher use…”
Curriculum Corp. (1995)

5. What is interactive?
Curriculum Corp state, to be truly interactive, multimedia applications should;
Enable students to make their way through the learning materials by taking either predetermined or individual pathways
Elicit responses in a variety of ways, in order to ascertain student’s understanding, level of proficiency, or rate of progress
Provide feedback on performance and facilite diagnosis and remediation
Facilitate linkages between the courseware and other materials

6. Why use multimedia?
Encourage collaborative learning – students work in groups, express their knowledge in multiple ways, solve problems, revise their own work and construct knowledge
Constructivist principles

7. Constructivism
Brook & Brook (1993) Constructivist teachers are those who;
Encourage and accept student autonomy and initiative
Use raw data and primary sources along with manipulative, interactive and physical materials
Use cognitive terminology such as;
classify,
analyze,
predict and
create

8. Constructivism
Allow student responses to drive lessons, shift instructional strategies and alter content
Inquire about students’ understanding of concepts before sharing their own understandings of those concepts
Encourage students to engage in conversations with the teacher and with each other
Encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other
Seek elaboration of students’ initial responses
Engage students in experiences that might create contradictions to their initial hypotheses and then encourage discussion
Allow wait time after posing questions
Provide time for students to construct relationships and create metaphors
Nurture students’ natural curiosity through frequent use of the learning cycle model

9. Learning Cycle Model Discovery Concept Application
Concept Introduction

11. CSF II Technology
Investigate
Evaluate
Design
Produce

12. Issues to consider Target audience Project requirements Background Age
Experience
Project requirements
Clearly stated goals & instructional objectives
Project components
Number of screens
Graphics
Media files

13. Methods for development
Flow charting
Linear
Tree
Cluster
Star

14. Linear

15. Tree

16. Cluster

17. Star

18. Flowchart Symbols

19. Florida Flowchart

20. Medussa’s Market

21. Planning and Producing
Develop aims and objectives
Flowchart your project
Develop a storyboard
Decide on media and graphics
Write content and instructional design
Produce
Test
Improve