1. MIT 6110 COURSEWARE DESIGN AND MULTIMEDIA ASSIGNMENT 1A MULTIMEDIA PRESENTATION OF MULTIMEDIA COURSEWARE Lo Chun Man s0805887

2. The Background  Introduction This is a small courseware focus on laboratory safety and the use of basic apparatus like Bunsen Burner.  Subject and Level  This is a courseware designed for S1 students who first study Integrated Science.  This is the first topic of Integrated Science curriculum. Students should get the information of laboratory safety before they enter the laboratory..  The use of simulation is good for students to take high awareness of the safety in a special room.

3. The Background  Source of the Multimedia Courseware  This is a web-site from the following URL:www.simplemedia.com.hk URL:www.simplemedia.com.hk *(Since the company has closed, this courseware can be downloaded from: http://www.hkedcity.net/citizen_files/aa/uc/tr- lochunman/myresources/200810/464592/burner.exe)http://www.hkedcity.net/citizen_files/aa/uc/tr- lochunman/myresources/200810/464592/burner.exe Language used  The courseware is presented in English  Software requirement  The designer used Flash to make the courseware and compiled in an execution file. So no special software is required.  Type of courseware  Simulation courseware.

4. Instructional Design  Simulation:  The courseware functions as a computerized model for a real laboratory and teach students how the system works, so it is a simulation.  It asks the user to act as one of the students, enter the laboratory and perform the instruction.  According to Alessi & Tropllip (2001), the courseware is a kind of simulation as it teach how to do some procedures. It is a kind of procedural simulations which teach appropriate sequences of steps in lighting a Bunsen Burner.

5. Instructional Design  The courseware study is based on Morrison, Ross and Kemp Model. There are nine procedures in designing the courseware. (Morrison, et al., 2004).

6. Instructional Design  Instructional Problem  According to the curriculum guide of Science (S1-3), (ED, 1998), in planning the teaching and learning activities, the skills of handling equipment and apparatus properly and safely is important in science education.  The use of Bunsen Burner is fundamental skill in operating experiment so it is important for student to learn it in another presentation way instead of using it directly.  Also, the use of Bunsen Burner seems to be simple for a regular students who always use it to heat the substance. However, it can be a very dangerous process which may cause explosion and destroy the laboratory.  Learners Characteristics  For S1 students, they may be too excited to enter the laboratory, so as to ignore the importance of safety.  The practical skills in handling equipment to avoid accident is important especially for S1 students who study science and go to the laboratory for the first time.  The use of simulation is good for students to grasp the skill before handling the real equipment.

7. Instructional Design  Task Analysis  A. Content The content is related to the goal. As all related to the use of Bunsen Burner. First, the revision of steps and finally use the simulation to work out the steps in using Bunsen Burner. Meanwhile, the safety rules in the laboratory is also considered as one part of the task. So the content is highly related to the goal.

8. Instructional Design  B. Task component The whole task is divided into 3 parts. The first part is the revision of the steps in using Bunsen Burner before entering the laboratory The second part is to find out the right location of the apparatus in the laboratory. At the same time, users are required to spot out the misbehaviour in the laboratory. The last part is to conduct a simple experiment using appropriate apparatus with correct steps. So all the tasks are related to the objectives.

9. Instructional Design  Instructional Objectives  Students are able to state the procedures in using Bunsen Burner.  Students are able to apply the rules of laboratory safety and find out the misbehaviour in the laboratory.  Students are able to grasp the skills in using Bunsen burner.  Content Sequencing  The content is in a linear sequence. First, revision the steps in using the Bunsen Burner. Then, enter the laboratory and find the apparatus in the laboratory and take the safety precaution before using the Bunsen Burner. Finally, take the action to use the Bunsen Burner. If one cannot go through the first part, they cannot go to the next part.

10. Instructional Design  Instructional Strategies  The whole task is divided into small missions so that students can complete the mission one by one.  If one task is fail, students have to start from mission 1 again. This may upset the students as lost the interest to continue. However, this is a good way to ensure the student can master the skills and meet the objectives of the task.

11. Instructional Design  Designing the Message  The instructions are delivered in a friendly way. It is an animation and assumed that the learner is one of the character in the story to complete the missions as instructed.  The language used is at the students’ level and easy to understand.  The pictures help learners understand the situation in the laboratory.

12. Instructional Design  Instructional Delivery  The courseware can be used for self-learning or teacher demonstration when teaching the topic of laboratory safety.

13. Instructional Design  Evaluation Instruments  The learners have to complete the task within the time limit. If they cannot complete they have to start from that mission. It is one way to ensure learners must be familiar with the situation.  If learners connect the Bunsen Burner in a wrong way, explosion will be happened. And the learners have to start again. This is another way to enable the learners to meet the objectives of the task and avoid accident happened.

14. Features  Simple to start  The courseware using Flash to make the program and compiled to an execution file. So it is easy for user to download and no need to install to computer.  Easy to use  Learners can use the mouse to drag and drop to control and proceed the whole learning process.

15. Features  Similar to a real situation  The context is in a laboratory and the presentations make the learners feel that they are in the real laboratory.  Graphics are attractive  The Illustrations are attractive and let students feel that they are working with friends in the laboratory.  The animations, like opening of the cupboard, make the learner feel the real situation and attract them to go on with the experiment. The interactive architect can keep the learner involved and engaged in the learning activities (Sims, 1997).

16. Possible Uses  1. A S1 Integrated Science lesson  Prior knowledge: basic laboratory safety  Objective: Students are able to use Bunsen Burner TimeContentResources 4’ Teacher motivates students by pointing out some misbehaviour in the laboratory, e.g. eating, running. Then show the poster to recall their memory. Posters of laboratory Safety 5’ Show the location of apparatus in the laboratory, e.g. Bunsen Burner, test tubes, matches… Apparatus and floor plan of the laboratory 8’ Demonstration on how to use Bunsen Burner.Show mission 1 of the courseware. Let the students guess the steps in using Bunsen Burner. Then use the courseware to show the steps. Apparatus, courseware 8’ Revision of laboratory safety. Show mission 2 of the courseware.courseware 10’ Let the students work individually to try the steps of using Bunsen Burner. courseware 5’ Teacher demonstrates the real manipulation of using Bunsen Burner and draw conclusion. Apparatus

17. Possible Uses  2. Self-learning  Before the lesson, students can download the courseware and learn how to use Bunsen Burner at home.  Reinforcement  After the lesson, students can do revision of laboratory safety and techniques in using Bunsen Burner.

18. References Alessi, S., & Tropllip, S. (2001). Multimedia for learning: Methods and development. Needham Heights, MA: Allyn and Bacon. Morrison, G. R., Ross, S. M. & Kemp, J. E. (2004). Designing effective instruction (5th Edition). Hoboken, NJ : J. Wiley & Sons. Sims, R.C.H. (1997). Interactive learning as an “emerging” technology: A reassessment of interactive and instructional design strategies. Australian Journal of Educational Technology, 13(1), 68 – 84. Retrieved September 17, 2008, from http://www.ascilite.org.au/ajet/ajet13/sims.htmlhttp://www.ascilite.org.au/ajet/ajet13/sims.html The Curriculum Development Council. (1998). ED – Syllabuses for Secondary Schools-Science-Secondary 1-3.