1. Scaffolding to Success: Multimedia Development Jay Melton Prefectural University of Kumamoto

2. Today’s Presentation Provide support to students through scaffolding Examine the steps to creating your own multimedia lessons –Establish a need for the use of multimedia –Map out the lesson –Examine the hardware and software necessary Take a look at a prototype tutorial –A volunteer later would be great!

3. Transition from High School to University English Courses Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) –Wants more communicative skills in English (Yashima, 2002) Move from HS to university English courses may be difficult (Kawano, 1999) Scaffolding can help with this transition

4. Scaffolding Based on Vygotsky’s Zone of Proximal Development (Deubel, 2003; Hung, 2002) –The zone between what can be done independently and what can be done with help Multimedia can useful for scaffolding (Deubel)

5. Define the Objectives Who are you teaching (Morrison, Ross, & Kemp, 2004)? Define your objectives (Dick, Carey, & Carey, 2001; Gronlund, 2000; Morrison, et al.)

6. Content Determine the content (Friedmann, 2001) Keep it manageable (Alessi & Trollip, 2001) –Use: Storyboards Flowcharts Scripts

7. Storyboards

8. Flowcharts

9. Assemble Your Tools Software –An authoring system PowerPoint?!?!? –Video iMovie/Quicktime Pro –Audio iTunes –Graphics iPhoto Preview/Photoshop Grab Hardware –Computer Rendering issues –Digital camera –Video camera –Microphone –Don’t forget the cables!

10. HCI Considerations Human-Computer Interaction –Should be highly navigable –Users should not have to figure out what to do –Users should be able to leave easily –See my JALTCALL2004 presentation at: http://jklmelton.net/2004/jaltcall http://jklmelton.net/2004/jaltcall

11. Other Considerations Careful planning is necessary Make it easy to use (Krug, 2000) Test thoroughly (Alessi & Trollip, 2001) –Alpha Run it with colleagues –Beta Test it with students

12. An Example Tutorial Bloom’s taxonomy (cited in Gronlund, 2000) –Knowledge –Comprehension –Analysis A volunteer?

13. References Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Needham Heights, MA: Allyn & Bacon. Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional multimedia design. Journal of Educational Multimedia and Hypermedia, 12(1), 63-90. Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th ed.). New York: Addison-Wesley Educational. Friedmann, A. (2001). Writing for visual media. Boston: Focal. Gronlund, N. E. (2000). How to write and use instructional objectives (6th ed.). Upper Saddle River, NJ: Prentice-Hall. Hung, D. W. L. (2002). Learning through video based narratives within the cultural zone of proximal development. International Journal of Instructional Media, 29(1), 125-140.

14. References, cont. Kawano, M. (1999). Teaching culture in English class in Japan. Retrieved November 15, 2004, from Northern Territory University, Centre for Studies of Language in Education Web site: http://www.cdu.edu.au/ehs/caesl/staff/kawano/kawano0.html http://www.cdu.edu.au/ehs/caesl/staff/kawano/kawano0.html Krug, S. (2000). Don't make me think! A common sense approach to web usability. Indianapolis, IN: New Riders. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.). Hoboken, NJ: John Wiley & Sons. Yashima, T. (2002). Willingness to communicate in a second language: the Japanese EFL context. The Modern Language Journal, 86(1), 54-66.