1. Multimedia Assignments for Students Dr. Susan Codone Assistant Professor, TCO Mercer School of Engineering

2. Why? Creating multimedia integrates learning through a sequential process. –Planning –Designing/composing –Authoring –Reviewing –Presenting This integration strengthens both internal cohesion & retention of the content and the student’s ability to communicate the content to others.

3. Implicit Learning Explicit Learning Design planning promotes mental ordering Visualization & imagery support dual coding & long-term retention Planning documentation Manipulation and intepretation of content support retention & transfer Expression of content reinforces mastery Oral/written communication demonstrates mastery

4. Integration of Knowledge via Multimedia – two theories Dual Coding -- Paivio –Recall/recognition is enhanced by presenting information in both visual and verbal form. Information-processing theory –System inputs are made to working memory and transferred to long-term memory when knowledge elements are meaningful or can be attached to prior knowledge.

5. When? Match multimedia assignments to appropriate learning outcomes to create the best learning environment

6. Gagne’s Taxonomy of Levels of Learning Intellectual Skills –Skills that involve progressive mental activity Verbal Information –Declarative knowledge; recall & recognition Cognitive Strategies –Internal control processes for learning Attitudes –Internal state affecting choices of action Motor Skills –Bodily movements involving muscular activity

7. Gagne’s Taxonomy of Levels of Learning Intellectual Skills –Select media providing feedback to learner responses Verbal Information –Select media able to present verbal messages and elaboration. Cognitive Strategies –Select media providing feedback to learner responses Attitudes –Select media able to present realistic picture of human model and the model's message Motor Skills –Select media making possible direct practice of skill, with informative feedback

8. Discriminations Which require as prerequisites Concrete Concepts Which require as prerequisites Rules and Defined Concepts Which require as prerequisites Higher-Order Rules Involves the formation of Problem-Solving Gagne’s Taxonomy of Intellectual Skills

9. Capability of making different responses to stimuli that differ from each other along one or more physical dimensions. Essentially, this is being able to recognize same or different. Use media that easily demonstrates similarities and differences Discriminations Back

10. Capability that makes it possible for an individual to identify a stimulus as a member of a class having some characteristic in common, even though such stimuli may otherwise differ from each other. Essentially, this is recognition of a concrete object. Use media that encourages identification & recognition Concrete Concepts Back

11. Capability of demonstrating the meaning of some particular class of objects, events, or relations. –An example would be an “alien” as a citizen of a foreign country. Use media that encourages interaction & application of rules – with feedback. Rules and Defined Concepts Back

12. Complex combinations of simpler rules; sometimes invented for the purpose of solving a problem or a class of problems. Use interactive media with feedback that allows learners to solve problems, see problems solved, and choose options themselves. Higher-Order Rules Back

13. Involves the invention and use of a complex rule(s) to achieve the solution of a novel problem to the individual. The learner should be able to apply the rule in a novel situation – requiring the transfer of learning. Use interactive media with a high level of user feedback. Problem-Solving Back

14. How? PowerPoint shows with animation, sound; Microsoft Producer Web pages Websites Flash products Concept Maps Interactive timelines – in any form Online assessment Instructional Video Online tutorials

15. With What? Microsoft PowerPoint Microsoft Producer Dreamweaver or any HTML editor Flash Hot Potatoes IHMC Concept Mapping tool –http://cmap.coginst.uwf.edu/ Visio/Inspiration

16. How do students submit it? On a server – example; egrweb On cd-rom On zip disk On floppy disk (not likely depending on file size) On student personal web page (externally hosted)

17. How Will I Grade It? Rubrics – see examples on site Peer Review/Peer Assessment Student Rankings (if in teams)

18. Is Media Grading Different? Yes! Grading multimedia is –Time-intensive –Dependent on computer performance (working at home vs. working here) –Dependent on servers (sometimes) –Hard on the eyes – visually tiring –Not always objective, even with a rubric

19. Guidelines for Defining Assignments – Lessons Learned Carefully delineate the expected length and content. Some students will do much more than others, so clear boundaries help everyone. Give out the rubric before students begin, so that students will know how they will be assessed. Provide tutorials on media production software early. Students sometimes think they know how to use applications but run into trouble later on.

20. Guidelines for Defining Assignments – Lessons Learned Identify leaders in class who can help other students. Keep students on a timeline, grading at intervals (progressive deliverables) to keep them on pace. Otherwise, some will wait until too late to even begin. Require written plans from students that explain what they will create. Try to let all students see what others are creating to create a sense of community and shared expectations.

21. How Do I Know For Sure When to Assign Media? Do my learning objectives support the use of media? Will integration of knowledge in multiple formats aid understanding? Are the resources available to students? Do I have a plan for grading? Do I have the resources & time for grading? Is there enough time in the semester for students to complete the work? Will my students be interested in the assignment? Do I have 3-5 key students who can help others?

22. Examples from my classes Professional portfolios – compile & organize personal achievements Tutorials – explain step-by-step process Entertainment reviews – compile samples & illustrate Sports guides – present timeline with relevant illustrations Medical explanations – explain disease progression Mosquito control – document interpretation