Subject: Can MM authoring help comprehension? 2
From: Muhammad Betz (mbetz@sosu.edu)
Date: Fri 03 Dec 1999 - 03:56:30 MET
From: "Muhammad Betz" <mbetz@sosu.edu> Subject: Can MM authoring help comprehension? 2 Date: Fri, 3 Dec 1999 15:56:30 +1300
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This is because the 'successful' 'sequencing' of information in such a
project
does not in,itself, necessarily, constitutes an explicit demonstration of
comprehension.???
Ben Choppy
The first thing that I noticed in Ben's post was the omission any discussion
of the systematic planning process that anyone (including students) should
use when producing hypermedia or multimedia projects. There needs to be a
systematic process, chosen from any of several Instructional systems design
protocols, that requires the author to set goals, write objectives,
determine strategies for meeting goals and objectives, analyze potential
sources of content, construct a storyboard, and then begin constructing the
end product with the authorware. Certainly, authors should not just jump
into a computer software program and quickly cut and paste materials into a
fast and easy production. Before multimedia ever existed, so many of us
took courses and completed projects using ISD techniques (Gagne & Briggs;
Dick & Carey, et al.) to ensure reliable educational products. If we
require students to use sound techniques in the planning of their products,
the comprehension problem will most probably be solved. This point touches
on the concept of visual literacy, as used by Heinich, Molenda, Russell and
Smaldino in their popular textbook, "Instructional Media and Technologies
for Learning," (published by Merrill). These authors see visual literacy as
the decoding and encoding of visual messages by learners to create higher
levels of comprehension and sophistication as result of the processes
involved.
Regards,
Muhammad
Muhammad Betz, Ph.D.
Associate Professor in Educational Instruction & Leadership
Southeastern Oklahoma State University
(580)924-0121 x2326
fax:(580)920-7508
mbetz@sosu.edu
www.sosu.edu/ebs/eil/betz
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