Subject: (no subject)
From: Margaret Farren (mfarren@compapp.dcu.ie)
Date: Tue 07 Dec 1999 - 22:26:07 MET
From: Margaret Farren <mfarren@compapp.dcu.ie> Date: Tue, 7 Dec 1999 21:26:07 -0000
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Multimedia / Hypermedia / Authoring tools
I have found the discussion on Multimedia/Hypermedia/authoring software very interesting. I am currently teaching on a Multimedia module for teachers. I wish I had the benefit of this discussion in September when I was designing the course - I suppose better late than never. I am contributing to the discussion from the point of view of teaching teachers about the design, creation and evaluation of multimedia programmes.
I wonder if the tool is incidental?(Ben Choppy). I suppose it depends on the emphasis of the course. In September I was trying to decide whether to use Director or HyperStudio as the authoring tool. I thought about my audience and decided to go for HyperStudio. I wasn't convinced that, given the time limit, they would be able to learn and create a multimedia programme, using Director. My choice was based on the direction I wanted the module to take. I wanted the students to plan, design and create a multimedia programme by the end of the course. I could have taken a different direction and place more emphasis on particular areas of multimedia, for example, use of authoring package and programming with minimal design input etc.
I decided to leave the details of Instructional design and Constructivism to next term's linked module, Computer Applications in Education. For the purpose of this module (15 hours) they had to plan, design and implement their stack, using Storyboarding, Project goals, blueprint, card layout etc. They also had to evaluate a Multimedia programme, according to stated criteria. I hope this will help in the design of the multimedia project.
They are finding HyperStudio relatively easy to learn. I would not agree that HyperStudio has too low a ceiling of learning for students to benefit from their use (Belzano, 1999). The whole issue of planning, designing and implementing comes into play regardless of the authoring tool. Again, I suppose it depends on the emphasis or nature of course, and this is an issue for the facilitator/mentor.
I did not want the tool to get in the way and this was the first time they had used an authoring tool.
I would love to find out more about Post-Modern theory as an approach to teaching multimedia and hypermedia (Dr Farhad Saba). I am an action research convert myself! I do not find multimedia production as an exercise in selecting and sequencing (Ben Choppy)? I wonder if the term 'instructional design' tends to make us think of presenting information sequentially? I agree with Dr. Betz that people should not just jump into a computer software program and quickly cut and paste material into a fast and easy production - if we are teaching, responsibility then this should not be an issue anyway. Multimedia allows us to do things in other ways, and perhaps, better ways - surely that is an advantage. I agree with Dr Goswarmy that there is a large amount of analysing and thrashing the issues? For the purpose of the coursework assignments, the students have to have an end product - the multimedia project. However, on observation, a lot of processes are happening when students design, develop and implement a mu
ltimedia project. I would encourage students to reflect and document these processes. Do other people think that these processes are worth assessing? How would you recommend doing this?
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