Chapter 6 - Teaching w/ Multimedia and Hypermedia Tools

Multimedia and Hypermedia - How do they differ?

Multimedia means "multiple media" or "a combination of media."
Hypermedia refers to "linked media" or "interactive media" that have their roots in a concept developed by Vannevar Bush.

In current technologies such as Internet browsers and authoring systems, most multimedia products also are hypermedia systems. The combination of media such as video and audio with text makes them multimedia; the ability to get from one media/information element to another makes them hypermedia.

Current and Future Impact of Hypermedia on Education - will enhance classroom learning:

• Increased motivation
• Flexible learning modes (multiple intelligences)
• Development of creative and critical thinking skills
• Improved writing and process skills

Research on the Impact of Multimedia and Hypermedia Systems - Offers students multiple channels through which to process information. Researchers find that students who receive explanations in both visual and verbal format tended to generate more creative solutions on problem-solving transfer tests. Also, learners showed greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than written words.

Hypermedia primary advantage is allowing rapid searches through lengthy or multiple information resources. The increased learner controls is more useful for higher ability students; lower ability students experience the greatest difficulty with hypermedia. Learner style helps determine whether or not certain hypermedia features are effective in various learning situations.

Research on Design and Use - Characteristics that could have an impact on effectiveness include:

• Instructional design
• Screen design
• Interaction and feedback
• Navigation
• Learner control
• Color
• Graphics
• Animation
• Audio
• Video

Recent Developments in Hypermedia Systems -Three trends in education are evident:

1. The vanishing videodisc
2. Convergence of offline (disc) and online (Internet) development
3. Increasing ease of use

Types of Hypermedia Systems

1. Commercial Hypermedia software packages - see page 191, Figure 6.1 includes:

• Instructional software
• Interactive books and ebooks
• Reference materials

Evaluating commercial products - criteria include: Instructional planning and support, Instructional design, Content, Interface design and navigation, feedback and interactivity.

2. Authoring Tools - see page 196, Figure 6.4, includes authoring materials under each of these categories:

• Presentation software - Audio resources, Video production resources
• Photos
• Graphic Images
• Text

Hardware requirements include: Computer w/ keyboard and monitor, digital cameras, scanners, video digitizers, camcorders and other video input, microphones, and audio speakers.

Sequence of Development Steps for Multimedia Resources - Figure 6.6 page 198

1. Review existing products
2. Research background on topic
3. Storyboard each frame/segment
4. Develop frames/segments
5. Link parts together
6. Test/Revise with users

Evaluating Student Developed Hypermedia - see page 200, Figure 6.7 Checklist for Assessing Products

Presentation Software (Powerpoint) Top Ten Tips for Effective PowerPoint Presentations:

1. Large enough type (32 point font at least)
2. Contrast text and background
3. Minimize text on each frame
4. Too many different items on one frame
5. Avoid too many fancy fonts
6. Avoid gratuitous graphics
7. Avoid gratuitous sounds
8. Use graphics, not just text
9. Present in a dark room
10. Avoid reading text aloud

3. Video Production and Editing Systems (is to motion images what word processing is to text)

Integration Strategies for Video Production and Editing Systems

• Demonstrations of procedures
• Student-created presentation
• Video lectures
• Video portfolios
• Video decision-making/problem-solving simulations
• Documenting of school activities
• Visual literacy instruction
• Teaching of video production

4. Hypermedia Authoring Software

Integration Strategies:

• Brief tutorials
• Student-created presentations
• Interactive storybooks

5. Virtual Reality and and Other Immersion Tools

Virtual reality - some types are now seen in the classrooms. VR can represent real of imaginary worlds in which the user interacts through multiple senses: a true multimedia environment.

• Full immersion systems - not often used in education
• Web based VR - made possible by Virtual Reality Modeling Language and Extensible Mark-up Language. Limited use in education because of technical requirements.
• 3-D models
• QuickTime VR - most common use in K-12 classrooms with actual photographs

Integration Strategies -Imaging for virtual field trips, 3-D models to illustrate how systems work, immersion learning environments for practice and exploration