Amalgamation

This week in my Instructional Media Resources class, we learned about multimedia resources.  These resources are an amalgamation of print, audio, and visual resources and hence, provide for a more enriching and interactive learning experience (Lamb, n.d.).

Compared to the other two resources we studied (see Albion and Huang below), the Building Treehouses resource by Lamb (n.d.) was what I found most interesting and most helpful.  For one, it gave a list of the different slides that should make up a slideshow as well as the functional areas that slides have.

Aside from these, it also mentioned different software that can be used to create multimedia resources. One of these was Macromedia Flash Player, which comes as no surprise since most websites incorporate clips in them. It also listed Microsoft PowerPoint which I use to create my visual aids in school.

For a moment, it got me confused because Lamb had also mentioned PowerPoint as a good tool when creating projected visuals (Lamb, 2005).  Then of course, I came to realize that the fact that it is called “multimedia” would mean that it has to be projected somehow in order for it be as interactive as the designer would want it to be.

I have used clips, audio files, and hyperlinks in my PowerPoint presentations before.  Hyperlinks make for nonlinear presentations (that is, they allow users to jump from one topic to another).  However, the way I add hyperlinks in my slides still follow a linear outline (that is, it is part of a sequence).

I guess despite the limitation in interactive-ability, I realized that some of my slides are simple multimedia.  After reading Building Treehouses, I had this idea of creating a website for my students that will connect the slides that I have used in my lectures.  Of course, some of them will have to be revised and improved and some others still need to be designed (especially the interactive slides and student involvement area).

My greatest challenge about putting forth the project together will be to find the time to actually organize them into a cohesive stack (I can go crazy with sorting until I have several subfolders that I again will have to sort!) and the actual construction of a website.  Not to mention that the school has a policy of discouraging teachers from giving assignments through the internet.  Still, it will be a good science fair project that I can ask the students to be involved in.  I think, given their tech-savvy, it will also help them learn more about my subject along the way.

 

References:

Albion, P. (2001). Developing interactive multimedia using a problem-based learning framework. In L. Richardson and J. Lidstone (Eds), Flexible Learning for a Flexible Society, 30-38. Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Qld. Available at http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.25.7527&rep=rep1&type=pdf

Huang, C. (2005). Designing high-quality interactive multimedia learning modules. In Computerized Medical Imaging and Graphics, 29, 223-233. Available at https://cset.stanford.edu/sites/default/files/files/documents/publications/Huang-Designing%20hih-quality%20interactive%20multimedia%20learning%20modules.pdf

Lamb, A. (2005). Designing and developing resources: Projected materials (Chap 9). In Building treehouses for learning: Technology in today’s classrooms. Available at http://eduscapes.com/treehouses/TL9projected.pdf

Lamb, A. (n.d). Designing and developing resources: multimedia materials (Chap 11). In Building treehouses for learning: Technology in today’s classrooms, 385-438. Available at http://eduscapes.com/treehouses/TN11multimedia.pdf

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Distance Learning

I feel really guilty for not having been able to update this journal more often than I should. From the time I read Module 3, I had been busy listening to the girls defend their Investigatory Projects during the 3rd week of January. After this, I checked quarterly exams and encoded grades to prepare the Report Cards. I was busy talking to parents whose children were having difficulty in my subject. I had to review my lessons because we are taking up Physics this Fourth Quarter and I am quite rusty in the subject. On top of this, a group of us teachers were invited to dance during the Seniors’ Legacy Concert. This meant staying up after school to practice with my fellow teachers. The week-long Arts and Academic Week was held on the 3rd week of February with the Science Congress as one of its highlights. It was a whirlwind of activities until all I had left was one last week to teach speed, velocity and acceleration to the girls.

I have to say, it was a really busy quarter. But I know all of the above do not excuse me for my lack of journal entries. I swear, all of the entries are floating in my head and frankly, I even questioned the results of my time management self-test early in the term. So it is really quite hard for me to talk about what kind of behavior distance learners like me should acquire. Sure, the activities were already plotted in the school calendar. But I know that I could have done better in planning my activities and not spread myself too thin. Bottom line is, constant vigilance in turning in homework is a MUST for us distance learners.