This article was downloaded by: [University of Texas Libraries]On: 26 November 2014, At: 13:54Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,UK

College & UndergraduateLibrariesPublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/wcul20

Planning and DevelopingCross-Platform InteractiveMultimedia Library InstructionNancy R. Thomas BA, MALS a b ca Purdue Universityb Rosary College , River Forest, IL, USAc College of DuPage , len Ellyn, IL, 60137, USAPublished online: 12 Dec 2008.

To cite this article: Nancy R. Thomas BA, MALS (1997) Planning and DevelopingCross-Platform Interactive Multimedia Library Instruction, College & UndergraduateLibraries, 4:1, 61-72, DOI: 10.1300/J106v04n01_08

To link to this article: http://dx.doi.org/10.1300/J106v04n01_08

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Planning and DevelopingCross-Platform Interactive

Multimedia Library Instruction

Nancy R. Thomas

ABSTRACT. Although hundreds of undergraduate students receivelibrary instruction when their instructors arrange for a class tour orbibliographic instruction session, thousands of other students do not.This article describes the planning process that took place in thedevelopment of a cross-platform interactive multimedia instructionprogram designed to be accessible to students with diverse informa-tion literacy skills. The author discusses the merits and limitations ofseveral authoring software packages and offers some guidelines con-cerning time requirements. [Article copies available for a fee from TheHaworth Document Delivery Service: 1-800-342-9678. E-mail address:getinfo@haworth.com]

Nancy R. Thomas (BA, Purdue University; MALS, Rosary College, RiverForest, IL) is Associate Professor/Reference Librarian at College of DuPage,Glen Ellyn, IL 60137.

College & Undergraduate Libraries, Vol. 4(1) 1997E 1997 by The Haworth Press, Inc. All rights reserved. 61

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COLLEGE & UNDERGRADUATE LIBRARIES62

KEYWORDS. Interactive multimedia, bibliographic instruction, cross-platform authoring, Macromedia/Prentice-Hall Authorware Academic,Macromedia Director, Microsoft PowerPoint

Tell me and I will forget,Show me and I will remember,Involve me and I will understand.

Anonymous

Today, undergraduate college students come in all ages, and from variouscultures and backgrounds. Increasingly, academic classes are moving awayfrom purely lecture presentations to a more student-centered approachaimed at producing problem-solving, team oriented, life-long learners. Theuse of technology as a delivery method for information access provides achallenge for librarians. The instructor-requested ��50 minute library tour��is no longer sufficient or efficient in reaching the number of students whoneed to use information resources. In order to plan for the future, I appliedfor and received a one-quarter non-teaching leave assignment to researchthe feasibility of alternative delivery methods for library instruction.My original intent was to sample a variety of cross-platform software

programs that I had read about during the months before my leave began.These included Macromedia�s Director, Authorware Academic (Macrome-dia�s educational product distributed by Prentice-Hall, hereafter referred toas Authorware) and Microsoft�s PowerPoint. However, after purchasing thesoftware, it became apparent to me that the differences among these pro-grams made it impossible to compare the final product that I could createwith them. PowerPoint is a linear program, which is more suitable forpresentations than self-paced interactive instruction. Director requires useof the Lingo scripting language, which was too complicated to learn in therequired time. Authorware�s distinct advantage is the flow chart authoringprocess that does not require programming knowledge.To minimize the learning curve, I enrolled in the College of DuPage

course, Multimedia I, which uses Authorware in a hands-on computer lab.This course gave me valuable background information about the multime-dia process and guided my efforts in creating Quick Start: An InteractiveGuide to the Learning Resources Center (hereafter referred to as QuickStart). Based on my experience, expect to spend approximately 200 hoursdeveloping and testing your first multimedia project, which includes learn-ing to use the software. Figure 1 shows the Authorware flow chart inter-face for the welcome, credits and main menu screens. Figure 2 shows theWelcome screen for Quick Start.

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Nancy R. Thomas 63

FIGURE 1. Authorware�s Icon Flow Chart Interface

FIGURE 2. Quick StartWelcome Screen

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COLLEGE & UNDERGRADUATE LIBRARIES64

Another Authorware advantage is the CD-ROM disk and accompany-ing manual, Authorware Models for Instructional Design, by Allen Inter-actions Inc., that contain several models for interactivity that can be modi-fied for use within an instructional project, including testing modules.These models are useful for learning the basic functions and capabilities ofthe software. Figure 3 shows the L2: Tag Placement model, which I usedfor interactive feedback on labeling parts of a periodical citation.

THE MULTIMEDIA PLANNING PROCESS

A multimedia project does not just result from the purchase of author-ing software. The planning process consists of several steps: the proposal,content outline, detail design, storyboard, script, and distribution method.

Proposal

The written proposal focuses on the need for a computer training pro-gram. It includes a description of the audience who will use the instruc-tion; the scope of the content; the underlying theme that will visually tie

FIGURE 3. Model L2: Tag Placement

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Nancy R. Thomas 65

the instruction together; the list of objectives to be met; and the reasons forusing a multimedia approach. Appendix A shows an example of the pro-posal written for Quick Start.

Content Outline

The content outline begins as a brain-storming session based on theobjectives in the proposal. It is best to include every topic that needs to betaught. This outline becomes the basis for the next step: the detail design.Appendix B shows the content outline for Quick Start.

Detail Design

The detail design is an important step in visualizing what the programwill look like. By this step, you need to decide what software program youwill use and have a basic understanding of the software�s capabilities andlimitations. The hierarchical structure that shows the main menu topicsand branching subtopics is described as well as the platform(s) that will beused for authoring and playback. If the program will be developed on aMacintosh and used on a PC, cross-platform issues must be considered.The more thought that is put into the project at this step, the easier theproduction work will be. Figure 4 shows the Quick StartMain Menu.I developed the Quick Start program on a Macintosh because that is the

type of computer the librarians at College of DuPage have in their officesand I have at home. However, PCs are used in all other areas of the LRC,including the bibliographic instruction classrooms. If you use Authorwareto author on the Macintosh and intend to playback on a PC, you must usethese computer conventions:

S the 8.3 PC naming convention for filesS a font common to both PC and Mac, such as Arial or Times New RomanS .pct as the graphic extensionS SVGA for 256 colorsS AIF audio files for PC and MacS bit sound files at 44.1 KHZ

Authorware requires the purchase of a copy of the software for eachplatform to package and translate the files.

Storyboard

The storyboard is helpful in sketching out screen designs. Most multi-media is developed in teams, with graphic artists involved at this point.Since I was working independently on a leave project, I was a team of one,

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COLLEGE & UNDERGRADUATE LIBRARIES66

FIGURE 4. Quick Start Main Menu Screen

which greatly added to the amount of time spent on the project. Enlistingcolleagues to help in the planning process and production stages is likelyto increase support and excitement for the project, as well as save time.

Script

Writing the script for each screen helps to focus on the instructionalobjectives as well as the visual medium. Screens need to be intuitive tostudents. If they need to click on part of the screen or on a word or graphic,these instructions should be clear and brief, for example: ��Click on theclock to continue.�� Keep wording to a minimum; do not overcrowd thescreen with text. The script for each screen may be combined with thestoryboard. Appendix C shows the storyboard/script for the first screen ofQuick Start.

Distribution

There are several distribution methods available. Finding the one thatwill work in your institution is critical. This could involve placing theproject on the campus network so that it is available to students at off-cam-pus centers, as well as on campus. As most of the files in a multimedia

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Nancy R. Thomas 67

program are too large to be stored on a floppy disk, you might considerputting it on a CD-ROM disk or on a portable hard drive for ease indistributing if a network is not feasible. The latest version of the authoringsoftware that I used for Quick Start, Authorware 3.5, now makes it pos-sible to distribute a project on the Internet.

EQUIPMENT NEEDS

Multimedia projects require hardware that is fast and has a lot ofmemory. Pentium or PowerPC computers with a minimum of 16MB ofRAM (32MB is recommended), a large screen monitor (20��), a scannerfor inputting graphics, a digital camera or camcorder, a portable hard drive(Syquest, Zip, etc.), and optional sound capability comprise the majorequipment needed to produce a multimedia program.

HOW TO PREPARE

Read

New Media and Syllabus are free publications for qualified educatorsthat contain articles about using multimedia for instruction. See AppendixD for addresses. In addition, multimedia authoring software is often re-viewed and compared in PC and Macintosh magazines. AWARE is alistserv on the Internet for Authorware developers. To subscribe, send yourname and e-mail address to: listserv@cc1.kuleuven.ac.be.

Attend Classes and Seminars

Many community colleges now offer courses in multimedia develop-ment. Graphic arts or photography classes are also useful. Macromediaoffers seminars in several major U. S. cities throughout the year. Plan onattending a Society for Applied Learning Technology (SALT) conferenceor a Video Expo/ImageWorld conference. Syllabus also has an annualconference. See Appendix D for contact information.

Try it Out

If possible, request software and hardware from grants at your institu-tion. Table 1 lists several cross-platform authoring programs. Think aboutyour students� needs. Allocate time to the project. Above all else, cultivateyour visual thinking and make the most of the multimedia technology nowavailable for library instruction.

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COLLEGE & UNDERGRADUATE LIBRARIES68

TABLE 1. Cross-Platform Multimedia Authoring Software

Product Company Education Price

Astound Gold Disk Inc. $100

Authorware Academic 3.5 Prentice-Hall $150(Macromedia)

Director Academic Prentice-Hall $150(Macromedia)

SuperCard 2.5 Allegiant Technologies $250

The Authorware Academic version has some feature restrictions. Ma-cromedia�s license agreement prohibits the sale of any project authoredusing either the $1,000 education version, Authorware Professional3.5., or the Prentice-Hall $150 academic version. The commercialproduct, which allows the end product to be sold for profit, is priced atabout $5,000.

QUICK BIB

Iuppa, Nicholas V. and Marc Wade. The Multimedia Adventure. WhitePlains, NY: Knowledge Industry, 1993.

McFarland, Ronald D. ��Ten Design Points for the Human Interface toInstructional Multimedia.�� T.H.E. Journal (February 1995): 67-69.

Rothwell, William J. and H. C. Kazanas. Mastering the Instructional De-sign Process. San Francisco: Jossey-Bass, 1992.

Schwier, Richard A. and Earl R. Misanchuk. Interactive MultimediaInstruction. Englewood Cliffs, NJ: Educational Technology, 1993.

Swain, Dwight. Scripting for the New AV Technologies. Boston: FocalPress, 1991.

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Nancy R. Thomas 69

APPENDIX A. Proposal

Project Proposal: A multimedia self-paced information literacy instruc-tional program for students using the College of Du-Page Learning Resources Center

Title: Quick Start: An Interactive Guide to the Learning Resources Center

Author/Producer: Nancy R. Thomas, Associate Professor/Reference Librarian

Several hundred students are exposed to the College of DuPage LRCservices and materials each quarter when their instructor/professor ar-ranges a class tour or bibliographic instruction session. However, there arethousands of other students who do not receive the benefit of this instruc-tion during class time. This project, a self-paced interactive instructionalprogram, can be accessible to students in the LRC, at any of the regionalcenters, or even possibly via the campus-wide network. The content willprovide ��just-in-time�� instruction covering basic library user informationthat illustrates frequently asked questions.College of DuPage students are both traditional 18-20 year olds and

non-traditional adult learners. Credit programs offer undergraduate coursesfor transfer to four-year colleges and universities, two-year associate de-grees, certificates of study, and job skills courses. The student body isdiverse in age, race, and ethnic background. Information literacy skills alsovary. To appeal to this audience mix, the project design will organize in-formation into different levels of complexity.The scope of this project covers basic information literacy skills that

can be applied to any course of study as well as to life-long learning. Theunderlying theme of this instructional model emphasizes a major benefit tothe student who uses it: reduction in the time spent searching for informa-tion. Most college students would agree that they never have enough timeto get all of their work completed. Many College of DuPage students havepart-time jobs and family schedules that they must also juggle. ��Time��related visuals will reinforce the premise that knowing how to use LRCresources will save the student time in doing research.After the initial welcome screen, the hierarchical structure branches

from four main choices on the main menu. Each of these choices will offerother branching opportunities. Screens provide buttons which allow thestudent to continue to the next screen, exit to the main menu or topicmenu, or quit the presentation. Interactive student feedback activities, suchas labeling and multiple choice, follow instructional segments.

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COLLEGE & UNDERGRADUATE LIBRARIES70

APPENDIX A (continued)

After using the program, the student will be able to:

S find LRC resources using the online catalogS locate a book on the shelves using the Library of CongressClassification System

S search electronic databases for periodical articles by subject,keyword, or controlled vocabulary

S understand the parts of a periodical citationS locate current and back issues of periodicalsS use research strategies for specific assignments

A multimedia approach provides interactivity, branching of skill levels,simulations of search strategies, animation of complex ideas, and visualrecognition of materials and services available. Audio is not included inthe design as of now, but could be added if that feature would enhanceusability.

APPENDIX B. Content Outline

1. Welcome Screen and Credits

2. Quick Start Main Menu

2.1 The LRC Computer Catalog

2.1.1 Search by subject to find materials on a topic2.1.2 Use the limit feature to find AV materials in the LRC2.1.3 Use the call number to find a book on the shelf

2.2 Periodical Indexes

2.2.1 Search for a journal article by subject, keyword, or controlledvocabulary

2.2.2 Identify the parts of a periodical citation2.2.3 Search the computer catalog by title to determine if the LRC has

a particular periodical and where it is stored

2.3. Location Maps

2.3.1 Lower Level2.3.2 Upper Level

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Nancy R. Thomas 71

2.4. Research Strategies

2.4.1 Business and Services2.4.2 Liberal Arts2.4.3 Natural Sciences2.4.4 Occupational & Vocational Education

APPENDIX C. Storyboard/Script

Screen # 1Screen Name WelcomeBackground Screen # 1Application/File name: Freehand

S AnimationS AudioS Graphic SRC.pic; clock.picS Video

Typography Arial

S Heading 48 ptS Text 36 pt

Buttons Invisible click/touch area

Text

S Heading Text: Welcome to Quick Start S An Interactive Guide to theLearning Resources Center S College of DuPage S Glen Ellyn, Illinois

S Body Text: Click anywhere to begin

Graphics

S Scanned image of artist�s drawing of SRC building additionS Clock clip art

Animation

S Animate clock on path from top center to just above the ��i�� in��Quick��

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COLLEGE & UNDERGRADUATE LIBRARIES72

APPENDIX D Resources

Allegiant Technologies Inc., 6496 Weathers Place, Suite 100, San Diego,CA 92121; http://www.allegiant.com

Macromedia Inc., 600 Townsend Street, San Francisco, CA 94103; http://www.macromedia.com

Microsoft Corporation, 1 Microsoft Way, Redmond, WA 98052; http://www.microsoft.com

New Media. HyperMedia Communications Inc., 901 Mariner�s Island Blvd.,Suite 365, San Mateo, CA 94404; http://www.newmedia.com

Prentice-Hall Media, 90 S. Bedford Road, Mount Kisco, NY 10549; http://www.prenhall.com

Society for Applied Learning Technology (SALT), 50 Culpeper St., War-renton, VA 22186

Syllabus. Syllabus Magazine, Subscription Services, 1307 S. Mary Ave-nue, Suite 211, Sunnyvale, CA 94087; http://www.syllabus.com

Video Expo/ImageWorld. Knowledge Industry Publications, Inc., 701 West-chester Avenue, White Plains, NY 10604; http://www.kipinet.comD

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