Scaffolding to Success: Multimedia Development

Jay Melton

Prefectural University of Kumamoto

Today’s Presentation

• Provide support to students through scaffolding• Examine the steps to creating your own

multimedia lessons– Establish a need for the use of multimedia

– Map out the lesson

– Examine the hardware and software necessary

• Take a look at a prototype tutorial– A volunteer later would be great!

Transition from High School to University English Courses

• Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT)– Wants more communicative skills in English

(Yashima, 2002)

• Move from HS to university English courses may be difficult (Kawano, 1999)

• Scaffolding can help with this transition

Scaffolding

• Based on Vygotsky’s Zone of Proximal Development (Deubel, 2003; Hung, 2002)– The zone between what

can be done independently and what can be done with help

• Multimedia can useful for scaffolding (Deubel)

Define the Objectives

• Who are you teaching (Morrison, Ross, & Kemp, 2004)?

• Define your objectives (Dick, Carey, & Carey, 2001; Gronlund, 2000; Morrison, et al.)

Content

• Determine the content (Friedmann, 2001)

• Keep it manageable (Alessi & Trollip, 2001)– Use:

• Storyboards

• Flowcharts

• Scripts

Storyboards

Flowcharts

Assemble Your Tools

• Software– An authoring system

• PowerPoint?!?!?

– Video• iMovie/Quicktime Pro

– Audio• iTunes

– Graphics• iPhoto

• Preview/Photoshop

• Grab

• Hardware– Computer

• Rendering issues

– Digital camera

– Video camera

– Microphone

– Don’t forget the cables!

HCI Considerations

• Human-Computer Interaction– Should be highly navigable– Users should not have to figure out what to do– Users should be able to leave easily– See my JALTCALL2004 presentation at:

http://jklmelton.net/2004/jaltcall

Other Considerations

• Careful planning is necessary

• Make it easy to use (Krug, 2000)

• Test thoroughly (Alessi & Trollip, 2001)– Alpha

• Run it with colleagues

– Beta• Test it with students

An Example

• Tutorial• Bloom’s taxonomy

(cited in Gronlund, 2000)– Knowledge

– Comprehension

– Analysis

• A volunteer?

References

• Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Needham Heights, MA: Allyn & Bacon.

• Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional multimedia design. Journal of Educational Multimedia and Hypermedia, 12(1), 63-90.

• Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th ed.). New York: Addison-Wesley Educational.

• Friedmann, A. (2001). Writing for visual media. Boston: Focal.

• Gronlund, N. E. (2000). How to write and use instructional objectives (6th ed.). Upper Saddle River, NJ: Prentice-Hall.

• Hung, D. W. L. (2002). Learning through video based narratives within the cultural zone of proximal development. International Journal of Instructional Media, 29(1), 125-140.

References, cont.

• Kawano, M. (1999). Teaching culture in English class in Japan. Retrieved November 15, 2004, from Northern Territory University, Centre for Studies of Language in Education Web site: http://www.cdu.edu.au/ehs/caesl/staff/kawano/kawano0.html

• Krug, S. (2000). Don't make me think! A common sense approach to web usability. Indianapolis, IN: New Riders.

• Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.). Hoboken, NJ: John Wiley & Sons.

• Yashima, T. (2002). Willingness to communicate in a second language: the Japanese EFL context. The Modern Language Journal, 86(1), 54-66.