Multimedia artifact is “anything invented by humans for the purpose of improving thought or action” (Norman, 1993, p. 5), also, multimedia instruction can be defined as presentations that involve words and pictures that are intended to foster learning (Mayer, p. ix). Therefore, as I seek to improve Flipped Classroom Instruction, I will create a workshop at the college where I teach titled: Improving Flipped Classroom Instruction through Multimedia Technology. The following are websites that I found to be effective for creating multimedia materials for various aspects of this workshop.
Two Websites for Pre-training
Pre-training will comprise an open forum discussion on names and characteristics ofkey components in my workshop such as defining and discussing flipped classroom instruction and briefly explaining what Mayer’s triarchic model of 12 design principles are.Participants will also learn how to create and save a PowerPoint Presentation as a video. This will help prepare participants for the authentic assessment near the end of the workshop. Near the end of my workshop, I would like participants to create to a concise multimedia lecture on “Steps to creating a Professional Microsoft Word Document.” This will demonstrate that my participants are able to apply the principles and skills they learned in my workshop on using multimedia tools to improve flipped classroom instruction.
Wink Screen Casting – website 1 to manage essential processing. http://www.debugmode.com/wink/ . This link was taken from Wink Screen Casting website. Wink is a screen casting software that focuses on making tutorials with audio and text annotation. Using wink as a tutorial and presentation creation software, participants at my workshop will be able to create tutorials on how to use software such as Microsoft Word, Excel or PowerPoint. Using wink, my participants can capture screenshots, add explanations boxes, buttons, and titles. This will help in fostering essential processing – the modality method, because people learn better from graphics and narration (narration method) than from graphics and printed text (Mayer, 2009). I will display information from this link at the beginning of my workshop during the pre-training segment. Wink provides information that is more specific than other sites towards my participants’ learning needs for the pre-training segments of my workshop. This because the software itself is geared towards elements surrounding required tasks, for example, creating tutorials on how to use Microsoft word.
Microsoft Office Help – website 2 to foster generative processing. http://office.microsoft.com/en-us/powerpoint-help/turn-your-presentation-into-a-video-HA010336763.aspx. This is link was taken from Microsoft Office site. The multimedia message from this site provides a clear set of instructions on how to convert a PowerPoint presentation into a video. This site uses words and a picture to instruct users on how to convert PowerPoints to videos which demonstrates multimedia instruction. This will help to foster generative processing for my participants because people learn better from words and pictures (multimedia method) than from words alone (Mayer, 2009). I will display information from this link at the beginning of my workshop during the pre-training segment. This Microsoft link provides information that was more specific than other sites related to the pre-training for my workshop. For example, participants will be taught how to save a PowerPoint as a video which can be beneficial to learners during the authentic assignment at the end of the workshop.
Two Websites for Graphic Organizer
A graphic organizer will be used during for major segments of my workshop to help focus participants’ attention on the key points. For example, during the main presentation, participants will be able to use graphic organizers to take notes. Participants will also be able to write down self-reflections whether the graphic organizer is online or printed.
Interactive Note Taker – website 1 to manage essential processing. http://interactives.mped.org/view_interactive.aspx?id=722&title=. This link was taken from Interactives.mped.org for participants to take notes for each segment of the workshop. This help to manage essential processing because people learn better when a multimedia lesson is presented to a learner in segments (segmented method) rather than a continuous presentation (Mayer, 2009). Participants will be separated into groups during pre-training segment where they will be given one laptop per team. These laptops will be prepared ahead of schedule with software for workshop activities. This site works better than other sites for my workshop because participants will be able to quickly logon without creating accounts and can readily take notes as needed throughout the workshop. Participants will be able to use interactives.mped.org to create clear notes to build mental representations of the material being presented.
Bubbl US Brain Storming – website 2 to foster generative processing.https://bubbl.us/ . I will be able to use bubbl.us to create engaging mind maps to help my participants think deeper concerning the material being presented. This will help to foster generative processing because people learn better when the speaker’s image is on the screen (image-present method) rather than not on the screen (Mayer, 2009). Furthermore, blank mind maps from bubbl.us can be used as graphic organizers for my participants to complete as they listen to presentations at my workshop. This organizer will help participants actively engage and focus on key elements in the presentation. These mind maps will also help participants to think in a non-linear fashion and be able to connect prior knowledge to the material is being taught. Bubbl.us mind map online site works best for my workshop because this site will allow my participants to create blank mind maps during the pre-training segment as a means of preparing for the main presentation where they can take notes in a non-linear manner. This will be especially beneficial for visual learners.
Two Websites for Presentation
An instructional method is means of “presenting a lesson such as using spoken versus printed text along with an animation” (Mayer, 2009, p. 51). Therefore, for the main presentation of my workshop, I will be using a PowerPoint presentation which will include graphics and animations. My tutorial for explaining the authentic assessment to participants will also be a PowerPoint presentation; however it will be saved a video to engage learners.
Go animate for schools – website 1 to manage essential processing. http://goanimate4schools.com/public_index. This link was taken from Go Animate for Schools’ website which will allow my participants and me to make animated videos quickly and easily. This site is most advantageous over other sites because it will allow my participants and me to simply drag and drop elements to create short animated videos which can be embedded into our PowerPoint presentations.
YouTube video – website 2 to foster generative processing.https://www.youtube.com/watch?v=Ku20CBs3EVM. This link was taken from YouTube.com on how to makePowerPoint slides engaging. Participants and I can use this video as an authentic guide to creating engaging PowerPoint slides. This will help to foster deep learning that can lead to transfer and knowledge construction. This site is better than other sites of this nature because the presenter went into details for 15 minutes and showed live examples on the screen.
Two Websites for the Authentic Assessment
To determine whether participants who attended my workshop experienced new knowledge and are able to apply the principles and skills they learned, an authentic assessment will be employed. These new skills will be regarding how to use multimedia tools to improve flipped classroom instruction. This will be near the ending of my workshop whereby during that segment, participants will be asked to create to a concise multimedia lecture on “Steps to creating a Professional Microsoft Word Document.”
Delivering PowerPoint Presentations – website 1 to manage essential processing.
http://www.wikihow.com/Deliver-Effective-PowerPoint-Presentations. This link was taking from wikihow.com on how to deliver effective PowerPoint presentations. This will help my participants to mentally organize information on how to create their multimedia lesson (the authentic assessment) on “Steps to creating a Professional Microsoft Word Document” using Microsoft PowerPoint. This site is most fitting, because the instructions contains all elements participants should focus on such as how to use text, graphics, animations and voice.
My Web Face – to foster generative processing.http://download.mywebface.com/index.jhtml. This like was taken from My Web Face website which will allow my participants to create personalized avatars to post to their authentic multimedia lessons. This will encourage personalization within these lessons. Learners may become less formal where “words are in conversational style (personalized method) rather than in formal style” (Mayer, 2009. p. 52). Participants can make avatars close their true appearance or can create completely new images. This site works better than other sites because not only is the software free, but easy to use and most of all, this site allow users to add engaging/fun personalization to their PowerPoint presentations, thus, supporting generative processing.
started by Ena Smith on 13 Apr 14
Websites for Creating Multimedia
Multimedia artifact is “anything invented by humans for the purpose of improving thought or action” (Norman, 1993, p. 5), also, multimedia instruction can be defined as presentations that involve words and pictures that are intended to foster learning (Mayer, p. ix). Therefore, as I seek to improve Flipped Classroom Instruction, I will create a workshop at the college where I teach titled: Improving Flipped Classroom Instruction through Multimedia Technology. The following are websites that I found to be effective for creating multimedia materials for various aspects of this workshop.
Two Websites for Pre-training
Pre-training will comprise an open forum discussion on names and characteristics ofkey components in my workshop such as defining and discussing flipped classroom instruction and briefly explaining what Mayer’s triarchic model of 12 design principles are.Participants will also learn how to create and save a PowerPoint Presentation as a video. This will help prepare participants for the authentic assessment near the end of the workshop. Near the end of my workshop, I would like participants to create to a concise multimedia lecture on “Steps to creating a Professional Microsoft Word Document.” This will demonstrate that my participants are able to apply the principles and skills they learned in my workshop on using multimedia tools to improve flipped classroom instruction.
Wink Screen Casting – website 1 to manage essential processing. http://www.debugmode.com/wink/ . This link was taken from Wink Screen Casting website. Wink is a screen casting software that focuses on making tutorials with audio and text annotation. Using wink as a tutorial and presentation creation software, participants at my workshop will be able to create tutorials on how to use software such as Microsoft Word, Excel or PowerPoint. Using wink, my participants can capture screenshots, add explanations boxes, buttons, and titles. This will help in fostering essential processing – the modality method, because people learn better from graphics and narration (narration method) than from graphics and printed text (Mayer, 2009). I will display information from this link at the beginning of my workshop during the pre-training segment. Wink provides information that is more specific than other sites towards my participants’ learning needs for the pre-training segments of my workshop. This because the software itself is geared towards elements surrounding required tasks, for example, creating tutorials on how to use Microsoft word.
Microsoft Office Help – website 2 to foster generative processing. http://office.microsoft.com/en-us/powerpoint-help/turn-your-presentation-into-a-video-HA010336763.aspx. This is link was taken from Microsoft Office site. The multimedia message from this site provides a clear set of instructions on how to convert a PowerPoint presentation into a video. This site uses words and a picture to instruct users on how to convert PowerPoints to videos which demonstrates multimedia instruction. This will help to foster generative processing for my participants because people learn better from words and pictures (multimedia method) than from words alone (Mayer, 2009). I will display information from this link at the beginning of my workshop during the pre-training segment. This Microsoft link provides information that was more specific than other sites related to the pre-training for my workshop. For example, participants will be taught how to save a PowerPoint as a video which can be beneficial to learners during the authentic assignment at the end of the workshop.
Two Websites for Graphic Organizer
A graphic organizer will be used during for major segments of my workshop to help focus participants’ attention on the key points. For example, during the main presentation, participants will be able to use graphic organizers to take notes. Participants will also be able to write down self-reflections whether the graphic organizer is online or printed.
Interactive Note Taker – website 1 to manage essential processing. http://interactives.mped.org/view_interactive.aspx?id=722&title=. This link was taken from Interactives.mped.org for participants to take notes for each segment of the workshop. This help to manage essential processing because people learn better when a multimedia lesson is presented to a learner in segments (segmented method) rather than a continuous presentation (Mayer, 2009). Participants will be separated into groups during pre-training segment where they will be given one laptop per team. These laptops will be prepared ahead of schedule with software for workshop activities. This site works better than other sites for my workshop because participants will be able to quickly logon without creating accounts and can readily take notes as needed throughout the workshop. Participants will be able to use interactives.mped.org to create clear notes to build mental representations of the material being presented.
Bubbl US Brain Storming – website 2 to foster generative processing. https://bubbl.us/ . I will be able to use bubbl.us to create engaging mind maps to help my participants think deeper concerning the material being presented. This will help to foster generative processing because people learn better when the speaker’s image is on the screen (image-present method) rather than not on the screen (Mayer, 2009). Furthermore, blank mind maps from bubbl.us can be used as graphic organizers for my participants to complete as they listen to presentations at my workshop. This organizer will help participants actively engage and focus on key elements in the presentation. These mind maps will also help participants to think in a non-linear fashion and be able to connect prior knowledge to the material is being taught. Bubbl.us mind map online site works best for my workshop because this site will allow my participants to create blank mind maps during the pre-training segment as a means of preparing for the main presentation where they can take notes in a non-linear manner. This will be especially beneficial for visual learners.
Two Websites for Presentation
An instructional method is means of “presenting a lesson such as using spoken versus printed text along with an animation” (Mayer, 2009, p. 51). Therefore, for the main presentation of my workshop, I will be using a PowerPoint presentation which will include graphics and animations. My tutorial for explaining the authentic assessment to participants will also be a PowerPoint presentation; however it will be saved a video to engage learners.
Go animate for schools – website 1 to manage essential processing. http://goanimate4schools.com/public_index. This link was taken from Go Animate for Schools’ website which will allow my participants and me to make animated videos quickly and easily. This site is most advantageous over other sites because it will allow my participants and me to simply drag and drop elements to create short animated videos which can be embedded into our PowerPoint presentations.
YouTube video – website 2 to foster generative processing.https://www.youtube.com/watch?v=Ku20CBs3EVM. This link was taken from YouTube.com on how to makePowerPoint slides engaging. Participants and I can use this video as an authentic guide to creating engaging PowerPoint slides. This will help to foster deep learning that can lead to transfer and knowledge construction. This site is better than other sites of this nature because the presenter went into details for 15 minutes and showed live examples on the screen.
Two Websites for the Authentic Assessment
To determine whether participants who attended my workshop experienced new knowledge and are able to apply the principles and skills they learned, an authentic assessment will be employed. These new skills will be regarding how to use multimedia tools to improve flipped classroom instruction. This will be near the ending of my workshop whereby during that segment, participants will be asked to create to a concise multimedia lecture on “Steps to creating a Professional Microsoft Word Document.”
Delivering PowerPoint Presentations – website 1 to manage essential processing.
http://www.wikihow.com/Deliver-Effective-PowerPoint-Presentations. This link was taking from wikihow.com on how to deliver effective PowerPoint presentations. This will help my participants to mentally organize information on how to create their multimedia lesson (the authentic assessment) on “Steps to creating a Professional Microsoft Word Document” using Microsoft PowerPoint. This site is most fitting, because the instructions contains all elements participants should focus on such as how to use text, graphics, animations and voice.
My Web Face – to foster generative processing.http://download.mywebface.com/index.jhtml. This like was taken from My Web Face website which will allow my participants to create personalized avatars to post to their authentic multimedia lessons. This will encourage personalization within these lessons. Learners may become less formal where “words are in conversational style (personalized method) rather than in formal style” (Mayer, 2009. p. 52). Participants can make avatars close their true appearance or can create completely new images. This site works better than other sites because not only is the software free, but easy to use and most of all, this site allow users to add engaging/fun personalization to their PowerPoint presentations, thus, supporting generative processing.
References
Bubbl US Brain Storming (n.d). Retrieved from. https://bubbl.us/
Go animate for schools (2013). Retrieved from http://goanimate4schools.com/public_index
Interactive Note Taker. (2004). Retrieved from. http://interactives.mped.org/view_interactive.aspx?id=722&title=.
Mayer, R. E. (2009).Multimedia learning(2nd ed.). Cambridge, MA: Cambridge University Press.
Microsoft Office (2014)How to convert a PowerPoint presentation into a video. Retrieved from.http://office.microsoft.com/en-us/powerpoint-help/turn-your-presentation-into-a-video-HA010336763.aspx.
My Web Face (2014). Retrieved from http://download.mywebface.com/index.jhtml
Norman, D. A. (1993). Things that make us smart. Reading, MA: Addison-Wesley.
Wikihow.com (n.d).How to deliver effective PowerPoint presentations. Retrieved from.
http://www.wikihow.com/Deliver-Effective-PowerPoint-Presentations
Wink Screen Casting. (2012). Wink Screen Casting Retrieved from. http://www.debugmode.com/wink/
YouTube video (2014). How to make your slides more engaging | GPTK. Retrieved from.https://www.youtube.com/watch?v=Ku20CBs3EVM