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This site is at the generative cognitive level, as it requires users to construct their own criteria for assessing a multimedia product. It is an effective tool for creating a simple checklist, or rubric, that provides an assessment tool and a criteria document for students. The site features tools for different subjects, and there are links to multimedia checklist tools at 3 different age ranges.

Brief description ...: In this program, the learner is able to create a word cloud, as well as, click on the word to get a visual dictionary, definition, examples of the word and etc. The word sift provides an engaging learning environment. Brief explanation ...: I like this site because of the many tools available to help the learner become familiar with the lesson which will presented.

Wimba best practices, not specific to Blackboard

Basic instructions for using a Promethean brand interactive white board.

As a former user of TimeGlider, I have experienced its usefulness as a multimedia tool for active cognitive learning. With TimeGlider, the user is able to create an interactive timeline to be designed alone or collaboratively and shared with others. This free tool allows the user to not only control how important an event is based on its size on the timeline, but it also allows the user to link events on the timeline to online videos and to upload pictures to enhance the timeline. The student may begin with an idea of the time period they are creating a timeline for, but they make the choices about what material to include in terms of how many events to include and any extras like videos or pictures. 

Timeglider is web-based timeline software for sharing history and project planning. It can be an interactive guide to users for events like workshops and can be interactive between creator and users for essential and generative purposes. Timeglider is free for limited usage, but then asks for five dollars a month for formidable teacher/student uses. This site is a fine representation of cheap visual technology that gives good visual aid and cognitive understandings of the timeline organization.

The Center for Universal Design website of the College of Design of NC State University claims to be designed to promote accessible and universal design in housing, commercial and public facilities, outdoor environments, and products. Though, it's not about web design per se, covers nonetheless the essentials of what I want faculty to understand about Universal Design in creating their websites. The multimedia artifact on this page is picture and text but it is presented in a way that engages the learner. The headings are reasonably big and color coded. The images are relevant and positioned in a manner that facilitates learning without focusing the learner's attention too much on the graphics. I would say that this workshop is also learner-centered.

Teachers and students can animate versions of themselves and create other characters according to professions, historical figures or celebrities.

This presentation provides information for instructors wishing to incorporate presentations into their course material and still provide ADA compliance. The video provided instructions for checking presentations created in Microsoft PowerPoint 2010 for accessibility and how to correct those issues. This again is an example of Mayer's dual channel learning.

This site is a complement to the first one as it contains a video tutorial for the visual learners. The narrator has a very casual tone of voice. He is calm and composed. He goes through the tutorial at a very comfortable pace which makes him easy to follow. The learner can pause the video at anytime to practice what they've learned

This serious game was developed to help young children and teenagers learn the in's and out's of plagiarism, citation, and the importance of giving credit to authors for their original thoughts and work.

Video introducing LinkedIn, and why it is important.

Marion Bush-Multimedia Artifacts