Enabling Faculty to Develop Interactive Multimedia: The iMOD ...Presentation Transcript
Enabling Faculty to Develop Interactive Multimedia: The iMOD Project Taft H. Eaker [email_address] Mark Johnson [email_address] Advanced Learning Technologies University System of Georgia Southeastern Scholarship Conference on E-Learning 2005 Macon State College – Macon, GA
What is iMOD? http://alt.usg.edu/imod
Interactive Media Object Development (tool)
Easy-to-use software package of 14 templates that allow the user to create Flash based multimedia learning objects
Project began Spring of 2002 and was completed Fall of 2003
Software update intended to facilitate incorporation of math and science content completed in Spring 2005
Multimedia can be defined as involving the integration of more than one medium into some form of communication (Jonassen, 2000).
“ the integration of media such as text, sound, graphics, animation, video, imaging, and spatial modeling into a computer system (Von Wodtke, 1993)” (Jonassen, 2000, p. 207).
Research has indicated that multimedia enhances learning
helps students by engaging two (visual and auditory) learning channels (Mayer, 2001).
student learning is affected positively by presenting text and illustrations together... " (Mayer & Sims, 1994, pp. 389-401).
University System of Georgia
Over 3000 courses available via distance learning technologies, approximately 66 percent online.
90 programs where at least 50 percent of a degree (associate, bachelors and masters) is available via distance learning technologies.
WebCT Vista and Campus Edition
Considerations and Challenges
Interactive educational multimedia is usually time consuming and costly to develop.
Often only a few instructional technologists are available on a campus to support a large number of faculty.
Most traditional authoring tools require considerable time and effort to master.
Faculty usually do not have the time to learn and use traditional authoring tools.
The Interactive Media Object Development (iMOD) Project
Develop an easy-to-use software package that enables faculty to quickly develop web based interactive multimedia
Relieve faculty from the technical demands of development so they could better focus on content and pedagogy
Foreign language faculty and technical staff participated in two focus groups
Foundations and Brainstorming
Advantages and disadvantages of using computers for instruction
Some tools conceptualized
Vendor provided beta version
The iMOD Tool
14 templates or tools to produce different interactive multimedia learning objects
Preexisting frameworks that allow faculty to add their own content
Learning objects produced are “simple educational activities” (Varvel, 2002)
Only basic computer skills required
Published objects are Flash player (swf) format
Software is for the PC; published objects can be viewed with a PC or Mac
Form fields, menus and options in each tool
Objects are developed by entering text and adding images (jpg, gif and bmp) and/or audio files (mp3)
Content from any discipline may be used
Many consistencies among the 14 tools
Select desired object to develop Add content and select options Publish and refine object Save and publish final version
Upload to a CMS, link to content
Upload to a web site or copy to media to distribute to students
Overview: Using iMOD
Types of Objects
Multiple choice with drop down boxes; for grouping or categorizing items
Dialog Drag and Drop
Sentence fill in the blank via drag and drop, can add image and audio
Drag and Drop Basket
Drag and drop items to a basket, can use images or text as items, can add audio; for grouping similar items,
Drag and Drop
Drag and drop matching, can use images or text as dragable items and targets
Image Map - Drag and Drop
Drag and drop image or text items onto correct areas of a larger image or multiple images
Image Map – Hotspots
Click on areas of an image for additional information, may include images and audio
Image Map - Rollover
Rollover areas of an image for additional information, may include images and audio
Types of Objects (cont.)
Electronic flash card, can add audio and image
Clickable word or group of words in a sentence, can add image and two audio files, area for translation or noting parts of grammar/parts of speech
Ordering text or sentences in proper order, can add audio for each text or sentence
Drag words of a sentence in the proper order, can add audio
Display changes in sentence that reflect different voices or tenses
Nodes can be created similar to a actual timeline, with sub nodes within for user to explore, images and audio can be added at and within each node
Provides three areas to display text or sentence with audio for each, can add image, shows translation or inflection
Ideal for foreign languages with the audio component
Many of the objects are also applicable to any discipline
Self assessment and/or drill and practice in online courses and supplementary materials
Faculty with existing repositories of images and/or audio files
Instructional, extractable, and reusable
Math iMOD/iMOD 2004
Initially conceptualized as separate project
Equation editor added and improvements made
Released Spring 2005
Since software was first distributed in Fall of 2003 usage has been fairly low
eCore Spanish I and II course development
a few foreign language faculty
Marketing and distribution
Technical aspects and training
In some cases duplicates features of WebCT Vista Assessment tool
The iMOD software is now downloadable (USG Faculty and Staff only)
Templates for Multimedia – Learning Object Development Tools
http:// www.softchalk.com /
AliveTek Interactive Assessments
Wisc-Online Resource Center (registration required)
SMILE (registration required)
RLO Flash templates developed by Jeremy Dunning, Indiana University
http:// www.arjunamultimedia.com /
Flash Learning Interactions templates (included with the software)
Taft H. Eaker [email_address] For more information: http:// www.alt.usg.edu/learn/imod.phtml http://alt.usg.edu/imod
References and Resources
Alessi, S. M. & Trollip, S. R. (2001). Multimedia for learning: methods and development . Needham Heights, MA: Allyn and Bacon.
Ensminger, D. C. & Surry, D. W. (2002). Faculty perceptions of factors that facilitate the implementation of online programs. Paper presented at the Mid-South Instructional Technology Conference, April 2002, Murfreesboro, TN.
Feist, L. (2003). Removing Barriers to Professional Development. T.H.E. Journal . 30(11) 30-35.
Hawkes, M. & Coldeway, D. O. (2002). An analysis of team vs. faculty-based online course development: Implications for instructional design. The Quarterly Review of Distance Education . 3(4) 431-44.
Jonassen, D. (2000). Computers as mindtools for schools . Upper Saddle River, NJ: Merrill.
Mayer, R. E. (2001). Multimedia learning . Cambridge, UK: Cambridge University Press
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual coding theory of multimedia learning. Journal of Educational Psychology, 86 , 389-401.
Smith, P. L. & Ragan, T. J. (1999). Instructional design . New York: John Wiley & Sons, Inc.
Varvel, V. E. (2002, March/April). Review of educational uses of Macromedia Flash. Pointers & Clickers . Retrieved from http://www.ion.uillinois.edu/resources/pointersclickers/2002%5F03/
Von Wodtke, M. (1993). Mind over media: Creative thinking skills for electronic media . New York: McGraw-Hill.
Wiley, D. A. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects: Online Version . http:// reusability.org/read/chapters/wiley.doc