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GaETC Multimedia Storybooks

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Background slideshow for Multimedia Storybooks design/development poster session at November, 2009 Georgia Educational Technology Conference (GaETC).

Background slideshow for Multimedia Storybooks design/development poster session at November, 2009 Georgia Educational Technology Conference (GaETC).

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  • This session is Multimedia Storybooks: High Impact/Low Cost Differentiated Vocabulary Instruction.
  • I am Emily Whiteside – Speech/Language Pathologist for Muscogee County Schools here in Columbus. I work primarily with deaf/hard of hearing elementary students for 23 years. Recently graduated from Valdosta State University’s EdS in Instructional Technology Program. This presentation is derived from an Action Research Project that I completed while a student there.Credits:Drs. Zahner, Hinkle, Deese, Wiley, Schmertzing, Brovey, Leader
  • Why Vocabulary? As I see it, Vocabulary is the commonality between problem and solution.As a Speech Pathologist language acquisition is a major concern. Vocabulary is one of 5 major components of language.As an Instructional Technologist, of course I am interested in technology as a solution to learning problems.All hearing impairment, and most especially early onset deafness, substantially effects language acquisition , Delays in Language Acquisition also delay reading, and writing. Computer Assisted Learning has been used successfully for teaching vocabulary words to second language learners.
  • Perspective - Mine - So that is my perspective,YoursBut why should Media Specialists and Instructional Technologists be interested? Achievement in any academic area depends upon access to the curriculum, Access depends upon language competence and literacy,, connection between children’s early and frequent exposure to literature and their eventual reading success. imperative for classroom teachers to differentiate instruction to meet the needs of the diversity of students in classrooms today TheirsSo much of what defines language competence is mastery of an extensive vocabulary, so they need the instruction.But traditionsl vocabulary instruction – word lists with assignments to use the word in a sentence - has little meaning for the students I have described-- or for most students in actuality. We know that students learn best when the material is rich and relevant, when it is interactive and dynamic, and when it is student directed.
  • I use the term American Sign Language Multimedia Storybooks to mean:hyperlinked, digital learning environments with:Commercially produced animated videosLive-action video sign language interpretation.Multimedia activities and games
  • Contextmy hard of hearing students enter kindergarten with language age equivalents of 1 to 2 years. continue to lag 3 or 4 years behind peers in receptive vocabulary skills throughout elementary school. Receptive vocabulary = spoken or signed vocabulary words a student understands. Presently, only 1 of 15 reads on grade level. My students do not know the meanings of many of the words that they encounter in books, and thus, derive little meaning from what they read.  Hard of hearing students do not typically learn vocabulary words incidentally, as hearing students do, because they do not have clear and consistent access to a first language, either spoken or signed. 90% of hard of hearing children live with hearing families who do not know sign language. vocabulary achievement effectively predicted reading comprehension in deaf students. explicit vocabulary instruction is important to reading comprehension for HOH students. well-designed multimedia materials may be effective in improving the vocabulary skills of hard of hearing students. should elaborate word meaning and explicitly support complex linguistic structures in an interactive child-directed, rich, relevant context. Such multimedia should be American Sign Language (ASL) accessible and repetitive,).
  • Selected Technology: multimedia storybooks with American Sign Language interpretation 5 week intervention period students attended 3 speech therapy sessions per week, total of 15 sessions/ student. Small group sessionsIndividusal student interaction with the storybooks varied between 10 and 11 hours, with a mean contact time of 10.5 hours.  5 multimedia storybooks built in Microsoft PowerPoint. I introduced them to 1 book & 5vocabulary words for each week of the intervention. Each storybook included 5 components: an animated video with ASL interpretation, 3 instructional activities, and a game. Also worked with the print books students shared 1 desktop computer, equipped with a large, flat screen monitor and mouse input device. They could navigate the storybooks independently had on-screen access to user controls for all multimedia activities. This allowed them to repeat activities and videos or stop videos to ask questions or make comments.  Multimedia content included United Streaming animated videos of children’s picture books, live action video sign language interpretation, captured illustrations from the animations, as well as static and animated graphics, photographs, text, music, and voice.
  • Analyze – Beginning point of designing the storybooksConsider Audience (the learners): What are their needs? What are their characteristics?Constraints: Consider your constraints: budget/time/skills Budget: mostly free if access to hardware (camera/DVD authoring/computer) Time – depends on how detailed and how motivated you are….a lot of time. Skills – let this be the last consideration…you can find someone who will teach youMedia Choice: Web-based, PowerPoint, other software programs I chose PowerPoint because it is: ubiquitous, portable, simple, versatile, familiar, hypermedia… but is not as powerful or versatile as a Web platform.
  • DESIGN – Establish Goals and ObjectivesDecide upon Activities and Strategies, that you will use to address goals and objectivesDesign the product to include the activities and strategies for meeting the goals and objectives.Use a flow chart for overall activities – this is the general frameworkCreate a Storyboard – this is the detail can be simple, but must be detailed enough to implement - content of each slide – words, pictures, icons, menus,Design of each slide (colors/fonts/formatting)Navigational Links – page title and card number Created my Storyboard on paper: 3X5 cards – used 1 card/slide; laid out on floor and dared anyone to breathe on it. There are better and more professional ways to accomplish this, but this is what worked for me with my limited time. I would do this differently now… (PPT storyboard/template).Use the storyboard as your blueprint or design document to guide you in creating a PowerPoint page for each storyboard card that you designed. Use the name on the storyboard card as the title of the PPT page. When you add content, you will change the title.If you decide to create multiple storybooks, this PPT Storyboard can serve as a template. 
  • PowerPoint - shellMovie Maker - create videoDiscovery Education Streaming - content - animated story, images, soundCamStudio - capture screen action – use to demonstrate and instructPicasa – photo editor and photosPicnic – photo editorFlickr - photo contentAudacity capture and edit audio
  • Use iImages for icons, definitions, games backgrounds, videos, simpler story narrativeLook for:Creative Commons LicensingUse: creative search terms naming convention organization – create, save, stay put
  • Use the storyboards as a blueprint.This is the ideal way and will prevent mistakes, but is not always reality.I did a lot of designing as I went. The process is not all linear. Designing and Developing the product often do overlap.
  • Clip Art (http://www.microsoft.com/about/legal/permissions/default.mspx#E4)The Microsoft Clip Art Gallery provides a compilation of artwork for your personal use. The following guidelines apply to your personal use of clip art: 1.You may use clip art in your school assignments and projects.2.You may use clip art in your church brochure.3.You may use clip art for personal, noncommercial uses.4.You may not use clip art to advertise your business. 5.You may not use clip art to create a company logo. 6.You may not use clip art to illustrate the chapters of a book.
  • PowerPoint allows users to edit Windows MetaFile clip art.CHANGE COLORS Double click on portion of image that you want to edit. Select Edit Picture from pop up menu.Select Format Shape.Select Color and then Close.DELETE PART OF IMAGEDouble click on portion of image that you want to delete.Click Delete button.May require multiple deletions.REDRAW LINESDouble click on portion of image that you want to redraw.Click Edit Points from pop up menu.Click and Drag point in the portion of the image to be redrawn.May require multiple point edits.
  • PowerPoint allows users to edit Windows MetaFile clip art.CHANGE COLORS Double click on portion of image that you want to edit. Select Edit Picture from pop up menu.Select Format Shape.Select Color and then Close.DELETE PART OF IMAGEDouble click on portion of image that you want to delete.Click Delete button.May require multiple deletions.REDRAW LINESDouble click on portion of image that you want to redraw.Click Edit Points from pop up menu.Click and Drag point in the portion of the image to be redrawn.May require multiple point edits.

GaETC Multimedia Storybooks GaETC Multimedia Storybooks Presentation Transcript

  • High Impact/Low Cost Differentiated Vocabulary Instruction Emily Whiteside
  •  Speech/Language Pathologist – With an interest in Deaf/Hard of Hearing Students  Instructional Technologist – Seeking to design, develop, implement, and research a technology solution for vocabulary improvement 2
  • Deafness Language Speech Acquisition Pathology vocabulary Literacy Technology 3
  • Teachers, Media Specialists, & Instructional Technologists SLP/ Graduate Student Literature Deafness Access & Equity Language Competence Differentiated Instruction Literacy Response to Intervention Access Yours Literacy Technology Technology Mine Students Rich & Relevant Interactive Theirs Access Control Technology 4
  • Hyperlinked, digital learning environments with  animated videos of published books,  multimedia instructional activities and games,  live-action video sign language interpretation. 5
  • Limited access to language of home or school Limited incidental vocabulary acquisition Delayed language development  Poor reading comprehension skills Social isolation 6
  • The selected technology for the intervention was multimedia storybooks with American Sign Language interpretation and accompanying multimedia vocabulary instructional activities. 15 sessions/student – 10.5 hours 90 instructor sessions – 60 hours 5 weeks; 5 books; 5 activities 25 targeted vocabulary words 7
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  • Think about what you want to do… and think about it again. Consider : • Audience •Constraints •Media 9
  • Now plan : It’s all in the details. Goals and Objectives Instructional Strategy Product 10
  • Finally. . . . the fun part PowerPoint Movie Maker Discovery Education Streaming CamStudio Picasa Flickr Audacity 11
  • •Media •Instruction •Interactivity 12
  •  Manually  Use existing document (Outline view; New Slide arrow)  Flow chart is blueprint  Save as template before adding content 13
  •  Logical  Simple  Descriptive Read me 14
  •  Images: clip art, photos, scanned  Video: commercial or user created  Audio: commercial or user created  Script: definitions, prompts, games, simpler storyline 15
  •  Flikr  Wikipedia  Picasa  PowerPoint Clipart  Windows Movie Maker Create File; Save; Stay Put! 16
  •  Discovery Learning  Fair Use for class  Restrictions apply  Need a password and username (GPB)  Download online  Import into Windows Movie Maker  Create File; Save; Stay Put! 17
  •  Child-friendly definitions  Simplified story line, if needed  Prompts and Questions  Navigational Instructions 18
  •  Voice talent  Signing talent  Singing talent  Acting talent 19
  •  Quiet, well-lit room  Extra lights  Tripod and digital camera  Solid backdrop  Contrasting, solid shirts  Script 20
  • Audacity  Definitions  prompts,  Simpler story line  navigational instructions 21
  • Windows Movie Maker  Import images, audio & video clips  Trim clips  Add title, text overlays, and credits. 22
  • Storyboard to the Rescue! •Color •Font •Graphics •Audio •Video •Links •Icons •Text •Animation 23
  • Navigation and Action Action Buttons Hyperlinks Embedded Objects Animations 24
  •  Animations  Embedded Objects  Hyperlinks  Action Buttons Play a Game! 25
  • HORSE 26
  • oYou picked the goat. oA horse has a mane. oA goat has horns. oGo back and try again. 27
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  • Quality Control Test / Repair / Test / Repair . . . Is Key •Check links •Run through every option •Watch someone else use the product 29
  • Familiar Program – Simple Graphics Tool 30
  • Licensed for Non-Commercial Reuse 31
  • Change colors * Delete image portions * Redraw lines *Windows Meta Files (wmf) only 32
  • Change colors * Delete image portions * Redraw lines. *Windows Meta Files (wmf) only 33
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  • Any file type 35
  • Reuse in: •Non-MS Office programs •Web sites •Movies •Adobe Acrobat 36
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  • Send to Back * Bring to Front 38
  • Picture Tools  Recolor  Set Transparent Color 39
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  • Ctrl * Alt * PrtScn 42
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  • Reflection 47
  • 3-D Rotation 48
  • Photo Border 49
  • Bevel 50
  • Soft Edges 51
  • Emily Whiteside ewhites@knology.net www.everythingvocabulary.blogspot.com 52