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An output sample project for an ICT Integration training

An output sample project for an ICT Integration training

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    Multimedia Multimedia Presentation Transcript

    • MULTIMEDIA
      Presented by:
      LEOWEL H. RAQUINEL
      CARLOS HILADO MEMORIAL STATE COLLEGE
      BINALBAGAN CAMPUS
      Enclaro, Binalbagan, Negros Occidental
    • At the end of this presentation, we should be able to do the following:
      1. define multimedia
      2. identify the different types of multimedia
      3. list down the many ways multimedia can be integrated in instruction
      Just where are we headed?
    • MULTIMEDIA provides the learner with multi-sensory experiences.
      It makes one’s experience as realistic as possible without bringing the learner to the actual place.
      What's the big deal?
    • MULTIMEDIA KITS
      a collection of materials involving more than one type of medium and organized around a single topic
      TYPES OF MULTIMEDIA
      http://luminariproductions.com/images/film_strips_final.jpg
      serialconsign.com
      http://www.auroragalleries.com/images/portfolio/print/cdroms/full/cdrom001.jpg
    • Multimedia Kits are ideal for discovery learning.
      Integration
      Just to concretize,
      A kit on magnetism, for example, will include several types of magnets, iron filings and metal objects that may or may not be attracted to magnets.
    • TYPES OF MULTIMEDIA
      HYPERMEDIA
      is a term for computer software that uses elements of text, graphics, video and audio connected in such a way that users can easily move within the information.
      provides a learning environment that is interactive and exploratory
    • It is suited for any leaning goals that are designed for individual or small group exploration of a body of information.
      Integration
    • TYPES OF MULTIMEDIA
      INTERACTIVE MEDIA
      used to create a multimedia learning environment that capitalizes on the features of both video and computer-assisted instruction.
    • Integration
      ideal for tasks that must be shown rather than simply told.
      used in teaching scientific phenomena as well as teaching special education students.
      may also be used to provide instruction to specially-gifted children or provide remedial instructions to students who are having learning difficulties.
      ideally used for collaborative problem-solving activities
    • TYPES OF MULTIMEDIA
      VIRTUAL REALITY
      a computer-generated three-dimensional environment where the user is an active participant
      user wears a special headpiece that contains a three-dimensional liquid crystal display
    • ideal in the area of space exploration.
      used in high-fidelity simulators for airplanes and tank warfare training
      Integration
    • When creating multimedia programs, students and teachers may use the following copyrighted materials:
      Text : up to 10% or 1,000 words whichever is less
      Audio : up to 10% but not more than 30 seconds
      Images : not more than 5 images by the same artist or photographer
      Video : up to 10% or three minutes, whichever is less
      Copyright Concerns on Multimedia Materials
    • Copyright Concerns on Multimedia Materials
      Numerical data : up to 10% or 2500 fields or cell entries, whichever is less
      Educators may use their multimedia projects and materials for educational purposes for a period of up to two years after the first instructional use in class. Beyond that period, they must acquire permission of the holders of each copyrighted portion
    • Copyright Concerns on Multimedia Materials
      Students and educators may retain multimedia projects for personal portfolios to be used later for assessment of learning or for tenure review and job interviews
      Educators and students are advised to include at the opening of their multimedia project and in any accompanying print material a notice that certain materials are included under the fair use exemption of the US copyright law. It is always best to give credit for the sources of any materials used (Heinich,et.al.,2002,p.249).