Creating a Multimedia Digital Learning Object in Powerpoint

Creating
a
Multimedia
Digital Learning Object in
PowerPoint
Introduction Definitions Objectives Examples Conclusion

What is a Digital Learning Object?
As described on the WSU Sandbox site –
“New Media Consortium (NMC) defines digital learning objects (DLOs) as small reusable units that can be fitted together in any number of ways to produce customized experiences tied to an educational objective.” http://archive.nmc.org/guidelines/NMC%20LO%20Guidelines.pdf

A DLO is often likened to LEGO building blocks
A DLO includes small pieces – ie: building blocks

(photos, text, sound, video) that separately do not
constitute a comprehensive learning experience

When the individual pieces are connected and arranged they create useful

items such as houses, bridges, etc.
MOST IMPORTANT
DLOs are teaching and learning objects

The Components of a Digital Learning Object
Introduction – What is the DLO about?
Learning Objectives – What will students be able to do? What knowledge will be gained?
Explanation – What is it – a process, a concept?
Examples – Some complete, some incomplete to promote engagement, involvement.
Relationship to relevant concepts – Where does it fit in to the discipline?
Practice, Assessment - Engage with the learning object, reflect.
Summary – What was taught?
Mayer, R.E. (2001) Multimedia Learning, Cambridge University Press, Cambridge, UK
http://digital3.pk.wayne.edu/fady/sandbox/part_three_ii.php

What is Multimedia Learning?
http://www.cortland.edu/cap/Cap100Web/Unit7/Unit_7.htm
Multimedia learning occurs when people build mental representations from:
Text, Sound, Graphics, Photographs, Video & Animation
Mayer, R.E. (2001) . Multimedia learning. New York: Cambridge University Press

What Multimedia Elements Can I Use in A DLO?
TEXT
PHOTOS
MUSIC
WSU VMC 20 Poverty Scene 22060
ANIMATION
& VIDEO
Click Here to Proceed
GRAPHICS
COMPUTER CONTROLS

What Can Multimedia DLOs Do?
● Stimulate creative and writing skills
Example: Poor Girls Detroit 1900-1910
● Present information effectively
Example: Michigan Theatre
● Encourage critical thinking skills
http://www.jiscdigitalmedia.ac.uk/stillimages/advice/using-images-in-education/

DLOs Can Stimulate Creative and Writing Skills
Poor Girls - Detroit 1900-1910
Introduction:
We are going to show how a multimedia DLO can help stimulate creativity and writing skills
Learning Objectives:
After completing this multimedia DLO the student will
be able to:

Analyze images based on factual and emotional clues
Date images historically
Create a digital story within the larger historical structure
Explore storytelling from different narrative perspectives

Explanation:
This DLO will examine the process of using images to stimulate ideas for writing stories
Multimediaused to enhance this DLO:
• Photographs • Text  Graphics

Analyzing Photographic Clues
Unkempt Hair
Dirty Face
Wrinkled Dress
Trash strewn street
Shoe Style
Factual Clues:
Emotional Clues:
Wary eyes
Unsmiling expression

Analyzing Photographic Clues
Can help a writer determine:
The Subject’s:

Age (adult or child)
Gender (man or woman)
Social Status (rich or poor)
Emotional State (happy or sad)
Personality (open or wary)

This information can start the creative process for a writer.
The character’s form begins to take shape in the writer’s mind.

Contextualize the images historically
In 1883 Emma Lazarus wrote the words
inscribed on the Statue of Liberty:
"Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tossed to me,
I lift my lamp beside the golden door!”
http://www.sonnets.org/lazarus.htm
The Ideal
Historical context can help the writer to realize the larger events that create individual stories such as portrayed by the image of the two little girls.

The Journey
Sample steamship contract
for steerage passenger
“Crossing the Atlantic was a long, uncomfortable journey. The trip lasted two to three weeks. Immigrants slept and ate in the storage class. This area of the ship was below water level, so it was always dark. Immigrants in steerage were crowded together and had to share their space with livestock animals. The conditions were unsanitary and people often became sick. When the weather was nice , steerage passengers went up to the ship’s deck for a bit of fresh air.”
http://books.google.com/books?hl=en&lr=&id=sDzpNOFRYmIC&oi=fnd&pg=PA4&dq=steerage+immigrants+1900s&ots=If8WjU77uM&sig=_zmhcBWEAl3sweww2pZqCTJobeI#v=onepage&q=&f=false
http://www.gjenvick.com/CunardLine/SteamshipTickets/1895-05-29-SteeragePassengerContract.html

Contextualize the images historically
“Between 1870 and 1910, 16 million people immigrated to America”. “The population in poverty was approximately 45% in 1870, it declined to around 30% by 1910, only to reach about 45% in the mid 1930’s …” http://www.uncp.edu/home/canada/work/allam/18661913/index.ht http://docsouth.unc.edu/nc/childlabor/ill14.html
The Reality
http://www.immigrantslist.org/pages/population_facts_numbers/

Who Will Tell The Story?
An image can present the writer with options to
explore storytelling from different perspectives.
What will the story be if told by:

The mother
The father
The photographer
The girls themselves

- as children
- years later as adults
By examining multiple narrative perspectives the writer can create a story with greater depth and breadth.

Using what you have learned:

Analyze the clues in this photograph
Put it in historical context
Determine who will tell the story

What are the factual clues?
What are the emotional clues?
What was life like in the1920s?
How many ways can this story?

As a family story
As a story of hope
As a story of poverty in America

Who should tell the story?

One of the girls?
A neighbor?
An observer?
The photographer?

WSU VMC Poverty Scenes :
Family and Furniture on Street : Evictions 64802_1

SUMMARY:
This DLO has illustrated how images can stimulate creativity through:
Analyzing Images for:

Factual clues
Emotional clues

2. Creating a story based on historical accuracy
3. Determining the different perspectives various narrators

DLOs Present Information Effectively
THE Michigan Theatre
Introduction:
This multimedia DLO will use the history of the
Michigan Theatre to illustrate the history of the
city of Detroit.
After completing this DLO the student will
understand how:
Architecture can:
Reflect:  Economic Realities  Cultural Tastes
Create:  Awe  Fantasy  Escapism
Trace: • Community History
Explanation:
This multimedia DLO will illustrate the concept
that architecture mirrors the taste, history and economic reality of a community.
Multimedia used:
• Text • Photographs • Video

Sample Vaudeville Poster
Posters like this helped to lure patrons into the fantasy world of the
Michigan Theatre.
http://commons.wikimedia.org/wiki/File:Seattle_-_Moore_Theatre_-_early_vaudeville_poster.jpg

Architectural Design Can Reflect Economic Realities
“The 1920s were a time of unprecedented prosperity for Detroit. The booming city was a metaphor for American opportunity…huge ornate theaters were built downtown for movies and stage shows.”
http://guides.travelchannel.com/detroit/city-guides/historical-background
“The 4,038-seat Michigan Theatre (1927) … was designed in French Renaissance style at a cost of $5 million and was the largest theatre in Michigan.” http://www.buildingsofdetroit.com/places/mi
$5 Million dollars in 1927
is the same as $61,98,0000 today.
http://www.measuringworth.com/calculators/uscompare/result.php
WSU VMC Michigan Theatre 64050_4

Architectural Design Can Reflect Cultural Tastes
The Michigan had a lobby four stories high with room for as many as 1,000 patrons who could wait for the next showing. Velvet ropes contained the crowds while a pianist entertained. Paintings by artists such as Thomas Hovenden, Edwin Blashfield and Douglas Volk adorned the lobby walls. The ceiling provided a sight as awesome as any cathedral, with white marble sculptures of "Cupid and Psyche" and a life-sized pair of rearing horses pulling a Roman chariot…
the Michigan was "a castle of dreams
http://apps.detnews.com/apps/history/index.php?id=30
The architectural design of the Michigan Theatre symbolized the wealth, the power and the cultural tastes that existed in Detroit during the 1920s.

DLOs Present Information Effectively and Efficiently
Architectural Design Can Create Awe, Fantasy and Escapism
“…theater architect John Eberson called movie palaces "the most palatial homes of princes and crowned kings for and on behalf of His Excellency--the American Citizen,“
http://xroads.virginia.edu/~CAP/PALACE/home.html
We can see the elements of classical references, music, art, breathtakingly high ceilings all combined to weave an atmosphere to transport patrons into another world.
“styles ranged from Western to Chinese to French Baroque ... [turning]… movie palaces into an art.”
http://xroads.virginia.edu/~ug00/3on1/movies/Palaces.htm

DLOs Present Information
Tracing a Community Through its Public Buildings
1926
“Detroit is the largest city of opportunity in the world.“
-Detroit City Directory, 1924-1925
1976
The once grand Michigan Theatre closed in 1976. “Tenants in the adjoining office building needed … parking, and … the building owners decided to demolish the theater portion for parking, since it was no longer in use. The theater had to be carved into a parking garage because studies … showed it would endanger the soundness of the adjoining office building. Because of this, much of the theater remains today … the fact that the once-grand theater is now used for parking is as sad as it is ironic.”
http://www.buildingsofdetroit.com/places/mi
The Michigan Theatre has been like a barometer of the Detroit’s economic health. As Detroit’s financial health declined so too did the condition of the Michigan Theatre.
Michigan Theatre Video
YouTube
http://www.youtube.com/watch?v=bZ-dw5izGVQ

The Michigan Theatre
Opened in 1928, during the same economic period as the Michigan Theatre, the Fox Theatre has not only managed to survive but to thrive.
Using what you have learned explain:
How the Fox Theatre illustrates architectural design can reflect economic reality, cultural tastes while also creating an atmosphere
of awe, fantasy and escapism.
How the Fox Theatre paralleled the economic picture of Detroit.
Why the Fox Theatre escaped the fate of the Michigan Theatre did not.
http://apps.detnews.com/apps/history/index.php?id=63

Michigan Theatre
This multimedia DLO has shown:
The way buildings can mirror a city’s economic reality
The connection between architecture and culture
How architecture can combine historical design features to create fantasy worlds.
The history of a community

Summary
A Digital Learning Object is made of “small reusable units that can be fitted together in any number of ways to produce customized experiences tied to an educational objective.” http://archive.nmc.org/guidelines/NMC%20LO%20Guidelines.pdf
In our three DLO examples our “small reusable units” were:
In the “Poor Girls – Detroit 1900-1910”

photo of two girls
immigration chart
Emma Lazarus poem
steerage ticket
description of traveling in steerage

In “The Michigan Theatre” DLO

photos of Michigan Theatre (then and now)
illustration of vaudeville poster
Michigan Theatre facts (size, cost, seating capacity)
Architectural design features
Cultural Influences in early 20th century theatres

Summary
We followed the seven elements of digital learning objects:
Introduction:
“Poor Girls”We are going to show how a multimedia DLO can help stimulate creativity and writing skills
“Michigan Theatre”This multimedia DLO will use the history of the
Michigan Theatre to illustrate the history of the
city of Detroit.

Summary
“Poor Girls”After completing this multimedia DLO the student will be able to:

Analyze images based on factual and emotional clues
Date images historically
Create a digital story within the larger historical structure
Explore storytelling from different narrative perspectives

“Michigan Theatre” After completing this DLO the student will understand how:
Architecture can: Reflect:  Economic Realities  Cultural Tastes
Create:  Awe  Fantasy  Escapism
Trace: • Community History

Multimedia Elements within our DLOs