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Introduction ............................................................................................................. 5
Learning outcomes .................................................................................................. 5
Multimedia .............................................................................................................. 6
Multimedia Hardware............................................................................................ 10
Software for Media Object Production ............................................................... 10
Hypermedia ........................................................................................................... 13
Copyright ............................................................................................................... 15
Summary ............................................................................................................... 17
Self-test 3.1 .............................................................Error! Bookmark not defined.
3.2 Video and Audio-Visuals
18
Introduction ........................................................................................................... 18
Learning outcomes ................................................................................................ 18
Introduction to Audio and Video Technology ...................................................... 19
Change in Pedagogic Approach............................................................................ 22
Innovative Applications of Digital Video ............................................................. 23
Audio-based Interactivity ...................................................................................... 27
Video-based Interaction ........................................................................................ 33
Summary ............................................................................................................... 40
3.3 Digital Cameras, Digital Camcorders and Mobile Devices
40
Introduction ........................................................................................................... 40
Learning outcomes ................................................................................................ 42
Digital Cameras and Camcorders .......................................................................... 42
Digital Camcorders (Digital Video Cameras) ....................................................... 48
Mobile Technologies ............................................................................................. 52
Summary ............................................................................................................... 57
Self-test 3.2 ............................................................................................................ 58
3.4 Social Media
59
Introduction ........................................................................................................... 59
Learning outcomes ................................................................................................ 59
77
References
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ii
Unit overview
In Unit 1.3 the relationship between the ICT and learning theories was
discussed and you may recollect the following:
Behaviourism
Cognitivism
Constructivism
In this unit we will consider how the microprocessor enhance media tools
have become such an integral part of the classroom and an invaluable for
the purposes of teaching. New tools in the context of this unit refers to
technologies that are digital in character (though many that are used today
have their beginnings as analogues). With the arrival of the
microprocessor and its capacity to connect via networks, almost every
tool permits the teacher in the classroom or a learner at home benefit
from their sophistication.
Learning outcomes
By the end of this section, you should be able to:
1. Differentiate between Instructional Technology and Educational
Technology.
2. Explain the evolution of Instructional Technology.
3. List the potentials of technology tools for teaching.
4. Provide rational to use media in teaching.
5. Identify the critical issues in the integration of technology in
teaching.
We will anchor the study of sub unit 3.1 on Chapter 9 of the book by B.
Poole and Sky-Mcllvainn. We will work through 5 learning objects as
listed in table below.
Title
Resources
The Concept
of ComputerBased
Multimedia
Multimedia
Hardware
Article:
Poole and Mclivian, Chapter 9 in Education for an
Information Age ,p 236-242
Article:
Poole and Mclivian, Chapter 9 in Education for an
Information Age , 242-253
PPT
Hardware Tour GD
Software for
Media Object
Production
Hypermedia
Systems:
Bringing it All
Multimedia:
Hypermedia
http://www.youtube.com/watch?v=Lxv18AStxkg
Together
What is hypertext?
http://www.youtube.com/watch?v=f6o33ylERpU
Using
Copyrighted
Materials
Our institutions of Higher learning, on the other hand are well provided
with technology infrastructure for teaching and learning but their
everyday use is somewhat modest unless they are dedicated distance
education providers, such as the Wawasan Open University.
In time to come many universities in our country will be using more
multimedia than they currently do especially since most if not all of the
young people who will be enrolling in our universities are expected to be
tech savvy and the richness of the ICT environment in our campuses will
permit greater use of multimedia both for teaching and learning. Such a
shift will change the dynamics of the educational environment as
depicted in Table 3.1below.
Traditional instruction
Teacher-centered
instruction
Single-sense stimulation
Single-path progression
Single-media
Isolated work
Information delivery
Passive learning
Reactive response
Isolated, artificial
context
From our point of view this strategy resonates the constructivists (Unit
1.4) view of learning, i.e., multimedia format allows you to interact. The
levels of interactivity is dependent on many factors including the
availability of appliances, the size of the bandwidth, skills of both
learners and teachers to use the technologies and of course the expense of
it all. In an ideal situation interactivity would permit the user to clicking a
site and accessing text or videos, completing worksheets, teacher and
learner performing an activity together and teachers and learners actively
engage in a discussion.
All of this means that in designing course teachers are expected to pay
considerable attention to the importance of the learning process.
Experience tells us that instructional multimedia must grab the learners
attention (attending), assist the learner to find and organize relevant
information (organizing) and help the learner integrate this acquired
information into her own knowledge base. Putting this together is a
complex process and there are number of authoring tools in the market
(power point is one of them). In using these authoring tools and designing
a lesson or course teachers should ensure that the multimedia course
support five features. These are screen design, learner control and
navigation, use of feedback, interactivity, visual and audio elements.
These are shown in Table 3.2 below.
Features
Screen design
Interaction
Feedback
Navigation
Principles
Focus the learners attention
Develop and maintain interest
Promote processing
Promote engagement between the learner and
lesson content
Help learners find and organize information
Facilitate lesson navigation
Provide opportunities for interaction
Chunk the content and build in questions and
summaries
Ask questions but avoid interrupting the
instructional flow
Use rhetorical questions to get students to
think about content and to stimulate curiosity
Provide for active exploration in the program
rather than a linear sequence
Keep feedback on the same screen as the
response
Provide feedback immediately following a
response
Provide feedback to verify correctness
Tailor feedback to the individual
Provide encouraging feedback
Allow students to print feedback
Clearly defined procedures for navigation and
support
Consistency in screen structure and location
of keys
Learner control
Colour
Graphics
Animation
Audio
Video
summation
Synchronize video with content, and
reinforce/ repeat the concepts being presented
Multimedia Hardware
It is very likely that most if not all of you use one or another kind of
multimedia device almost daily in your lives. All of us use them as
consumers and some use them for purposes of multimedia production. It
is not uncommon for Malaysians, especially during family occasions like
weddings and birthdays to produce a multimedia show of an elders life
or the development of romance of a newly marrying couple. These have
become so common place that few bother to pay attention to continuously
rolling images with sweet music as a background. If you have produced
these, you will be familiar with a number of computing hardware that
comes into play in making these productions.
Reading 3.2
In this sub-unit, you will be taken on quick tour of these production and
playback devices and in subsequent sub units of Unit 3 detailed accounts
of some of the major devices that educators use will be presented. We
will do this tour with a power point presentation. Either before or after
viewing the presentation read pp 242-253 of Chapter 9 for an in depth
treatment of the unit.
View the PPT on Hardware Tour
Read pp. 242-253 of Chapter Nine - Educational Multimedia in
Education for an Information Age: Teaching In The Computerized
Classroom by Poole and Mclivian.
10
List of media objects that you have accessed and reused or repurposed.
Reflection 3.2
Media object
Original use
Repurposed
application
e.g.
Learning objects
Before considering the software that enables the manipulation of media
objects, let me describe learning objects here. There is no clear and
single definition as to what learning objects are. David Wiley (2000) who
is often cited on the subject defines Learning Objects as any digital
resource that can be used to support learning while a compatriot Larry
Johnson (2003) states that learning objects are any grouping of materials
that is structured in a meaningful way and is tied to a learning objective.
We shall not take sides in these two differing views. Why not take a
simple position like if a particular content is useful in the learning process
than it is a learning object; these objects can be animation, simulation,
interactive map, game, applet, a video or a piece of music.
Learning objects are becoming increasing useful in education because in
particular educational contexts they are able to provide new ways of
visualizing, thinking about, presenting, interacting with and
understanding complex topics M. Roy (2004). Click at Figure 3.1, I
have given a lengthy explanation of Learning Objects which if time
permits you may wish to read and be more fully informed.
You may now continue reading Chapter 9 (pp 243-255) on some of the
software technologies that are available for us to use. They are basically
tools to construct:
A number of these are for professional producers and may be way more
than a school budget would allow. Many a times for classroom purposes a
good PC with a number of built in features may suffice.
11
LEARNING OBJECTS
There are various definitions of learning objects. In simple terms,
learning objects (LOs) can be easily compared with the classical
resources teachers use while teaching. The new element brought in the
context of modern teaching is the computer with its facilities. For
example, a world map can stay on a wall and serves the needs of a
Geography teacher. A similar map can be brought in the classroom but
via a computer. Learners can interact with it via keyboard or mouse, by
rotating it, zooming in or out etc. In other words, a learning object
enriches a classical teaching resource with computer facilities, enabling
a certain degree of interactivity.
We may say then that a learning object (LO) is a digital module built on
certain didactical sequences aiming to enable a learner to acquire
knowledge and skills on a specific topic or theme. The sequences
composing the LO may be also used separately, in certain conditions
where specific pedagogical and instructional objectives are set.
A LO can be used for collective learning and teaching in classroom or
for individual learning as well. It can be a multimedia or interactive
application, an exercise or a simulation. Its role is not to replace books
entirely but to make learning more attractive and efficient. For example,
a LO can be an alternative lesson to a laboratory experiment which
cannot be organised in schools, due to its complexity or high cost.
A LO can be a lesson or part of a lesson serving a school subject or
more, while teaching across the curriculum.
How to design a LO
According to experts and researchers the LO design should follow
several stages:
1. Choosing and formulating a theme to match the curriculum
requirements.
2. Designing a scenario and incorporating it into small sequences,
bearing in mind that each sequence may be used separately or as
part of the whole LO.
3. Transposing the theme into an appropriate pedagogical
approach.
The learning process should be supported by clear instructional and
pedagogical objectives and therefore by quantifiable and immediate
results, visible during or at the end of the activity. An appropriate
pedagogical approach should be based on the following key aspects:
12
1.
2.
3.
4.
5.
would
like
you
watch
this
short
video
tutorial
term.
Hypertext is a text form that has links embedded in it for easy surfing on
the internet. From the video you would have gathered that hypertext is a
non linear and non sequential method of organizing text designed for
users like us to access information from the text in ways that are more
useful to us. This is based on the assumption that I the reader of a
particular text would want to impose demands on the text that is
meaningful to me as reader.
Hypertext is made up of a link referred to as a hyperlink. A hyperlink
usually appears highlighted in blue (see above at the reference to the
video or send a friends email address to another friend, e.g.
musadipter@gmail.com). These links can also appear as icons or pictures.
The links are embedded using a Hyperlink Markup Language. When you
take your cursor to the link the cursor changes into a finger meaning you
13
can click on it. When you click on a hyperlink, it connects you to either a
different website, or a different part of the web page that youre on.
Links are of two types. They are either a relative link or an absolute link.
Without hypertext, websites would not exist; there will be just web pages,
which have no connection between them. An innovator called Ted
Nelson (1965) coined the terms hypertext but the credit to envision the
idea of using technology to linking the worlds information resources
must go to Vannevar Bush who wrote the ground breaking article As We
May Think (1945).
Hypermedia
Often both in literature as well as in conversation we often use the term
hypertext interchangeably with the terms hypermedia. Strictly speaking
they are different as hypermedia as the word itself suggests is beyond
linking texts. It also connects diverse forms of media such as images,
sound, video animations and simulations. It is a multimedia link.
Regardless of the terms and similar to hypertext, the technology is based
on chunks (nodes) of data (information) that are linked together for users
such as to explore the world of knowledge in any sequence that we
desire. The most obvious example of this value is the World Wide Web
(WWW) which provides humanity an endless opportunity to explore
multiple documents and follow paths of exploration that wish to pursue.
Educators generally get excited about the value of hypermedia in the
classroom. Without doubt it is an exciting tool especially because of its
facility to provide non linear access to information, explore information
on demand, facilitate self paced learning and engage the learner in an
interactive way. It also has the added value of responding to learners with
different styles of learning in a variety of media formats. But the jury is
still out there on whether hypermedia is the technological panacea that
many of us dream about. The uncertainties come from:
14
Activity 3.1
15
16
movement and is receiving much attention around the world. The United
Nation Education, Science and Communication Organization (UNESCO)
is a strong advocate of this development which encourages open
provision of educational resources, enabled by information and
communication technologies, for consultation, use and adaptation by a
community of users for non commercial purposes.
Communities of educators worldwide have embraced the OER
movement as a means to increase access to knowledge resources as well
as spark innovation in teaching and learning.
While the OER
arrangement is firmly founded on principles of fair use and creative
commons licensing it is not without limitations in terms of use. Learning
materials made available under this convention mostly though not always
carry this icon
.
Activity 3.2
Time permitting you may wish to take this PPT tour on Multimedia
which captures most of our discussion on the subject.
Multimedia Tour
Reading 3.3
Summary
This section highlighted the
1. The supplementary role that technology plays in lessons construction
and delivery
2. The range of technology tools and their relevance in designing
instruction for delivery in the classrooms.
3. The need to select the media appropriate to the content to be
delivered, learning objectives to be achieved, the context and the
learning styles of students to be remembered.
4. The value, convenience and use of multimedia in the classroom.
17
Learning outcomes
By the end of this section, you should be able to:
1. Identify various developments in the use of audio/radio and
video/television technologies in education with the emergence
digital learning.
2. Demonstrate how interactivity and integration can enhance the
learning potential of Images and Sound.
3. Explain the potential of different types of video/television
presentations in providing varied opportunities for interactivity
and integration.
4. Reason out how various types of video/television presentations
can lead to differential learning outcomes.
5. Describe the potential of interactive audio/radio presentations
with suitable examples of educational situations.
6. Describe the potential of interactive video/television
presentations with suitable examples of educational situations.
The sub-unit is made up of 5 sections and these are listed in table below
along with the resources that you need or provided with to work through
the unit:
Title
Resources
Introduction to
Video and
Audio Devices
18
Project
Creative
Commons license
NonCommercial-ShareAlike 3.0).
Change in
Pedagogic
Approach
(Attribution-
Innovative
applications of
digital video
(Attribution-
Audio-based
Interactivity
(Attribution-
Video-based
Interactivity
19
20
From the learning and teaching perspective, the challenge for educators is
to understand how video and audio can act as powerful, innovative and
creative elements to enlighten teaching and learning.
For those with a media background, it may seem strange that we are still
struggling with the basic issue of the role of moving images and sound in
education. Indeed there is an unbroken pre-internet research tradition
stretching back at least half a century underlining the educational value of
moving images from film through educational television and
videocassettes to desktop multimedia applications. However, the lessons
from these earlier technologies have been only partially assimilated for a
number of reasons. The use of moving images and sound is very uneven
across the educational sectors. On the one hand, teachers of media,
cultural studies, and the performing arts might be expected to have good
reference models. Educators in languages, medicine, sports studies, and
natural science generally at least show some experience of the medium.
However, in the majority of disciplines there is virtually no widespread
tradition of using rich media.
Interactivity and Integration
New technologies also attract new participants, both teachers and support
staff who have little formal media training. Asensio and Young (2002)
noted how interactivity and integration (with other technologies or in a
blended environment) were adding value to the power of the image itself,
but that this demanded new type of visual and digital literacy from the
educational designer. They added that the underlying pedagogical
theories we use to interpret new technologies had also shifted from a
knowledge transfer model to a constructivist model, implying yet
another layer of learning design complexity.
Thus although the moving image has a long and honourable pedigree in
education, the present day emphasis on interaction and integration in elearning and an increased focus on student control present opportunities
but also complex challenges to teachers using media. Young and Asensio
(2002) describe this interplay of image, interactivity, and integration as
the Three Is Framework.
1. Traditional technologies such as audio and video became more
popular again with the emergence of digital technology. What are the
main reasons?
Check your progress 3.1
21
Topic:
Describe the way you have provided integration with the video:
22
http://www.atit.be/dwnld/VideoAktiv_Handbook_fin.pdf
Can you summarise the sections you have read? These sections describe
how the moving visual presentations which originated as the magic
lantern developed and influenced our life situations in the last over a
course of a century. Over the course of a century, we have seen a
succession of moving image technologies: film, television, videotapes,
videodisks, digital desktop video, multimedia, CD-ROM,
videoconferencing, interactive TV, and now web-based media. All were
primarily developed for the business or entertainment sector then later
found a place in education. This changing emphasis on the value of video
is partly a case of educators seeing a new technical opportunity, but as we
will see later, also highlights the influence of prevalent pedagogical
theory in interpreting, sometimes reinventing tools developed for other
purposes.
Locus of
Control
Pedagogic
Value
Aspect
Technology
Image
Film, television,
Teacher
videotape
Transmission
model
Image +
interactivity
Video disks,
digital desktop
video,
multimedia,
CD-ROM
Student
Constructivism
model
Image +
interactivity +
integration
Web and
streaming
media
Distributed
Collaboration,
contextualisation,
communication
23
Reading 3.5
Short description
Number 10 - Talking
head lectures and
tutorials
Number 9 - Using
authentic archive
video material
Number 8 - Animated
screen shots
24
activity
Number 6
Interviewing an expert
or expert presentation
Number 4 - Video
case
studies/simulations/rol
e plays
Number 5 - Video
blogs think aloud
Number 3 - Videoing
real events in situ
Number 2 Presentation/performa
25
Number 1 - Students
create their own video
26
Your colleague tells you that it is always better to select the Type-10
video according the list discussed in this section as it is easy to develop
and produce with less cost. However you are interested to make the video
from a constructivist learning perspective. What would be your choice?
Reflect the reason you choose that option.
The Top Ten is based on Dales concept that increasingly levels of
activity encourage better learning. According to this model, students
producing a video about a subject may be more effective pedagogically
than students passively watching a video. Although we believe this is a
useful framework, we would hesitate to suggest Number One is always
pedagogically superior to Number Ten. Educational contexts are always
complex and inevitably resource dependent. Talking heads at the
bottom of our list may be appropriate, useful, and effective in many
circumstances. Moreover, as we have seen they may be designed or used
in ways that are both interactive and engaging. Similarly archive
materials, animated screenshots, instructional resources can be used in a
variety of active designs. Expert interviews lend themselves more to
reflection and discussion and the entire top five have an increasing focus
on student participation.
The intention of the Top Ten, however, is to be descriptive rather than
prescriptive, to present a range of both well-known and comparatively
novel approaches that may be useful in diverse circumstances.
Nevertheless, the participative model provides a useful perspective to
consider how we expand the use of video in education in ways that are
interactive, integrated, and creative. This participatory model underpins
our vision a dynamic visually rich learning environment where moving
images and sounds, often sourced from video archives but just as
commonly produced by teachers and students becomes increasingly
mainstream. Just as importantly by creating and sharing video for
assignments, assessment or reflective digital portfolios, video is
embedded in the everyday activities of the student.
Audio-based Interactivity
Audio-based instruction includes radio broadcasts; Interactive Radio
Instruction (IRI); one- and two-way audio instruction; and, increasingly,
podcasts. This section examines the most prevalent forms of audio- (or
aural) based learning. In the educational context both teachers and
learners have been benefiting from this mode.
27
Reading 3.6
28
http://idd.edc.org/sites/idd.edc.org/files/DE%20Book-final.pdf
Discuss the details of the case study with your course mates and write a
short note on the learning system adopted. In your discussion, you could
also include the different leaning components/devices and how Radio is
used to enhance the effectiveness.
The Chapter you read also describes the modes where interactivity is
made available in a radio or audio presentation.
Check your progress 3.3
What are the ways in which one could create 'back and forth'
communication audio/radio presentation:
..................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................
29
30
Reflection 3.5
31
32
Video-based Interaction
Video based instruction is based on the premise that seeing is believing;
seeing is understanding; and seeing is learning. For example in a teacher
training situation videos furnish models of desired practice, provides
implementation guidance, sparks ideas, and increases understanding of
difficult-to-explain procedures or processes. To paraphrase a famous
American baseball player, teachers can observe a lot by watching.
This section focuses on televisual models of distance education with
some examples from professional development of teachers. Televisual
includes such visual broadcast media as television, video, and
videoconferencing. Televisually based distance education is often used to
show teachers real teacher-student interactions in the classroom, thus
enabling them to observe the management of learning activities. In this
respect the uses of radio and television for teacher professional
development can be contrasted: whereas radio often is used to guide
teachers through scripted activities, television shows teachers images of
teachers and students in action (Gaible and Burns, 2007: 50).
Read Chapter 3: Televisually based Distance Education (pages 3245) of the following book:
M. Burns, Distance Education for Teacher Training- Modes,
Models and Methods, Education Development Centre, 2011
http://idd.edc.org/sites/idd.edc.org/files/DE%20Book-final.pdf
Television
Televisions have tremendous reach and enjoys the advantage of being a
familiar and engaging visual medium. As such, television has for decades
been well established as a distance education mode providing highquality content and instructional techniques for pre-service, in-service,
and continuing teacher education as well as learning by children.
Teachers have participated in television-based professional development
in their homes; in their classrooms; or, in areas where television is not
widely available, in viewing centers. Indeed, the largest distance
education program in the world, Shanghai Television University, is
television- based.
Televisions strengths include the power to engage viewers, to present
conceptual information visually, and to show real people doing real
things in environments both local and international. Television can
support professional development by giving teachers opportunities to
observe other teachers as they implement new instructional practices. By
enabling teachers to anticipate what will happen, television reduces the
risk inherent in experimentation (Gaible and Burns 2007, 50).
33
34
reflection 3.6
Is Television losing its popularity? Would that mean that the visual
and video experiences will be less attractive to people? How
WWW has has influenced in this trend?
Discuss with you colleagues or tutors and reflect on these
questions.
The chapter you read does provide a number of experiences of using
television in different ways in the educational context especially in
teacher training. Let us review one of those case studies.
35
each issue:
1. What aspects of the television instruction would have helped
the teacher trainees develop the required competencies for
teaching? Give your views considering the various types of
video programmes possible through a video/television
presentation (you may want to refer to Change in Pedagogic
Approach).
2. How did this training programme take care of providing
anytime-anyplace training?
3. China being a very large country with regional variations, how
do you think they would have catered to this need? Can you
imagine what could have been possible to provide support for
regional variations?
You would have thought of different formats and styles of videos used in
the Chinese Television Instruction. You also would have thought of
possible learners support though face-face contact locally. This would
have taken care of the need for human interactivity in the programme.
Suggested answers:
2.
a. Internet Protocol Television (IPTV) provides digital
television services over Internet Protocol (IP) and this is
at a lower cost.
b. Internet Protocol Television (IPTV) is a system where a
digital television service is delivered using the Internet
Protocol while Digital television (DTV) is a
telecommunication system for broadcasting and
receiving moving pictures and sound by means of
digital signals.
Videoconferencing
36
37
38
What are the strengths and weaknesses of using Television and Video in
educational situations?
Strengths:
1.
2.
Weaknesses:
1.
2.
Answers:
Strengths:
1. Television and video combine words and moving images. Moving
images are powerful for communication and are an engaging and
familiar cultural and professional communication medium.
2. Images can very concisely present messages. Several pages of text
can be captured and presented by a brief video segment and
conceptual, abstract information can be made concrete.
Weaknesses:
1. Television has extremely high initial production and recurrent costs
and requires an extensive distribution network and involves highly
skilled personnel.
2. 2. It is often difficult to create engaging television or video for
instructional purposes especially and locally produced videos are
often too long, of poor quality, or lacking narration.
39
Summary
In this sub-unit you have learnt the use of media devises involving audio
and video presentations. Although there is a long history in the use of
audio and video programmes including radio and television for
educational purposes the media re-emerged during the nineties mainly
because of the possibility of digitisation. Use and potential of audio and
video programmes as standalone leaning environment and with
interactivity and integration with other experiences are discussed with a
number of case studies. The sub-unit also examines Interactive Radio
Instruction and Interactive Audio Instruction as extended versions of
radio and video with enhanced learning effectiveness. Similarly Internet
Protocol Television (IPTV) and Videoconferencing are also discussed as
extension of analogue and digital television and video. On the whole this
sub-unit attempted to give a fairly concise but comprehensive idea about
the use and potential of audio and video media and also their extended
versions with enhanced learning effectiveness and applicability.
40
Fast forward that to your childhood when photographs were taken using
portable cameras and film-rolls.
Portable camera
Film-roll
Now wake up from your nostalgia and look around at what modern day
youngsters use to capture their moments. You would see them capturing
high definition images using their smart phones and uploading them
instantly onto the cloud using high speed internet connections.
4
Youngster with an
integrated camera phone
3G
Connectivity
In the next three sections, you will see how these youngsters are able to
do this so easily only using a few pieces of technology. You will also
gain insight into how these technologies work and how they integrate to
provide a new medium for expression, teaching and learning.
41
Learning outcomes
By the end of this section, you should be able to:
1. Describe the application of digital cameras and camcorders in
effective delivery of content
2. Discuss the implications of mobile devices for teaching and
learning
Resources
Computers
and
Communicati
on
Article:
Education for the Information Age Chapter 7
Multimedia:
Network Components
http://www.youtube.com/watch?v=v1e-9DNcczc
Article:
Education for the Information Age Chapter 5
Computer Managed Instruction (CMI) tour
ComputerManaged
Instruction
(CMI)
ComputerAssisted
Instruction
Article:
Education for the Information Age Chapter 6
Govindrarja, C (et al) (2011) Computer assisted
learning.
Faizah Binti Mohd Nor, et al (2008) Teachers
Perceptions Of Lessons Using Computer Assisted
Language Learning.
Computer-Assisted Instruction (CAI) tour
Multimedia:
How Designing Computer Assisted Instruction
Improves All Your Teaching
http://www.youtube.com/watch?v=GJmn764oRMc
http://www.slideshare.net/guesta8a28b/computerassisted-instruction
42
43
DSLR-like cameras
Integrated Digital
Cameras
Nokia Smartphone
Visit
http://www.diigo.com/annotated/18172974d1577c08474c9bc7840cef28
and read about the different types of cameras available now. Which type
of camera would suit your needs best?
Suggested answers:
Megapixels
When you choose a camera you will need to decide the size of the largest
picture you will want to print. For the most part you can determine this
size using the megapixel of your camera.
Here is how to do the math:
A megapixel is approximately 1 million pixels. A true photo quality print
will be printed using 300 DPI (dots per inch).
44
What this means is that if you want an 8 x 10 inch print, you will need to
multiply:
8 x 300 = 2400 pixels
and
10 x 300 = 3000 pixels
This gives you the pixel length and width of your photo, which are 2400
x 3000 pixels for an 8 x 10 inch print. Now you need to calculate the
number of pixels in the 8 x 10 rectangle. Calculate the "square feet" or in
this case, "square pixels" by multiplying:
2400 x 3000 = 7,200,000 pixels
Note that a megapixel is approximately 1 million pixels. Now, divide the
"square pixels" by a million pixels to see how many megapixels your
picture will be:
7,200,000/1,000,000 = 7.2 megapixel
This means that you will need a 7.2 megapixel camera to print an 8 x 10
inch photo in photo quality.
Do also note that this is just a ballpark way of calculating it. In actuality,
you may be able to achieve an 8 x 10 photo quality print using a 4 or 5
megapixel camera provided that you have a good sensor or use good
photo editing software afterwards. Also, shooting in RAW format instead
of jpeg will give you better results especially if you have software on
your computer that can render the raw image, edit, and or print it.
Visit http://www.design215.com/toolbox/megapixels.php and read more
about what megapixels are and how they affect images.
Reading 3.9
Image Processing
When you take a picture with your digital camera, the scene is converted
into a rectangular array containing millions of uniformly spaced colored
dots. Those dots or picture elements (pixels) are stored on the memory
card in your camera until you download them into your computer.
45
Figure 3.4 Image on the left has a higher pixel count (higher resolution)
than the one to the right
7
46
Different file formats are commonly used to store and transmit image
data. It is usually desirable to reduce the size of the file required to store a
given image while maintaining the quality of the image. Different formats
use different compression algorithms to reduce the size of the file. This
often results in a tradeoff between file size and image quality. Three of
the more popular file formats are GIF, JPEG and PNG.
The Graphics Interchange Format (GIF)
GIF is a format that is often used to store low quality images in very
small files. The format can store a maximum of 256 different colors and
can designate one of those colors to represent a fully transparent pixel.
The GIF format would not be very satisfactory for images produced by
your digital camera, but it is fine for many purposes such as screen icons
where high color quality is not an important consideration.
The Joint Photographic Experts Group Format (JPEG)
This image format uses a lossy compression algorithm to allow 24-bit
color depth with a small file size. Lossy compression means that what
comes out of the compressed file is not identical to what went in. The loss
in picture quality is often acceptable, however, given that the format
allows for different degrees of lossiness which is inversely related to the
size of the compressed file. Many of the digital cameras in the market
produce JPEG files as the standard output and some of them allow the
user to select the degree of compression and hence the degree of
lossiness. The JPEG format does not support alpha transparency8.
Therefore, it is not suitable as a file format for transmitting images with
alpha data between computers.
The Portable Network Graphics Format (PNG)
This format was produced as an open-source alternative to the GIF file
format. The PNG format supports at least sixteen million colors and uses
lossless compression. The PNG format also supports alpha transparency
allowing for up to 256 levels of transparency in a compressed format.
Visit http://en.wikipedia.org/wiki/Image_file_formats and read more the
various other file formats available including vector formats.
Reading 3.10
In some cases, the pixel also contains another value referred to as the alpha
value that represents the transparency of the pixel.
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11
http://www.youtube.com/
10
11
http://vimeo.com/?amp
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The next two options are tricky in that both styles of cameras can produce
a video that can be quickly and easily viewed. The major consideration
for you will probably be manipulating the video in some form, the file
sizes and ease of editing.
The standard definition (SD) video camera has a built in hard drive for
saving video files. It also allows you to download your recordings on to
your computer and edit them with the software applications which
normally come with the camera. Most digital camera software
applications have basic options to cut portions of your video and add
various video clips together to compile a movie. The ability to shoot long
or multiple video files is only limited to the amount of memory in your
camera. Most video cameras also have a memory card slot for additional
memory.
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The quality of the video output can be dealt with in two ways. The first is
to use video settings. All cameras have setting that affect the output of the
video. You will need to become familiar with your video camera settings
to learn how to adjust the settings. Normally there are 2 or 3 quality
settings to consider. It is encouraged that you to consider the end video
product and the time you have to produce the video before making your
selections. Most of the time, you will want the best video quality; and
would be using the highest quality setting. You can then reduce the
quality of the video through the editing software. However, if you choose
a low quality setting and shoot your video, you will be unable to improve
the quality through software. SD video is easy to use and edit. It also has
many options for varying the quality of the production. In time, with
patience, familiarity with your camera settings and practice with your
editing software, you will be able to produce high quality videos.
The high definition (HD) video camera becomes very enticing when
youre in the store watching crystal clear images on wide screen HD
televisions. Seeing that there is not much difference in price between an
SD and an HD camcorder, you might wonder why you would even
consider an SD camcorder. So what is the catch? Well, you need to
consider a couple of things before throwing down the credit card to buy
that HD camcorder. The first consideration is that the output video file
can be either burnt straight to a DVD or transferred to a computer only
through the video cameras proprietary software application. This results
in large file sizes to account for the clarity of the image. Secondly, there
are not many editing software programs that are available for novices.
Finally you will not see the added quality of an HD video unless you
view it on an HD device.
Visit http://www.youtube.com/watch?v=GQh7tSugByw and decide
whether you would pay the extra money for an HD camcorder.
Multimedia 3.4
Flash Memory
You may be familiar with many kinds of memory like hard drives, CDs,
or RAM. The most basic kind of memory is something like RAM. RAM
can be read and written to as long as the power is turned on. When the
power is turned off, the RAM loses all of its data. Because data is lost
when the memory loses power, this type of memory is called volatile. A
hard disk can also be read and written as long as the power is turned on,
but it will not lose any data when the power is turned off. Because the
hard drive does not lose data when the power is turned off, it can be
called non-volatile. A flash memory is also solid-state, meaning it has no
moving parts. Flash memory is another type of non-volatile memory, but
it has special limitations on when it can be written to.
Flash memory can be read as long as it has power and it is not writing;
and it will keep data even when the power is turned off. Writing into a
flash memory can be performed when the power is on, but only as long as
the section of the flash memory which is being written onto is erased
first. In a normal memory system, a write operation can change a bit of
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12
Reading 3.11
12
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Mobile Technologies
The mobile phone has influenced our modern day lives so much that we
cant even imagine a world without a multi function phone which called
people, sent text messages, took pictures, recorded video, browsed the
internet, kept in touch with friends and woke us up in the morning.
Although we enjoy these features as standard in our current mobile
phones, it took thousands of models for the mobile phone to evolve to
this stage.
Visit http://www.youtube.com/watch?v=hQUt8C4iVKc and try to count
how many of those phone youve owned over the years. Try to
remember the features of each one.
Multimedia 3.5
13
13
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53
equipment. With the introduction of the Googles Android OS, the tablet
market took off with companies such as Samsung becoming major
competitors of Apple.
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14
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15
16
15
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data channel, this technology was the first of its kind which allowed users
to affordably connect to the internet through their mobile devices. Typical
GPRS data rates are around GPRS 56114kbit/s but vary largely
according to the usage of the channel. GPRS was later enhanced with
Enhanced Data rates for GSM Evolution (EDGE) which is also known as
Enhanced GPRS (EGPRS). With peak pit rates of up to 1Mbit/s and
typical bit-rates of 400kbit/s this technology was seen as the precursor to
3G.
3G 3rd Generation Mobile Telecommunications
3G revolutionized the way mobile phones and devices could be used to
communicate and access information. With larger bandwidths 3G
supports voice telephone, mobile Internet access, video calls and mobile
TV in mobile environments. Although the standard for 3G dictates that
peak data rates of at least 200kbit/s (about 0.2 Mbit/s) should be
maintained in 3G networks, most modern 3G networks offer data rates
which are much higher. With recent versions, which are denoted as 3.5G
and 3.75G, providing many Mbit/s in data rates, mobile broadband has
revolutionized the way online content is delivered to the mobile user.
4G 4th Generation Mobile Telecommunications
Replacing 2G and 3G, 4G wireless networks provide comprehensive IP
based services including voice, video and data. With connection speeds
100Mbit/s for high mobility communication (such as from trains and
cars) and 1Gbit/s for low mobility communication (such as pedestrians
and stationary users) 4G networks will revolutionise the future of mobile
devices and how information is consumed by mobile devices.
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17
Multimedia 3.8
Summary
The recent exponential growth of digital cameras, digital camcorders and
mobile technologies urged the educational community to consider using
them to enhancing the teaching and learning process. In light of this, this
unit shed some light on using digital cameras, digital camcorders and
mobile technologies in promoting an active learning environment.
Subsequently, we also discussed implications of these technologies for
teaching and learning
17
57
Self-test 3.2
1. The digital revolution has advantage the haves rather than the havenots. List 5 reasons if you agree to the statement or alternatively list
five reasons if you do not agree.
a. ____________________________________
b. _____________________________________
c. _____________________________________
d. ______________________________________
e. ______________________________________
58
Learning outcomes
By the end of this section, you should be able to:
1. Describe what a social network is.
2. Describe how social networks work.
3. List out all the platforms that social networkers use and for what
purpose.
4. Discuss the potential role of social media in the classroom, and
5. Develop strategies to use in building a social network to support
curriculum.
This section is made up of five parts. They are tabulated below:
Title
Resources
Overview
Article:
Impact of Social Networking in Malaysia
(http://myconvergence.com.my/main/images/stories/
PDF_Folder/jan2010/MyCon06_50.pdf)
Social
Networks
59
Multimedia:
Social Media Explained Visually
http://www.youtube.com/watch?v=SgNIIUD_oQg
Article:
Boyd, d. m., & Ellison, N. B. (2007). Social network
sites: Definition, history, and scholarship. Journal of
Computer-Mediated Communication, 13(1), article
11.
Social Media
Overview
There are about 2118 million cell phone users in our country. Many are
probably using phones of the 3rd if not the 4th generation. We are a nation
addicted to the cell phone. I am not making a judgmental statement but
simply making the point that with so many millions of cell phones
around, networking in fact active social networking is a natural outcome,
for good or bad. If you want to know more about the impact of social
media in Malaysia read the article Impact of Social Networking in
Malaysia
(http://myconvergence.com.my/main/images/stories/PDF_Folder/jan2010
/MyCon06_50.pdf). In all likelihood you are engaged in it. Well what is
social networking?
Social Networks
In Unit 1.3 you get a sense of where ICT is leading us in our daily lives.
The mobile telephones, tablets, the laptops, PCs, Internet and WWW
processed information and connected humanity at an incredible speed,
24/7. Gregarious humanity did not need any encouragement to turn all of
these technological innovations for governance, business, and education
and most importantly for socializing. Today as a species we are
connected more than we ever over on this planet. Enabled by the
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60
Purpose of Network
Reach of Network
Activity 3.5
Purpose of Network
Reach of Network
Social
Hundreds
Professional
Hundreds
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After watching reflect on the power of social networks and think how our
business houses and politician are exploiting its power.
How and when did this revolution begin?
It began in 1971 when the first email was sent and by 1978 we had the
first BBS (Bulletin Board System) was exchanging data over phone lines;
Usenet became the first online BBS in 1994 and the first Social Network
Site (SNS) was established in 1994. This was almost the beginning of the
participation by literally thousands of people in networks of one kind or
another. Figure 3.9 is an infographic of the history of social networking
extracted from http://www.onlineschools.org/blog/history-of-socialnetworking/
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63
64
What began, perhaps as a fad has taken on a life of its own and
communities are still discovering to find creative ways of using these
sites. Commercial, social, professional, political and even criminal
groups have come together to use what is almost free, global in
reach, immediate and relevant tool, to the user. Humanity has
developed a capacity to use the SNSs in creative ways resulting in an
entirely fresh media the Social Media.
%Reach of
SNS
Average
minutes
spent/visitor
Average
visits/visitor
South Korea
68.0
277.8
15.1
Singapore
74.3
175.6
19.1
Malaysia
66.6
181.2
14.2
Hong Kong
62.8
127.7
13.7
India
60.3
110.4
10.4
Japan
50.9
72.8
9.9
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If there is this high penetration, the question to ask where does all
this traffic flow through? There are two sets of statistics available on
this. One is called Alexa Traffic Rank and the other is Google Ad
Planner. The first measures the web site popularity and calculates
the sites popularity through visits made and no of views pages
receive and the second gathers the data on an automated analysis of
the number (millions) of search questions and (unique) site visits.
Table 3.4 below presents figures for a three month period in mid
July 2009.
International
Local
No
Name
Alexa
No
Name
Alexa
6,200,000
Ruumz
1,687
36,000
You Tube
N/A
eKwan
2,045
32,000
Friendster
11
4,200,000
GoEatOut
2,666
22,000
MySpace
12
2,100,000
Circles99
3,660
9,300
Tagged
12
1,800,000
Pacmee
19,444
7,700
Flickr
29
1,500,000
eMeiMei
21,360
7,000
Photobucket
34
1,300,000
Friendx
22971
N/A
38
750,000
Metcafe
48
910,000
10
Ning
82
690,000
10
Suggested answers:
1. Local sites do not offer the range of experience the large
international sites present.
2. Alexa measures the number of hits a site receives and
Googles site visit records the volume of unique visits to a
site on the basis of the search questions.
There may be a lot of reasons why individuals choose a particular media
and not others. This could be related to interest, convenience, peer
influence, privacy and the state of the technologies itself.
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2. Blogs: The term Blog is derived from Web Logs. Blogs are web
pages where people publish content that is new. these are referred
to as posts. Some of these Blogs are hosted by individuals ( X )
and others by existing publications (Malaysiakini XX). Anyone can
blog on any topic - expertise in Web design, desktop publishing, file
sharing or any of the technical aspects of the Internet is not
necessary. Because blogs are so easy to start and maintain, there are
thousands on the Internet in every imaginable category: personal,
political, educational, corporate, activist, journalistic, and so on. Blog
content can be controversial, provocative and informal and seek
commentary from readers of the blog. If you frequent the
blogosphere you may note that very often these commentaries turn
into a virtual conversation between or amongst strangers. The blog
entries are easy to update and one can maintain excellent records of
the entries. The following are a few notable features of blogs:
67
4. Wikis: Most of you are familiar with Wikipedia the most famous of
all wikis. There are also WikiEducator and Wikimedia. A wiki, is
Hawaiian word for "quick," is a set of interconnected Web pages that
can be edited by those visiting it. In traditional "Web 1.0" a Web site
is like a book or magazine page, published by one person and viewed
by many, but a "Web 2.0" Wiki page is actually edited by the visitors.
Wikipedia, is an online encyclopaedia that is created and edited by its
millions of users. Within a very short period of time it has replaced
most if not all older encyclopaedias. The following are key features
of wikis:
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Activity 3.7
Professional Networks
Suggested answers:
69
Professional Networks
Google Docs
of content
Blackboard
Moodle
Classroom 2.0
In Table 3.5 below shows how three of the sites that we described
support teaching in the classroom. Do you see any similarities or
differences between the networks that you have listed and the use that the
better known ones are put to?
Blog
70
Keep students
informed of
assignments,
planned
assessments,
schedule changes
and other
information.
Take classroom
discussions online,
where some
students might feel
freer and more
comfortable in some
ways to ask
questions and
respond to each
other, and where
there's no bell to
end the discussion
period. (Blog posts
can even be made
into a homework
assignment - as an
online journal of
sorts - or part of a
class participation
requirement.)
Wiki
Divide course
content and assign
students (or teams)
to create wiki pages
for certain course
elements. At the
end of each
unit/semester the
wiki will be
finished, and can be
transferred and
expanded upon by
future classes. This
is an easy
alternative to
PowerPoint
presentations or
"old-fashioned"
posters or booklets.
Podcast
General: For
recording oral
presentations; for
creating audio guides
to places in the
school to provide
new or future
students with a
"walking tour"; for
listening
comprehension
development; for
student government
or clubs to make
announcements to
the student body via
its Web site.
Teaching: For
providing lessons to
absent students; for
providing exam
review sessions that
students can listen to
on their own time;
for communicating
instructions,
directions or
tutorials; for
providing course
information and
material for auditory
Have students
collaborate on
projects and engage
in peer review.
Encourage students
to share their own
work with each
other.
Make connections
with students at
other schools, and
even in other
countries.
Keep parents
informed about
class happenings.
Collaborate with
colleagues both in
your school and at
other schools.
Keep an online
record of your
lesson plans and
classroom activities,
including
commentary (i.e.
"this would work
better next year if
") for your own
use.
Create, or have
students create,
pages dedicated to
one small part of a
topic - a particular
symbol or character
in a book, a minor
historical figure, a
less well known
science topic.
Develop curriculum
with colleagues on a
wiki.
Encourage students
to find creative
ways to link ideas
together. A wiki
page on Jay Gatsby,
for example, could
link to other tragic
heroes, rags-toriches stories, partythrowers, gangsters,
or forlorn lovers
taken from
literature, poetry
and real life.
learners.
Language learning:
For practicing and
listening to one's
own pronounciation
and vocabulary
development; for
listening to a
teacher-provided
model; for
submitting oral
assignments.
Dramatic
interpretation: For
acting exercises in
theater and literature
classes, to focus on
the voice and on
subtext expressed
verbally; for
rehearsing and
memorizing lines.
Journalism: For
creating audio notes
from a subject or the
reporter to
accompany a story;
to expand beyond
print on a student
newspaper Web site
to include radioformat reports, such
as sports casting or
on-the-spot
reporting.
71
After watching this video I want you reflect together with your peers
what kind of Social Media strategy will best fit your needs. Carry out
this discussion along with your tutor on WawasanLearn.
Activity 3.8
http://learnitin5.com/Social-Media-in-Review
72
education groups
Source: Nicola Osborne (2011)
1. Both in the USA and the UK young college students were
among the early adopters of Social Media and ahead of the
curve in terms of using it for a number of purposes (though
mainly social) use is also made in sharing content and other
aspects of collaborative learning.
2. Teachers have been much slower is this because of
generational issues? As a younger generation of teachers
populate our schools and colleges this can change
3. Usage patterns indicate that these resources are often used in a
passive way i.e. information sources or teaching resources.
4. Use of social media in a school setting is advocated through
clear policy guidelines and there a number of them available as
samplers.
5. Since active use of social media involves active conversations it
is useful to develop guidelines on dos and donts. Unmanaged
conversation poses legal threats.
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Activity 3.9
74
Jurisdiction
Similarities
Differences
Malaysian Case 1
Malaysian Case 2
N. American
Summary
The unit
1. describes role and value of Social networks and media to support
teachers, teaching, learners and learning,
2. traces the history and development of the social networks and
describes their role for educators,
3. describes the manner in which teachers and students have started
using social media to create content through blogs and micro
blogs by sharing experience, information and insights, and
4. considers strategies that are enabling in using Social Networks
and Media for purposes of teaching and learning.
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Self-test 3.3
1. While social networks and social media have been used mostly
outside the classroom their use in education, when applied
strategically cannot be understated. List five reasons why this is the
case:
a. ____________________________________
b. _____________________________________
c. _____________________________________
d. ______________________________________
e. ______________________________________
Suggested answers:
a. A high proportion of young people today are active in one or
another social network it would be senseless not to make
use of their addiction to the social networks for purposes of
learning
b. Social media allows for exchange of information and insights
besides experience in an informal setting it is an interactive
vehicle for participation without seeming to be threatening
c. Social networks are borderless which means the free flow of
knowledge is unrestricted and enhanced
d. Social media is viral and that means information and insight
can be spread rapidly.
e. Social media is enabling for even the weakest learner to
participate either as a producer or consumer without barriers
[mostly].
76
Summary of unit
This unit described the range of technologies that are available in todays
classrooms and examined the following:
Summary
77
References
Content Attributions
Types of Digital Cameras is an adaptation of "Types of Cameras"
(http://ocw.openhighschool.org/mod/resource/view.php?id=7709)
2011 by Open High School of Utah, used under a Creative
Commons Attribution license: Creative Commons Attribution 3.0
License.
Megapixels is an adaptation of "Megapixels"
(http://ocw.openhighschool.org/mod/resource/view.php?id=7711)
2011 by Open High School of Utah, used under a Creative
Commons Attribution license: Creative Commons Attribution 3.0
License.
Image Processing is an adaptation of "Fundamentals of Image
Pixel Processing" (http://cnx.org/content/m34461/latest/) 2010
by Richard Baldwin, used under a Creative Commons Attribution
license: Creative Commons Attribution 3.0 License.
Mobile Device Connectivity is an adaptation of "Wireless
Communication Technologies for Mobile Device Connectivity"
(http://cnx.org/content/m42770/latest/) 2012 by Ishan
Abeywardena, used under a Creative Commons Attribution license:
Creative Commons Attribution 3.0 License.
Mobile Operating Systems and Device Programming is an
adaptation of "The First Revolution in Mobile Application
Development" (http://cnx.org/content/m42769/latest/) 2012 by
Ishan Abeywardena, used under a Creative Commons Attribution
license: Creative Commons Attribution 3.0 License.
Flash Memory is an adaptation of "Flash Memory"
(http://cnx.org/content/m11991/1.2/) 2004 by Adrian Valenzuela
and CJ Ganier, used under a Creative Commons Attribution
license: Creative Commons Attribution 1.0 License.
The Webcam and Analog, Digital or High Definition is an
adaptation of "Video Equipment"
(http://cnx.org/content/m17284/1.3/) 2004 by Jake McBee, used
under a Creative Commons Attribution license: Creative Commons
Attribution 2.0 License.
Integrated Digital Cameras is an adaptation of "Integrated Digital
Cameras" (http://cnx.org/content/m43136/latest/) 2012 by Ishan
Abeywardena, used under a Creative Commons Attribution license:
Creative Commons Attribution 3.0 License.
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