incorporating interactive multimedia in online courses

Incorporating Interactive Multimedia in Online Courses

Kathy AndrusTeaching and

Learning Center

This presentation will cover

• Good practices and important issues regarding the use of media in an online course

• Demonstrations of multimedia formats by modeling video delivery of online content in an art history course on Greek and Roman art

• Assessments that make use of common computer applications

• Introduction to Camtasia as an instructional media application

Forms of Multimedia for Online Use

• Graphics: photos, webcams, illustrations, icons, emoticons, blogs

• Interactive HTML technologies– Flash Animation– VRML technologies – Javascript – 3D “worlds”

• Video: motion images, animations• Audio: voice over, music, sounds

Why use multimedia?

• Achieve learning objectives of course • Stimulate visual, kinesthetic and aural

learning styles • Respond to user feedback• Deliver content with demonstrations,

explorations appropriate to subject• Assessments: using medium to apply what

you have seen in the medium• Narrative as a hook for engagement

Multimedia: watching paint dry

• Usability – does it work? Which format is best?• Accessibility – can everyone have the same

experience without the same connection speed?• Do all students get the content even without the

bling?• What does it achieve that text doesn’t?• Return to your objectives – does it enhance

learning outcomes? How do you know? • Time on task – yours and theirs

Good Practices

• Consider the modemites: downloading giant files, even streaming ones, is tedious.

• User experience comes first: does it work as it should?

• Accessibility: plan for alternative deliveries of content (bandwidth, text versions)

• Time on task: yours and theirs• Skill building: positive or dreadful?

Multimedia Skills

• Literacy of images – how to read them• Coping with technology – frustrations are

learning experiences too• Greater depth in application use• Apply experience and skills to other

situations – draw connections between popular culture and history

• Stimulate interest in didactic presentations

The presenter:

a visual and active-

kinesthetic learner

At the Colosseum (hint, hint)

What is Interactivity

• Users may control program and output (drag-and-drop, video and audio controls)

• User may alter, return/share files (comments, annotations, corrections)

• Users get feedback after performing tasks• Users communicate through the interface

about the media (blogging)

The Flavian Amphitheater aka the Colosseum

The Colosseum deconstructed

Web technologies: VRML

Web technologies: Graphics and javascript

Web technologies: blogs

Video clips

• Actual video files: avi, mov, wmv, rm, mpg imported from DV or still digital camera

• Digitized (captured) analog video• “Movies” made in flash or quicktime• When embedded in Camtasia, the

download can be prohibitive

Gladiator clip with soundtrack and voiceover narration

Videos: bandwidth hogs, but…

• Gladiator clip = 21 MB for 77 seconds at 350 x 240 pixels (mpeg)

• Smaller files, more compression, greater distortion of sound and image

• DVDs almost impossible to “clip” because of their disk structure

• Analog tapes are now ephemera – get them digitized while you can

BUT…

• The MTV generation knows how to read them and they are relevant reflections of contemporary attitudes (whether we like them or not)

• They can be used in traditional and online classes alike, so the prep time is well spent

• They stimulate discussion because everyone feels invested in the critical process (unlike texts)

An assessment in Powerpoint• Apply to the plan of the Parthenon the

method of finding the Golden Mean demonstrated in the Flash animation (next slide) and Instructions for Golden Mean assessment.doc

The Golden Mean

• Fibonacci Sequence: starting with one, add one to it. 1, 1

• Each new number is the sum of the previous two 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89 and so on …

• Each number divided by its predecessor results in the ratio called phi Φ (1.6180339887499...)

• Lines can be divided to achieve this ratio to find the Golden Mean (Section or Ratio)

Web technologies: Flash animations

The completed assessment in Powerpoint:

Φ

BΦ AΦ

BΦ is to AΦ as BC is to AB.

Camtasia• PC-based full-motion video screen capture software. • Use an application (like PowerPoint, browser, chat

functions) as you normally would while Camtasia captures your keystrokes, paging, animation, and narration through PC microphone or other recording device.

• Edit the movie (.avi file) that results by removing unwanted frames, rearranging the order of the clips, adjusting or adding audio narration, or adding text, drawing elements, and highlights.

• Enhancements include inserting Flash hotspots, movie controls, background audio (voiceover, music, sound), creating an index.

• Import video and audio clips, graphics. • Export file formats: choice of formats, create a streaming

file or files viewable through a browser.

Resources• Drag and drop Vitriuvian Man: http://

harpy.uccs.edu/draganddrop.htm• Golden Section Flash animation:

http://harpy.uccs.edu/greek/goldenmeanbasetext.html• Colosseum at night (Java VR):

http://rome.arounder.com/category/java/IT000005642.html• The Golden Mean Website (http://

www.vashti.net/mceinc/Golden.htm)

• Camtasia and Snagit: http://www.techsmith.com