Developing Multimedia Documents
A report from the U.S. Department of Education (1999) contains several white papers focussing specifically on multimedia. In general, these papers indicate that the research reports support of the use of multimedia in IT-assisted Project Based Learning (PBL). In such PBL, the content and assessment tend to be authentic, and students learn both the subject area being studied and also how to create multimedia documents. However, the research points out that there tends to be a steep learning curve for teachers, so that professional development is very helpful. Moreover, initial use of multimedia in IT-assisted PBL tends to over emphasize IT and under emphasize the underlying subject areas being studied. This appears to be a standard transition that teachers and their students go through as they learn to use multimedia.
Creating multimedia documents is a rewarding, but complex and challenging task. The Center for Highly Interactive Computing in Education [http://hi-ce.eecs.umich.edu/] provides some excellent examples of interactive, multimedia documents designed to be used by students and teachers.
Giving students an opportunity to produce documents of their own provides several educational advantages.
• Students that experience the technical steps needed to produce effective multimedia documents become better consumers of multimedia documents produced by others.
• Students indicate they learn the material included in their presentation at a much greater depth than in traditional writing projects.
• Students work with the same information from four perspectives: 1) as researcher, they must locate and select the information needed to understand the chosen topic; 2) as authors, they must consider their intended audience and decide what amount of information is needed to give their readers an understanding of the topic; 3) as designers, they must select the appropriate media to share the concepts selected; and 4) as writers, they must find a way to fit the information to the container including the manner of linking the information for others to retrieve (Smith, 1993). All of these contribute to student learning and help to explain the improved student learning that is often associated with IT-assisted PBL.
There is another aspect to developing multimedia documents that empowers students. Students quickly recognize that their electronic documents can be easily shared. Because of this, students place a greater value on producing a product that is of high standard. An audience of one–the teacher–is less demanding than an audience of many–particularly one’s peers. Students quickly recognize that publishing a multimedia document that communicates effectively requires attention to both the content and the design of the document.
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