Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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21 – Media Selection Compared to only using text, visuals combined with text reduce the learning time and help students acquire and retain information. Visuals are particularly valuable when you direct learners to focus their attention on specific details. To keep the message clear, your visuals should be self-explanatory, have labels, and only include relevant information. With respect to teaching, you can use video, which is usually combined with audio, effectively for demonstrating procedures, changes, and processes, depict events, teaching attitudes and values, making abstract concepts concrete, and classifying and comparing information. Video can also be useful for gaining and holding attention as well as motivating learners, introducing topics or procedures, presenting visually rich material that would otherwise be hard to explain, and testing. Since video tends to be weak at teaching detailed information, provide video control and text-based summaries to help with this problem. Consider combining video with text to provide practice and feedback. The strengths of video are more evident if you tell the students what they are going to learn and what they should focus upon before they view the video. A video’s effectiveness also relates to how well the material attracts and directs the learner’s attention. Do this with short clips. Plan activities to help learners retain the material and also keep the video available to students for studying. Remember that professional quality video usually requires a large amount of storage space when digitized and significant costs, time, and expertise to develop. Before you go to the effort of recording any video, determine whether any suitable materials exist. Animation means “to give life to” something. Animations, which are a series of visuals that change over time, are like video sequences except that animations are created with a computer, other tools, or manually rather than by filming real objects in motion. For this reason, a video can be easier to make than an animation. Consider using animations as a part of the instructional strategy since animations can significantly enhance learning, motivation, and attitudes as well as reduce the time needed for learning. You can effectively use animations for showing relationships between objects and ideas, simulating the results of actions, showing sequential steps in a procedural task, explaining difficult concepts, and making abstract concepts concrete. With respect to learning, you can use animations to enhance performance and retention, reduce the time needed for learning, gain attention, and improve student attitudes. Like visuals, animations should be self-explanatory. Animations must match the learning outcomes and should be set up to allow learners to control when they see the animation. In general, animations appear more realistic if the object’s speed, size, and relative motion are accurate. Real objects are excellent when teaching psychomotor skills and when the skill must be practised and mastered. There is no guarantee that the skill learned on a simulator or other format will be transferred to the work place. The media mix you choose must be able to meet the requirements of the instructional strategy and address all of the instructional events. In particular, the media mix must effectively teach all of the learning outcomes and should allow for practice and feedback. For verbal information, you should use text and visuals. For intellectual skills, use each medium depending on the skill being taught. For psychomotor skills, you should use real equipment although for practical reasons you may need to create a simulation that incorporates a variety of media. Video with audio or text support can be superb for teaching psychomotor skills. Similarly, a series of images with text can also be very effective. Although you can use video and audio to effectively teach attitudes, your complete instructional strategy should consider other methods such as role-playing. If you simply transfer material, especially video, from one storage format to another, the second’s advantages may not be exploited and the first’s limitations may be kept. You will need to consider whether the students should access the media data from a DVD-ROM, a CD- ROM, an intranet, or the Internet. Each has different advantages and disadvantages. Glossary Fixed spacing is present when the spacing between letters is constant. Fixed spacing requires more space than variable spacing. Hot words are highlighted words that indicate active links to other material. Hypermedia is media that is indexed and linked in a logical manner to other information. Hypertext is text that is indexed and linked in a logical manner to other information. Intellectual skills are those that require learners to think (rather than simply memorizing and recalling information). Learning outcomes or objectives are specific measurable skills. Psychomotor skills are those that require learners to carry out muscular actions. Education for a Digital World 337
21 – Media Selection Scrolling is a process for displaying more text than a screen can display by adding new text lines to the bottom of the display while the top lines disappear. Variable spacing is present when the spacing between letters is reduced. Variable spacing requires less space than fixed spacing. Verbal information is material, such as names of objects, that students simply have to memorize and recall. References Fenrich (2005) provides much more detail on media. For example, there are tips for producing professional quality video, digitizing, and compression/decompression that are beyond the scope of this book. Alessi, S. & Trollip, S. (1991). Computer-based instruction: Methods and development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc. Alten, S. (1990). Audio in media (3rd ed.). Belmont, CA: Wadsworth Publishing Company. Aspillaga, M. (1991). Screen design: Location of information and its effects on learning. Journal of Computer-Based Instruction, 18(3), 89–92. Ayersman, D. (1993). An overview of the research on learning styles and hypermedia environments. Paper presented at the 1993 Annual Convention of the Eastern Educational Research Association, Clearwater Beach, Florida. Baek, Y. & Layne, B. (1988). Color, graphics, and animation in a computer-assisted learning tutorial lesson. Journal of Computer-Based Instruction, 15(4), 131–135. Bennett, G. (1994, June). More, More Morphing! The Computer Paper, 7(6), 24–29. Berry, L. (2000). Cognitive effects of web page design. In Abbey, B. (Ed.), Instructional and cognitive impacts of web-based education (pp. 41–55). Hershey, PA: Idea Group Publishing. Cennamo, K. (1993). Learning from video: Factors influencing learners’ preconceptions and invested mental effort. Educational Technology Research and Development, 41(3), 33–45. Conference Board of Canada. (1991). Employability skills profile: The critical skills required in the Canadian workforce. Ottawa, Ontario: The Conference Board of Canada. Ellis, D., Ford, H. & Wood, F. (1993, February). Hypertext and learning styles. The Electronic Library, 11(1), 13–18. Fenrich, P. (2005). Creating Instructional Multimedia Solutions: Practical Guidelines for the Real World. Santa Rosa, CA: Informing Science Press. Garner, K. (1991, Summer/Fall). 20 rules for arranging text on a screen. Emerging Technologies Bulletin, 16, 2–4. Grimes, T. (1990). Audio-video correspondence and its role in attention and memory. Educational Technology Research and Development, 38(3), 15–25. Habstritt, G. (2000, February). Sounds important: Spreading the word about new media audio. newmedia.pro, 3(1), 9–13. Hartley, J. (1985). Designing instructional text. New York, NY: Kogan Page. Hedgecoe, J. (1989). John Hedgecoe’s complete video course: A step-by-step, self-instruction guide to making great videos. London, Great Britain: Octopus Publishing Group. Hirai, S. (1994, January). A few words on type. The Computer Paper, 7(1), 94–98. Huntley, J. & Easley, G. (1994). The brown book of multimedia. Dubuque, IA: Wm. C. Brown Communications. Jonassen, D. & Wang, S. (1993, Winter). Acquiring structural knowledge from semantically structured hypertext. Journal of Computer-Based Instruction, 20(1), 1–8. Kaplow, S. (2002, June). The streamy underbelly: How to avoid pitfalls in producing and delivering web video. AV Video Multimedia Producer, 24(6), 21, 72. Kozma, R. (1991, Summer) Learning with media. Review of Educational Research, 61(2), 179–211. Leflore, D. (2000). Theory supporting design guidelines for web-based instruction. In Abbey, B. (Ed.), Instructional and cognitive impacts of web-based education. (pp. 102–117). Hershey, PA: Idea Group Publishing. Macromedia. (1994). Multimedia essentials for windows. San Francisco, CA: Macromedia, Inc. Marchant, B. (2004, March). Music rights and wrongs. AV Video Multimedia Producer, 26(3), 34. Miller, S. & Miller, K. (2000). Theoretical and practical considerations in the design of web-based instruction. In Abbey, B. (Ed.), Instructional and cognitive impacts of web-based education. (pp. 156–177). Hershey, PA: Idea Group Publishing. Morrison, S. & Noyes, J. (2003). A comparison of two computer fonts: Serif versus ornate sans serif. Software Usability Research Laboratory, Wichita State University. Retrieved September 3, 2007, from http://psychology .wichita.edu/surl/usabilitynews/52/UK_font.htm. 338 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts BUILDING COMMUNIT
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1 Emerging Technologies in E-learni
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2 Virtual Design Studios: Solving L
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3 Challenges Confronted and Lessons
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17 E-learning Standards Randy LaBon
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Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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