Scaffolding to Success:
Multimedia Development
Jay Melton
Prefectural University of Kumamoto
Today’s Presentation
• Provide support to students through scaffolding
• Examine the steps to creating your own
multimedia lessons
– Establish a need for the use of multimedia
– Map out the lesson
– Examine the hardware and software necessary
• Take a look at a prototype tutorial
– A volunteer later would be great!
Transition from High School to
University English Courses
• Japan’s Ministry of Education, Culture,
Sports, Science and Technology (MEXT)
– Wants more communicative skills in English
(Yashima, 2002)
• Move from HS to university English
courses may be difficult (Kawano, 1999)
• Scaffolding can help with this transition
Scaffolding
• Based on Vygotsky’s
Zone of Proximal
Development (Deubel,
2003; Hung, 2002)
– The zone between what
can be done independently
and what can be done with
help
• Multimedia can useful for
scaffolding (Deubel)
Define the Objectives
• Who are you teaching
(Morrison, Ross, &
Kemp, 2004)?
• Define your
objectives (Dick,
Carey, & Carey, 2001;
Gronlund, 2000;
Morrison, et al.)
Content
• Determine the content (Friedmann, 2001)
• Keep it manageable (Alessi & Trollip,
2001)
– Use:
• Storyboards
• Flowcharts
• Scripts
Storyboards
Flowcharts
Assemble Your Tools
• Software
– An authoring system
• Hardware
– Computer
• PowerPoint?!?!?
– Video
• iMovie/Quicktime Pro
– Audio
• iTunes
– Graphics
• iPhoto
• Preview/Photoshop
• Grab
• Rendering issues
–
–
–
–
Digital camera
Video camera
Microphone
Don’t forget the
cables!
HCI Considerations
• Human-Computer Interaction
–
–
–
–
Should be highly navigable
Users should not have to figure out what to do
Users should be able to leave easily
See my JALTCALL2004 presentation at:
http://jklmelton.net/2004/jaltcall
Other Considerations
• Careful planning is necessary
• Make it easy to use (Krug, 2000)
• Test thoroughly (Alessi & Trollip, 2001)
– Alpha
• Run it with colleagues
– Beta
• Test it with students
An Example
• Tutorial
• Bloom’s taxonomy
(cited in Gronlund,
2000)
– Knowledge
– Comprehension
– Analysis
• A volunteer?
References
•
Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd
ed.). Needham Heights, MA: Allyn & Bacon.
•
Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional
multimedia design. Journal of Educational Multimedia and Hypermedia, 12(1), 63-90.
•
Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th ed.). New
York: Addison-Wesley Educational.
•
Friedmann, A. (2001). Writing for visual media. Boston: Focal.
•
Gronlund, N. E. (2000). How to write and use instructional objectives (6th ed.). Upper Saddle
River, NJ: Prentice-Hall.
•
Hung, D. W. L. (2002). Learning through video based narratives within the cultural zone of
proximal development. International Journal of Instructional Media, 29(1), 125-140.
References, cont.
•
Kawano, M. (1999). Teaching culture in English class in Japan. Retrieved November 15, 2004,
from Northern Territory University, Centre for Studies of Language in Education Web site:
http://www.cdu.edu.au/ehs/caesl/staff/kawano/kawano0.html
•
Krug, S. (2000). Don't make me think! A common sense approach to web usability. Indianapolis,
IN: New Riders.
•
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.).
Hoboken, NJ: John Wiley & Sons.
•
Yashima, T. (2002). Willingness to communicate in a second language: the Japanese EFL context.
The Modern Language Journal, 86(1), 54-66.