Week Five

Chapter Six Notes

• Teaching with multimedia and hypermedia
• 'Multimedia' just means multiple media.
• 'Hypermedia' is media that is linked and interactive (e.g., hypertext, web browsers).
• Hypermedia systems come in different varieties, such as commercial hypermedia software and design and development tools (presentation software - does this include PowerPoint?, video-editing systems, virtual reality environments - e.g., Second Life, etc.)
• Hypermedia has the potential to have a huge impact on education, especially in motivating students to learn and developing critical thinking skills.
• Benefits of hypermedia: better retention, greater number of ways for students to process information, allows for more creative problem solving.
• Concerns about hypermedia: may not appeal to all learning styles, there's some question of how hypermedia impacts higher order thinking skills
• Hypermedia is designed to be useful and aesthetically pleasing; studies have found that when media is considered to be aesthetically pleasing, it is also considered more user-friendly.
• Recently, the idea of "Web 2.0" has emerged. Many think it will revolutionize the internet and media in general. Web 2.0 is about users becoming creators.
• Simulations, lessons, practice, and instructional games are all uses of hypermedia. In addition, interactive books have become more and more popular with the use of hypertext (the user becomes a player in the story; the story's outcome is a function of the reader's choices).
• Hypermedia is evaluated on some of the same criteria as other media: it's usability, design, content, and extent to which it successfully reaches its audience.
• There are five types of tools for multimedia/hypermedia design and development: presentation software, video production/editing software, hypermedia development software, virtual environments (e.g., Second Life) and immersion tools, and authoring tools (Web 2.0)
• The basic components for any author are: text, images, video, audio, photographs
• There are a number of hardware requirements for creating hypermedia. Depending on the author's goal, these could include: computer, digital camera/videocamera, speakers, microphone, scanner, flash drive,C etc.
• Creating hypermedia involves first creating traditional, stand alone presentations and then linking them.
• Process: review existing products, research, create a storyboard/blueprint, develop individual frames or segments, link the parts together, then test and revise using feedback from users (primary consumers).
• Creating hypermedia can be a very useful tool for students to practice creating problem solving and media literacy.
• Students can become authors of ebooks, multi or hypermedia presentations, websites, minigames, etc.
• Virtual field trips, simulations provide multi or hypermedia input to students that can be extremely useful
• Web 2.0 authoring tools can help students gain media literacy, share information with other users, learn from other users, and generally become a part of the larger community of web users. Students will learn how to gain and evaluate knowledge from the internet community.
• Students can practice and create at home on their own time.

Chapter Seven Notes

• Distance learning tools and the role of the internet in education
• First version of the internet developed in the 1970s by the U.S. Department of Defense. Meant to deal with international catastrophe.
• 1980s: the National Science Foundation linked colleges and universities to a high-speed network.
• In 1993, the first web browser was introduced.
  
• WWW only a subset of the Internet.
• URL = uniform resource locator.
• The URL consists of three parts: the protocol (http://), the domain name (www.nasa), and the domain designator (.gov).
  
• There are many ways students can mess up a URL and cause lots of distress! (This happens in my classroom) Some examples include: misusing punctuation, misspelling, omitting the protocol, etc.)
• Different ways to navigate the internet: links, buttons (back, forward, home), and favorites/history
• Bookmarks, favorites, and site organizers are very useful tools to help navigate through frequently used sites.
• Search engines allow users to search the internet for desired content
• You can either search through an index of common subjects, or do a key-word search (comes from library databases?)
• Internet sites should be evaluated based on content (is the information correct? useful? trustworth?) and design (is it easy to navigate? friendly? aesthetically pleasing?)
• There are a number of dangers of using the internet in the classroom: fraud, viruses, inappropriate content, social networking dangers (safety issues), privacy (revealing important information that could be useful to criminals), copyright, plagiarism, etc.
• There are also a number of ways people can communicate on the internet: email, facebook, online chatrooms, other social networking sites, bulletin boards, IM (instant messaging), video messaging, discussion boards, etc.
• Distance Learning: "The acquisition of knowledge and skills throug mediated information and instruction, encompassing all technologies and other forms of learning at a distance."
  
• Distance learning can take on many forms; some forms are more useful than others. Multi-way communication is one criteria for evaluation. Some distance learning programs only involve one-way, textual communication between teacher and student. Other programs are more interactive (video, discussion board, etc.)
• Distance learning can be: student research, online classroom materials, online lessons, or entirely virtual or online courses.
• The Digital Divide: some members of society are able to access the internet/online tools more readily than others; this can pose problems in schools that regularly use the internet and expect children to come to school with an already established knowledge base about using the Internet.
• Current research is focusing mostly on the impact and effectiveness of distance learning, and also on course quality (were objectives met? did students feel like questions were answered? did students feel like a part of a larger community of learners?)
• There are effective and ineffective distance learners: effective distance learners must be highly motivated and responsible. Ineffective distance learners require constant reminders and feedback to achieve.
• There are also effective and ineffective distance instructors. Effective instructors are those who have reliable communication skills and who can make themselves available through multiple means to communicate with students. Effective distance instructors must also have considerable organizational skills.
• Distance learning programs should be cost effective; their expenses should be less than those of traditional courses.
  
• Course management systems (Blackboard, Moodle) will significantly increase distance learning effectiveness and organization.
• Well-designed distance courses are engaging, interactive, and collaborative.
• Online courses should always be evaluated for effectiveness and revised according to student feedback.
  

Chapter Eight Notes

• Integrating the internet into the curriculum.
• Teachers must evaluate a number of questions before integrating a specific internet program into their lessons. For example, do the students have the requisite skills to perform the task? Is the content aligned to state standards? How will the internet enhance the lesson? What is the purpose? Am I familiar enough with the activity and content to be able to effectively manage practice?
• Teachers can use a variety of different web-based programs to enhance instruction (e.g., pen pals, mentoring, virtual field trips, electronic publishing, product development, problem-based learning, and social and/or environmental action projects)
• The internet can help enhance many student skills, such as media literacy, collaboration and communication skills, and research skills.
• Class webpages can be useful tools for communicating with students and publishing student work. These can also be useful organizational tools.
• "Rubric for evaluating webquests" is a useful tool to evaluate internet activities
• Students can learn to: download and share files (images, documents, videos, etc.), publish text, transfer information, and create their own webpages (using Google sites, Adobe Dreamweaver, etc.)
• Must have a server (need permission) to create webpages (unless you're using Google sites)
• Students must use caution not to share personal information online
• Students and teachers must follow a sequence of steps to establish a safe and functioning web page: 1) plan and storyboard, 2) develop pages with text, 3) include images and other media, 4) create links and frames, 5) insert other interactive elements, 6) test it out on a web browser, 7) publish the site, and 8) evaluate the site (from user comments, personal experience, etc.) and revise as needed.
  
• Upkeep of web pages is necessary. Responsible web page proprietors update regularly and respond to user feedback.
• Good web pages should have: good structure and design (functional design), clear text and graphics, pleasing visual layout and design, and easy navigation (how easy is it to find what I'm looking for?)