Team+Member+E+Multimedia


 * Team Member E: Multimedia Design:**

What is Multimedia design?

Multimedia Design is the art of integrating multiple forms of media. It is used in video games, information kiosks, websites and many other interactive applications [|http://degreedirectory.org/articles/What isMultimedia_Design.html]). Multimedia instruction is the incorporation of both pictures and words or narration in the instruction (Mayer, 2009).

Considerations for message design using PowerPoint (PPT), or other multimedia can stem from asking the question, does the design of multimedia instruction differ from Computer Based Instruction (CBI) or printed instruction (Morrison, Ross, Kalman, & Kemp, 2011)? The answer is yes and no. The “no” part of the answer is that opportunities or features not available, or easily carried out in print, or in a teacher-led environment can be offered as it can in CBI and multimedia instruction. The “yes” part of the answer is about the student’s ability to have more control over the material content to pause, rewind, and move forward at their own individual pacing with multimedia. Multimedia and print instructions are different, but as designers, we would consider how to incorporate the special features of multimedia into our design of the instruction (Morrison, Ross, Kalman, & Kemp, 2011).

Mayer, (2009) states two approaches to consider for instructional design using multimedia. The first approach is one that focuses on technology. Technology in approach is a solution searching for a problem which means the designer should ask how the quality of the technology can be used to design instruction. The second approach is learner-centered and asks how technology can be used to enhance learning. The learner-centered approach to using technology considers the learner, the content, and the environment to produce effective and efficient instruction (Morrison, Ross, Kalman, & Kemp, 2011). Approach to using technology in a manner that is consistent with how the human mind works according to Mayer, is a more effective approach for nurturing learning (Morrison, Ross, Kalman, & Kemp, 2011).

Some emergent technologies that might be incorporated to strengthen the instructional effectiveness are those that consider the environment in the design like a synchronous and asynchronous environment. Synchronous environments consist of the traditional method of a number of student’s grouped together, learning the content material at the same time, or in synch with each other. H igh school classes would be an example. Asynchronous instruction environment occurs remotely,where students partake in the course according to their own time frame, their own schedule, or their own choosing as it fits into their lifestyle. An example of this method would be self-study, self-paced classes, conducted and studied online or through the use of a computer based training CD or DVD (Synchronous Training vs Asynchronous Training, 2012).


 * Emergent Synchronous technology includes**:
 * Virtual class tools (like Adobe Connect or Elluminate). These technologies are integrated suites, for presenting content (via PowerPoint), application sharing, polling, shared whiteboard, web-browsing and other functionality.
 * Chat or instant messaging. Chat can occur within a technology like Moodle, or in stand alone applications like Microsoft Network (MSN) messenger or Internet Relay Chat (IRC).
 * Voice over Internet Protocol (VoIP), which is a family of technologies, methodologies, communication protocols, and transmission techniques for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet through the use of free tools like Skype or GoogleTalk17.


 * Emergent Asynchronous technologies include:**


 * Discussion forums in a Learning Management System (LMS) or online platforms.
 * Email, commonly with listserv (like Mailman) or group-based lists like Yahoo or Google Groups.
 * Blogs or wikis used for reflection or collaborative writing (Siemens & Tittenberger, 2009.

Consider PowerPoint (PPT) as a base development tool or technology to create an interactive narrative that can draw learners in and give them a reason to want to take the course. PowerPoint provides the narrator the ability to tell the learner the story he or she wants them to know. PowerPoint has many simple animations built in, but in the end the design should enhance the learning information and not detract from it (Laureate Education, Inc. 2009).

Consider LMS, blogs, social networks, Podcasts and wikis for the integration of different media that can increase the impact of the message. The focus is on instruction and learning. Learners have direct and instant access to a range of resources and learning activities that far exceeds what is found in the classroom: web searches, database searches, digital resources, virtual laboratories, simulations, virtual environments, augmented reality. Libraries become a secondary source of information as they are constrained by speed, scope and scale (Siemens & Tittenberger, 2009).

Multimedia research on one hand, has established learning gains of significant consideration over traditional or conventional strategies, and on the other hand, has shown how instructional design is a tested, well-researched method of enhancing human learning, particularly non-tech savvy adults (Siemens & Tittenberger, 2009).

References: Mayer, R. E. 2009. Multimedia learning (2nd ed.)New York;CambridgeUniversity Press.

Laureate Education, Inc. (Producer). (2009). The ADDIE Model. In //Series Title//. Baltimore,MD. Morrison, G.R., Ross, S.M., Kalman, H.k., & Kemp, J.E., 2011. Designing Effective Instruction, 6th Ed.Hoboken,NJ: John Wiley & Sons, Inc.

Siemens, G. & Tittenberger, P., 2009. The H // andbook of Emerging Technologies for //// Learning, George Siemens & Peter Tittenberger (March, 2009) // retrieved from [] January, 2012.

Synchronous Training vs Asynchronous Training retrieved from [][|training.htm] January 2012.