Exploring Multimedia

Explore:

The topic I want to explore more is Video presentations and animations for learning. I mentioned in the introduction discussion forum, I think there is a lot to learn from, the independent entertainment industry and their ability to craft hours and hours of amateur content that amasses millions of views. Crash Course is a popular YouTube channel that uses stock footage, animation, and voice over to explain concepts in social studies and science. On the lower end of the spectrum, Did You Know Gaming, accomplishes a similar goal of delivering information but in a much simpler format. I think there is something to be taken from the both approaches. Obviously the production value of crash course ads to its fan base, but even boring ore mundane information can be presented in a more palatable fashion. I think that borrowing from these videos would be great. If schools or educators could generate they’re own content, they would no longer have to rely on out of date videos from questionable sources. Being able curate materials should be possible. In the future I hope I can offer those types of services.

My goal is the setup a visually interesting video that uses some simple animation and is mostly graphic based. I want to make the visuals more interesting than the DYKgaming material, but I do not have to means to go as in-depth as a crash course project. My project is short video that share’s a few facts about the Nintendo Gameboy. I want to use animated text as well as some screen capture. This type of work could be used to teach future programs and students about what was accomplished with limited technology. The format of the video could also be adopted to share facts about other pieces of technology, science, biology, etc.

DO:

 

Learning Goals:

The purpose of this exploration is to create industry comparable video short using all digital elements. This process could be used to make visually interesting work without the high cost. Every element in the video was made at the desk. I want to share facts in a digestible size that will hold to viewers attention.

Capture & Describe:

The process was confusing at first because I did not know the best workflow for the project. I initially started out trying to make out the parts all at once, but had to go back and make a script. Next I would match to sections to the script. I recorded individual sound bites in audacity

Screen Shot 2016-03-06 at 1.49.19 AM

Each factoid was animated in after effects

Screen Shot 2016-03-06 at 12.05.40 AM

I then exported the individual clips into Adobe premiere to edit them together into one file. and add background music.

Screen Shot 2016-03-07 at 10.29.56 AM

I edited the video clips together then I was complete.

Toolset:

The tools I used were audacity for the audio. The images were gathered from the internet and some required touch in photoshop before being used. The text and clips were animated in After effects. The final video and audio was assembled into one file with premiere.

Skillset:

Basic video editing skills as well as knowledge of graphic programs. I believe that my choice of subject matter could has been better. I don’t have the experience as an actual educator so I’m never quite sure what my projects should be teaching unless I am instructed. The voice recording is not the best in my opinion.

Next Steps:

Despite the nature of this process, I do believe that this format can be re purposed and re applied in the process of creating learning documentation. The for-ray was interesting but I do believe it could be pushed. If there was team working simultaneously on different elements then we could push the envelope on the different types of information displayed. Some of the clips even though they were around 12-20 seconds took almost an hour to render. There’s only so much one person can do, but bringing in additional people would add to the overall cost. There has to be a way to implement a cost effective educational graphics team.

 

 

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Multimedia Design Journal: Thinking Skills

There are three different types of thinking skills; Creative, Critical and meta-cognition. Creative thinking refers to making connections and generating ideas. Critical thinking relates to problem solving and evaluation. Meta-cognition is the ability to be able to set out, plan and execute goals. It involves being rational and understanding.

vitual aid for metacognition from InTeGratemetacognition_cycle_final_1220.png

Studies show that educational and professional programs have had success in transfers thinking skills through learning programs. Successful programs  focus on a few well defined skills. The ability to contextualize those skills and  incorporate collaboration between peers and colleagues.

When teaching think skills you should focus on job relevant skills. General training is easily forgotten and ignored. For the training to be truly successful it must have some use after the training even has taken place. The training should focus on a complete task. The task should come form a real world trial. Authenticity is important. The thinking process must be obvious. Meaning that the learner should know when they are suppose use their own thinking to solve a problem and that the training want provide and correct answer for them. Specify and identify what method of thinking you are suppose to use and how it relates to the job.

 

Basically be highly specific

Sources:

e-Learning and the  Science of Instruction; Ruth Colvin Clark • Richard E. Mayer

http://serc.carleton.edu/integrate/info_team_members/currdev/effective_materials/metacog.html

Multimedia Design Journal: Simulations and Games in Elearning

67% of households have computer or video games with the average player being age  34. Hi quality simulations are already used in training for medical professionals, pilots, other positions. Anderson and Layton found that simulations are preferred above lectures, even with adult learners.

A simulation is a digital environment that is suppose to represent the real world. There are two types, conceptual and operational. Operational teaches specific skills. Conceptual can teach a range of ideas, such as chemistry. Games refer to any commercial style electronic game rather it be educational in nature or otherwise.

trauma-center-under-the-knife-2-20080627040541691.jpg

Trauma Center was a popular Nintendo game that used a mellow dramatic story line coupled with realistic surgery. The game was praised for its engagement as originality and accuracy. This particular version used a touch screen to preform the surgery. It is an example of a simulation.

Games and Simulations can teach, but sometimes the goal isn’t always the lesson learned. Designers have to take this into consideration to plan to engineer to preferred outcome for the users of the game. As of right now there is no clear evidence that games offer any learning advantages.

  • Principle 2:  Make learning essential to game progress – To ensure that the orignal purpose of the game isn’t lost on the user, make demonstrating knowledge a requirement to progress in the game.
  • Principle 3:  Build in proven instructional strategies- Since the evidence on the ability for games to teach is still coming in. It is the best practice to rely on proven learning design rules and strategies to ensure the success of the program
  • Principle 4: Build in guidance and structure- immediate and quality feedback is needed when. The feedback can be automated and programmed but the user has to know the risk and faults in order to self improve
  • Principle 5: Manage complexity – time and commitment, what are the requirements.how accessible is the software and hardware. what are the cost?
  • Principle 6:  Make relevance salient – This means basically making sure the games usefulness and purpose is easy to understand so that the entire thing is disregarded.

sources:

e-Learning and the  Science of Instruction; Ruth Colvin Clark • Richard E. Mayer

Entertainment Software Association’s annual report (2010)