HYPERMEDIA 3

HYPERMEDIA

RESEARCH

EVALUATION OF STUDENT-DEVELOPED PROJECTS

HARDWARE AND SOFTWARE REQUIREMENTS FOR ITS DESIGN AND DEVELOPMENT

AUTHORING SKILLS TO DEVELOP OVER TIME

DESIGN AND DEVELOPMENT PROCEDURES

Initial excitement to make an interactive, learner-controlled environment

Mirror the human mind

Increase interest and motivation to learn

Instruction adapted to learners’ preferences and cognitive needs

Provide affordances for active and constructive information processing

Foster the acquisition of self-regulatory skills

Cognitive theory of multimedia learning

Richard Mayer

It explains how people learn from a combination of words and pictures

Characteristics that promote learning

How to reduce extraneous processing

How to manage essential processing information

How to foster generative processing

Mental activity that uses cognitive capacity but does not help the learner to learn

When material is highly complex, the demands of processing it can overwhelm the learner

Occurs more often when designs include multimedia and personalization

Computer with keyboard, mouse and monitor

Digital cameras

Scanner

Video digitizers

Camcorders

Microphones

Audio speakers

Software

Authors must develop insights into the complexities of the media and knowledge of design.

Authors need to learn the mechanics of the programs they plan to use

Steps

Review existing products

Perform research first

Storyboard

Develop individual frames and segments

Add links and/or scripts

Test and revise the product

Media literacy

Using music and art

Print and graphic design principles

Video design principles

. Creativity and novel thinking

Considering the audience

Assignments should

Be based on curriculum and grade-level standards

Be conducted over an extended time frame

Expand student decision making

Incorporate collaboration

Provide students with a clear understanding of assessment rubrics

Have real-world connections

Acknowledge available multimedia resources and skill levels

MULTIMEDIA