Enabling Faculty to Develop Interactive Multimedia: The iMOD Project

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Enabling Faculty to Develop Interactive
Multimedia The iMOD Project

• Taft H. Eaker
• taft.eaker_at_usg.edu
• Mark Johnson
• mark.johnson_at_usg.edu
• Advanced Learning TechnologiesUniversity System
  of Georgia

Southeastern Scholarship Conference on E-Learning
2005 Macon State College Macon, GA
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What is iMOD?http//alt.usg.edu/imod

• Interactive Media Object Development (tool)
• Easy-to-use software package of 14 templates that
  allow the user to create Flash based multimedia
  learning objects
• Project began Spring of 2002 and was completed
  Fall of 2003
• Software update intended to facilitate
  incorporation of math and science content
  completed in Spring 2005

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Multimedia

• Multimedia can be defined as involving the
  integration of more than one medium into some
  form of communication (Jonassen, 2000).
• the integration of media such as text, sound,
  graphics, animation, video, imaging, and spatial
  modeling into a computer system (Von Wodtke,
  1993) (Jonassen, 2000, p. 207).
• Research has indicated that multimedia enhances
  learning
• helps students by engaging two (visual and
  auditory) learning channels (Mayer, 2001).
• student learning is affected positively by
  presenting text and illustrations together... "
  (Mayer Sims, 1994, pp. 389-401).

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University System of Georgia
http//www.usg.edu

• 34 institutions
• Over 3000 courses available via distance learning
  technologies, approximately 66 percent online.
• 90 programs where at least 50 percent of a degree
  (associate, bachelors and masters) is available
  via distance learning technologies.
• WebCT Vista and Campus Edition

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Considerations and Challenges

• Interactive educational multimedia is usually
  time consuming and costly to develop.
• Often only a few instructional technologists are
  available on a campus to support a large number
  of faculty.
• Most traditional authoring tools require
  considerable time and effort to master.
• Faculty usually do not have the time to learn and
  use traditional authoring tools.

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The Interactive Media Object Development (iMOD)
Project

• Goal
• Develop an easy-to-use software package that
  enables faculty to quickly develop web based
  interactive multimedia
• Objective
• Relieve faculty from the technical demands of
  development so they could better focus on content
  and pedagogy

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Development

• Foreign language faculty and technical staff
  participated in two focus groups
• Foundations and Brainstorming
• Advantages and disadvantages of using computers
  for instruction
• Some tools conceptualized
• User review
• Vendor provided beta version
• Formative feedback

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The iMOD Tool

• Software package
• 14 templates or tools to produce different
  interactive multimedia learning objects
• Preexisting frameworks that allow faculty to add
  their own content
• Learning objects produced are simple educational
  activities (Varvel, 2002)
• Only basic computer skills required
• Published objects are Flash player (swf) format
• Software is for the PC published objects can be
  viewed with a PC or Mac

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Interface

• Form fields, menus and options in each tool
• Objects are developed by entering text and adding
  images (jpg, gif and bmp) and/or audio files
  (mp3)
• Content from any discipline may be used
• Many consistencies among the 14 tools

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Overview Using iMOD
Select desired object to develop
Add content and select options
Publish and refine object
Save and publish final version

• Upload to a CMS, link to content
• Upload to a web site or copy to media to
  distribute to students

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Types of Objects

• Association Selector
• Multiple choice with drop down boxes for
  grouping or categorizing items
• Dialog Drag and Drop
• Sentence fill in the blank via drag and drop, can
  add image and audio
• Drag and Drop Basket
• Drag and drop items to a basket, can use images
  or text as items, can add audio for grouping
  similar items,
• Drag and Drop
• Drag and drop matching, can use images or text as
  dragable items and targets
• Image Map - Drag and Drop
• Drag and drop image or text items onto correct
  areas of a larger image or multiple images
• Image Map Hotspots
• Click on areas of an image for additional
  information, may include images and audio
• Image Map - Rollover
• Rollover areas of an image for additional
  information, may include images and audio

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Types of Objects (cont.)

• Flip Card
• Electronic flash card, can add audio and image
• Hotwords
• Clickable word or group of words in a sentence,
  can add image and two audio files, area for
  translation or noting parts of grammar/parts of
  speech
• Paragraph Sequence
• Ordering text or sentences in proper order, can
  add audio for each text or sentence
• Sentence Formation
• Drag words of a sentence in the proper order, can
  add audio
• Situation-Based Sentence
• Display changes in sentence that reflect
  different voices or tenses
• Timeline
• Nodes can be created similar to a actual
  timeline, with sub nodes within for user to
  explore, images and audio can be added at and
  within each node
• Vocabulary
• Provides three areas to display text or sentence
  with audio for each, can add image, shows
  translation or inflection

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Application

• Ideal for foreign languages with the audio
  component
• Many of the objects are also applicable to any
  discipline
• Self assessment and/or drill and practice in
  online courses and supplementary materials
• Faculty with existing repositories of images
  and/or audio files
• Instructional, extractable, and reusable

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Math iMOD/iMOD 2004

• Initially conceptualized as separate project
• Equation editor added and improvements made
• Released Spring 2005

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Status Report

• Since software was first distributed in Fall of
  2003 usage has been fairly low
• eCore Spanish I and II course development
• a few foreign language faculty
• Challenges
• Marketing and distribution
• Technical aspects and training
• In some cases duplicates features of WebCT Vista
  Assessment tool
• The iMOD software is now downloadable (USG
  Faculty and Staff only)
• http//www.alt.usg.edu/learn/softwaredownload.phtm
  l

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Templates for Multimedia Learning Object
Development Tools

• StudyMate
• http//www.respondus.com/studymate/
• SoftChalk LessonBuilder
• http//www.softchalk.com/
• Hot Potatoes
• http//hotpot.uvic.ca/
• AliveTek Interactive Assessments
• http//www.alivetek.com/ia.php
• Wisc-Online Resource Center (registration
  required)
• http//www.wisc-online.com/buildyourown.asp
• SMILE (registration required)
• http//clear.msu.edu/teaching/online/mimea/smile
• RLO Flash templates developed by Jeremy Dunning,
  Indiana University
• http//www.arjunamultimedia.com/
• Flash Learning Interactions templates (included
  with the software)

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Taft H. Eaker

• taft.eaker_at_usg.edu
• For more information
• http//www.alt.usg.edu/learn/imod.phtml
  http//alt.usg.edu/imod

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References and Resources

• Alessi, S. M. Trollip, S. R. (2001). Multimedia
  for learning methods and development. Needham
  Heights, MA Allyn and Bacon.
• Ensminger, D. C. Surry, D. W. (2002). Faculty
  perceptions of factors that facilitate the
  implementation of online programs. Paper
  presented at the Mid-South Instructional
  Technology Conference, April 2002, Murfreesboro,
  TN.
• Feist, L. (2003). Removing Barriers to
  Professional Development. T.H.E. Journal. 30(11)
  30-35.
• Hawkes, M. Coldeway, D. O. (2002). An analysis
  of team vs. faculty-based online course
  development Implications for instructional
  design. The Quarterly Review of Distance
  Education. 3(4) 431-44.
• Jonassen, D. (2000). Computers as mindtools for
  schools. Upper Saddle River, NJ Merrill.

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• Mayer, R. E. (2001). Multimedia learning.
  Cambridge, UK Cambridge University Press
• Mayer, R. E., Sims, V. K. (1994). For whom is a
  picture worth a thousand words? Extensions of a
  dual coding theory of multimedia learning.
  Journal of Educational Psychology, 86, 389-401.
• Multimedia course design Instructor preparation
  increases satisfaction. (2005, February). Online
  Classroom. Retrieved from http//www.magnapubs.com
  /pub/magnapubs_oc/5_2/news/597163-1.html
• Smith, P. L. Ragan, T. J. (1999). Instructional
  design. New York John Wiley Sons, Inc.

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• Varvel, V. E. (2002, March/April). Review of
  educational uses of Macromedia Flash. Pointers
  Clickers. Retrieved from http//www.ion.uillinois.
  edu/resources/pointersclickers/20025F03/
• Von Wodtke, M. (1993). Mind over media Creative
  thinking skills for electronic media. New York
  McGraw-Hill.
• Wiley, D. A. (2000). Connecting learning objects
  to instructional design theory A definition, a
  metaphor, and a taxonomy. In D. A. Wiley (Ed.),
  The Instructional Use of Learning Objects Online
  Version. http//reusability.org/read/chapters/wile
  y.doc