Composition of the Development Teams
| Team Member |
Role |
Specialization |
Qualifications |
| Content Specialist |
Writes content text and scripts; injects into team discussion nature of "discipline" and of learning. |
In a subject-matter area. All specializations should be represented. |
Solid background in subject area; training in instructional methodology desirable (e.g. science education, TEFL); experience in development of multimedia materials highly desirable > |
| Master Teacher |
Provides the classroom perspective for the development of modules, e.g., how to select effective teaching/learning activities, how students react to specific approaches, what difficulties teachers and students may face in presenting specific topics, etc. |
In a subject-matter area. All specializations should be represented. |
Solid background in subject area; distinguished teaching career; experience in development or use of multimedia materials highly desirable; open to innovations. |
| Instructional Design Specialist
|
The "architect" of the team; helps translate the curricular content into specific teaching-learning activities and then into instructional options; provides crucial input into the design of the learning module. |
Does not need to be an expert in a curriculum subject; specialization in Instructional Design; in case no such specialization exists, the alternative would be a candidate with either background training in curriculum development or solid experience in instructional materials development. |
Experience in instructional design, curriculum development and design of multimedia materials; creativity and innovation. |
| ICT Specialist/Programmer |
Brings to the discussion the potential of different technology options and translates the instructional design of a module into a multimedia product electronically and artistically. |
In one or more media applications depending on contentware needs; knowledge of authoring tools. |
Experience in developing multimedia materials |
|
Graphic designer/
Media Producer
|
Responsible - with the ICT specialist - for creating module ICT assets (audio, video, graphics, simulations, etc) |
Competency in relevant skills such as graphics and animation design such as Photoshop, Illustrator, Flash and Fireworks and other common graphic packages |
Experience in developing educational software is highly desirable. |
Affordances and Limitations of Instructional Technologies *
|
Mode
|
Instrument
|
Affordances
|
Limitations
|
| Text |
Books/ magazines |
• Portable
• Durable
• Can present complex information
• Sequential structure guides learner
• Little eyestrain
• Moderate cost of development
|
• Difficult to modify (as in localization, updating, etc.)
• Requires literacy plus higher-order thinking skills
• Content is difficult to extract for use in other resources
• High per-unit cost of publication |
| |
Web page |
• Dynamic and easily modified
• Hyperlinks enable nonsequential navigation
• Low cost of development and very low publishing costs
• Supports interactivity (e.g., navigation, user-entered information, etc.)
• Can support assessment |
• Nonsequential structure may obscure critical information or cause confusion
• Reading may cause fatigue
• Requires PC, electricity, connection
• Potential additional system requirements (e.g., Java, plug-ins) |
| |
| Images |
Printed photos, maps, and schematic drawing |
• Concrete, specific, detailed information
• Appropriate for learners with “visual intelligence”
• Engaging and motivating for many learners
|
• Low information value relative to text
• Resistant to reuse by learners
• “Visual literacy” skills required for best use
• High cost of reproduction |
| |
Digital photos, maps, and schematic drawings |
• Affordances similar to printed photos
• Easily copied, shared, and used
• Low costs for reproduction and publishing
• Can be data-based or Web-served for delivery to handheld computers and other “anytime, anywhere” devices
|
• Limitations similar to printed photos
• Require PC and electricity, possibly an Internet connection
|
| |
| Audio |
Radio |
• Can present contemporary and topical information easily
• Highly accessible and potentially engaging format (no literacy skills required)
• Widespread adoption in developing countries
• Moderate production costs
• Highly scalable
• Low-cost hardware
|
• Information is not durable; learners can’t “review” a broadcast
• Poor presentation of complex concepts
• No visual component (e.g., schematics, maps, photos)
• Synchronous form requires system-wide coordination (e.g., announcements, class schedules, etc.)
|
| |
Audiotape |
• Wide adoption, low-cost hardware
• Information persists (tape may be reviewed many times)
• Moderate production and reproduction costs • Highly accessible
• Supports asynchronous presentation
• Sequential structure guides learner
|
• Poor presentation of complex concepts
• Medium is not durable, especially in extreme circumstances
• Studio recordings not easily modifiable or well-suited for current events
|
| |
Digital audio (Web- and CD-based) |
• Can present contemporary and topical information easily (Web)
• Information is durable (e.g., it can be reviewed many times)
• Medium is durable
• Moderate production costs
• Low reproduction costs; easily scaled
• Easily catalogued and reused (by developers and users)
• Can be indexed or catalogued to enable nonsequential access
|
• Requires robust PC and/or high-speed Internet connection
• High storage “overhead” (in terms of hard drive capacity)
• May not support presentation of complex concepts
|
| |
| Video |
Analog |
• Highly accessible and potentially engaging format (no literacy skills required)
• Sequential structure guides learner
• Concrete, specific, detailed information
• Appropriate for learners with “visual intelligence”
• Engaging and motivating for many learners
• Moderate hardware costs
|
• High production costs; moderate reproduction costs
• Complex information may be difficult to present effectively
• Information may prove difficult for some learners to analyze/synthesize
|
| |
Broadcast |
• Same as analog video
• Can present contemporary or topical information easily
• Easily catalogued and reused (by developers and users)
• Can be indexed or catalogued to enable nonsequential access
• NOTE: “moderate hardware costs” is not applicable
|
• Same as analog video
• Requires robust PC and/or high-speed Internet connection
• High storage “overhead” (in terms of hard drive capacity)
|
| |
| Simulations |
Noninteractive (Web- and CD-based) |
• Can present complex and conceptual information (e.g., electrostatics)
• Easily catalogued and reused
• Moderate production costs
• Low to moderate reproduction costs; easily scaled
|
• Conceptual learning is difficult to reinforce without additional support (e.g., active learning, text, etc.) |
| |
Interactive (Web- and CD-based) |
• Same as noninteractive simulations
• Active-learning characteristics engage learners via several paths to reinforce concepts
• Quantitative elements are supported (and reinforce conceptual learning)
• Engaging and motivating for many learners
• Can support assessment
|
• Requires robust PC and/or high-speed Internet connection
• Potential additional system requirements (e.g., Java, plug-ins)
|
Reference:
Cesar Nunes and Edmond Gaible. 2002. “Development of Multimedia materials.” In: Wadi Haddad and Alexandra Draxler, Editors. Technologies for education: Potential, Parameters, and Prospects. Paris: UNESCO. Washington, D.C.: Academy for Educational Development.
Sample Orientation/Training Program
The program of Initial Orientation/Training includes the following topics (including hands-on workshops):
- Process of Production of Multimedia Modules
- Overview of steps and modalities of work
- Production instruments
- Timetable of development and testing
- Blueprint/Design of a module
- Principles and Guidelines
- Review of samples
- Surfing for educational objects/assets
- Development of Blueprint/Design of a module Version 1 ( Each subject-matter team will develop a corresponding design/blueprint with the help of the technical team members)
- Review and critique of module Design Version 1
- Revision of Design, and Presentation of Version 2
- Review and critique of Version 2
- Introduction to module production
- Tools and Technology review
- Presentation of examples
- Analysis of examples
- Production of elements of modules
- Each subject-matter team, with the assistance of the technical staff, will develop three elements from the Design/Blueprint Version 2 that was developed in the previous segment. The elements will demonstrate incorporation of available ICT assets, incorporation of adapted ICT assets, and creation of new elements and assets. The exercise covers technical development of the module elements, educational scenario for the student, and instructions for the teachers on how to use the elements.
- Review and critique of elements Version A
- Revision of elements into Version B
- Presentation of revisions
- Presentation and discussion of general guidelines
Guide for Testing of Implementation of Draft Module
Teacher Part
Module Title: _______________________
On a scale from 1 to 5, please rate the following items about this draft module: Easy to use
| _____ |
Easy to Use |
| _____ |
Exciting |
| _____ |
Relevant |
| _____ |
Clear |
| _____ |
Accurate |
| _____ |
Makes me feel like teaching the topic |
| _____ |
Makes teaching the topic easier |
| _____ |
Provides up-to-date information |
Answer in detail the following questions regarding every element of the draft module:
- Which parts are particularly good and should not be changed? Why?
- Do all the parts of the module work well together? If not, what are your suggestions?
- Is there anything that should be added to the module to make it more useful and interesting?
- Is there any relevant information missing on this topic?
- If you have the choice, will you use this module in your classes when teaching this subject? Elaborate.
Other comments and suggestions:
Guide for Testing of Implementation of Draft Module
Student Part
Module Title:________________________
On a scale from 1 to 5, please rate the following items about this module
| _____ |
Easy to use |
| _____ |
Fun |
| _____ |
Relevant |
| _____ |
Clear |
| _____ |
Accurate |
| _____ |
Adds to my knowledge of the topic |
| _____ |
Makes me feel like learning more about the topic |
| _____ |
The topic seems easier to learn |
Answer in detail the following questions regarding every element of the draft module:
- Which components of the module are particularly difficult or less interesting and should be modified? Why?
- Which components are particularly good and should not be modified? Why?
- Do the elements work well together?
- Is there anything that should be added to the module to improve it?
- Is there anything else about this topic that you would like to learn?
- Would you enjoy having similar modules for other topics in this course?
Other comments and suggestions:
|
