Creating multimedia materials

1
Session 10

• Creating multimedia materials
• (cont'd)

2
Objectives/activities of the session

• Looking at another example- alternative use of
  video as part of a multimedia learning package
• Identifying useful techniques for multimedia
  presentation

3
Example

• CD Interpersonal Communication mastering
  verbal and non-verbal skills for the reference
  interview
• Good and bad examples of interpersonal
  communication
• Case studies for students to analyse
• Interactive case studies- to test skills

4
CD includes

• Video clips embedded in 'html' programme for use
  as a standalone CD, or on the World Wide Web.
• Filmed on digital video camera, compressed and
  converted to be viewed using 'Quicktime'
• Videos not self-contained, but elements of a
  multimedia training package

5
Applying the Criteria

• Purpose, content, match to target audience, pace,
  level, tone etc. apply to entire package,
• Tone and level of text targeted to tertiary
  students
• Tone and level of videos determined by the scene
  and its context- tertiary, public or special
  library
• Pace, and progress flexible, set by student
  using the package

6
Techniques used

• Examples of behaviours filmed in natural setting
  to demonstrate key skills
• Some use of humour, exaggerated response, to make
  point
• Life-like scenes (scripted, using professional
  actors) for students to apply knowledge learned
  through examples
• Accompanied by other more detailed learning
  materials
• Skills being covered listed on web pages/screens
• Navigation allows constant reviewing of
  particular scenes/skills
• Interactivity allows trial and error- meets range
  of learning styles

7
Strengths and weaknesses

• Weaknesses
• Some technology problems- needs some expertise to
  adjust screen resolution etc.
• Some had problems with Quicktime
• Poor quality of video - image and sound

8
Strengths and weaknesses

• Strengths
• Majority of students surveyed rated it as a
  useful learning tool
• Anecdotal evidence suggests very helpful to some
  students who do not work in a library- to see
  actual interviews taking place
• Interactive cases was regarded as 'fun' aspect
• Cheaper than delivering package over the WWW
  because of cost of download of videos

9
Session 11

• Creating multimedia materials cont'd

10
Objectives

• By the end of this session participants will be
  able to
• prepare a script for a multimedia presentation
  that reflects Diffusion of Innovation Theory
• Prepare draft script for narrative and linking
  passages, interviews, and group discussions

11
Diffusion of Innovation Theory

• Everett Rogers. Diffusion of Innovations. 4th ed.
  New York the Free Press, 1995.
• 'Variables' that affect rate of adoption of
  innovations
• Some relate to the 'innovator' some to the
  innovation
• An innovation is a new idea, technique or custom

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Factors affecting innovation that are dependant
on the innovation

• 1. Relative advantage
• 2. Compatibility
• 3. Complexity
• 4. Trialability
• 5. Observability

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Relative advantage

• People taking up the new idea must believe that
  it is better than the old way
• They must believe it will give them a benefit or
  an 'advantage'
• That it will be better than the old way

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Compatibility

• People taking up a new idea must find it fits
  with their existing beliefs about 'how things
  are', and with their needs.
• The new idea must not contradict the person's or
  the community's beliefs, or it is likely to fail.

15
Complexity

• It is easier to get a simple new idea accepted
  rather than a complex one.
• Complexity depends partly on how people 'see' the
  innovation, and and how clear its benefits are to
  them.

16
Trialability

• People need to experiment with the innovation on
  a trial basis- before they make a commitment to
  changing over to it.
• Some people are more willing to try out new ideas
  than others.

17
Observability

• People must be able to see an innovation in
  action- to understand it, and to see how it
  works, and what benefits it brings.
• Some things- e.g. the relationship between
  bacteria and disease, pollution and poor fish
  stock, are hard to demonstrate

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The role of opinion leaders

• In each community there are leaders whose
  opinions influence others- unless these people
  accept and demonstrate that they approve of a new
  innovation, it is not likely to succeed.
• In each community there are also gatekeepers who
  filter new knowledge.

19
Applying Diffusion of Innovation Theory to
educational multimedia

• All these factors will affect the successful
  introduction of a new idea
• They can work for or against a new idea you are
  trying to introduce

20
Select innovations that are compatible with DoI
Theory

• Check that they are compatible with existing
  beliefs, and not too complex
• Make sure you emphasise the advantage of using
  the new technique over the old one
• Use examples well so people can see the technique
  being used, and can understand it, and how it
  works

21
Select people for your multimedia resources who
will influence others

• Select opinion leaders to make the innovation
  'acceptable and reassure people that it fits in
  with the 'culture'
• Use opinion and community leaders to confer
  'status' on the innovation. Make sure they
  endorse and are seen to use the new innovation

22
Presentation techniques

• Unseen narrator voice over scenes
• Presenter appears on screen
• Presenter interviews expert
• Expert shows learner
• Experts discuss
• Subjects (learners) discuss

23
Using voice over narration

• Requires very well drafted script-
• good pace, dynamics, interest - not too wordy,
  or too dull, get tone and level right
• avoid 'obvious' statements
• e.g. 'Here is the . ." "Now the villagers are .
  . ".
• Commentary supplements the visuals
• Allow shot to come into view before talking about
  it

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Choosing a presenter

• Often member of trainer staff, or an actor
• Both to be auditioned, coached in this role
• Must appear confident and knowledgeable
• Able to 'talk' to specific audience
• Script in short sections so presenter can learn
  script and speak to camera

25
Presenter interviews expert (or witness)

• Very effective technique which can be used to
  explore any subject
• Agree on questions beforehand
• Interviewee must be allowed 'veto' over final
  scenes used
• Script as much as possible- questions,
  anticipated answers
• Research thoroughly beforehand

26
Presenter interviews (cont'd)

• Ask open questions, not closed ones ( which lead
  to yes or no)
• Use encouraging sounds, and good body language
• Avoid long involved questions- follow-up if
  necessary
• Listen hard and ensure person interviewed has
  made the point clearly- if not ask for
  clarification- you represent the audience in an
  interview.
• Allow your expert or witness time to reflect
  before answering- dont rush and cut them off.

27
Expert show learners

• Get key points from expert beforehand to build
  into script
• Prepare summary points with them to use after
  the scene
• Use presenter to 'voice over' key points as
  they are summarised on screen

28
Discussion groups onscreen

• Can be used to elicit views of experts or
  villagers, farmers, or business people
• Powerful technique as long as it is properly used
• Use mainly to highlight issues of concern,
  variety of approaches to a problem, acceptability
  of certain solutions

29
Discussion groups onscreen experts or learners

• Presenter must be member of group to ensure all
  participants have their say, and that they cover
  the topic as scripted
• Presenter must not obviously 'steer' the
  discussion but can use good open questions to
  open it up
• General points decided in advance, as part of
  draft script, but participants allowed to use own
  words and range freely over topic

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Summary Elements of the Script

• DoI can help you ascertain how to make points-
  what elements of a problem of solution to
  highlight
• DoI can affect who you might ask to 'tell' the
  key points to be conveyed
• Script includes key points to be covered whether
  it is written for voice over, interviews,
  discussion
• Audience is most important consideration