Multimedia Projects: An Annotated List of References and Resources

In an increasingly digital and media-centric society, academic, professional, and personal interactions require students to gain multiple literacies. Assigning multimedia projects encourages students to engage with their learning more holistically, to develop richer rhetorical skills, and to demonstrate their learning and creativity through application. A well-developed project assignment will focus on pedagogy and include clear learning objectives and effective assessment strategies. The annotated bibliography below points faculty to resources (sample syllabi and project descriptions, rubrics, technology tools, and published scholarship) that may be of use when designing, implementing, and assessing multimedia assignments. Topics include: video capture and production, web design, gaming, digital story techniques, multimodal compositions, copyright-friendly resources, and accessibility standards. In addition, the latter half of this list shares example SOTL (Scholarship of Teaching and Learning) articles that faculty can reference when completing their own research projects.

Multimedia Video Content

Derek Bok Center. (2013). Harvard GMF: So you want to assign a multimedia project? Retrieved from http://vimeo.com/66251873

  • This video from the Spring 2013 Harvard Graduate Multimedia Fellows offers “tips and tricks for crafting useful multimedia assignments.”

Thompson, K., & Sugar, A. (2013). Starting backward design from the middle. Retrieved from http://www.slideshare.net/drkelvinthompson/starting-backward-design-from-the-middle

  • In this 47 minute slidecast, Kelvin Thompson and Amy Sugar describe how faculty can derive student learning outcomes from existing assignments. The focus of their presentation is “alignment between outcomes and activities” with special emphases on striking a balance between higher-order and lower-order thinking skills, articulating connections between assignments and course outcomes, and maintaining accreditation standards.

Books and Articles Discussing Multimedia

Kobayashi, M. (2012). A digital storytelling project in a multicultural education class for pre-service teachers. Journal of Education for Teaching: Informational Research and Pedagogy, 38(2), 215-219.

  • Partial abstract from author: “In the present study, 38 pre-service teachers taking a multicultural education course were asked to create a digital story for their final projects….It was expected that the project would give student teachers an opportunity to learn not only the technology but also how to incorporate digital storytelling into the curriculum [of their future classes].”

Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria, VA: ASCD.

  • This book is based on results of the Silicon Valley Challenge 2000 Multimedia Project, which focused on k-12 teachers’ use of multimedia tools to design project-based learning assignments. The nine chapters of this guide include a description of project-based multimedia learning, a multimedia primer, and other topics of interest to k-12 teachers hoping to incorporate this pedagogy.

Smith, R. (2013, September 4). Improved learning outcomes through a multimodal text. EDUCAUSE Review. Retrieved from http://www.educause.edu/ero/article/improved-learning-outcomes-through-multimodal-text

  • This case study from Ball State University describes how students improved their performance and attainment of course learning outcomes through the use of a multimodal text. The digital text tool used for the course was Vizi Courseware.

Multimedia Reports

UCF Center for Distributed Learning. (2014). Mobile and etextbook survey: December 2014. Retrieved from http://mobile.cdl.ucf.edu/2014/12/15/2014-ucf-mobile-etextbook-survey-report/

  • This report shares the findings of a survey measuring the adoption and use of mobile learning devices (specifically smart phones, tablets, eReaders, and eTextbooks) among UCF students and faculty.

Accessibility Articles and Resources

Guiliano, J., & Williams, G. H. (2013, September 18). Call for participants: Building an #accessiblefuture. Profhacker. Retrieved from http://chronicle.com/blogs/profhacker/call-for-participants-building-an-accessible-future/52433

  • This ProfHacker/ Chronicle of Higher Education post announces a series of four workshops titled “Building an Accessible Future.” In addition, the authors share a link to their previous blog post titled “Accessibility in the Digital Humanities.”

IMS Global. (n.d.). Guidelines for accessible delivery of text, audio, images, and multimedia. Retrieved from http://www.imsglobal.org/accessibility/accessiblevers/sec5.html

  • This website provides reference lists and links to other resources discussing how to make software and media content accessible to students with disabilities.

UCF Center for Distributed Learning. (2012). Teaching online: Professional development: Accessibility and content in the online course environment. University of Central Florida. Retrieved from https://cdl.ucf.edu/faculty-seminar03/

  • This webpage contains archived material from the “Accessibility and content in the online course environment” faculty seminar. In addition to a session abstract and presenter biographies, the page contains links to session recordings and presentation slides that may be downloaded for later viewing.

UCF Center for Distributed Learning. (2011). Teaching online: Accessibility tips. University of Central Florida. Retrieved from http://cdl.ucf.edu/teach-online/develop/accessibility/

  • This webpage provides specific tips for making various web content and file formats more accessible to students. For example, there is a list of tips for making PowerPoint slide text more visible, as well as links to additional resources.

Sample Syllabi and Course Materials (Assignment Sheets, Rubrics, Readings, etc.)

Digital Storytelling

Grigar, D. (n.d.). DTC 338: Special topics in digital technology & culture: “Curating multimedia exhibits & archives.” Retrieved from dtc-wsuv.org/dgrigar/curating/dtc338-syllabus-fall2012.docx

  • Dr. Dene Grigar provides a syllabus for a special topics course on curating and archiving multimedia content. This syllabus includes assignments and a course calendar. The full course website can be accessed at: http://dtc-wsuv.org/wp/curating/welcome/.

Ramirez, B. (n.d.). CN-1356 Health: Your healthcare experience. Retrieved from https://learn.canvas.net/courses/21/wiki/digital-storytelling-assignment

  • For this digital storytelling assignment, Dr. Ramirez asks students to “tell a story of your experience with the healthcare system where you live.” The final deliverable for the assignment is a 1-2 minute video.

Smithsonian National Museum of American History, Kenneth E. Behring Center. (n.d.). The curator’s challenge: Life in a post-September 11 world. Project guide for teachers. Retrieved from http://amhistory.si.edu/militaryhistory/resources/curators_challenge.pdf

  • This project guide contains assignment sheets, an evaluation grid, guidelines, and research handouts for a curation project designed for high school history students.

Thompson, K. (2012). Kelvin’s storytelling bookmarks. Retrieved from https://www.diigo.com/user/Kelvin_thompson/storytelling

  • This diigo list contains links to online content about digital storytelling.

University of Colorado. (n.d.). Digital storytelling assignment: Rubric example. Retrieved from http://rubistar.4teachers.org/index.php?screen=NewRubric&module=Rubistar&PHPSESSID=6fcfb55c270341fc44f8f6f912fe4303

  • This digital storytelling rubric template contains categories such as “point of view—awareness of audience,” “voice—pacing,” “images,” and “grammar,” among others.

Multimodal/Intertextual Projects

Ding, H., & Ding, X. (2013). 360-Degree rhetorical analysis of job hunting: A four-part, multimodal project. Business Communication Quarterly, 76(2), 239-243.

  • This article describes a four-part multimodal project that asks students to rhetorically analyze a potential employer and their qualifications as a job applicant. The four parts—producing a cover letter and resume, engaging in a mock oral interview, analyzing example online video resumes, and critiquing their peers’ social media profile pages—are described on pages 241-247 of this document. To extend the multimodal nature of this project, instructors can encourage students to create their own video resumes after analyzing examples found online.

Shipka, J. (2011). Toward a composition made whole. Pittsburg, PA: University of Pittsburg Press.

  • In chapter 4 [“Making Things Fit in (Any Number of) New Ways”], Shipka describes the framework she uses to help students engage in “metacommunicative awareness” (p. 86) of their multimodal choices. She also shares a “mediated activity-based multimodal framework” (p. 93) and an example of a student’s multimodal project (pp. 94-97).
  • The appendices that accompany Shipka’s text include assignment sheets for four projects: “A history of ‘this’ space,” a collection of social texts, a communicative object analysis, and an “In the beginning…” writing assignment.

Websites and Web Design (including Images and Tutorials)

Brenneman, T. (2013). Use images with the considerations of accessibility and copyright to illustrate online course content. In K. Thompson and B. Chen (Eds.), Teaching online pedagogical repository. Orlando, FL: University of Central Florida Center for Distributed Learning. Retrieved from http://topr.cdl.ucf.edu/index.php?title=Use_Images_with_the_considerations_of_accessibility_and_copyright_to_illustrate_online_course_content&oldid=2827

  • This brief article contains two instructor testimonials that explain how instructors can include images in their course materials while also being mindful of accessibility and copyright issues. In addition, two example artifacts are included.

Roy Rosenzweig Center for History and New Media. (2014). Sites using Omeka. Retrieved from http://omeka.org/codex/View_Sites_Powered_by_Omeka

  • This user-generate list contains links to websites created using the Omeka web-publishing platform.

Video Capture, Production, and Resources

Lehman, C. M., DuFrene, D. D., & Lehman, M. W. (2010). YouTube video project: A ‘cool’ way to learn communication ethics. Business Communication Quarterly, 73(4), 444-449. doi: 10.1177/1080569910385382

  • This article contains both a project description and a grading rubric for a YouTube video production assignment.

Office of Instructional Resources. (2013). Faculty multimedia workshop presentation archive. University of Central Florida. Retrieved from http://oir.ucf.edu/faculty-multimedia-workshop-series/

  • This archive lists past FMC workshops (including their titles, dates, and a session summary) and contains links to video recordings of the sessions.

Zeega. (n.d.). About. Zeega blog. Retrieved from http://blog.zeega.com/about

  • This brief “about” page introduces Zeega, an interactive media tool that allows users to create mash-ups of existing video content. You can also access answers to users’ frequently-asked questions by clicking the “FAQ” button from the left-hand menu.

Multimedia Conferences and Events

Guiliano, J., & Williams, G. H. (2013, September 18). Call for participants: Building an #accessiblefuture. Profhacker. Retrieved from http://chronicle.com/blogs/profhacker/call-for-participants-building-an-accessible-future/52433

  • This ProfHacker/ Chronicle of Higher Education post announces a series of four workshops titled “Building an Accessible Future.”

Multimedia Theory and SOTL (Scholarship of Teaching and Learning) Publications

Brock, S., & Brodahl, C. (2013). A tale of two cultures: Cross cultural comparison in learning the Prezi presentation software tool in the US and Norway. Journal of Information Technology Education: Research, 12, 95-119. Retrieved from http://editlib.org/p/111352/

  • In this article, two professors (one in the United States and the other in Norway) describe the findings of their mixed method study, which investigated (and compared) students’ perceptions and use of the Prezi presentation tool. The results of the study show that “usage of the Prezi did change the way students approached presenting their topics” and that students experienced a learning curve while creating their presentations, since they were accustomed to PowerPoint software (pp. 109-110). In addition to evaluating their classmates’ presentations, students were asked to complete a self-evaluation of their own presentation and an evaluation of the instructor/class. While there were some differences in the content and length of responses between the student groups, the overall results indicated positive feelings towards the software and presentations in general.

Chen, Z., Stelzer, T., & Gladding, G. (2010). Using multimedia modules to better prepare students for introductory physics lecture. Physical Review Special Topics—Physics Education Research, 6, 010108-1-010108-5. doi: 10.1103/PhysRevSTPER.6.010108

  • Author-supplied abstract: “It is known that introductory physics students rarely, if ever, read the textbook prior to coming to lecture. In this study, we report results from a curriculum intervention in a large enrollment introductory physics class that addresses this problem. In particular, we introduced web-based multimedia learning modules (MLMs) as a “prelecture assignment” designed to better prepare students before coming to lecture. We used student performance on “preflight questions” that they answer prior to lecture as a measure of their before-lecture understanding of the physics concepts. We found significant improvement in student performance and on the vast majority of these preflight questions as compared to that from previous semesters in which MLMs were not available. We found significant improvement for all students, independent of their background or ability level.”
  • A PDF version of the article is available at: http://prst-per.aps.org/pdf/PRSTPER/v6/i1/e010108

Connors, S. P., & Sullivan, R. (2012). “It’s that easy”: Designing assignments that blend old and new literacies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85, 221-225. doi: 10.1080/00098655.2012.691569

  • In this brief article, the two authors (Connors, a teacher educator, and Sullivan, a pre-service teacher) describe the experience of assigning a multimodal video project that used Photo Story software. From these experiences, the authors learned that students get much more out of a writing task when the assignment demands a blend of both multimodal/digital and traditional/print-based literacies.

Crisp, K. M., Jensen, M., & Moore, R. (2007). Pros and cons of a group webpage design project in a freshman anatomy and physiology course. Advances in Physiology Education, 31(4), 343-346. doi: 10.1152/advan.00120.2006

  • Author-supplied abstract: “To generate motivation and promote the development of written communication skills, students in a freshman-level anatomy and physiology course for nonmajors created group webpages describing historically important diseases. After the groups had been formed, each individual was assigned specific components of the disease (e.g., causes or treatments), which were subsequently combined into a final product. Interviews and questionnaires were used to document students' previous educational experiences regarding, and attitudes toward, the project. Students learned more about website design than about anatomy and physiology, but students preferred the assignment over traditional term papers. Although most students could find relevant information for this project on the internet, they were uncritical in judging the accuracy of the information they found.”
  • A PDF version of the article is available at: http://advan.physiology.org/content/31/4/343.long

Huffman, S. (2010). The missing link: The lack of citations and copyright notices in multimedia presentations. Tech Trends, 54(3), 38-44. Retrieved from http://link.springer.com/article/10.1007%2Fs11528-010-0401-8

  • In this article, Huffman argues that teachers are not doing a good enough job of educating students on how to credit sources in their multimedia presentations. As a response, Huffman articulates two purposes for the article: “to provide some basic background information on intellectual property” (and copyright and Fair Use) and “to share a guide/model for citing sources in a multimedia presentation” (39). The majority of this piece shares images and guidelines for including citations and copyright notices in multimedia presentations.

Jensen, D. (2009). From Tootsie Rolls to composites: Assessing a spectrum of active learning activities in engineering mechanics. Institute for Information Technology Applications. Retrieved from www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA508185

  • This paper describes and evaluates seven active learning activities based on Methodology and Tools for Developing Hands-on Active Learning Activities. These activities were evaluated at three different types of institutions and the measures used included “student opinion surveys, focus groups, pre/post activity quizzes, exam questions and a concept inventory.” To investigate how students’ demographics, preferred learning styles, and/or personality might impact their evaluation of these activities, the researchers also collected this information and determined that “learning styles, personality type, and perception of performance in the class all have influence on the students’ opinions of the activities.” The results of the study suggest that “it is important to take into account a diverse set of measures when evaluating new learning approaches.”

Johnson-Eilola, J., & Kimme Hea, A. C. (2003). After hypertext: Other ideas. Computers and Composition, 20, 415-425. doi: 10.1016/j.compcom.2003.08.014

  • Author-supplied abstract: “Early work in and about hypertext suggested dramatic potentials for the medium, primarily in the way it challenged notions of authorial control, linearity, and the status quo in general. This history of hypertext tended to portray contradicting archetypes or pure forms that concrete developments never fulfilled. We argue that hypertext has long been a cultural analogy rather than a simple enactment or fulfillment of desires. To assist in creating a more open, constructive vision of hypertext, we gather three differing but connected tropes for hypertext from this history: hypertext as kinship, hypertext as battlefield, and hypertext as rhizome. Although these tropes are only three among many possibilities, we provisionally play them off one another to deconstruct and reconstruct hypertext theory and practice, and to demonstrate potentials for moving beyond archetypes in theorizing and practicing hypertext.”
  • A PDF version of this article is available at: http://rhetcomp.gsu.edu/~bgu/8121/Reading-JohnsonEilolaHea.pdf

Kurtz, G., & Sponder, B. (2010). SoTL in online education: Strategies and practices for using new media for teaching and learning online. International Journal for the Scholarship of Teaching and Learning, 4(1), 1-6. doi: 10.20429/ijsotl.2010.040101

  • Author-supplied abstract: “Over the past two decades the research and dissemination of the scholarship of teaching and learning (SoTL) in higher education has sought to improve the quality of the academic experience in face-to-face courses, online classes, and even on virtual reality campuses. Many scholars, including the authors of this essay, have utilized this public discourse to help inspire their practices and then subsequently contribute to the SoTL literature and research. What ideas from the SoTL literature did we find useful for using new media when teaching online? What new strategies and practices have we added to our teaching repertoire? How have we incorporated SoTL literature in our classes? We try to answer these questions with examples and suggestions based on our work of over fifty years of combined experience in Distance Education and teaching with technology in the classroom.”

Lauer, C. (2009). Contending with terms: “Multimodal” and “multimedia” in the academic and public spheres. Computers and Composition, 26, 225-239. doi: 10.1016/j.compcom.2009.09.001

  • Author-supplied abstract: “This paper analyzes the terms ‘multimedia’ and ‘multimodal,’ examining how each term has been defined and presenting examples of documents, surveys, web sites and others to show when and how each term is used in both academic and non-academic/industry contexts. This paper shows that rather than the use of these terms being driven by any difference in their definitions, their use is more contingent upon the context and the audience to whom a particular discussion is being directed. While ‘multimedia’ is used more frequently in public/industry contexts, ‘multimodal’ is preferred in the field of composition and rhetoric. This preference for terms can be best explained by understanding the differences in how texts are valued and evaluated in these contexts. ‘Multimodal’ is a term valued by instructors because of its emphasis on design and process, whereas ‘multimedia’ is valued in the public sphere because of its emphasis on the production of a deliverable text. Ultimately, instructors need to continue using both terms in their teaching and scholarship because although ‘multimodal’ is a term that is more theoretically accurate to describe the cognitive and socially situated choices students are making in their compositions, ‘multimedia’ works as a gateway term for instructors and scholars to interface with those outside of academia in familiar and important ways.”

Lazarus, E., & Olivero, F. (2009). Videopapers as a tool for reflection on practice in initial teacher education. Technology, Pedagogy and Education, 18(3), 255-267. doi: 10.1080/14759390903255528

  • Author-supplied abstract: “This article will discuss issues concerning the potential of videopapers, drawing on a research project investigating the use of videopapers as a tool for reflecting on practice and as an assignment in initial teacher education. Student teachers engaged in initial teacher education programmes often find it difficult to ‘see’ what is going on in their classrooms. They can further experience difficulties in linking theory and research with observations of experienced teachers and their own practice. Although the authors already provide opportunities to reflect on practice underpinned by theory in current classroom-based tasks and assignments, and encourage optional videoing of lessons and seminar presentations, they believe that introducing student teachers to videopapers as a learning tool can provide novice teachers and their tutors with unique, new learning opportunities and insights. However, writing a videopaper does throw up new challenges.”

Lempereur, A. P. (2004). Innovation in teaching negotiation toward a relevant use of multimedia tools. International Negotiation, 9, 141-160.

  • Author-supplied abstract: “This article examine four cases of innovation in teaching negotiation, developed mostly in France, that involve the intensive use of multimedia techniques. These tools address some of the shortcomings of current teaching methods discussed in earlier literature. The use of multimedia innovations seems to improve teaching the subject of negotiation by enabling instructors to better bridge the gaps between theory and practice, and simulation and reality. These innovations also facilitate multiple perspectives, which are needed in cross-cultural negotiations.”

Metros, S. E. (2008). The educator’s role in preparing visually literate learners. Theory into Practice, 47, 102-109. doi: 10.1080/00405840801992264

  • In this article, Metros defines visual literacy, describes some of the challenges of teaching visual literacy (e.g., students are experienced in creating, but not deciphering and analyzing, visual images), lists some benefits of including visual data in the classroom, and shares a “new media design” rubric.

Neo, M. (2007). Learning with multimedia: Engaging students in constructivist learning. International Journal of Instructional Media, 34(2), 149-158.

  • Partial author-supplied abstract: “In this paper, a multimedia-based project was given to a class of 2nd year students in the faculty of Creative Multimedia (FCM) attending an Interactive Multimedia Course. The task was to design and build a multimedia project using the appropriate tools as a course project. Students worked in groups in this learning environment using the multimedia development process (MDP) to complete the project. The learning process is structured towards The Constructivist Learning Approach.”

Sibbet, D. (2008). Visual intelligence: Using the deep patterns of visual language to build cognitive skills. Theory into Practice, 47, 118-127. doi: 10.1080/00405840801992306

  • Author-supplied abstract: “Thirty years of work as a graphic facilitator listening visually to people of every king of organization has convinced the author that visual intelligence is a key to navigating an information economy rich with multimedia. He also believes that theory and disciplines developed by practitioners in this new field hold special promise for educators and students learning the deeper grammar of visual language. This article shares conclusions drawn from the author’s own extensive field experience, with links to work in process theory and cognitive science that have convinced him of the deeper potential of visualization as a path to building 21st-century cognitive skills.”

Sorden, S. D. (2005). A cognitive approach to instructional design for multimedia learning. Informing Science Journal, 8, 263-279. Retrieved from http://www.inform.nu/Articles/Vol8/v8p263-279Sorden34.pdf

  • Author-supplied abstract: “Aimed at both newcomers to online learning as well as experienced multimedia developers, this paper addresses the issue of how to avoid unproductive multimedia instructional practices and employ more effective cognitive strategies. Baddeley’s model of working memory and Paivio’s dual coding theory suggest that humans process information through dual channels, one auditory and the other visual. This, combined with Sweller’s Theory of Cognitive Load and Anderson’s ACT-R cognitive architecture, provides a convincing argument for how humans learn, which leads to the question of how multimedia instruction can be designed to maximize learning. Cognitive theory and frameworks like Mayer’s Cognitive Theory of Multimedia Learning provide empirical guidelines that may help us to design multimedia instruction more effectively. Mayer argues that the best way to present multimedia instruction is through visual graphics and informal voice narration, which takes advantage of both verbal and visual working memories without overloading one or the other.”

Sorden, S. D. (2012). The cognitive theory of multimedia learning. Retrieved from http://sorden.com/portfolio/sorden_draft_multimedia2012.pdf

  • Author-supplied abstract: “Multimedia learning is a cognitive theory of learning which has been popularized by the work of Richard E. Mayer and others. Multimedia learning happens when we build mental representations from words and pictures. The theory has largely been defined by Mayer’s cognitive theory of multimedia learning. Generally, the theory tries to address the issue of how to structure multimedia instructional practices and employ more effective cognitive strategies to help people learn efficiently. Baddeley’s model of working memory, Paivio’s dual coding theory, and Sweller’s theory of cognitive load are integral theories that support the overall theory of multimedia learning. The theory can be summarized as having the following components: (a) a dual-channel structure of visual and auditory channels, (b) limited processing capacity in memory, (c) three memory stores (sensory, working, long-term), (d) five cognitive processes of selecting, organizing, and integrating (selecting words, selecting images, organizing work, organizing images, and integrating new knowledge with prior knowledge), and theory-grounded and evidence-based multimedia instructional methods. Important considerations for implementing the theory are discussed, as well as current trends and future directions in research.”

Spalter, A. M., & van Dam, A. (2008). Digital visual literacy. Theory into Practice, 47, 93-101. doi: 10.1080/00405840801992256

  • Author-supplied abstract: “Like other literacies (textual literacy, numeracy), digital visual literacy (DVL) is the ability both to create and to understand certain types of information, in this case visual materials created with a computer. DVL is now essential in many daily life and workplace tasks, from looking critically at newspaper images or TV evening news to using a digital camera, making a website, creating presentations, and modeling and visualizing data in virtually all of the sciences. DVL is, of course, also now essential in all visually oriented disciplines. Defining the underlying principles of DVL and integrating it into established curricula presents many challenges. This article describes some of these and the authors’ responses, using experiences from an innovative course at Brown University and a larger-scale community-college-based project, Digital Visual Literacy.”

Strano, M. M. (2008). Using multimedia essay assignments to teach qualitative methods. National Communication Association. Retrieved from http://citation.allacademic.com//meta/p_mla_apa_research_citation/2/5/8/1/3/pages258134/p258134-1.php

  • Author-supplied abstract: “Multimedia essay assignments in qualitative research methods courses reinforce the relationship between prior research, current data and researcher conclusions. The multimedia format also makes it more difficult for students to ignore when their claims are not supported by evidence, since each claim written in text invites the inclusion of an audiovisual piece of supporting evidence. Sharing projects at an open event encourages a better sense of audience in the construction of their multimedia essay arguments.”

Timmerer, C., Waltl, M., Rainer, B., & Hellwagner, H. (2012). Assessing the quality of sensory experience for multimedia presentations. Signal Processing: Image Communication, 27, 909-916. doi: 10.1016/j.image.2012.01.016

  • Author-supplied abstract: “This paper introduces the concept of sensory experience by utilizing sensory effects such as wind or lighting as another dimension which contributes to the quality of the user experience. In particular, we utilize a representation format for sensory effects that are attached to traditional multimedia resources such as audio, video, and image contents. Sensory effects (e.g., wind, lighting, explosion, heat, cold) are rendered on special devices (e.g., fans, ambient lights, motion chair, air condition) in synchronization with the traditional multimedia resources and shall stimulate other sense than audition and vision (e.g., mechanoreception, equilibrioception, thermoreception), with the intention to increase the users Quality of Experience (QoE). In particular, the paper provides a comprehensive introduction into the concept of sensory experience, its assessment in terms of the QoE, and related standardization and implementation efforts. Finally, we will highlight open issues and research challenges including future work.”

Watson, J. A., & Pecchioni, L. L. (2011). Digital natives and digital media in the college classroom: Assignment design and impacts on student learning. Educational Media International, 48(4), 307-320. doi: 10.1080/09523987.2011.632278

  • Author-supplied abstract: “The use of multimodal learning techniques is becoming more widespread, however, the pedagogical discourse surrounding its implementation into classroom and course design is complicated as these technologies are either demonized or viewed as the panacea for curriculum ills. Educators are faced with unique challenges when investigating how to experiment with the best ways to produce classroom experiences that use digital media. This case study examines the implementation challenges and learning outcomes related to such an experiment by reviewing and assessing the use of digital media in a health communication course, specifically through the development of documentaries. Creating an effective assignments requires addressing the development of technical skills along with course content and providing guidance and feedback throughout a semester-long project. Creating an effective assignment is pointless without sufficient learning outcomes. Because this assignment engaged students with both the course content and digital media, their learning experiences were enhanced and improved their group collaboration, critical thinking and media literacy skills.”

Wild, M., & Quinn, C. (1998). Implications of educational theory for the design of instructional multimedia. British Journal of Educational Technology, 29(1), 73-82. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/1467-8535.00047/pdf

  • Author-supplied abstract: “Interactive multimedia provides a useful vehicle to reconsider the place of educational theories in the design of interactive learning environments. This paper serves to address a number of such theories, especially those centered on student learning, and in particular, attempts to draw out the implications they present for designing effective instructional multimedia. It is argued that we need to develop coherency rather than divergency, in our theoretical perspectives so that we might optimize the development of new technologies in teaching and learning. This rationale is then used to advance one such perspective, based on the role of dynamic modelling tools.”

Zainal, Z. I., & Mohd Deni, A. R. (2012). Advancing aesthetic literacy experience through a multimedia project. Literary and Linguistic Computing, 27(2), 215-226. doi: 10.1093/llc/fqs009

  • Author-supplied abstract: “The remarkable advances in the field of ICT have led to the appearance of interesting innovations in literature classrooms, one of which is multimedia. Multimedia has been proven to be a powerful learning tool as it is able to provide extensive learning opportunities, thus breaking away from the traditional and restrictive ‘chalk and talk’ type of teaching. This study examined the incorporation of an after-reading assignment called ‘The Multimedia Project’ in a literature classroom. It involved ninety-six students taking English literature courses at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia. Multimedia can be defined in a variety of ways, but for this project multimedia refers to a literary text presentation, primarily made using sound and images. Through this project, the students had opportunities to explore and develop their knowledge and critically analyze the literary texts covered in class. This study relied on two types of analysis: as evaluation of the students’ multimedia presentations and a survey of the students’ opinions regarding the project. The findings indicate that the multimedia project proved to be effective in advancing students’ literary experience and critical appreciation. The students’ opinions also confirmed the viability of multimedia as a practical application tool in teaching literature as well as in promoting visual literacy.”
 

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