Thursday, September 24, 2009

The Use of Rich Media

The course textbook defines the rich media as learning products that incorporate high -end media such as video, animation, sound and simulation (p.312). Another definition is found from this link: rich media is the single most defining characteristic of rich media content is its dynamic motion, which can either occur over time or as a direct result of user interaction. Examples of this “dynamic motion” include streaming newscasts, which occur over time, and webcasts that include a synchronized slide show, which require user interaction. Watch this video:
I. Rich media has great potential to incorporate sound into lessons. Audio is most commonly used in one of three ways: to present words in the form of narration; to add environmental sounds such as mechanical noise in a lesson on equipment or to add background music to the instruction, Moreno and Mayer (2002). A number of studies have compared learning from an animation with learning from a series of still pictures. The studies have found there is no significant difference between the two. However; in reviewing many literatures favored the use of graphics in helping students to recall the prior knowledge and experience to present lesson. Thus can be found in an online course of 16 weeks titled: Gender and Society submitted by Rosemary Dixon from University of Nevada, Reno: Course Tour the developer developed a course of 16 weeks. The course concentrates on Race, Gender, Class and Sexuality. The well organized course conations 6 icons and students every time they log in will see the home page and the third icon take the students directly to the syllabus. The developer used different graphics and icons pictures to gain the students’ attention and make the course very attractive to students simultaneously make surfing on the course topics very easy. Students will be able to transport from section to another without going back to the beginning of the course. The course was appropriately linked together. The course graphics help students to relate the current course topic with their previous experience and knowledge that existed in the long term memory ( schemata) in a way that reduces the cognitive load because the well organized course with explanatory graphics facilitate the interaction between the prior knowledge and current new lesson content. The developer used Camtasia slides to display the course content to make the material more interesting and at the same time without depressing the learning. The developer presented subject matter in a well organized way that attracts students to easily engage in different activities. Also using Camtesia slides with sound, animation and video helps the developer meet the needs of diverse learners’ styles. Students are assigned to engage in a discussion platform, online reading and learning, paper research and final essay. Thus also offers students another opportunity to get good scores and credit points. Assessments are designed to encourage students to utilize and demonstrate critical thinking skills. Assessment based on three exams, multiple questions, writing questions and feedback will be given along with rubric when grading. Students also are given a chance to complete feedback survey in weeks 4 and 10 and all reasonable adjustment could be made were made in real time. At the end of the semester students completed an overall course evaluation.


About Me

My photo
I am working with Defense Language Institute at Monterey Bay. I have received my education in Sudan, Yemen and America. I have got MA in educational technology, 2010 at Chapman university, Monterey City California and Post master at the University of North Carolina at Greensboro. (UNCG). in 2004and MBA in Sudan in 1998. I got American citizenship in August 2008. I am married; I have five children , two in college and one in high school.Suheil still early grade one and Suheib is a baby of three years old, playing at home. My email address is Phone number is 8312246829.