Module 6 - Revised Video

Annotated Bibliography
Debuse, J. C., Hede, A., & Lawley, M. (2009).  Learning efficacy of simultaneous audio and on-screen
text in online lectures.  Australian Journal of Educational Technology, 25(5) 748-762
Debuse, Hede & Lawley (2009) found that although a great deal of research has been conducted on the useful of multimedia application in a learning environment; the impact is still not fully known.  This study analyzed the impact of the incorporation and combination of text, audio and visual multimedia presentations.  The main effects of multimedia technology and how these were supported by the cognitive theory of learning were reviewed.   Three hypotheses were developed to conduct the research study in determining if there was a difference when text was applied to a multimedia presentation.  Students were randomly selected to participate in one of three groups that would evaluate the various methods of delivering a visual presentation; (1) lecture with audio (2) PowerPoint slides presented sequentially and (3) simultaneous text of the words being spoken by the lecture.  In addition to this group a second group of three categories assessed the various methods of receiving text in the presentations. 
Debuse, Hede & Lawley (2009) concluded that students did not gain a difference in interpretation of the material when text was added to the visual and audio presentations.   The study determined that all groups found the presentation with audio to be most beneficial.  The theories discussed throughout the article supported that combining text and audio could lead to redundancy and overload of information that may be counterproductive to a student.  These points were further expanded upon by recent research studies that found that adding text that mimicked audio was not useful however summary or overview text slides in conjunction with audio benefited the learner.  
Fralinger, B., Owens, R. (2009).  You Tube as a learning tool. Journal of College Teaching & Learning, 6(8) 1-15.
Fralinger & Ownes (2009) analyzed previous research conducted to determine if the utilization of MovieMaker and You Tube software would be perceived by students as an effective use of technology to assist with their learning program.  In 2008, eighty-three graduates from two colleges participated in the research study to answer this question.  Quantitative and qualitative research methods were used to assess student’s usage of this technology software as well as obtain feedback on their experience.  The quantitative study used a computer software program to analyze statics that provided numerical data from 81 surveys that were conducted.  Data was collected from surveys and specific comments listed.  The qualitative study provided feedback from students on previous assumptions made regarding the usefulness of this type of technology in a learning environment.  
The conclusion of this study supported the recent opinion that You Tube is no longer only recognized as entertainment but can also be a valuable educational tool (Fralinger & Ownes , 2009).   Franlinger & Owens (2009) determined that students connected with the You Tube technology and felt that it enhanced their learning experience.  Students that were employed in technology fields were interested in applying the learning techniques in their work place.  Students also reported that they appreciated the benefits of working in individual groups however they preferred to work alone and be solely accountable for their assignments.  Further research study can be conducted to compares feedback from experienced technology students versus students with lesser experience; this research would address one of the constraints of the study conducted.
Jackson, A., Gaudet, L., McDaniel,  & Brammer, D. (2009).  Curriculum integration: The use of
 technology to support learning.  Journal of College Teaching & Learning, 6(7) 1-9.
Jackson, Gaudet & Brammer (2009) argue the importance of the instructor comprehension of course objectives and methods that students learn; to appropriately apply multimedia technology to the curriculum.  Gardner’s Theory of Multiple Intelligence was analyzed to further expound on the many ways that individuals learn; examining verbal linguistic intelligence, logical mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence and intrapersonal intelligence.  Jackson, Gaudet & Brammer (2009) identify that there are many ways to incorporate forever changing technology into the classroom to reach students with various learning styles.  To best apply technology in the classroom the instructor must first identify the objective of the class.  An instructor should understand that students learning is dependent on many factors and have the ability to align the course objectives with the best teaching model such as problem based or group learning. 
Jackson, Gaudet & Brammer (2009) implemented technology in a classroom environment based on the findings of this research article.  Technology is continuing to evolve and can have great benefits for students education if applied based upon the student and course needs.  Teachers focus however should remain on the students benefit from the technology versus meeting university goals of deploying technology.    For students to become change agents in society they must be able to apply technology in an educational setting to meet course objectives. 
Mandernach, J. (2009). Effects of instructor-personalized multimedia in the online classroom.
International Review of Research in Open and Distance Learning, 10(3) 1-19.  Retrieved from ERIC database.
Mandernach (2009) conducted a quasi-experimental study that examined four sections of a psychology course to evaluate students learning and engagement with the use of multimedia technology.  The groups were established to examine the impact with no multimedia technology, the incorporation of a weekly video, combination of video plus audio PowerPoint and video, audio PowerPoint and video PowerPoint.  To students output was measured with a course questionnaire, cumulative final exam and final course project. 
Mandernach (2009) research findings did not show a great variance in the learning assessment based on the course section.  The section that utilized the most multimedia technology had a higher final exam percentage by only 2.5 points that the section with no multimedia technology.  Mandernach (2009) found that students were more focused on their final grade versus skill comprehension of the material regardless of the section they were in.  This was attributed to the fact that this was a basic required course.  To gain a better understanding of the student’s experience, additional email feedback was solicited. This feedback identified that students were more engaged that the questionnaire findings reflected.  Additional studies should be conducted with a new questionnaire to help understand this discrepancy. 
Seo, K., Templeton, R., & Pellegrino, D. (2008). Creating a ripple effect: Incorporating multimedia-
assisted project-based learning in teacher education. Theory Into Practice, 47 259-265.  Retrieved from ERIC Database.
Seo, Templeton & Pellegrino (2008) assessed the self efficacy impact of teachers developing multimedia projects for students.  A proven approach to incorporate technology into the learning and instruction process is by adding project based learning assignments that utilize technology to the syllabus.  A student has the ability to visually express their comprehension of the coursework by completing multimedia projects.   This study included forty-two pre-service teachers/graduate students that were enrolled in educational technology courses that were to develop 8 multimedia projects over the course of a semester.  The projects developed for grades Pre-K to Sixth grade, incorporating technology such as Windows Movie Maker, PowerPoint and Microsoft Office applications.  Upon the completion of the projects, the students (pre-service teachers) reported that their proficiency in the multimedia technology increasing significantly. 
Seo, Templeton & Pellegrino (2008) found that teacher’s technology, subject matter and teaching self-efficacy improved after having developed the multimedia projects for their students. The use of multimedia projects also increased a students learning aptitude; requiring them to express their comprehension with visual and audio means.  Teachers felt confident that their students would be better engaged in the coursework with the use of technology.  This would also result in the students’ performance and aptitude in the subject matter increasing.  This study allowed teachers to see themselves in a support role as well as an instructor.   
Zheng, R., McAlack. M., Wilmes., Kohler-Evans, P., & Williamson, J. (2009). Effects of multimedia on
cognitive load, self-efficacy, and multiple rule-based problem solving. British Journal of Educational Technology, 40(5) 790-803. Retrieved from ERIC Database. 
The article, Effects of Multimedia on Cognitive Load, Self-Efficacy and Multiple Rule Based Problem solving details the diffusion process of multimedia technology and analyzes the impacts. The article analyzed the impact of multimedia on a learner’s ability to solve problems as it involves their cognitive load and self efficacy.  A study was completed that observed twenty-two college students response to interactive versus non-interactive multimedia. A one way ANOVA was performed to assess whether multimedia equipment affected learners ability. The ANOVA test results identified that multimedia impacted each variable, cognitive load, achievement and self efficacy. In conclusion the study supported Engelkamps multimodal theory.
This study represented the education diffusion research tradition and followed the rate of adoption of different innovations in a social system diffusion research. The findings from the study would allow researchers to present the cause that multimedia technology would have the greatest benefit to a student’s cognitive, self-efficacy and problem solving skills.  This study applies to research in my current field, to gain a further understanding of the continued benefits of multimedia technology a survey could be conducted that examined college students over a longer period of time with the use of multimedia applications.


References
Debuse, J. C., Hede, A., & Lawley, M. (2009).  Learning efficacy of simultaneous audio and on-screen
 text in online lectures.  Australian Journal of Educational Technology, 25(5) 748-762
Fralinger, B., Owens, R. (2009).  You Tube as a learning tool. Journal of College Teaching & Learning, 6(8) 1-15.
Jackson, A., Gaudet, L., McDaniel,  & Brammer, D. (2009).  Curriculum integration: The use of
 technology to support learning.  Journal of College Teaching & Learning, 6(7) 1-9.
Mandernach, J. (2009). Effects of instructor-personalized multimedia in the online classroom.
International Review of Research in Open and Distance Learning, 10(3) 1-19.  Retrieved from ERIC database.
Seo, K., Templeton, R., & Pellegrino, D. (2008). Creating a ripple effect: Incorporating multimedia-
 assisted project-based learning in teacher education. Theory Into Practice, 47 259-265.  Retrieved from ERIC Database.
Zheng, R., McAlack. M., Wilmes., Kohler-Evans, P., & Williamson, J. (2009). Effects of multimedia on
cognitive load, self-efficacy, and multiple rule-based problem solving. British Journal of Educational Technology, 40(5) 790-803. Retrieved from ERIC Database. 

Revised Storyboard

Overview	Narration	Visual	Time
Welcome	Greetings! Association for Education Communications and Technology members and visitors I would like to thank you for allowing me to speak to you today. My name is Kathi Middleton. The development and application of new technology has been my life for the past eight years in my current role as an Information Technology Project Manager.  As a graduate student of Walden University the application of technology to enhance the online learning experience is a great passion of mine.	Video of myself welcoming the audience.  An applause graphic slide.	00:00:00 - 00:00:30
Importance of Multimedia Technology	For many years multimedia technology has been used in the sales industry to assist with marketing of new products and services.  In the current times, multimedia technology is beginning to play an integral role in other industries such as education.  This type of technology is educating students by engaging them; allowing them and creating an interactive classroom experience.  This year the Senate passed the Twenty-First Century Video Communications and Video Accessibility Act of 2010, ensuring that all people with disabilities have full access to online media.  This gives you an idea of the importance, need and use of media streaming in the 21st century.	Video Recording at the same time as bullet slide showing facts on online learning and show images of the various types of multimedia media technology such as videos, Skype, ect. Bullet of senate approval.	00:00:30 - 00:01:15
Definition of Multimedia Technology – How Does it Work?	Multimedia technology utilizes computers by leveraging software that allows digital communication of information.  Multimedia technology is used in education to develop presentations for training, educating, research and the development of new ideas.	Slide with definition Visual slide showing how it works.	00:01:15 - 00:01:45
Evolution of Multimedia Technology	The need for multimedia technology is stemmed from advancements communication. Computers and cd-rom drives were researched and used to develop multimedia technology. In 1993 Tay Vaughan defined multimedia technology as a technology used to delivery text, graphics, video and sound through a computer.  The innovation was further developed when photographs and sound were introduced.  Today multimedia technology allows students the ability to view podcast, share presentations on youtube.com as well as Skype for various communication purposes.	Video and Picture of the founders of multimedia technology   The evolution of multimedia technology (history) showing the technology advancements.	00:01:45 - 00:02:15
Application of Multimedia Technology	References from Three of the Six Journal Articles Focusing on distance education, the future and the importance.	Video of Myself. Show a screen shot of the online program portal and various uses of multimedia technology	00:01:45 - 00:02:45
Best Practices/Impact for using Multimedia Technology	Or Bullet Points of Multimedia Technology. Give real live example Skype and YouTube has enhanced learning experience. Point out the impact of social network on the use of multimedia technology	Short 30 second videos from 2 students and 1 teacher describing how they have utilized multimedia technology to improve their learning experience.	00:02:45 - 00:03:45
Problems of Multimedia Technology and Solutions	In the earlier stages of media streaming some corporations were heavily using videos and capturing them on tape. Streaming media was moving towards web based versus video based. These tapes caused issues with optimization for the web and were very costly to convert. There are several formats that allow media streaming such as Windows Media Player, MPEG4, ect., however these various formats can create issues with developers creating technology that is compatible with the various formats.	Format, optimization (show pictures of various media trying to cross over a bogged down network.	00:03:45 - 00:04:15
Why we should  apply multimedia technology to distance learning	TBD	Power Point list Skype Video Stream of SME’s presenting course work to students over the Internet	00:04:15 - 00:04:45
Introduce Guest Speaker	Audience, our Key Note Speaker today is Dr. Tony Karr.  Dr. Karr is a leader in the e-learning technology industry.  With his eleven plus years experience of teaching and having served as Chief Technology Officer of several companies, his experience and contribution to the technology industry is invaluable. Dr. Kratt has won numerous awards in the e-learning technology industry; he was awarded his PhD from the University of South California.  He has had countless engagements with Fortune 500 companies such as Hewlett-Packard and Sun Microsystems.  Today I would like to introduce him to the Association for Education Communications and Technology.  Thank you.	Show pictures of the speaker and list their credentials.	00:04:45 - 00:05:30

Module 5 Responses

I responded to Ms. Horton's blog discussing the importance of becoming comfortable with technology to move toward a more dynamic model.
http://mshorton.wordpress.com/2010/11/07/module-5-blog-post-moving-toward-dynamic-technologies/#comment-31

I also responde to Brandy's analysis of the pros and cons to dynamic versus static technology.
http://principlesofde.blogspot.com/2010/11/module-5-concept-map-static-versus.html?showComment=1289511505620_AIe9_BEkyBO7Iwz0jKZ0IM_bRWtGW5GuaL-PQzq1_4vRcGj_xBD8IF0gTE4KBCt-p5IQWQcvV0BNG1tjppn7g3c2cP0D7fYmT_JvYSaqLyPLyZ90nWaNn-4zslPOFaIE-V4vAPt_IOktFtV9sez-x62r7UPDhpSPR6FOCbxFioqVQLWx9koJQwXAbah2ojZM3vs4zhn7l32UD6HAETWS9XLw6vA_q1vGKWuRUtXyxn0bLHvcoA6KIv0dWNt31d6NeQv9UVQ_f2LF0LQXgzEn6RZ_IKKhDEx3Zj3Po02Yb3MIJ5OzqU3KK4SnB9r2nwMMNlghPc-MZ8sEMFGhFcVyuMn3RNn52sBSUJv-2R1m1uzR4zwyxuTot0qm8agRn5cuKgiMmTT70DWa6cmdziWYPirVPtCaQrozVP29npEqUu9ZqETqWvSdu7nn5tTEBqYCkp7_vR7zwq6Zvryc6ub2pZkqi9JagFzu_DR1ujXRspStjXZ2K2zXnSpnV_J0kEmcleYJFtYau2_hsTAWpPT-bhmYS5GeEDtdsMMuiNuPfHSxbT_wKDz2OVZIubXfA2l2oq9sOBC4potnY7fmAtsL0dyIppXMijIAq182lnuDwtF92_B9iLEsoG4Rbdr4DavReDbh-mTm-INorgnXuh2Uuja8oEis4Lak9UeSXk3yoXENN0laZJ18Oe4#c5358561169197280724

Module 5