Hypermedia Product in the Classroom
Roeblyer and Doering (2012) describe hyper media reference materials as “reference materials available online that may include search tools, simulations, animations, videos, and/or Internet materials” (p. 175-176). Easier to access and to use, these materials helps students research materials online or in CD form. Much like other forms of hypermedia, these online applications help increase the motivation of students, and as a result “will tackle hypermedia project[s] enthusiastically” (Roeblyer & Doering, 2012, p. 176). One online reference material that students can use is the site Snappy Words: http://www.snappywords.com. This site is an online, visual thesaurus that students can use when they are writing any kind of paper or assignment. This site allows you to type in words, and make visual connections, relations, and differences between the words. This could be easily used in the classroom when editing papers and finding proper word choice. Especially for visually-minded students, this site could show students how complex their word choice is, and how it relates to the original word they have chosen. With this tool, it allows students to “constantly make decisions and evaluate progress” (Roeblyer & Doering, 2012, p. 176).Multimedia Authoring Tool in the Classroom
Audio and Video productions and editing systems can also be used in the classroom to help with creative teaching solutions and exciting project ideas. Roeblyer and Doering (2012) talk about video and editing software becoming easier to use and more accessible in the classroom, cutting down the time it takes to learn and use the software (p. 188). One type of software tool that has appeared in recent years is the Podcast, and its video relative, the Vodcast. Podcast comes from “’iPod’ and ‘broadcast,’ and are meant to be posting an audio or video file online” (Roeblyer & Doering, 2012, p. 189). While “Casting” originally was used for recreational and entertainment purposes, it can now be used in the classroom as a project tool. Video casting is the more popular of the two in the classroom, since it is easier to obtain materials and edit. This site is an example of basic guidelines that a student may be given when working with media in the classroom: http://www.medialit.org/reading-room/video-basics-and-production-projects-classroom. Students can use these tools to create video or audio files for projects, when in the past a simple poster-board or powerpoint may have been the easiest way to present information. Recording a podcast or vodcast allows students to be more expressive in their work, and may even enjoy it more. Below is an example of a student project that uses a video:References
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.
Brenda Contreras (2013, November 17). Student Voice Podcast [video file]. Retrieved from
https://www.youtube.com/watch?v=1EIITJx4IAU
Brad,
ReplyDeleteI like that you mentioned how "casting" was originally designed for entertainment before moving into classroom use. I feel that it definitely speaks to how Roblyer and Doering explain that video creation started in Hollywood and later moved into schools. (2013). This shows the blending of education and fun entertainment which is successful in keeping students engaged.
Brad,
ReplyDeleteThis is definitely a wave of the future in education. Students are very at ease with video formats, and regularly send videos to each other anyway. It was kind of funny when Roblyer and Doering (2012) defined students with the term screenagers, "living visually and virtually from handheld screens, smart phones, and computers..."(p.191). This was funny to me because my son was one of these students and still is to some degree. The end result is that educators must stay current with technology, and if they don't their classes will become stale and boring.
Brad, I like the idea of using the thesaurus tool. It would especially helpful as one hones skills in hypermedia authoring on choosing the right words when considering the audience of the media (Robyler & Doering, 185).
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