Description
*****PLEASE READ INSTRUCTIONS, THIS ASSIGNMENT ALREADY PAID
FOR IT AND THE TEACHER GAVE ME 0, MAKE SURE DO STEP BY STEP THIS TIME BY
INSTRUCTIONS PLEASE. I HAVE ONLY ONE OPPORTUNITY TO PASS THIS CLASS
NOW.*****
IT IS LEARNING OBJECTS NOT LEARNING OBJECTIVES!!! PLEASE FOCUS!!!
After analyzing multimedia, the critic must reflect on the process and report the findings.
You
have conducted a web search, found three multimedia LOs that interested
you, deconstructed, and discussed them with classmates. Now that you
have weighed the merits of your LOs, you will write a formal critique.
In one page each:
Provide a link to each LO and write one paragraph on each LO explaining:
- Why you selected the LO
- Why you believe it represents good multimedia learning
- Why you believe it represents good visual and audible design
- What you would change and why, assuming you had the opportunity to make changes
This module’s submission should include three pages (plus cover and reference page):
- Cover page
- Page 1: Critique LO 1
- Page 2: Critique LO 2
- Page 3: Critique LO 3
- Reference Page (APA Style)
Rubric Detail
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NAME: EDDD_8091_MODULE_1_ASSIGNMENT_RUBRIC
DESCRIPTION: EDPD 8091 MODULE 1 ASSIGNMENT RUBRIC EDSD 7091 MODULE 1 ASSIGNMENT RUBRIC
| Description | |
|---|---|
| Cover Page |
0 (0%) – 2 (2.35%) Cover Page includes: • Assignment Title • Course Number and Name • Student Name and ID • Instructor Name • Date |
| Formal Critique of Learning Object 1 |
0 (0%) – 5 (5.88%) A |
| Formal Critique of Learning Object 1 |
0 (0%) – 5 (5.88%) A rationale was provided for why the learning object represents good multimedia learning. |
| Formal Critique of Learning Object 1 |
0 (0%) – 5 (5.88%) A rationale was provided for why the learning object represents good visual and/or audible design. |
| Formal Critique of Learning Object 1 |
0 (0%) – 5 (5.88%) A rationale was provided for what you would change to improve the learning object. |
| Formal Critique of Learning Object 1 |
0 (0%) – 5 (5.88%) Your paragraphs were written with proper grammar and punctuation. |
| Formal Critique of Learning Object 2 |
0 (0%) – 5 (5.88%) A |
| Formal Critique of Learning Object 2 |
0 (0%) – 5 (5.88%) A rationale was provided for why the learning object represents good multimedia learning. |
| Formal Critique of Learning Object 2 |
0 (0%) – 5 (5.88%) A rationale was provided for why the learning object represents good visual and/or audible design. |
| Formal Critique of Learning Object 2 |
0 (0%) – 5 (5.88%) A rationale was provided for what you would change to improve the learning object. |
| Formal Critique of Learning Object 2 |
0 (0%) – 5 (5.88%) Your paragraphs were written with proper grammar and punctuation. |
| Formal Critique of Learning Object 3 |
0 (0%) – 5 (5.88%) A |
| Formal Critique of Learning Object 3 |
0 (0%) – 5 (5.88%) A rationale was provided for why the learning object represents good multimedia learning. |
| Formal Critique of Learning Object 3 |
0 (0%) – 5 (5.88%) A rationale was provided for why the learning object represents good visual and/or audible design. |
| Formal Critique of Learning Object 3 |
0 (0%) – 5 (5.88%) A rationale was provided for what you would change to improve the learning object. |
| Formal Critique of Learning Object 3 |
0 (0%) – 5 (5.88%) Your paragraphs were written with proper grammar and punctuation. |
| References |
0 (0%) – 2 (2.35%) References follow APA 6th formatting. |
| References |
0 (0%) – 2 (2.35%) References to the course learning resources used for this assignment are included. |
| References |
0 (0%) – 2 (2.35%) References are included to the websites included for the selected learning objects. |
| Paste This Rubric on Assignment |
0 (0%) – 2 (2.35%) You pasted this Rubric on the last page of this Assignment. |
| Total Points: 85 |
|---|
NAME: EDDD_8091_MODULE_1_ASSIGNMENT_RUBRIC
Resource:
The
growing interest for a blended and flexible education has necessitated
the need for multimedia learning objects in most institutions.
Multimedia Learning Objects are media-rich documents that that
educational values that are summed up with various features such as
proxies and the navigation structures. Learning object refers to a tool
that lecturers employ to teach a specific topic or address a particular
learning objective. While a learning object can be a single
self-contained tool, it can also be composed of various resources such
as practical exercises, web-based documents, and assessments (Vaughan,
2014)
We can find the interactive learning objects by searching
domain-specific and especially, peer-reviewed resource. Publishing
academic research or research is an excellent way to make your academic
work accessible to others as learning objects. Learning objects support a
constructivist and student-centered approach to their education. I
believe that structured experiences in these enriched environments can
help students develop understanding within their academic discipline.
Videos,
narrated PowerPoint presentations, interactive simulations, animations,
executable programs, and case studies are a few examples of multimedia
learning objects.
1. Videos
Videos are useful instructional
materials which are often created with software such as Wimba Create and
Adobe Presenter. is an example of a video that has employed in
educating the audience as a form of the multimedia learning object.
2. Animations
Animations
are useful learning objects because they capture and attract one’s
attention using motion which is a primary attribute that makes learners
attentive (Mayer & Moreno, 2003). They also increase motivation due
to their novelty and create a positive effect especially when they are
humorous. This link is an animation video that has been employed to
teach coding through the use of an animate python ( ).
3. Narrated PowerPoint presentations
This
is another multimedia learning object that has been engaged in the
teaching of audiences who are resent or not, in your same room. Adding
narrations in PowerPoint presentation is a good way of capturing the
audiences’ attention instead of a presentation alone which one is likely
to flip through thus missing the point (Good & Lavigne, 2017). The
narration is a good way of reinforcing key points and instructions to
the audience. This is a link to an educative narrated PowerPoint
presentation video
References
Good, T. L., & Lavigne, A. L. (2017). Looking in classrooms. Routledge.
Mayer,
R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in
multimedia learning. Educational Psychologist, 38(1), 43–52.
Vaughan, T. (2014). Multimedia: Making it work (9th ed.). New York, NY: Osborne/McGraw-Hill.
Sandfort, J., & McGinnis-Johnnson, J.Retrieved from
http://www.appam.org/assets/1/
WRONG ANSWER:
Introduction
Studies
based on media are one of the major fields among courses undertaken in
universities. Media comprises of broad fields also known as multimedia.
Multimedia is comprised of many branches that make such as oral
communication, cinema and filming, written communication among many
others that make up the field. Students choose a branch under which they
specialize in, and each branch is comprised of units and objectives
that they follow in due course. However, multimedia being a broad field,
it comprises of several learning objectives that enable students to
acquire the necessary skills and knowledge in the job market. The
learning objectives include; development of critical thinking,
development of professional writing skills and formulation of oral
communication skills.
A student majoring in multimedia coursework
should possess a mind that is able to think critically based on
information she or she has acquired. In some cases, a student may lack a
critical mind and in this case the course entails units that walk
students through the development of thinking critically. Critical
thinking enables students to act accordingly and it also helps in the
development of good decision making which is paramount in the field of
multimedia. For instance, a student can film an explicit scene but makes
good judgment not to showcase it as it would be disturbing to some of
the audience. This portrays good decisions making. It is also through
critical thinking that student knows what to say in either a written or
oral communication. Critical thinking can be deemed as a constant that
should be studied as it enables people to make the right decision and
thus it does not require any polishing if it was to be better for
improvement.
Oral communication is one of the basics every person
learns from childhood all the way to adulthood. The presentation of
speech develops as one grows through socializing and through basic
education acquired at a young age. In multimedia, oral communication
skills are paramount as the presentation of project through speech
distinguishes a layman from a professional. Therefore, this is one of
the most important objectives students learn from class. This is because
it enables students to acquire professional skills that enable them to
communicate with at most etiquette and since when they are making
interviews, broadcasting or reporting. The manner at which a journalist
communicates sends a message of professionalism that cannot be achieved
unless one puts in practices as taught in the colleges. Good
communication also commands attention of the audience both visually and
audibly as it is natural conformity for human beings to give attention
to good speech. The teaching of oral communication at times gets
challenging for the instructor especially if the students is being
affected by his or her dialect. Changing one’s dialect or accent can be a
very hard task and it needs dedication and unlimited practice to learn
and communicate effective. Therefore, if one was to be given a chance to
improve the field of oral skills, they would definitely introduce a
unit that consists of learning and tuning to different dialects.
As
much as oral communication is important in this field, writing skills
are important as well. Professional writing is paramount when defining a
real journalist from an ordinary layman writing an impromptu report.
When students are being instructed on the art of professional writing,
articulation and diligence is applied to make sure that every script
drafted meets all the standards of a writer in terms of expression and
grammar. Professional writing skills comprises of applications of facts
and figures collected from either the field or from articles, straight
forwardness and attention to detail. When publishing articles, a
professional writer proofreads and edits the document to check on
potential misunderstandings from readers that may taint his or her
reputation. A good designed script attracts the attention of the reader
and makes them what to read the next line in the article. This is
because it has been met by at most professionalism that is as a result
of adequate instructional framework.
Conclusion
Multimedia
is been a backbone in the development of the society in terms of
broadcasting and teaching. It has led to creation of jobs for the youth
either permanently or in term of internship, thus equipping them with
the necessary skills for the job market. The objectives discussed above
are some of the important elements in the multimedia field and their
application has yielded professionalism in media field.
References
El
Sabbagh, A., Nishimura, R. A., Killu, A. M., & Warnes, C. A.
(2015). The art of presentation: a valuable skill in a contemporary era.
Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171-173.
Spirizzi,
B., Kahn, R., & Stam, K. (2018). Creating an effective online
course and community with best practices from the disciplines of Visual
Design, User Experience and online learning experiences (Doctoral
dissertation).
Teoh, B. S. P., & Neo, T. K. (2007).
Interactive Multimedia Learning: Students’ Attitudes and Learning Impact
in an Animation Course. Online Submission, 6(4).
https://www.glassdoor.com/
