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Authorship of Multimedia for Learning
Select from the following pictures to view my artifacts in mastering multimedia for learning that align to Instructional Technology professional standards.
Acknowledgement: all of my fellow contributors/collaborators are properly acknowledged with each artifact, and I have their agreements to post the works on this site.
Asynchronous Learning Design using gamification and coding (MIT Scratch)
Asynchronous Learning Design using PPT Kiosk
Asynchronous Learning Design using
Digital Storyboard tools
Asynchronous Learning Design using animated video
Contributor: Judy Li
Description:
This artifact, from IT578, demonstrates my design using the computer programming language Scratch, developed by MIT, to create an asynchronous, interactive, animated training course. The HTML source file was then transferred and hosted from my Google Drive to delivery the game for training K12 students on Maths Multiplication lessons. Although it is an asynchronous course, there is a human-machine interaction process. The learner types in the name and answers two multiplication questions. To engage learning, the learner hears applauses immediately for each correct answer. The learner hears disapprovals immediately when the answer is incorrect.
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Rationale for Inclusion:
This artifact demonstrates my coding skillset in selecting a computer-based, multimedia production tool and using it to produce instructional materials based on learner characteristics and objectives. This is an application of gamification in education and "Learning by Doing" in the design and creation of online instruction. Learners learn and absorb information differently. Some learners absorb information by listening, and there are others who can grasp information by actively participating. With the use of multimedia, human-computer interaction with immediate feedback can be achieved to convey information in a way that learners find it engaging and interesting.
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This artifact aligns with my career goals/professional standards:
Gamification transforms the classroom environment to promote active learning and deepen student understanding of subject matter. The uses of multimedia applied aligns with the AECT standards in examining theory and practice of media, choosing appropriate media tools to produce instructional materials based on specific learner characteristics and educational objectives, and applying copyright and fair use guidelines when creating and using digital media. It aligns with my career goals in using video and audio authoring tools to combine media elements for integrated delivery, and evidences my commitment to evaluating emerging media creation and presentation tools for usefulness in academic as well as professional learning.
Aligned to Professional Standards -
AECT Standard 1 (Content Knowledge)​
AECT Standard 2 (Content Pedagogy)
AECT Standard 3 (Learning Environments)
Artifact 1
Artfact 2
Aligned to Professional Standards -
AECT Standard 1 (Content Knowledge)​
AECT Standard 2 (Content Pedagogy)
AECT Standard 3 (Learning Environments)
Contributor: Judy Li
Description:
This artifact, from IT573, demonstrates the use of a PPT Kiosk in a learning design to present business databases for students' research. The interactive kiosk mode in PowerPoint is ideal for asynchronous training, especially in situations where learners like to control their own learning paces or to rewind pin-point sections for multiple viewings.
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Rationale for Inclusion:
This assignment demonstrates my skillset in the application of self-driven learning theory and media technologies in designing an asynchronous instructional environment. The self-running kiosk mode in PowerPoint is ideal for course presentations, especially in situations where the designer would like to put the learner in the driver seat.
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This artifact aligns with my career goals/professional standards:
This artifact also demonstrates the choice of appropriate media to meet educational objectives. My design utilized the interactivity of multimedia to achieve human-machine interaction process. When creating and combining digital media elements for integrated delivery, copyright and fair use guidelines in the professional standards were followed. This media creation and presentation align with the AECT standards in examining theory and practice of media, choosing appropriate media tools to produce instructional materials based on specific learner characteristics and educational objectives and my career goals in creating educational materials for higher education and corporate worlds.
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Anchor 3
Contributor: Judy Li
Aligned to Professional Standards -
AECT Standard 1 (Content Knowledge)​
AECT Standard 2 (Content Pedagogy)
AECT Standard 3 (Learning Environments)
Description:
This artifact, from IT573, demonstrates the use of a storyboard designed for the next video project to teach about the basic concepts in Financial Literacy. ​
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Rationale for Inclusion:
This assignment demonstrates my skillset in the application of media technologies in designing an asynchronous instructional environment. The storyboard is a mapping that guides eLearning professionals through every twist and turn of their eLearning course design. It contains a sequence of panels in which the instructional designer lays out the framework for the eLearning module
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This artifact aligns with my career goals/professional standards:
This artifact demonstrates the planning in choosing media and the instructional strategies to meet educational objectives. This artifact aligns with my career goals and AECT professional standards in the practice of designing, developing and selecting computer-based multimedia production tools and using them to produce instructional materials based on specific learner characteristics and objectives.
Artifact 4
Aligned to Professional Standards -
AECT Standard 1 (Content Knowledge)​
AECT Standard 2 (Content Pedagogy)
AECT Standard 3 (Learning Environments)
Contributor: Judy Li
Description:
This artifact, from IT573, demonstrates the use of an instructional video on YouTube to teach about the basic concepts in Financial Literacy. The steps to complete a tutorial video include: 1) determine and get to know the audience characteristics, 2) write the storyboard and script, 3) record your narration and design/record each animated screen; 4) make corrections and edits, 5) add the video introduction and 6) produce, post and share on the YouTube account​.
Rationale for Inclusion:
This artifact demonstrates my skill in the application of theoretical knowledge and animated media technologies in the design and creation of online instruction. The artifact design examines instruction theories in the practice of media tools by choosing appropriate media to meet educational objectives, applying copyright and fair use guidelines when creating and using digital media, using video and audio authoring tools to combine media elements for integrated delivery, and evaluating emerging media creation and presentation tools for usefulness in the production.
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This artifact aligns with my career goals/professional standards:
The application of using instructional videos in this artifact align with the AECT standards in selecting multimedia production tools to produce instructional materials for specific learner characteristics and objectives. It demonstrates a process, transfers knowledge, explains a concept, or shows someone how to perform skills. This kind of short 2-10 minutes instructional video is the go-to instructional method that leverages multiple instructional methods for teaching and aligns with my career goals on doing instructional design in academia and corporate worlds.
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