Multimedia Tutorial Production Guide

Sujets

• Tutoriel
• Instruction (groupe)
• Audioslave
• Smilisca
• Vidéo CD
• C++

Informations

• Publié par: Cheyn
• Nombre de lectures: 103
• Langue: English

Extrait

Multimedia Tutorial Production Guide McKinney Engineering Library A guide to the production of multi-media library instruction using streaming media technology. Table of Contents Is Streaming Media the Right Choice? ........................................... 3 Planning Your Instruction ......................................................... 4 Determining Available Technology/Skill Sets .................................. 5 Script Creation ..................................................................... 6 Visual Media Creation ............................................................. 7 Audio Media Creation ............................................................. 9 Synchronizing Your Tutorial with SMIL .......................................... 10 Publishing your Tutorial Online .................................................. 12 Evaluating Your Tutorial ........................................................... 13 Thanks and Credits ................................................................ 14 p. 2p. 2 p. 3Is Streaming Media the Right Choice? ing in online library instruction. Nancy Dewald notes in the Journal of Acadmic Librarianship that “active learning is accomplished with indi- vidual or collaborative exercises, questioning by the librarian... or other forms of practice to 1reinforce instruction.” Similarly, Brandon Hall states in the Web-based Training Cookbook that “Interactivity makes the difference between a program that simply presents information, and 2one that actually trains the user. By integrat-There are a variety of media formats that can fa- rich learning experiences, Flash animation is ing streaming media instruction with interactive cilitate the successful delivery of online instruc- far more time-consuming to produce and more segments like quizzes, assignments, or follow-tion; the one you choose should reflect the goals complex to modify than a SMIL-based tutorial. along exercises, the effectiveness of your tuto-and abilities of your instructors and learners. In addition, Flash production requires a highly- rial may be improved. Keep in mind that even on specialized set of technical skills and costly the Web, doing is a better teacher than simply This guide is based on the redesigned online software. The use of simple HTML was rejected watching and listening.Engineering Communications Tutorial at the because an audio component was deemed cru- University of Texas, developed by the McKin- cial to the multi-lingual sections of the tutorial. ney Engineering Library in partnership with the Digital Information Literacy Office and Digital Li- When you are deciding on a format for your brary Services Division. The tutorial underwent tutorial, remember to consider your audience’s analysis and revision with the goal of creating learning environment. If you expect the majority effective library instruction with guidance in mul- of learners to use a dial-up connection or older, tiple languages and diverse media. Streaming lower-speed computers, you may wish to avoid media was the format selected for the project bandwidth-intensive solutions that rely upon the because it would allow the development team to latest browsers and plug-ins. FlashMX is an use separate audio files for each language while example of current technology that is not ubiq- drawing from a common bank of visual imagery. uitously available. Even SMIL, the technology The images and audio files could be synchro- recommended in this guide, has cross-platform nized using the Synchronized Media Integration limitations. Language, or SMIL. Looking Ahead Other formats—such as Flash and simple Although this guide focuses on the produc- HTML—were rejected for a variety of reasons. tion of audio/visual elements, the Engineering Although Flash offers many interactive features Communications Tutorial development team that lend themselves to the development of acknowledges the importance of active learn- p. 2p. 2 p. 3Planning Your Instruction Instructional designers spend a great deal of time planning instruction before actually creat- ing any instructional materials. This step is vital 1 2 3Course Goal:whether you are a teacher planning classroom 1. Acquaint students with strategies for effective Internet searching.activities, a writer developing a textbook, or a course developer for online instruction. Course Objectives: 3.11.1 1.2Before you begin creating your online library 1. Students will be able to explain the differences between different search engines. instruction tutorials, take the time to thoroughly • Google identify and organize the information you want • Yahoo to deliver. Remember that “library instruction • Altavistais best-recieved when it is course-related, and 1.1.1 1.1.2 3 2. Students will be able to define relevance.specifially assignment-related.” Assuming that you have already identified a genuine need for 3. Students will be able to construct a Boolean search. online instruction on the topic of your tutorial, the 4. Students will be able to explain the concept of stop-words and identify the more common next step is to analyze your learners and estab- ones. lish instructional goals. 5. Students will be able to identify signs of unreliable information. Analyzing your Learners him or herself? Now determine what the learner ers will need to master before they can success-Consider the age, experience, cultural back- will need to be able to do to demonstrate that fully complete the different sections of your tuto-ground and technical expertise of your learning the instruction has achieved the stated goals. rial. Looking at this list may bring attention to the audience. Are they a homogenous group with Write out instructional objectives in the form of areas that require the most and may similar goals or do they vary widely? What are activities that the learner will be able to perform even suggest topics of instruction that weren’t learners’ probable goals in completing the on- when finished with the tutorial. This exercise will in the original outline. For example, if students line tutorial? What aspects of online instruction help you structure your tutorial to the greatest must know how to construct a boolean search might they prefer to classroom instruction? How advantage of your learner. It will also assist you string in order to complete a tutorial about your will they use the knowledge they gain? in evaluating whether or not your completed tu- library catalog, you may wish to include a sec- torial meets all of its instructional objectives. tion or even a separate tutorial on the subject of Once you have successfully answered these boolean logic. questions, you are in a good position to create Finally, make an outline of the topics you’ll cover online instruction that will be both meaningful over the course of the tutorial and think about Consult “Tips for Developing Effective Web-and enjoyable for your learning audience. the most sensible order in which to present based Library Instruction” by the ACRL for more 4them. recommendations.Clarifying Instructional Goals/Objectives Think about your instructional goal for the learn- It may also be useful to list the skills that learn-er. Does it match the probable goal of the learner p. 4p. 4 p. 5Determining Available Technology/Skill Sets The technology with which you choose to deliver something about optimizing them. Optimizing images allows you to reduce file sizes with as your instruction should complement the instruc- tional goals and audience profiles that were de- little image degradation as possible. fined in the first section. This guide focuses on the use of streaming media (using Real® media If you wish to use video in your tutorial, the obvi- delivery tools) to deliver audio, video, animation ous requirements are a video camera and video editing application. In addition, you will need to and slide-show presentations. Bear in mind that the use of streaming media can be augmented become familiar with the options for synchroniz- by more interactive material that engages your ing your audio and video segments as well as learner in active learning. optimizing video files for streaming in Real me- dia format. If you are using this guide to prepare your tuto- rial, you need to have some basic knowledge For screen capture video, the product Camtasia of: is one of the only products on the market and • SMIL (an XML-based mark-up can be found through www.realnetworks.com. language like HTML) Flash animations can be played in RealPlayer • audio recording • image manipulation 7 or 8 and the RealOne Player, although sound (Fireworks®, Photoshop®, etc.) effects embedded in the Flash animation itself RealText files that will synchronize the audio • Real® media formats will not be heard. Instead, sound must be syn- and visual components of the finished tutorial. chronized using SMIL. Flash animations can be created either Macromedia Flash or Optionally, you may wish to use video or ani- The audio for your tutorial will need to be mation, in which case you’ll need to be familiar Adobe LiveMotion. digitally recorded and saved in the appropriate with: Real format. This process requires a computer • digital video editing equipped with a sound card, high-quality micro- • video screen capture phone and software for recording and editing (Camtasia®) the audio files. An inexpensive option for audio • Flash® animation production software is the RealSystem Producer Basic, which is freely downloadable (as of summer Software/Hardware Requirements 2002) at www.realnetworks.com. Many of the files required to produce your tutori- al can be created using a variety of applications Image manipulation can be done using a vari-that are available at little or no cost. ety of applications including the ever-popular Photoshop and Fireworks. In addition to being A basic text editor like WordPad o