04.2+Final+Design+Document

One of the most important issues in the application of learning theory is sequencing of instruction. The order and organization of learning activities affects the way information is processed and retained (Glynn & DiVesta,1977; Lorch & Lorch, 1985; Van Patten, Chao, & Reigeluth, 1986).**__﻿__** •Opening Windows Movie Maker •Saving the movie •Creating a title for the movie •Importing clips •Trimming the clip •Adding another clip to the movie •Adding transitions between clips •Adding music •Trimming the music clip •Publishing the movie || Length of instruction approximately 5-7 minutes in the beginning of class. ||  || This task will continue to be administered in a computer lab, where the teacher now acts as a facilitator. The students have learned the facts of the project and now understand the concepts. This factual information is given in a more abstract form. ||
 * __ Design Document __**
 * __ Sequencing Description __**
 * **Sequence** || **Description** || **Objective** ||
 * 1 || Opening Windows Movie Maker || Accessing Windows Movie Maker ||
 * 2 || Saving the movie || Saving a new or edited movie ||
 * 3 || Importing a clip || Bringing the video clip into Windows Movie Maker from an external source ||
 * 4 || Trimming the clip || Editing the video to select the parts that are required ||
 * 5 || Adding another clip to the movie || Bringing another video clip in, to merge with the previous one/s ||
 * 6 || Creating a title for the movie || Naming the movie ||
 * 7 || Adding transitions between clips || Adding different effects to the video clip/s ||
 * 8 || Adding music || Combining music with the movie ||
 * 9 || Trimming the music clip || Editing the music to be same length as the video and selecting the required section of the music ||
 * 10 || Publishing the movie || Producing the finish movie ||
 * __ Instructional Message (PreinstructionalStrategies) __**
 * **Strategy** || **Function** || **Content Structure** || **Learner** || **Task Attributes** ||
 * Hand-outs || Gives the students a step-by-step handout and alert students to what is expected. || Length of instruction is approximately 45-60 minutes. This session will include the help of a facilitator or trainer. || The learners range in age from 14-18 years of age. They are broken down in Freshman-Senior classes throughout the day. This particular class is 16-18 year olds. The hand-out would assist any learner from lower- ability, above average IQ and ability. || These learners have some familiarity with editing and making movies in Movie Maker. ||
 * Behavioral Objectives || **Given a computer and a step-by-step handout the student will:**
 * Locate at least two video clips (cognitive – comprehension)
 * Assemble the clips into a movie with a minimum length of at least 5 minutes (cognitive – synthesis)
 * Select and insert at least one transition to go between the video clips (cognitive – evaluation)
 * Revise the length of the video clips so that only relevant parts are included (cognitive – evaluation)
 * Select and insert an audio clip into the movie (cognitive – evaluation)
 * Revise the audio clip to fit the appropriate length of the movie (cognitive – evaluation)
 * Produce the movie in a standard format (WMV) for others to view (psychomotor)
 * Create a movie using Windows Live Movie Maker to be viewed by their classmates. || Length of instruction approximately 45-60 minutes. || Learners with low-ability and middle-ability will be the center of focus during this stage of the project. || This task will continue to be administered in a computer lab, where the teacher now acts as a facilitator. The students have learned to maneuver though the skills alone or with little assistance. ||
 * Overviews || "Windows Movie Maker is a video creating/editing software application, included in Microsoft Windows Me, XP, and Vista. It contains features such as effects, transitions, titles/credits, audio track, timeline narration, and Auto Movie" (Wikipedia, n.d). New effects and transitions can be made and existing ones can be modified. It can apply basic effects to audio tracks such as fade in or fade out. The audio tracks can then be exported in the form of a sound file instead of a video file. This Media technology provide the user with the ability to capture, edit, and re-encode media content into the Windows Media video format allowing a tightly compressed format which requires a minimal amount of storage space on your computer's hard disk, when compared to other media formats. This project will focus mainly on:
 * Advance Organizer || There are many ways we could have gone about making a newscast, documentary or a movie on this novel but we have chosen Movie Maker to handle the job for us. One of the simple reasons for choosing Movie Maker was because some of us are aware of the attributes of movie maker as revealed by other instructors. Another motive is so that we can learn a piece of software that is going to be very beneficial to us this year. In the coming weeks we will edit, revise, add, trim and publish pieces of work that our present day fellows can understand and former writers would be proud to compare it to their works of old. || Length of instruction approximately 45-60 minutes. || Above-average IQ, older, sophisticated or more mature learners || This task will be administered in a computer lab. The students have learned the facts of the project and now understand the concept as well. ||
 * __ Strategie’sTable __**
 * **Procedure Example** || **Strategy** || **Initial Presentation and General Strategy** ||
 * Opening Windows Movie Maker || Practice by the student. Assistance and questioning by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Saving the movie || Practice by the student. Assistance and questioning by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students.

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 * Creating a title for the movie || Practice by the student. Assistance and questioning by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students.

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 * Importing clips || Demonstration by the trainer and a guided powerpoint. Practice by the student and questioning assistance by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students.

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 * Trimming the clip || Practice by the student. Assistance and questioning by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students.

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 * Adding another clip to the movie || Practice and Elaborate || More advanced students can repeat this step using the tutorial material for 'adding another clip to the movie'. ||
 * Adding transitions between clips || Practice and Elaborate || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Adding Music || Practice and Elaborate || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students.

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 * Trimming the music clip || Practice and Elaborate || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students.

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 * Publishing the movie || Practice and Elaborate || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students.

|| Since instructional materials“represents the interface between the learner and the instructional materials”(Morrison, Ross, Kalman & Kemp, 2011, p. 180) it is important to consider how message design will affect student readability of materials and ultimately the success of the training. (Morrison, Ross, Kalman & Kemp, 2011)The following outlines how individual training materials will be designed: **__Handout__** **__PowerPoint__**
 * __ Text Design (Munira Bangee) __**
 * **Typography** -The majority of the handout will be in Times New Roman font size 12 except:headings and objectives which will be in a suitable serif typeface or san seriftypeface.
 * **Color**- The majorityof the text will be in black with the exception of website URLs.
 * **Paper** – The handout will be printed on pale green paper so that students who are dyslexic or have trouble with their vision can feel at ease reading it.
 * **Proximity and layout -**-The document will be double spaced for easy readability. There will be spaces between the heading and the body so that the leaner can make a distinction.
 * **Contents page** -There will be a contents page for easy navigation through the document.
 * **Sections** - Every procedure will have a section in the handout so that students are not distracted by other procedures.
 * **Headings**:
 * All first level headings will Arial font 14 and will correspond to Roman numerals.
 * All second level heading will correspond to A,B,C
 * All third level headings will correspond to 1,2,3
 * **Objectives** –will be placed inside a speech bubble at the start of each section. They will be in Arial font size 20 to draw their attention to what needs to be achieved by the end of that section.
 * **Links** –Any website URL’s will be in Times New Roman font 12 and will be in blue (Dark blue, Text2, 40% lighter).
 * **Graphics** –To avoid distraction, the only graphics in the handout will be screenshots that help the students achieve the objectives.
 * **Sequences** –Each procedure will be in a temporal sequence format.
 * **Key words** - will be bold faced and italicized.
 * **Typography-** A suitable Serif type face or San Serif will be used throughout the PowerPoint. The majority of the text will be in font size 22 with the exception of headings and objectives.
 * **Background –** The background of each slide will be a pale blue or green.
 * **Color-** All text willbe black with the exception of external links.
 * **Proximity and layout –** There will be no more than 3-4 lines per slide.
 * **Sections** - Every procedure will have a section in the PowerPoint with links to other sections and pages for easy navigation.
 * **Headings**:
 * All first level headings will Arial font 22 and will correspond to Roman numerals.
 * All second level heading will correspond to A,B,C
 * All third level headings will correspond to 1,2,3
 * **Objectives** –will be placed inside a speech bubble at the start of each section. They will be in Arial font size 30 to draw their attention to what needs to be achieved by the end of that section.
 * **Links** –any external links to websites will be in Times New Roman font 22 and will be in blue (Dark blue, Text 2, 40% lighter).
 * **Graphics** –Screenshots,that help the students achieve the objectives, will be placed on certain slides. Icons such as homes and arrows will be used to guide students to the next slide or section.
 * **Sequences** –each procedure will be in a temporal sequence format.
 * **Key words** -will be bold faced and italicized.
 * **Media tutorials** –will have instructions to explain how to play, pause and replay the media under the media screen.


 * __ Multimedia Design __**

(Team member E - Jeff Harris)

The appropriate use of multimedia technologies, like any resource, should focus on the learner. According to Mayer, "… the learner centered approach,which asks how we can use the technology to enhance learning…, considers the learner, the content, and environment to produce effective and efficient instruction" (Morrison, Ross, Kalman, & Kemp, 2011, p. 256). This seems to align well with the three critical design elements described by Morrison, Ross, Kalman, and Kemp, as: 1) typography that signals the structure to the learner, 2) coherence of the text structure to assist the learner in organization and recall, and 3) matching the content to the learner's background (Morrison, Ross, Kalman, & Kemp, 2011, pp. 180-181). For this project, we will focus on the use of two multimedia technologies, PowerPoint and Windows Live Movie Maker, to strengthen the instructional effectiveness. When used appropriately, PowerPoint can be an effective tool to assist in instruction. For this project, we will design the presentation in a manner that takes into account the three critical design elements discussed by Morrison etal. The first element is, "…typography that signals the structure of the text to the learner" (Morrison, Ross, Kalman, & Kemp, 2011, p. 180). For specifics related to fonts, text, spacing, and related items, please refer to the Text Design section above. The second element is, “…coherence of the text structure, which aids the organization and recall of information"(Morrison, Ross, Kalman, & Kemp, 2011, p. 181). To address this element the slides will be constructed in a consistent manner using words and phrases that are familiar to the learner. The third element is, "…a match between the content and the learner's background" (Morrison, Ross, Kalman, & Kemp,2011, p. 181). The settlement is addressed by taking into account the culture and climate of the learner's environment. Additionally, the structure of"Comparisons or contrast" (Morrison, Ross, Kalman, & Kemp, 2011,p. 181), will be used to compare the moviemaker project with that of writing a traditional book report. Pictures or screenshots will be used so that the learner can identify various components of the moviemaker program. After seeing a labeled screenshot, the learner will be presented with an identical unlabeled screenshot. Labeling the parts and/or answering questions about the screenshot may help the learner to gain benefits from the illustration (Morrison, Ross,Kalman, & Kemp, 2011, p. 188). The pictures will also be in a tempora lorder to aid in the organization of the information for the learner.In addition to the considerations listed above, Mayer’s 10 principles for multimedia design (presented in the table below) will be considered as the presentation is designed. In an effort to demonstrate the value of using Windows Live Movie Maker, the trainer will actually use the program to introduce him or herself to the class.The introduction will be brief, but will explain that the program can be usedfor a wide variety of tasks ranging from creating a movie style book report tocreating and editing documentaries. By actually using the program, the trainer will be modeling for the students and hopefully will get more buy-in from the students. Since the, "… learning environment provides an authentic context that reflects the way that knowledge will be used in real life…"(Herrington & Oliver, nd, p. 4), the characteristic of "authentic context" is addressed. Another design consideration is the area of "authentic activity" (Herrington & Oliver, nd, p. 4). Because the teachers have agreed to allow up to two additional projects to be completed utilizing Windows Live Movie Maker, the task is being integrated into the subject area and thus becomes authentic. The demonstration by the trainer is a way of, "… allowing students to observe the task before it is attempted" (Herrington & Oliver, nd, p. 5). This addresses the design consideration and characteristic of "expert performance" (Herrington& Oliver, nd, p. 5). Finally, the learners will be encouraged to limit their font choices to no more than two fonts in a movie. To create emphasis they may use different styles such as italics, bold, and underline. By utilizing these two technologies effectively, the learners will be involved in a learner-centered approach to discover how they can create movies. Because the instruction is learner centered, the students will be actively engaged in the process and are expected to be highly motivated.
 * __ PowerPoint __**
 * __ Mayer's principles for multimedia design __****__﻿__**
 * **Principle** || **Application** ||
 * 1. Coherence Principle || Remove extraneous information from animations to reduce distractions. ||
 * 2. Signaling Principle || Include cues such as arrows to focus learner’s attention on important information. ||
 * 3. Redundancy Principle || Avoid presenting information in multiple formats (e.g., text narrative and text on graphics or spoken and written narration). ||
 * 4. Spatial Contiguity Principle || Present illustration and labels together rather than the labels in the text narrative. ||
 * 5. Temporal Contiguity Principle || Present narration and animation at the same time rather than narration before or after the animation. ||
 * 6. Segmenting Principle || Present shorter meaningful animations controlled by the learner rather than one longer animation. ||
 * 7. Pre-Training Principal || Present the basic information such as components and individual processes before showing an animation that incorporates these ideas into a single animation. ||
 * 8. Modality Principle || Animations with narration are more effective than animations with text. ||
 * 9. Personalization Principle || Use a conversational style with a text and narration. ||
 * 10. Voice Principle || Use a human voice for narration rather than a computer-generated voice. ||
 * __ Windows Live Movie Maker __**

Herrington, J., & Oliver, R. (nd). //Critical characteristics of situated learning: Implications for the instructional design of multimedia.//Retrieved July 17, 2011, from [] Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). //Designing effective instruction// (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Based on Mayer,R.E. (2008). Research-based principles for learning with animation. In R. Lowe& W. Schnotz (Eds.), Learning with animations: Research and implications for design. (pp. 30-48). New York: Cambridge University Press. (Morrison, Ross,Kalman, & Kemp, 2011, p. 260). (Morrison, Kemp, Kalman and Ross, 2011,p.184)**__﻿__** Based on Mayer,R.E. (2008). Research-based principles for learning with animation. In R. Lowe & W. Schnotz (Eds.), Learning with animations: Research and implications for design. (pp. 30-48). New York: Cambridge University Press. (Morrison, Ross,Kalman, & Kemp, 2011, p. 260). (Morrison, Kemp, Kalman and Ross, 2011,p.184)
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