Nora Osorio Girón

09/03/11

USING MULTIMEDIA IN LEARNING

INTRODUCTION

Multimedia has the potential to extend the amount and type of information available to learners. Multimedia can offer layers of beneficial resources, provide information that can lead learners to frustration and overload, or anything in between, or can give the best results. Online instruction can include explanations, links to resources, simulations, illustrations and photographs, and many types of activities that can also include multiple media. Multimedia has come to change the concept of education and has helped evolution of learning. Now there are different skills that students have to manage in order to acquire useful knowledge to use in real life. Using multimedia and not only plain text has made education easier to present and faster to retain.

TABLE OF CONTENTS

Content Page No.

Multimedia Projects Evolution of Multimedia

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Knowledge Acquisition 2 Advantages and Disadvantages of Multimedia Formats 3 Skills Developed by using multimedia 4 Higher Order Thinking Skills Group and Interpersonal Skills Technical Skills Questions that can be asked when choosing a topic

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Media Projects Selecting a project Goals

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Organizing Information Benefits of organizing information

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Examples of Organization of Information 9 Multimedia Project in schools, industry, magazines. 11 Creator’s view of Project 12 Critic’s Circle General Steps

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Media 14 Main Goals 15 Process Steps 16 Multimedia and Technology 17 Seven Principles of Good Practice in Technology 18 Visual Cues and Importance of High Quality Design 21 Programs that Support Teaching with Multimedia Flash

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Compilation of flash samples and tutorials 24 Power Point as an Authoring Tool 27 Prezi as a Presentation Tool 29

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MULTIMEDIA PROJECTS

A simple definition of multimedia can be the

combination of text, audio, animation, video, images

or graphics and interactivity. Each media is

focused to reach the human senses. Each one of

them has the potential to increase learning

depending on the use they are given.

Evolution of Multimedia

At first:

Multimedia was: a class listening and hearing a

presentation, which most of the time, requires audio tape with a

projector.

Later:

Large audiences seeing and listening more complex

information, which require several audio tapes

players, slide projectors, movie projectors.

Now: Individual or small groups. Now

people use personal computer to

interact with information. Students can

use some especial programs like

Microsoft word. The evolution of

multimedia has consequently enhanced

students to become more active in the

process of learning and creating their

own projects which takes them from a

passive to an active stage.

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KNOWLEDGE ACQUISITION An interesting data is that we humans retain only 20% of what we see, from 20% to 30% of what

we hear, and about 40% to 50% of what we both see and hear. And that we can retain up to 80%

of what we see, hear, and do at the same time.

That is why multimedia is so important in teaching subjects, it becomes a more meaningful

learning and it is more likely to go to our long term memory.

Maybe a better way to think of multimedia is to

consider our senses, for example:

SIGHT is the main acquisition sense of humans,

so adding images and video to text can exploit

this sense.

HEAR is important too, because we retain sound

better than images, so audio becomes an

efficient way to acquire knowledge.

In that way, if a multimedia project appeals to

more than only one sense isolated, it will

increase memorization. And it would be better if

practicing is added to what we see and hear.

A mix of sounds, images, videos or other multimedia elements may grab student’s attention in a

better way than reading plain text.

Meaningful knowledge is constructed by using multimedia environments, by selecting text and

images from the presented material, by organizing those words and images into coherent mental

representations, and integrating both formats to get a meaningful learning.

According to what content you want to teach, it is what you will include in your project because it

will depend on the context, the content and the learners.

There are situations in which it is better to use only sounds and images, for example, and result

better than using interaction and construction.

It supports the notion that not always “more is better”. It has to be well prepared and considered

what kind of tools you will use. The integration of multimedia into primary and secondary

classrooms supports goals of National Education Technology Standards established for both

students and teachers by the International Society for Technology in Education. In particular,

student goals include that they use a variety of media and formats to communicate information

and ideas effectively. Related to this is that teachers demonstrate introductory knowledge, skills,

and understanding of concepts related to technology, which would include development of

multimedia competency.

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Some of multimedia methodologies which are good to include in learning could be:

Tutorials: Which include a clear

presentation and guidance of the material

presented.

Drills: This is repetitious exercise of some

material to provide practice to get a defined skill.

Hypermedia: It focuses on information

using several methods of exploration and

navigation, and can be used to present information.

Simulations: Are a mix of on tutorials and

drills, they provide a precursor to real phenomena,

and give learners experiences that otherwise might

not be possible for they would be dangerous or

unobservable and even inaccessible.

Open-ended learning environments: These

permit students setting their goals to find the better

solution to meaningful problems; they can

experiment, interpret, analyze, learn from errors, revise their thinking, and collaborate

with others.

Educational games: They are fun and allow practice which integrates learning across many

subject areas.

Computerized tests: They give students the chance to evaluate their progress and

assessment of knowledge, skills, or performance.

Advantages and Disadvantages of some

multimedia formats:

Some of the strengths and weaknesses of some multimedia

formats are discussed as follows: Text is consider a passive

medium which is overused, some examples of text can be

paper, digital, manuals, online chats, discussion

questions, blogging. They any way are useful for activities like synthesis, evaluation and reflection.

Audio is suitable for explanations, accessibility and pronunciation and it is faster than typing, and

certainly appeals to auditory learners, but learners can tune-out or ignore the audio. Visuals are

good material that enriches text and can be used in any task. The cost can be low if you are using

already made clip art and digital photos; it is more expensive if you are using animations or video.

Video is considered a passive media when using it as a teaching tool, it can be too difficult to make

a video and difficult to modify. In the other hand it is useful for multiple learners in lectures,

explanations, and detailed demonstrations of complex tasks can be stored, and reviewed multiple

times.

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SKILLS DEVELOPED BY USING MULTIMEDIA

Using multimedia enhances the use of to multiple intelligences which links to Howard Gardner's

Theory of Multiple Intelligences:

Here we present the multimedia formats and the intelligence each of them appeal:

Verbal: text, reports

Musical: sounds

Spatial Visual: images, animations.

Logical: navigation and project management, interactivity.

Interpersonal: group work and collaborative learning.

Intrapersonal: understanding, confidence, and self-management

Multimedia software can develop a wide range of student abilities, including research, time

management, organizational, presentation, and reflective thinking skills. But it has to be modeled

by the teacher.

The skills that students might develop by using multimedia in their learning are:

Project Management Skills

Research Skills

Organization and Representation Skills

Presentation Skills

Reflection Skills

Students develop high order thinking skills

Enhancing interpersonal group skills

Presenting and organizing knowledge

Learning how to make effective use of computer and media.

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One key component is to make our students effectively and efficiently active in selecting,

representing, and organizing knowledge rather than passive. It is very important if they

select the information they want in the project as well as the links for having meaningful

organization.

The appliance of a multimedia project helps students to have a better learning rather than

having a report made of text or images that goes from the sequence beginning to the

end.

Creating a multimedia project in a computer improve students understanding of how to

use links for visualizing more specific details and organizing information in a better and

meaningful way. In general, creating more multimedia project not only enhance their

thinking skills but also the get use to use different methods when applying hypermedia for

organizing information.

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HIGHER- ORDER THINKING SKILLS

Identifying a topic’s most important issues

Focusing on, articulating, and answering questions about the most important issues

Designing a project with achievable goals

Logical planning and thinking that results in expressible conclusions

Organizing a work effort

Preparing concise questions that can result in good answers

Researching using a variety of possible sources of information, including on-line resources

Selecting information, making conclusions, and presenting effectively

GROUP AND INTERPERSONAL

SKILLS

Working cooperatively and synergistically across

geographical regions

Completing a complex project on time

Utilizing different site’s unique skills and providing

for their unique needs

CONTENT MATERIAL LEARNING

Facts and opinions on topics selected

Scientific method and thinking

TECHNICAL SKILLS

Difference between technical and economic feasibility

Selection of and use of various delivery options including networking

Construction and assembly of a complex, attractive multimedia project.

QUESTIONS THAT CAN BE ASKED WHEN CHOOSING A TOPIC

Do we have an energy crisis and, if so, what should we do about it?

What are our health care responsibilities?

How real are environmental concerns for our community?

Hispanics are the fastest growing minority. What are their major issues and what impact

will they have on society in the United States?

Sould we be spending money for manned space exploration?

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Is there computer equity and if not what should we do

about it?

should there be universal access to the information

superhighway? how?

what role should the United states play militarily?

how can the united states become economically

competitive in a post-cold war world?

what should the united states do about problems in

south america, china and africa?

how has te crime scene changed in your community

and what are you doing about it?

Media and Projects

You always have to keep in mind that projects helps students to achieve their goals by doing, we

have to make our students participate (active not passive)

a. It is known that text is one of the most effective ways to express actual facts.

b. The use of hyperlinks is also very important way to organize multimedia projects.

c. Maps and timelines are good idea for showing sequence.

d. Images or photographs is more important than words.

Selecting a Project

The selection of any project should have a purpose because students have to have in mind that

they must achieve their goals. The desire goal will determine which project we are going o select.

Goals

When creating or designing multimedia projects, teachers must have a reason or reasons why and

the main reason is to help them to learn, to develop abilities to analyze and give conclusions about

the project. In other words, students should become master in that project.

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Organizing Information

The use of links is very important because students can

have the chance to find information related to

others. Organizing the information is so important and

so is the link; remember, if you make the right

questions you will have the right answer. Students will find

links more useful after they find out the relation among them.

Benefits of organizing information

Organizing information by relating pieces of information to one another is an

essential part of constructing knowledge. Selecting an organization helps students

To understand meanings and relationships among, different pieces of information.

To use information, answer questions, and explain situations.

Understanding the assignment

Brainstorming

Selecting information

Discussing selection of different organizations

Deciding the media

Prepare scripts and story

Authentic Projects

A project’s creator should think about how to help users avoid getting lost in hyperspace. Here are some tips:

Providing a welcome screen Do not use more than four levels of menus Providing a map Leaving footprints Providing a set of buttons that appear on nearly all screens Dividing the project into sections Helping Students Organize Information Articulating a well thought-out assignment Demonstrating examples of other projects

Encouraging students to unleash their creativity by finding new metaphors for information.

Motivation

Using multimedia projects results in a more motivating way to make students involve their selves in learning thus it gives meaningful knowledge and makes them more active in the process. It is more attractive and interesting for them to see images and animations and special sound effects than just reading plain text, and it is even more attractive and interesting and gives them a sense of proud if they do the project themselves.

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EXAMPLES OF ORGANIZATION OF INFORMATION

SHAKESPEARE ORGANIZATION

HURRICANE ORGANIZATION

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TRAVEL AGENCY ORGANIZATION TREE AND TABLE ORGANIZATION

CH 1 CH 2 CH 3 CH 4 CH 5

CITY 1 CITY 2 CITY 3 CITY 4

COLUMBUS DAY ORGANIZATION

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Multimedia Project in schools, industry, magazines, reports.

School Projects In order to compete and succeed in today's digital world, school students must have the

opportunity to learn how to design, create and present a host of multimedia projects. Today's

students must be proficient, have advanced knowledge related to a variety multimedia outlets,

including websites, podcasts, digital video projects, and presentation software such as Power Point

and others. Likewise, to teach effectively, teachers must develop

assessments related to the creation of these types of

projects. At some points, students might be searching for

multimedia ideas for a classroom project, or ways to

assess students' knowledge, etc.

Industry Projects The development of online and multimedia

materials is to support a wide range of

knowledge construction activities including

collaborative learning in industries, corporate

training, research collections and tools as

well as an extensive portfolio of online

undergraduate and postgraduate course

materials.

Magazine Projects With multimedia you can create online magazines which are interactive and more suitable for

people who are not avid of buying paper. They are available on-line and have different multimedia

formats.

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CREATOR’S VIEW OF PROJECT

Creators organize their efforts based on the sub-topics, they prepare sections like Asymetrix multimedia ToolBook, LinkWay live or HyperCard.

Students construct and start using a skeleton set of sections that grow according to suggestions and student’s decisions.

Students keep in communication when taking decisions and decided to put buttons to every menu that let users easy navigate in the magazine.

They place different options to navigate. Users can decide where to go.

Students while doing their project use the network to:

• Communication

• Access to information

• Distribution of their work.

A network facilitates students work and shortens working and communicating time.

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Teacher divides the class in groups of five.

Gives a template for them to modify it according to what they were assigned.

Students work together, choose one student to be the

critic and the others create

Join the work of every group in a same document

Teacher evaluates students work

Critic’s circle is an activity in which students become critics, teacher decides what content

they are going to work on, for example: a movie, a song, a poem etc. They work in

groups and give their opinion about a movie the teacher presents, using different media to

present their opinions.

CRITIC’S CIRCLE

General Steps

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Media

• Text and Data

• Graphics

• Still image

• Audio

• Analog video

• Digital video (slow-frame and full-motion)

Input

• Computer keyboard, CD-ROM

• Draw program and mouse

• Paint progran, Digital camera, Video camera, Scanner

Output

• Computer display screen,

• Printer

• Plotter

• Digital audio adapter and Amplified speaker

• T V monitor

MEDIA

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• Formulating viewpoints

• Choosing among different view points

• Analyzing and meaningfully communicating contradictory opinions

• Synthesizing and composing a concise summary

• Articulating and refining an oral statement

• Imagination and empathy

• Role playing to cover a range of opinions

Higher – Order

Thinking Skills

• Recognizing a spectrum of different, valid opinions on the same subject Working successfully in a group, including choosing roles

• Noting what different people react to in the selected movie

Group and Interpersonal

Skills

• Expository writing

• Deeper understanding of tensions involved in content

• Dramatic and production values

• Content of movie or other subject discussed

Content Material Learning

• Recording voice

• Creating and recording images

• Linking to provide coherent and logical organization

• Express opinions in text, graphics and speech

• Creating expressive graphic icons

• Using text for a formal summary of opinions

• Modifying a template

Technical Skills

MAIN GOALS

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PROCESS STEPS

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MULTIMEDIA AND TECHNOLOGY

There are several ways to share information using technology. They are called environments.

They are worldwide transmitted information

useful to the best source adequacy and use.

Among them we can mention:

E-books: They allow to see information on line,

are in the layout of a conventional book.

Images: Give us the idea to be transmitted in just

a blink.

Audio: Give us the opportunity to hear sounds,

speeches, environments for different situations.

Documents: There are different software to

present text documents.

Commics: Entertain and develop creativity

Presentations: Condensed information presented in order and well explained.

Videos: You can see and hear

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SEVEN PRINCIPLES OF GOOD PRACTICE IN

TECHNOLOGY

In 1987 the “Seven Principles of Good Practice” were created, resulting in new communication and

information technologies becoming the major sources for teaching and learning.

The Seven Principles help to empower the use of new technologies into a consistent way.

Nowadays new technologies are being developed and explored, these technologies have multiple

capabilities but to deliver these into education a guide is required.

A guide may work for all the technologies or some technologies can be worked with a certain

guide.

The Seven Principles of Good Practice provides the way to use effectively computers, videos, and

telecommunications in education.

7 PRINCIPLES

1. Good Practice Encourages Contacts between Students

and Faculty

Communication between students and faculty members is

important to increase student motivation and involvement.

With technology communications this contact has improved

because it reaches most students despite their shyness in

some of them, lack of time in other cases and gives the

students the chance to go beyond and ask other things they

may need to, in order to understand better a topic.

The use of e-mail at first was only to deliver homework to the

teacher, but now, with other available tools such as computer

conferencing and chats, gives the opportunity to converse and

exchange work faster and safer than before and in a better

way than being face – to – face.

Using asynchronic communication gives students the chance to analyze what they are going to ask

and to write, avoiding unnecessary details. .

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2. Good Practice Develops Reciprocity

and Cooperation Among Students

Collaborative work is enhances with the use of technology

because it is easier to be in communication among students

and with faculties.

Using cooperative learning is better because members in the

group help each other to accomplish tasks and each member learns from the

others. But it has to be team effort and not isolated cooperation.

Group work is strengthened when using communication tools.

3. Good practice uses active learning techniques.

Practice makes excellent teachers. In order to have a meaningful learning practicing knowledge

plays an important role. So in technology everybody needs to practice to developed skills.

Everybody learns by doing, not only by watching or hearing.

To improve learning:

Students need to have activities that require the use of technology.

Support students.

4. Good Practice Gives Prompt Feedback

Knowing what you know and still don’t know help you to focus

your learning. Students need opportunities to perform and receive

feedback, to reflect on what they have learned and need to learn.

Technology provides different ways to give feedback.

E-mail

Simulations

Videos

Blog comments

E-portfolios

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Computers can also keep track of the actions done to demonstrate how much knowledge has been

gained. By using technology giving feedback becomes more meaning for the student.

5. Good Practice Emphasizes Time on Task

Value time is important to meaningful learning.

With technology the amount of time people spend it is important in order to increase knowledge.

6. Good Practice Communicates High

Expectations.

“expecting to have more” is a good motivation, a

motivation applied for all type of students, when someone try to

get something bigger and powerful every day, it is known that

this person will get it, because his vision of the results will search

to fulfill the expectations.

New technologies can communicate high expectations

explicitly and efficiently, because it sharpens their

cognitive skills of analysis, synthesis, application, and

evaluation. This is because students know that at the

end of their work, their results will we shown in the

internet, so they search by themselves to obtain the best results

they can.

7. Good Practice Respects Diverse Talents and Ways of

Learning

Students need opportunities to show their talents and learn in ways that work for them. Every one

of the students in a classroom have different ways to learn, so they need to use different methods

and activities; internet provides us, as teachers, many opportunities to enhance our students into

knowledge, and this is because it provides us a lot of resources of information and application.

Students need to become familiar with the Principles and be more assertive with respect to their

own learning. When confronted with teaching strategies and course requirements that use

technologies in ways contrary to the Principles, students should, if possible, move to alternatives

that serve them better.

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Visual cues and importance of high

quality design

The arrangement and presentation of text and images

can aid or hinder effective communication.

One key aspect of print design is providing visual

signposts or visual cues that let readers know where they

are and where they are going.

Signposting breaks up text and images into readable, easy-to-follow blocks or panels of

information.

Artwork:

Photos and captions

Clip art

Charts and graphs

Elaborated initial caps

Titles:

Nameplate/title page

Headlines

Secondary headings including kickers decks

and subheads

Paragraph Emphasis and Organization:

Solid blocks of unbroken text are difficult to read. Text is made more readable by breaking up the

text and using visual indicators to show where paragraphs start and end.

Character Emphasis

Using bold or italics text is one common method of letting the readers know what information is

especially important or noteworthy.

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PROGRAMS THAT SUPPORT TEACHING WITH

MULTIMEDIA

Nowadays there are several software programs that help teachers to design projects including

multimedia.

Among them we can mention:

FLASH

Animation interaction

multimedia

Flash can not only be used to produce animation,

it can help you to create graphics, audio, video,

animation and can any of them can run, be exported

or saved on different sources like web browser, CD,

hand-held devices and for different purposes.

Source versions: Are the files which can be viewed and modified with the

program, they contain the basic media, timeline and script information and are in the extension -

.fla

Compressed versions: They are called Flash movies and it is only to view with FlashPlayer, they can

be not modified, they have the extension -.swf

Executable versions: These are versions that can be developed in FlashPlayer but require more

space, they are most often found in projects that are on CD.

The files associated with Flash projects include . fla (Flash program), .swf, (ShochWave Flash

movies), .as, (ActionScript), .flv (Flash video file).

Flash environment

When working with Flash you use IDE ( Integrated Development Environment) in which users can

work with the

STAGE in which you work the visual aspects of your project.

TIMELINE which is like an electronic spreadsheet that shows rows and columns that

represent frames and layers.

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MEDIA OBJECTS are usually imported into the library. Then dragged onto the stage in the

way they are needed and in the particular frame that will use them.

ACTIONSCRIPT code in which an object-oriented scripting language is used to give

interactions and controls.

GRAPHICS

There are two kinds of graphics used in Flash projects:

BITMAPS: This are made of dots that form the shape, photos and many files are bitmap.

They take lots of space but are useful for your projects.

VECTORS: Graphics are made of individual shapes, lines and locations. They look good

reduced or enlarged. They do not take much space.

Because Flash doesn’t have the enough options to work graphics, you can create them using

Adobe Fireworks or other program. Try to get software at no cost if you don’t have commercial

purposes.

BUILDING GRAPHIC ELEMENTS FOR A PROJECT

Try to keep it simple. Using simple shapes like trees, suns, houses or something like those. Do not

add too many items in a single screen because the audience can get overwhelm or confused.

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COMPILATION OF FLASH SAMPLES AND TUTORIALS

The following are sites that can help you know flash better to make your own projects.

Contents Links

Other file forms supported by Flash Adobe Flash

Flash Proffesional features What's New in Flash Professional CS5

Authoring across devices and

desktops

What's New in Adobe Flash Professional CS5

Simple steps to start working with

flash

Getting Started

How to create your flash project

Creating Your First Flash Professional CS5 Document

Vector and bitmap graphics

/Directions

About Drawing

Drawing modes and graphic objects Drawing Modes and Graphic Objects

Drawing settings Drawing Preferences

Drawing tools explanation Draw Simple Lines and Shapes

Pen Tool settings and options Draw with the Pen Tool

Deco Tool settings and options Drawing Patterns with the Decorative Drawing Tool

Spray Tool options Apply Patterns with the Spray Brush Tool

Display and adjust points with

Subselection Tool

Reshape Lines and Shapes

How to move, realign, change

transformation

Transforming Objects

Modify settings Combining Objects

Selection Tools Selecting Objects

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Transformation Tools and Modify

settings

Arranging Objects

Snapping tolerances and settings Snapping Art into Position

Tools that help moving and copying

objects

Moving and Copying Objects

Different ways to delete objects Delete Objects

How to set color to shapes and

drawings

Colors, Gradients, and Strokes

Graphics in 3D Graphics

Learning to Publish sample files

Flash Videos Adobe Flash Professional

How to start Getting Started (GS): What is Flash Professional CS5? (Length: 0.59

min)

Flach screens, tools and

environment.

GS-01 - Understanding the Flash Environment (1:12 min)

Frames and keyframes GS-02 Understanding Frames and Keyframes (2:54 min)

Library Panel GS-03 Understanding the Library Panel (3:57 min)

Symbols GS-04 Using Symbols (2:04 min)

Nesting Symbols GS-05 Nesting Symbols (1:37 min)

Mocie Clips GS-06 Understanding Movie Clips (2:16 min)

Objects and Merge drawings GS-07 Understanding Object and Merge Drawing (3:30 min)

Stage Contents/layer distribution GS-08 Distributing Stage Content to Layers (1:42 min)

Text layout Framework GS-10 Introducing the Text Layout Framework (2:01 min)

Text Tool GS-11 Using the Text Tool to Create TLF Test (6:04 min)

Creating Buttons GS-12 Creating Button Symbols (2:42 min)

Free Transform Tool Free Transformation Tool Explained, The (6:41 min)

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Layers How to Merge Layers (1:07 min)

Text Engine New Text Engine (4:31 min)

Online Training IT Training's Lynda page

Image Manipulation Program GIMP

Image Authoring ImageMagicK

Graphic Effects Guide Graphic Effects Learning Guide for Flash

Drawing and Editing Shapes Drawing and Editing Shapes in Flash

Gradients Make and Edit Gradients

Drawing Tips Couple More Drawing Tips, A

Importing objects Import Graphics and Sound

Creating Scenes Create a Sample Scene

Shortcuts for Mac Flash CS5 Keyboard Shortcuts (Mac)

Shortcuts for Windows Flash CS5 Keyboard Shortcuts (Windows)

Upgrading chart Flash Professional Upgrade Chart

Learning Flash (Blogsite) CS5 Tutorials )

Series of outstanding Flash tutorials Flash Basics

Series of outstanding Flash CS5

tutorials

Flash CS5

At Layers: The How-To Magazine

for Everything from Adobe

Flash CS5

Components at Cartoon Smart Flash Tutorials (length 54:08 min)

Drawing Tutorial Flash Drawing Tutorial (58:56 min)

Tutorials for creating different

types of graphics

VectorKid

YouTube tutorials Search for 'Flash CS5 Tutorial' on YouTube and you'll find many

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Power Point as an Authoring Tool

Power Point is a powerful authoring tool for students and

teachers when creating classroom projects and

presentations. Sometimes, creators forget to consider the

audience perspective in the presentation.

The following questions help you to make a good

presentation:

What are the purposes of slides?

Who is going to be the audience?

How many slides are needed in a presentation for the

allotted time?

What type of animation will be adequate in the slides if any?

How many levels of indentation can still be seen from the distance?

Will Internet access be available if you use hyperlinks to Web resources? If so, will the

connection speed be sufficient for accessing and viewing multimedia content?

Power Point slides outline the session, and contain key points to emphasize to an audience.

The main idea you must have in mind when preparing a PPT is that this is only a tool to accompany

the presentation, it is not the script to be read.

The audience will see only one slide at the time and they deserve a logical relation between what

you say and what is in the slide but not just to read it.

The presenter needs to be proficient in speaking, maintain eye contact with the audience, use the

appropriate movements and gestures and using a language adequate and interesting for the

audience.

Slides can be used to demonstrate something visual that discussion cannot replicate and can

incorporate all multimedia types: graphics, audio and video, and hyperlinks to the Web.

Hyperlinks can be used to give the presentation a non-linear layout.

In the classroom, Power Point can be used to post lectures for students who are not able to attend

school. Slides can easily be updated for additional presentations. It can be used to develop

interactive multimedia programs for individualized learning.

Each slide can contain a notes page. Notes remind the presenter of what to say about the content

of the slide and any bullet points provided. The audience does not see these notes during the

slide show.

Think ahead as you develop your presentation. An audience appreciates resources, references,

contact information, and handouts used in the presentation.

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As you develop a project that might have 15-20 slides or more, the references will grow. A

complete listing of resources and references used might be placed at the end.

Add references or resource at each slide if necessary because it is better to do it right away than

accumulate a long list of references.

It is good to include a slide in which you include contact information in the case of further

questions.

Finally, audiences appreciate handouts of the presentation slides so that they can place notes next

to a particular slide. Slides can be printed with or without the author's notes pages. Power Point

includes options for printing slides with lines for notes, or multiple slides on a page.

The following are some tips that might be useful for a good Power Point presentation:

Provide adequate contrast between text color and the background.

Use few slides because too many slides may lose the audience.

Number each slide so that the audience has a perspective on the length of you

presentation.

Expand your oral explanation upon bulleted points.

Avoid those repetitive sounds and bullet points and content that flies in on the click of the

mouse.

Dialog has to be according to the slide content.

Fading words diminish their importance, so avoid the use of this animation.

Use font sizes no less than 20 points. For the audience to be able to read it.

Use only two levels of indentation for readability.

Avoid excessive animation and sound that do not support content.

Any graphics used has to support content of a slide.

Check spelling and grammar all slides before presenting.

Always double check that all hyperlinks work and go to the correct slide and back.

Test you presentation from the back of a room so you know your audience perspective

before presenting.

Know your audience.

The following link gives you many Power Point templates for free:

http://www.free-power-point-templates.com/

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PREZI AS A PRESENTATION TOOL

Prezi is an online or downloadable authoring zooming information tool. It is easy to create your

presentations on this program and results very interesting for audience.

It is a little bit different from Power Point but very different when is about interesting audience. It

can be used with educational ends.

Prezi is not the same as PowerPoint, it is not linear, it adjusts to the

mental schema of the author and it is necessary to unclear to learn. Try

to forget about who Power Point presents information

and try to make it different.

Using this tool you can place information any way

you want. You can start by creating five or six slides

to start practicing.

You can frame some concepts in signs or circles.

There you can change the size of the words and

place a Word inside of another word using the

smaller size of Font.

Check that the presentation has enough

separation of concepts in order of not seeing them

mixed with the others.

With Prezi it is possible to insert an image and include a concept inside of it.

The following, is a link in which you can find a tutorial of how to use prezi. It is easy and very

useful.

http://prezi.com/yqfu-lxm9kxr/tutorial-prezi-en-espanol-aprender-a-utilizarlo-en-15-minutos-academia-prezi/

CONCLUSION

Multimedia is an important part of teaching as it facilitates the access to information, the way

images and videos and all multimedia tools are presented. Communication is easier than some

years ago.

Education has evolved thanks to technology and the use in multimedia in education. The skills that

students have to develop are quite different from the skills of 10 years ago.

Learning is occurring faster, it goes besides the changes and in technology advances.

Using multimedia for education has become a necessary ability for teachers because students and

environment are different.

It is only matter of learning how to apply the multimedia tools we have to keep students

interested and motivated in learning, a meaningful learning.

Refferences:

Deubel, P. (2011). Technology integration: Multimedia in projects. Retrieved Month, Day, Year,

from Computing Technology for Math Excellence Web site:

http://www.ct4me.net/multimedia_in_projects.htm

IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven Principles: Technology as Lever," AAHE Bulletin, October, pp. 3-6. La Web 2.0 y sus aplicaciones didácticas © Dr. Pere Marquès Graells, 2007 (última revisión: 26/05/11 )