Chapter 1 reviews the impact of multimedia on learning. Multimedia, as defined by Ivers and Barron, is "the use of several media to present information." Forms of multimedia include but are not limited to text, graphics, pictures, audio, video, hypertext, and hypermedia. Multimedia projects give students the opportunity to work cooperatively, use problem-solving skills and higher-level thinking, and express knowledge in new ways. Multimedia projects are also a great way to support computer literacy skills in a world of ever-advancing technology.
The first chapter also addresses Gardner's Theory of Multiple Intelligences. This theory acknowledges that students learn in a number of different ways. Ivers and Barron suggest that multimedia projects encourage a multimodal approach to learning and allow students to use their own individual learning style. When students are placed in groups, teachers should try to allow for students to utilize their strengths and place them in groups that will nurture their weaknesses. Table 1.1 suggests possible roles for each multiple intelligence in the creation process.
Under the constructivist model of education, students actively learn using their prior knowledge and experiences to work through problems and build new understandings. According to Simons, constructivist learning requires five components: (1) active, (2) cumulative, (3) integrative, (4) reflective, and (5) goal-directed. When designing multimedia projects, students typically address these five components in some way. For example, students must actively decide what content should be included and how the components should be created and used. Multimedia projects give students the opportunity to build upon their prior knowledge and experiences and elaborate on new knowledge. Students have the opportunity to present their knowledge in new ways. The design and development process requires students to assess what they know and need to learn. Teachers and students work together to define project goals.
Chapter 2 reviews the DDD-E Model for the design and development of multimedia projects. The four phases are as follows: (1) decide, (2) design, (3) develop, and (4) evaluate. Ivers and Barron suggest teacher and student activities to support the four phases.
In the decide phase, teachers identify standards to be covered and set instructional goals for a particular project. Teachers must develop assessments. Students are divided into cooperative groups and computer time is scheduled. Students brainstorm and conduct research at this stage.
In the design phase, teachers and students outline the goals and content of the project. Teachers provide students with guidelines and templates and provide students with feedback on their progress. Students outline the project content and begin designing the layout of the project.
In the develop phase, teachers facilitate the project development, manage media production, and provide continuous feedback. Meanwhile the students create the project components.
In the evaluate phase, student should test the program and make the necessary changes. Teachers assess the students and students evaluate themselves as well as their peers. Teachers should reflect on the project as a whole and make necessary revisions for the future.
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