assignment critiquing multimedia learning objects 1

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IT IS LEARNING OBJECTS NOT LEARNING OBJECTIVES!!! PLEASE FOCUS!!!

After analyzing multimedia, the critic must reflect on the process and report the findings.

You have conducted a web search, found three multimedia LOs that interested you, deconstructed, and discussed them with classmates. Now that you have weighed the merits of your LOs, you will write a formal critique.

In one page each:

Provide a link to each LO and write one paragraph on each LO explaining:

  • Why you selected the LO
  • Why you believe it represents good multimedia learning
  • Why you believe it represents good visual and audible design
  • What you would change and why, assuming you had the opportunity to make changes

This module’s submission should include three pages (plus cover and reference page):

  • Cover page
  • Page 1: Critique LO 1
  • Page 2: Critique LO 2
  • Page 3: Critique LO 3
  • Reference Page (APA Style)

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

NAME: EDDD_8091_MODULE_1_ASSIGNMENT_RUBRIC

DESCRIPTION: EDPD 8091 MODULE 1 ASSIGNMENT RUBRIC EDSD 7091 MODULE 1 ASSIGNMENT RUBRIC

Description
Cover Page

0 (0%) – 2 (2.35%)

Cover Page includes: • Assignment Title • Course Number and Name • Student Name and ID • Instructor Name • Date

Formal Critique of Learning Object 1

0 (0%) – 5 (5.88%)

A rationale was provided for why you selected the Learning Object: State LO here _______________________. [Note: A scholarly paragraph is succinctly written with 3–7 sentences.]

Formal Critique of Learning Object 1

0 (0%) – 5 (5.88%)

A rationale was provided for why the learning object represents good multimedia learning.

Formal Critique of Learning Object 1

0 (0%) – 5 (5.88%)

A rationale was provided for why the learning object represents good visual and/or audible design.

Formal Critique of Learning Object 1

0 (0%) – 5 (5.88%)

A rationale was provided for what you would change to improve the learning object.

Formal Critique of Learning Object 1

0 (0%) – 5 (5.88%)

Your paragraphs were written with proper grammar and punctuation.

Formal Critique of Learning Object 2

0 (0%) – 5 (5.88%)

A rationale was provided for why you selected the Learning Object: State LO here _______________________. [Note: A scholarly paragraph is succinctly written with 3–7 sentences.]

Formal Critique of Learning Object 2

0 (0%) – 5 (5.88%)

A rationale was provided for why the learning object represents good multimedia learning.

Formal Critique of Learning Object 2

0 (0%) – 5 (5.88%)

A rationale was provided for why the learning object represents good visual and/or audible design.

Formal Critique of Learning Object 2

0 (0%) – 5 (5.88%)

A rationale was provided for what you would change to improve the learning object.

Formal Critique of Learning Object 2

0 (0%) – 5 (5.88%)

Your paragraphs were written with proper grammar and punctuation.

Formal Critique of Learning Object 3

0 (0%) – 5 (5.88%)

A rationale was provided for why you selected the Learning Object: State LO here _______________________. [Note: A scholarly paragraph is succinctly written with 3–7 sentences.]

Formal Critique of Learning Object 3

0 (0%) – 5 (5.88%)

A rationale was provided for why the learning object represents good multimedia learning.

Formal Critique of Learning Object 3

0 (0%) – 5 (5.88%)

A rationale was provided for why the learning object represents good visual and/or audible design.

Formal Critique of Learning Object 3

0 (0%) – 5 (5.88%)

A rationale was provided for what you would change to improve the learning object.

Formal Critique of Learning Object 3

0 (0%) – 5 (5.88%)

Your paragraphs were written with proper grammar and punctuation.

References

0 (0%) – 2 (2.35%)

References follow APA 6th formatting.

References

0 (0%) – 2 (2.35%)

References to the course learning resources used for this assignment are included.

References

0 (0%) – 2 (2.35%)

References are included to the websites included for the selected learning objects.

Paste This Rubric on Assignment

0 (0%) – 2 (2.35%)

You pasted this Rubric on the last page of this Assignment.

Total Points: 85

NAME: EDDD_8091_MODULE_1_ASSIGNMENT_RUBRIC

Resource:

The growing interest for a blended and flexible education has necessitated the need for multimedia learning objects in most institutions. Multimedia Learning Objects are media-rich documents that that educational values that are summed up with various features such as proxies and the navigation structures. Learning object refers to a tool that lecturers employ to teach a specific topic or address a particular learning objective. While a learning object can be a single self-contained tool, it can also be composed of various resources such as practical exercises, web-based documents, and assessments (Vaughan, 2014)

We can find the interactive learning objects by searching domain-specific and especially, peer-reviewed resource. Publishing academic research or research is an excellent way to make your academic work accessible to others as learning objects. Learning objects support a constructivist and student-centered approach to their education. I believe that structured experiences in these enriched environments can help students develop understanding within their academic discipline.

Videos, narrated PowerPoint presentations, interactive simulations, animations, executable programs, and case studies are a few examples of multimedia learning objects.

1. Videos

Videos are useful instructional materials which are often created with software such as Wimba Create and Adobe Presenter. is an example of a video that has employed in educating the audience as a form of the multimedia learning object.

2. Animations

Animations are useful learning objects because they capture and attract one’s attention using motion which is a primary attribute that makes learners attentive (Mayer & Moreno, 2003). They also increase motivation due to their novelty and create a positive effect especially when they are humorous. This link is an animation video that has been employed to teach coding through the use of an animate python ( ).

3. Narrated PowerPoint presentations

This is another multimedia learning object that has been engaged in the teaching of audiences who are resent or not, in your same room. Adding narrations in PowerPoint presentation is a good way of capturing the audiences’ attention instead of a presentation alone which one is likely to flip through thus missing the point (Good & Lavigne, 2017). The narration is a good way of reinforcing key points and instructions to the audience. This is a link to an educative narrated PowerPoint presentation video

References

Good, T. L., & Lavigne, A. L. (2017). Looking in classrooms. Routledge.

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.

Vaughan, T. (2014). Multimedia: Making it work (9th ed.). New York, NY: Osborne/McGraw-Hill.

Sandfort, J., & McGinnis-Johnnson, J.Retrieved from

http://www.appam.org/assets/1/7/jodi_sandfort.pdf

WRONG ANSWER:

Introduction

Studies based on media are one of the major fields among courses undertaken in universities. Media comprises of broad fields also known as multimedia. Multimedia is comprised of many branches that make such as oral communication, cinema and filming, written communication among many others that make up the field. Students choose a branch under which they specialize in, and each branch is comprised of units and objectives that they follow in due course. However, multimedia being a broad field, it comprises of several learning objectives that enable students to acquire the necessary skills and knowledge in the job market. The learning objectives include; development of critical thinking, development of professional writing skills and formulation of oral communication skills.

A student majoring in multimedia coursework should possess a mind that is able to think critically based on information she or she has acquired. In some cases, a student may lack a critical mind and in this case the course entails units that walk students through the development of thinking critically. Critical thinking enables students to act accordingly and it also helps in the development of good decision making which is paramount in the field of multimedia. For instance, a student can film an explicit scene but makes good judgment not to showcase it as it would be disturbing to some of the audience. This portrays good decisions making. It is also through critical thinking that student knows what to say in either a written or oral communication. Critical thinking can be deemed as a constant that should be studied as it enables people to make the right decision and thus it does not require any polishing if it was to be better for improvement.

Oral communication is one of the basics every person learns from childhood all the way to adulthood. The presentation of speech develops as one grows through socializing and through basic education acquired at a young age. In multimedia, oral communication skills are paramount as the presentation of project through speech distinguishes a layman from a professional. Therefore, this is one of the most important objectives students learn from class. This is because it enables students to acquire professional skills that enable them to communicate with at most etiquette and since when they are making interviews, broadcasting or reporting. The manner at which a journalist communicates sends a message of professionalism that cannot be achieved unless one puts in practices as taught in the colleges. Good communication also commands attention of the audience both visually and audibly as it is natural conformity for human beings to give attention to good speech. The teaching of oral communication at times gets challenging for the instructor especially if the students is being affected by his or her dialect. Changing one’s dialect or accent can be a very hard task and it needs dedication and unlimited practice to learn and communicate effective. Therefore, if one was to be given a chance to improve the field of oral skills, they would definitely introduce a unit that consists of learning and tuning to different dialects.

As much as oral communication is important in this field, writing skills are important as well. Professional writing is paramount when defining a real journalist from an ordinary layman writing an impromptu report. When students are being instructed on the art of professional writing, articulation and diligence is applied to make sure that every script drafted meets all the standards of a writer in terms of expression and grammar. Professional writing skills comprises of applications of facts and figures collected from either the field or from articles, straight forwardness and attention to detail. When publishing articles, a professional writer proofreads and edits the document to check on potential misunderstandings from readers that may taint his or her reputation. A good designed script attracts the attention of the reader and makes them what to read the next line in the article. This is because it has been met by at most professionalism that is as a result of adequate instructional framework.

Conclusion

Multimedia is been a backbone in the development of the society in terms of broadcasting and teaching. It has led to creation of jobs for the youth either permanently or in term of internship, thus equipping them with the necessary skills for the job market. The objectives discussed above are some of the important elements in the multimedia field and their application has yielded professionalism in media field.

References

El Sabbagh, A., Nishimura, R. A., Killu, A. M., & Warnes, C. A. (2015). The art of presentation: a valuable skill in a contemporary era.

Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171-173.

Spirizzi, B., Kahn, R., & Stam, K. (2018). Creating an effective online course and community with best practices from the disciplines of Visual Design, User Experience and online learning experiences (Doctoral dissertation).

Teoh, B. S. P., & Neo, T. K. (2007). Interactive Multimedia Learning: Students’ Attitudes and Learning Impact in an Animation Course. Online Submission, 6(4).

https://www.glassdoor.com/blog/improve-professiona…

https://www.fisher.edu/academics/undergraduate-stu…

https://cma.ampd.yorku.ca/learning-objectives/

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