Training faculty to create and use Web-based digital audio and video content for instruction
Wulf, T.
Kafala, T.
Waldrop, L.
Prakash, S.
Geonetta, S.
Marsh, K.
Cincinnati Univ., OH;
This paper appears in: Frontiers in Education, 2005. FIE '05. Proceedings 35th Annual Conference
Publication Date: 19-22 Oct. 2005
On page(s): F1H-13
Location: Indianopolis, IN,
ISBN: 0-7803-9077-6
INSPEC Accession Number: 9052972
Digital Object Identifier: 10.1109/FIE.2005.1612034
Current Version Published: 2006-04-03
Abstract
Multimedia based curriculum materials can provide powerful and effective tools for instruction particularly in distance learning contexts. Creating multimedia content can require advanced skills and resources which may be beyond the ability of individual faculty members, who ideally serve in the role of content area experts and specialists within their field of study. This paper discusses the factors that influence the use and creation of digital multimedia based curriculum materials (including audio, video, and animation) by individual faculty members. A variety of inexpensive software packages are discussed that enable faculty members with only an average level of technical skill to easily create their own multimedia curriculum materials, including narrated presentations, screen capture video for software demonstrations, simple animated simulations, and synchronized full video slide presentation lectures. Since it is not enough for faculty members to simply know how to create multimedia curriculum content, aspects of instructional design and pedagogy which are critical to the effective usage of multimedia curriculum materials are also explored. They must also know when and why to utilize it within their instructional practices. Several existing projects for disseminating multimedia production skills and knowledge to faculty members are reviewed in addition to programs for supporting the use of these skills within the institution. Further discussion addresses more complex multimedia curriculum development projects that require specialized support infrastructures at the institutional level
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