MULTIMEDIA: Audio, Visual, and Video Technologies Teaching and Learning with Technology, 3/e. Lever-Duffy, J., McDonald, J., Mitzell, A., 2011

MULTIMEDIA: Audio, Visual, and Video

TechnologiesTeaching and Learning with Technology, 3/e.

Lever-Duffy, J., McDonald, J., Mitzell, A., 2011

AUDIO AND VISUAL TECHNOLOGIES

Audio and Instruction

• Listening includes both hearing and comprehending audio

• Effective listening for learning includes• Accurate hearing• Focused listening• Reinforcement to stimulate neural

connections

Traditional Audio Media

Audio Cassette• Economic, durable, and easy-to-use• Uses magnetic tape to record voice, music,

and other sounds• Can be used in centers, small groups, or

large group instruction May be used for many projects– Talking books, multimedia kits, oral

histories and journals are examples

Traditional Audio Media

Broadcast Audio• Received via radio or cable audio

channels• Enhances content with current events,

music, and foreign language

Digital Audio Media

Optical Media (CD-ROMs)• Offer better clarity and greater storage

capacity than traditional audio media• Easier to directly access target audio

for replay

Digital Audio Media

Optical Media (CD-ROMs)• With CD-Rs and CD-RWs you can also

record audio• Advantages:

• Durable• Easy to handle• Portable• Variety of topics available

Digital Audio Media

Internet Audio• Instead of CD, you can download legally

available audio in WAV and MP3 compressed formats

• Need software media players (typically free) for play back

• MP3 is gaining popularity because its files are smaller

Digital Audio Media

MP3 Files• Visualizations sometime displayed

during audio playback• MP3 players usually include recording

and playback controls• Typically music but may also include

other audio elements

Digital Audio Media

Internet Radio• Using streaming media, radio stations

offer simultaneously broadcast via the Web as well as the airwaves

• National and international stations outside the local area are now available via the Web

• Includes music, news and talk stations from around the world

Visual Communication

Visual literacy • The ability to correctly interpret visual

signals• Visual experiences in education

designed to encourage visual literacy• Awareness of effective visual design

helps to impart visual literacy skills to students



Visual Design Basics• Visual design includes visual, text, and

affective elements• Visual - graphics, symbols, real objects,

and organizational elements• Text - aspects of text including fonts,

spacing, color, and sizes• Affective elements - visual components

that can elicit responses from viewers



Can you See the difference?


Non-Projected Visuals• Real objects - objects brought into the

classroom as a visual enhancement• Models - 3-D representations of real

objects or concepts• Exhibits - displays or dioramas created

to illustrate instructional concepts


• Print Materials - commercial and teacher-made paper materials

• Graphics and Photos - pictorial images used to illustrate and clarify

• Support technologies include: Bulletin Boards, Flip Charts, Magnetic Boards, Chalk Boards, White Boards and Electronic White Boards

Traditional Visual Media

Technologies for Projected Visuals • Overhead Projectors shine light through

transparencies for large group projection of the images

• Transparencies can be, drawn, printed with ink jet or laser printers, or copied


• Commercial transparencies are frequently available with texts

• Transparencies can also be created with common software such as word processors or desktop publisher

• Be sure to select the right transparency film for your printer (laser or ink jet) to avoid damaging your printer


• Advantages• Allows teacher to maintain eye contact • Longevity of images• Enable teacher to build concepts with

overlays• Easy to use and create

Non- Traditional Visual Media

Digital Projectors • Used to project digital images from

computers, digital cameras, and photo CDs

• Allows for large group display of anything digital

• May also be able to display analog output from VCR

Non- Traditional Visual Media

Document Cameras• Video camera mounted on a stand that

captures and displays video images• May use a monitor or digital projector

for display• Can zoom in on a real time

demonstration or small objects

Multimedia in Instruction

Multimedia:• Combination of multiple visuals and audio

media into a single integrated whole• Typically stored on a CD-ROM with

hyperlinks between the elements• Should be carefully evaluated for good

design and appropriate and meaningful audio and visual elements

VIDEO TECHNOLOGIES

Video in Teaching and Learning

Motion Video• Whether traditional or digital, can bring

content to life. • Brings distant, imaginary, or simulated

places into the classroom• Brings history to life• Reinforces instruction


Motion video can also

• Disengage learners• Encourage passive learning• Educators are challenged to find

effective ways to integrate video into instruction


Video History• Movies were first used in schools in

1911• Television joined movies as an

instructional tool in the 1950’s• Video tape became available in the

1980’s• Today, there is digital video (on DVD

and the Net)

Traditional Video Technologies

Broadcast Video• Television images delivered via

terrestrial and satellite equipment• Programs are uplinked to satellite and

then downlinked to receivers


Broadcast Video• Commercial TV and educational TV

(PBS) offer educational programming• Local learning channels offer targeted

educational programming


Broadcast Video• Programs typically high-quality, high-

cost productions• Synchronous nature of TV difficult to

use in time-restrictive classrooms• Time limitations may be overcome by

recording broadcasts if copyright permits


Narrowcast Video• Video signals targeted to a specific

audience • Instructional Television Fixed Service

(ITFS) is a terrestrial system • Distributed via microwave from

broadcast locations to schools


Narrowcast Video• Require line-of-sight to transmit-- may

not be possible in some districts• Dedicated video network for a district

so programs can be offered multiple times each day

• Can target very specific district instructional needs


Closed Circuit TV (CCTV)• Television signals received by a school

then distributed internally via CCTV• CCTV can also be used for sharing in-

school video productions by students• Can also be used to distribute recorded

broadcast or live ITFS programs


Cablecast Video• Cable TV companies typically offer a

channel for schools or public use• Cable may be connected to the schools

CCTV system• Quality cable television shows (CNN,

Discovery, Learning Channel) can be easily incorporated into classroom instruction


Video DistributionSystems inSchools


Recorded Video• This asynchronous format is the format

of choice for schools• Video Cassette Recorders (VCRs)

playback video recorded on VHS tape• Tapes may pre-record programs that

occurred at inconvenient times


Recorded Video• Tapes may be commercially prepared• Playback, copyright permitting, can be

easily scheduled into classroom time• Monitors provide viewing from all parts

of the classroom


Recorded Video• Most digital projectors can accept VCR

input for large group projection• Camcorders (Camera-Recorders) can

also record video images of a class or instructional activities for later VCR playback

Digital Video Technologies

Digital Video Basics• Digital video images allow for limitless

editing• Instructional annotation can be added

to any frame • Frames may be rearranged for better

instructional emphasis


Digital Video Basics• Digital video can be added to many

digital files – Presentations, web sites, etc.

• Full motion digital video files are very large – Three minutes of video require up to

one gigabyte of storage


Digital Video Basics• Video compression helps remedy the

file size problem• Compressed files require video

compression playback software – MS Media Player, Real Player, and

Quick Time, etc. decompress and playback video


Digital Video Basics• AVI, MPEG, and MOV are the most

popular compression formats today• Players such as Real Player and

Windows Media player can display all 3 formats

• Check your player to be sure they can handle your format before using it in your classroom



Digital Versatile Discs (DVDs)• DVDs can store up to 10.5 gigabytes of

digital video on each side• DVD storage also allows for frame-by-

frame play back• DVDs offer direct access to any frame

or sequence • DVD-Rs, which allow recording, are now

on the market


Digital Video Capture• Analog video can be converted to

digital via a video capture expansion card

• External jacks on the card allow analog video input from VCR, cable, etc.


Digital Video Capture• Card captures, compresses, and stores

the video on the computer’s hard drive• Video editing software makes it possible

to edit captured video


Digital Video Cameras• Capture and store moving images as

digital files rather than on tape• Download the digital files to computer and

manipulate with editing software• Video clips can be played back on

computer monitors or LCD projector• Clips can also be inserted into email,

presentations, etc.


Digital Video Editing• Video editing requires dedicated

hardware or software• Editing hardware offers maximum

editing capabilities but its expensive• Editing software can run on a PC but

typically lacks high-end editing features


Compressed Video Systems (CVS)• Live compressed video images are

transmitted – Large files require significant

bandwidth• CVS are dedicated, often room-size

systems – designed to use high-speed,

broadband phone lines


Compressed Video Systems (CVS)• CVS include video cameras, monitors,

microphones and codecs – Codecs are for compression-

decompression• CVS offer real-time, interactive live

video interaction to all locations


A TypicallyConfiguredCompressedVideo System


Internet Video - Broadcasts• Live compressed video images can also

be transmitted across the Net • Internet broadcasts (webcasts) offer

streaming video to shorten wait times• Emerging compression technologies

means interactive Net video will become more useful for schools


Internet Video – Live Cams• Live cameras connected to computers

and logged into the Internet showing live digital video

• Many live cams are focused on subjects of educational interest

• Students can view live cams by visiting the live cam website


Internet Video – Net Meetings• Live digital video across the Net used

for virtual meetings • In addition to video, meeting software

may include shared work space, a shared virtual electronic whiteboard, and chats

• Educators can adapt meeting software for class collaboration around the globe


• Videos in any format remain an invaluable teaching tool

• Video can– Alter time through slow-motion

replays or time-lapse photography – Simulate historical or future events


• Video can alter space by visually transporting viewers to other locations

• Videos are not of equal quality– Must be fully reviewed and

carefully evaluated before use


Creating Videos• Teacher and student-made videos offer

creative learning opportunities and result in useful instructional materials

• When creating videos• Storyboard to prepare for recording• Plan to use the full potential of

motion


Tips forCreatingSuccessfulVideos


Caveats when Creating Videos• Parental permission required when

images of students are used• Be aware of district guidelines for

video taping• Copyright laws always apply


Implementing Video • Preview the entire video before showing• Prepare for showing by

• Checking equipment• Checking the environment (lighting,

sound, seating) for viewing


Implementing Video• Engage the learner

• Review concepts and discuss objectives

• Use a video study guide• Be ready to pause the video for

discussions


Implementing Video• Be aware of both factual and emotional

content• Anticipate possible student reactions• Provide preliminary and post video

discussion time• Watch reactions

Documents

MULTIMEDIA: Audio, Visual, and Video Technologies Teaching and Learning with Technology, 3/e. Lever-Duffy, J., McDonald, J., Mitzell, A., 2011