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ERIC ED427524: The Multiple Challenges of Multimedia: Development, Implementation, and Evaluation. PDF

24 Pages·1998·0.36 MB·English
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DOCUMENT RESUME FL 025 696 ED 427 524 Kassen, Margaret Ann AUTHOR The Multiple Challenges of Multimedia: Development, TITLE Implementation, and Evaluation. ISSN-0898-8471 ISSN 1998-00-00 PUB DATE 23p.; For the complete volume of working papers, see FL 025 NOTE 687. Journal Articles (080) -- Reports - Descriptive (141) PUB TYPE Texas Papers in Foreign Language Education; v3 n3 151-71 JOURNAL CIT Fall 1998 EDRS PRICE MF01/PC01 Plus Postage. Authoring Aids (Programming); Classroom Techniques; DESCRIPTORS *Computer Software Development; *Computer Software Evaluation; Educational Technology; Higher Education; Language Research; *Listening Comprehension; *Multimedia Instruction; Program Descriptions; Second Language Instruction; Second Language Learning; *Second Languages; *Spanish Catholic University of America DC IDENTIFIERS ABSTRACT This article presents an overview of an ongoing initiative to develop, integrate, and evaluate multimedia lessons to enhance listening comprehension in Spanish language classes at the Catholic University of America (District of Columbia). Focusing on the process involved, the two phases of the project that have been completed are examined, including the rationale, selection of the Libra authoring system, the building of the authoring team, design and revision of the lessons, and their integration into the curriculum. Findings from the evaluation components are explored, with particular emphasis on evidence pointing to the need to understand better how learners actually interact with multimedia. Based on the lessons learned from this project, guidelines are suggested for those who may be interested in a similar undertaking. A student survey form is appended. Contains 21 references. (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** The Multiple Challenges of Multimedia: Development, Implemen- tation, and Evaluation MARGARET ANN KASSEN, The Catholic University of America OF EDUCATION AND U.S. DEPARTMENT PERMISSION TO REPRODUCE Research and Improvement MATERIAL HAS Office of Educahonal INFORMATION DISSEMINATE THIS EDUCATIONAL RESOURCES BEEN GRANTED BY CENTER (ERIC) ell'his document has been reproduced as Organization received from the person or COrp.0-1/ originating it. have been made to 0 Minor changes quality. improve reproduction RESOURCES TO THE EDUCATIONAL opinions stated in this (ERIC) Points of view or INFORMATION CENTER represent document do not necessarily policy. 1 official OERI position or .BEST COTT AVAILABLE The Multiple Challenges of Multimedia: Development, Implemen- tation, and Evaluation MARGARET ANN KASSEN, The Catholic University of America This article presents an overview of an ongoing initiative to develop, in- to enhance listening compre- tegrate, and evaluate multimedia lessons hension in Spanish language classes at The Catholic University of Amer- the two phases that ica. In an effort to focus on the process involved, have been completed are examined, including the rationale for the proj- of the of the Libra authoring ect, the selection building system, the authoring team, the design and revision of the lessons, and their integra- tion into the curriculum. Findings from the evaluation components are explored with particular emphasis on the evidence pointing to the need actually interact with multimedia. to understand better how learners Based on the lessons learned from this project, guidelines are suggested for those who may be interested in pursuing a similar undertaking. INTRODUCTION In the second language teaching field today, there is great interest in technology and its potential to enhance second language learning. Multime- dia has a particular appeal, due in part to what Pusack and Otto (1997) refer to as its "capacity to access and control via computer a full range of familiar me- dia: text, motion video, photo images, sound and graphics" (p. 2). Many of the materials teachers have previously used effectively to promote language learning can be placed at the learners' fingertips in the digital environment with the promise of increased learning outcomes. The allure of multimedia must be tempered, however, with the realities that confront any instructional innovation: the challenges of development, implementation, and evalua- tion. How does one go about developing multimedia lessons for use in mul- tiple-section courses? How can these lessons be integrated in the existing cur- riculum? How can multimedia be evaluated? These fundamental questions will be examined in the context of a multimedia project for beginning level Spanish undertaken at The Catholic University of America (CUA). BACKGROUND OF THE PROJECT The Department of Modern Languages at CUA was interested in explor- ing language learning technology, particularly as a way to enhance students' out-of-class language learning. This option had become feasible due to our re- cently installed Multimedia Language Center, a small, independent study room equipped with computers, VCRs, laserdisc, etc. As a first step, the media director and language coordinator attended a workshop on Libra, a multime- dia authoring system designed to facilitate listening comprehension. Libra was developed by Robert Fischer and Mike Farris at Southwest Texas State University at San Marcos [1] with the support of the Fund for the Improve- ment of Post-Secondary Education (FIPSE). Because the listening comprehen- Texas Papers in Foreign Language Education 152 sion goals of CUA's Spanish pro- not interaction of the facilitate learners with the text other than gram Destinos were compatible with through their cumbersome replay those of Libra, the team applied for option. Multimedia, however, be- and received a grant to develop, im- plement, and evaluate Libra lessons cause of its digital nature, allows di- as a part of Fischer's rect access to and manipulation of for Destinos particular segments of text and, by FIPSE project. means of various help features, of- fers the user added options for man- LISTENING COMPREHENSION As Joiner the interaction. aging AND TECHNOLOGY A focus on listening compre- (1997) notes, hension at the novice and interme- diate levels is well supported by re- multimedia Computer-assisted search and theoretical models that comes closer than the other audio and visual media to meeting the point to comprehensible input and standard for listening embodied to second as fundamental intake in face-to-face communication. Rubin acquisition. language As Presence, interactivity, control, (1994) noted in her review of the multisensory input, and multiple relevant literature, the actual process sources of assistance can be incor- porated into this sophisticated of listening has received consider- technology. (p. 90) able research attention. Comprehen- sion has come to be seen as a dy- LIBRA AUTHORING SYSTEM namic, interactive, cognitive process Libra is a hypercard-type program for in which listeners construct mental Macintosh [2] that allows the teacher representations of their understand- to create a stack of question cards ing of texts, using and coordinating written to target selected segments of both concept-driven (top-down) and a videotext. These question cards ap- sentence and word-level (bottom- pear on the computer screen and are up) processes. Furthermore, in real- linked to video clips that have either world, face-to-face communication, been digitized and are accessible on listeners have immediate access to the same screen or that are shown about the context of information on a laserdisc player, as was the case their interactions (participants and in this study. The Libra documenta- setting) and paralinguistic cues (such tion recommends beginning each as eye movement and gestures), and lesson with a textmap to acquaint they generally have some control of learners graphically with the struc- the interaction by means of negotia- ture of the text. These advance or- tion and use of strategies (Joiner, ganizers may reappear before each 1997). lead users from one segment to Given this understanding of segment to another logically (see the listening process, how can tech- Figure 1). The five question tem- nology best be brought to bear on lis- plates available in the program are skill development? While tening flexible and may be used to focus the traditional provide cassettes attention on various learners' as- audio component and video the pects of listening comprehension, visual information, these media do Multiple Challenges of Multimedia 153 from main ideas to details and spe- they may access a number of help words. For multiple features such as a dictionary, a list of cific choice, checklist, binary checklist, and icon characters, a story summary, script, sorting questions (see Figures 2, 3, 4, and special notes. and 5), learners select the correct re- sponses by clicking or dragging and THE PROJECT get immediate feedback. The fifth The multimedia project at CUA question type is open-ended and al- has gone through two phases, each lows users to create their own an- of which involved developing, im- swers by typing into a notebook. plementing, and evaluating lessons. While the teacher sets parameters by deciding which portion of the video Phase 1: Development and Imple- is available on a given card, learners mentation are given considerable control In the initial pilot study in the of their learning: they may rewind, re- spring of 1995, the language coordi- nator/media director team and a play, and fast-forward as needed, and Mapa de Escenas, Ill 131110 ,NicTp Tie rGramatica Arturo en Mexico Cuba y EEULI LA EXCAVACION Esta escena nos relate lo que Arturo este haciendo en el Distrito Federal de Mexico mientras espera una Ilamada de Raquel. Cliquea el icono en la caia para continuar.. Figure 1. Advance Organizer Texas Papers in Foreign Language Education 154 La excavación, pregunta 1 10110 control del video Si quieres, utiliza el para repasar la escena. 4En qué pensaba Angela? o Pensaba en que si Roberto tenia hambre. o Pensaba en que si Roberto tenia suficiente aire. 0 Pensaba en que si Roberto estaba enfermo. Click here for feedback. Move mouse over buttons for an explanation. Figure 2. Multiple Choice Questions Esperando: pregunta 3 el control de video para pregunta sobre liza repasar la escena y contesta Ia Raquel. Cliquea el bot6n a la derecha para escuchar la pregunta. Escoge todas las respuestas correctas. pregunta médica abogada 0 veterinaria o actriz 0 ama de casa 0 profesora Click here lor feedback. Move mouse over buttons for an explanation. Figure 3. Checklist Questions 6 Multiple Challenges of Multimedia 155 La civilización maya: pregunta 4 Para contestar la pregu.nta, repasa la escena usando el control del video. Marca las respuestas como cierta o. false. Los mavas cierta false 0 gobemaban un vasto imperio del este al oeste. O 0 vivian en la peninsula del Yucatan. O 0 0 formaban una serie de estados autónomos. 0 llegaron a su maximo apogeo en el tiempo de Cristo. O hicieron grandes avances en el campo de la filosofia. O 0 sabian todos los ciclos de los eclipses solares y lunares O Click here for feedback. Move mouse over buttons for an explanation. In Figure 4. Binary Checklist Questions Arturo en Mexico, pregunta 3 Mira la siguiente escena: Arturo visita... 4Ackinde va Arturo? Cfie) bar banco almacén 00 cine gasolinera superrnercado Bc farmacia 19 Click here for feedback. Move mouse over buttons for an explanation. Figure 5. Icon Sorting Questions 7 Texas Papers in Foreign Language Education 156 integrate smoothly into the graduate teaching assistant (TA) de- class- work just as the other videos viewed approxi- signed lessons of Libra in the lab did. To reinforce the no- mately 20 cards each to accompany tion that these assignments were in- eight Destinos episodes used in sec- deed required, the syllabus ond- and third-semester listed Spanish. their due dates, and the course de- The 25-minute episodes were seg- mented into scenes, and text maps scription stated that they counted as led the learners to view each scene 10% of the final course grade. in its entirety without stopping. Sub- sequent cards asked questions on Phase 1: Evaluation of the The evaluation both main ideas and details in the pilot study was based on a time-series ex- scene and provided learners the op- portunity to review relevant por- perimental design in which the stu- dents alternated between the tions of the scene as needed. Due to ex- time limitations, no glossary was perimental Libra condition and the provided, and scripts and character control group. A modified recall pro- lists were not available for all les- tocol pretest served to establish pre- existing differences among the stu- sons. in At the second-semester level, recall protocols dents. Similar English, collected in class the day two instructors of four class sections students were to have completed with a total of 59 students partici- viewing the assigned episode, served pated in Phase 1. The third-semester as the posttest. Due primarily to an group involved three instructors of six sections with 106 students. For uncooperative the instructor, sec- ond-semester data were quite in- each lesson, students had one week to go to the Multimedia Language complete and yielded no statistically third- Center individually or with a part- results. significant The ner to complete the assignment. semester data were reduced by stu- dent absences, but complete data sets They either completed the Libra les- were available on 17 students in the son linked with the Destinos vide- experimental group and 20 in the odisc in the experimental group, or control group. An analysis of covari- they viewed the video and filled in a written worksheet in the control ance revealed that on two of the four group experimental group. The questions in both condi- the posttests, tions were substantially the same, significantly outperformed the con- group. A third though some of the written ques- posttest ap- trol tions had to be adapted from elec- proached significance FlPSE, (see 1994, for complete data and explana- tronic to print medium. The instruc- tors were requested not to discuss tion). Thus, despite the limited data, the pilot study provided evidence of the episode until the day it was to be the positive impact that the Libra- completed . Because the episodes assigned based viewing of the Destinos videos for out-of-class work were an inte- had on comprehension. gral part of the Destinos program, Student questionnaires admin- istered at the end of the semester the project team felt that they would Multiple Challenges of Multimedia 157 complemented the quantitative Phase 2: Development and Imple- analysis. These questionnaires mentation re- vealed a generally positive attitude The second phase of the project toward the multimedia lessons (see focused on addressing the concerns Table 1). The areas of concern identi- raised in the pilot and on improving fied by the student users included participation. The Phase 1 authoring the length of time required to com- team and two additional TAs recon- plete the lessons and the lack of un- figured four of the lessons for sec- derstanding of the program on the ond-semester Spanish (see sample part of some of the instructors, stu- cards in Figures 2 to 5). With the dents, and lab attendants. In its own continued support of the FIPSE proj- evaluation of the project, the devel- ect, one of the TAs had received a opment team posited two additional grant to attend a Libra workshop, and he factors that may have contributed to the then helped teach authoring system to the other TA the lack of regular student participa- team member as they rewrote the insufficient into integration tion: classwork and the redundancy built lessons. into the Destinos program, which, Two major changes were incor- appropriately for a soap opera, al- porated into the lesson revisions. lows viewers to follow the story line First, given the redundant nature of the videos, the team reduced the even if they miss an episode. Table 1 Attitude Questionnaire Item from Phase 1 (n=80) My attitude toward using computers to learn a foreign language: Before This Semester After This Semester Hostile 2 1 Hesitant 14 13 Indifferent 30 22 Curious 31 21 Enthusiastic 21 5 9 158 Texas Papers in Foreign Language Education amount of video to be viewed in helped revise the Libra lessons par- each lesson to three to four seg- ticipated in Phase 2 of the project. As ments: one or two that presented the requested by the students in the pilot key story line events, one that fo- study and recommended by Masters- cused on culture, and one that tar- Wicks et al. (1996), an orientation to geted functional language use. Sec- the program was held in class before the first lesson was assigned. Using ond, several adjustments were made to the lessons to allow the learner transparencies of sample computer greater flexibility in interacting with screens, the instructors explained the the text. A video control panel was question types and the general navi- added to every card so students gation features. As before, the les- sons represented 10% of the final could fast-forward, rewind, and re- play as needed at any time. More grade, and due dates were listed o n help features, in the form of scripts, the syllabus. character lists, and a glossary, were which evaluation, The final provided in three of the four les- was qualitative in nature, was done sons. A third change involved the via a user questionnaire (see the ap- addition of video-related grammar pendix). The questionnaire included exercises, but because this compo- Likert-scale items to assess student nent was not included in the pilot reactions and open-ended questions to gain more insight into the stu- study, it will not be examined in this dents' own perceptions of the les- article. sons. Instead of waiting until the Significant changes were made in the implementation of the re- end of the semester to assess stu- dents' views, the students completed two second- vised lessons. The in the semester Spanish instructors were the Phase 2 questionnaire Multimedia Language Center closely involved develop- the in fol- ment of the lessons, and, as a result lowing completion of the last lesson. of their investment in the process, It was hoped that, by answering the they understood Libra clearly and questions immediately after the les- son, learners would provide more were able to explain it adequately to their students. The instructor team accurate information because their made a conscious effort to integrate experiences would be fresh in their tightly with viewings more minds. the coursework. They agreed to hold de- discussions of the Phase 2: Evaluation Results and targeted tailed scenes in class, to give brief dicta- Discussion tions and quizzes on them, and to A total of 30 students out of the incorporate them directly into exam 55 enrolled completed the question- questions. Care was also taken to naire. The instructors were surprised train the lab assistants more thor- at this low response rate because oughly on the program. more than 30 students reported do- During the spring semester of ing the Libra lessons. Some students 1997, the 55 students enrolled in the may have done all the lessons except the final one when the question- second-semester four sections of Spanish taught by the two TAs who naire was distributed. Perhaps the o

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