Eed502 Unit 3

UNIT 3
EED502/05 ICT in Education

ICT Tools and Instruction
54, Jalan Sultan Ahmad Shah

10050 Penang
Fax: +6 04 2289323
E-mail: enquiry@wou.edu.my
Website: www.wou.edu.my
ICT Tools and Instruction

Content
Unit overview
Unit learning outcomes
3.1 New Tools for Teaching
Introduction ............................................................................................................. 5
Learning outcomes .................................................................................................. 5
Multimedia .............................................................................................................. 6
Multimedia Hardware............................................................................................ 10
Software for Media Object Production ............................................................... 10
Hypermedia ........................................................................................................... 13
Copyright ............................................................................................................... 15
Summary ............................................................................................................... 17
Self-test 3.1 .............................................................Error! Bookmark not defined.
3.2 Video and Audio-Visuals
18
Introduction ........................................................................................................... 18
Learning outcomes ................................................................................................ 18
Introduction to Audio and Video Technology ...................................................... 19
Change in Pedagogic Approach............................................................................ 22
Innovative Applications of Digital Video ............................................................. 23
Audio-based Interactivity ...................................................................................... 27
Video-based Interaction ........................................................................................ 33
Summary ............................................................................................................... 40
3.3 Digital Cameras, Digital Camcorders and Mobile Devices
40
Introduction ........................................................................................................... 40
Digital Cameras and Camcorders .......................................................................... 42
Digital Camcorders (Digital Video Cameras) ....................................................... 48
Mobile Technologies ............................................................................................. 52
Summary ............................................................................................................... 57
Self-test 3.2 ............................................................................................................ 58
3.4 Social Media
59
Introduction ........................................................................................................... 59
Social Networks and Social Media ....................................................................... 60

The Social Media................................................................................................... 65
Strategies for Using Social Networks and Media for Education ........................... 72
Malaysian Case Studies ......................................................................................... 74
Summary ............................................................................................................... 75
Self-test 3.3 ............................................................................................................ 76
Summary of unit
77
References
78
ii
Unit overview
In Unit 1.3 the relationship between the ICT and learning theories was
discussed and you may recollect the following:
Behaviourism
Cognitivism
Constructivism
In this unit we will consider how the microprocessor enhance media tools
have become such an integral part of the classroom and an invaluable for
the purposes of teaching. New tools in the context of this unit refers to
technologies that are digital in character (though many that are used today
have their beginnings as analogues). With the arrival of the
microprocessor and its capacity to connect via networks, almost every
tool permits the teacher in the classroom or a learner at home benefit
from their sophistication.
Unit learning outcomes

By the end of this unit, you should be able to:
1. Describe the range of ICT tools that are available for teaching
2. Demonstrate how various ICT appliances are used in the
educational environment
3. Discuss the opportunities and challenges of accessing and using
the WWW in the context of e-learning
4. Discuss the various social media tools and their use, value and
implication for teaching and learning
5. Analyse the values and distractions of using the new ICT tools in
the teaching and learning environment.
3.1 New Tools for Teaching

Introduction
In sub-unit 2.4 we explored how networked computing helped increase
communication, productivity and instruction in schools and by teachers.
In this unit we will consider this further in the context of emerging
technological tools and roles that creative teachers are finding for them.
Some of these tools may be too radical for introduction in your schools
nevertheless it is useful to be aware of them. Others are familiar tools and
you may find from the experience of others newer ways of utilising them.
The array of such tools is truly awesome.
Almost every day new applications (apps) appear in the market. These
applications go beyond Power Point Presentations and Data projectors,
though they are very important tools by themselves. Many of these new
tools are web based and almost free.
Learning outcomes
By the end of this section, you should be able to:
1. Differentiate between Instructional Technology and Educational
Technology.
2. Explain the evolution of Instructional Technology.
3. List the potentials of technology tools for teaching.
4. Provide rational to use media in teaching.
5. Identify the critical issues in the integration of technology in
teaching.
We will anchor the study of sub unit 3.1 on Chapter 9 of the book by B.
Poole and Sky-Mcllvainn. We will work through 5 learning objects as
listed in table below.
Title
Resources
The Concept
of ComputerBased
Multimedia
Multimedia
Hardware
Article:
Poole and Mclivian, Chapter 9 in Education for an
Information Age ,p 236-242
Article:
Poole and Mclivian, Chapter 9 in Education for an
Information Age , 242-253
PPT
Hardware Tour GD
Software for
Media Object
Production
Hypermedia
Systems:
Bringing it All
Multimedia:
Hypermedia
http://www.youtube.com/watch?v=Lxv18AStxkg
Together
What is hypertext?
http://www.youtube.com/watch?v=f6o33ylERpU
Using
Copyrighted
Materials
PPT Multi media tour
The Concept of Computer-Based Multimedia

What do you understand by the term multimedia? There are as many
answers to this question as there are the components that make up multi
media. One of the better descriptions that I like is the following as it is
simple and elegant in its description:
The use of computers to present text, graphics, video, animation, and
sound in an integrated way. Long touted as the future revolution in
computing, multimedia applications were, until the mid-90s, uncommon
due to the expensive hardware required. With increases in performance
and decreases in price, however, multimedia is now commonplace.
Nearly all PCs are capable of displaying video, though the resolution
available depends on the power of the computer's video adapter and
CPU.
Source: http://www.webopedia.com/TERM/M/multimedia.html
The thing to remember is multimedia incorporates a number of media in
an integrated fashion. Integration as used by the multimedia industry has
its own meaning which refers to two or more components merged
together into a single system. For example, any software product that
performs more than one task can be described as integrated.
Increasingly, the term integrated software is reserved for applications
that combine word processing, database management, spreadsheet
functions, and communications into a single package.
Are you familiar with any multimedia products? Have you used any? Do
these reflect the above description?
Reflection 3.1
A basic training in educational technology in our country will include a

whole range of Audio-Video (AVAs) such as overheads, slides, slide
projectors, video and audio. In fact many of us get exposed the hardware
such as audio and video recording and playback equipment.
In many countries the broadcasting industry has often spearheaded the
production and distribution of educational content along with
entertainment and information content. While teachers and their
educational system fully understand the value of AVAs, very few
classroom teachers neither find the time nor the resources to make as
good a content as the professional broadcasters.
All that is changing in some of our better equipped schools (the SMART
Schools), which with the added investment by the Ministry of Education,
Malaysia are moving on to highly technology rich learning environment.
Our institutions of Higher learning, on the other hand are well provided
with technology infrastructure for teaching and learning but their
everyday use is somewhat modest unless they are dedicated distance
education providers, such as the Wawasan Open University.
In time to come many universities in our country will be using more
multimedia than they currently do especially since most if not all of the
young people who will be enrolling in our universities are expected to be
tech savvy and the richness of the ICT environment in our campuses will
permit greater use of multimedia both for teaching and learning. Such a
shift will change the dynamics of the educational environment as
depicted in Table 3.1below.
Traditional instruction
Teacher-centered
instruction
Single-sense stimulation
Single-path progression
Single-media
Isolated work
Information delivery
Passive learning
Reactive response
Isolated, artificial
context
Multimedia enhanced instruction

Student-centered instruction/learning
Multisensory stimulation
Multipath progression
Multimedia
Collaborative work
Information exchange
Active/exploratory/inquiry-based
learning
Proactive/planned response
Authentic, real-world context
Table 3.1 Comparison between traditional and multimedia instruction
Read pp. 236-242 of Chapter Nine - Educational Multimedia in

Education for an Information Age: Teaching In The Computerized
Classroom by Poole and Mclivian and pay particular attention to the
following:
Reading 3.1
1. The role of our sensory systems (e.g. sight, hearing, tactile) in

learning we will read more about sight and learning in Unit 4.
2. The manner in which teachers have benefitted and use audio
visual systems to enhance learning.
3. The arrival of multimedia technologies and the gradual shift from
teacher centred to learner centred education.
This course that you are reading is a good example of the extensive use of
multimedia technology. Essentially we have used our knowledge of you,
our students. You are mostly practicing teachers or at the minimal have
some experience of teaching and therefore you will bring your own
experience in teaching to further improve your knowledge. Besides this
knowledge we also consider it important to engage as many of your
sensory faculties, e.g. hearing and seeing, in the learning experience and
we wanted you to be active in your learning.
From our point of view this strategy resonates the constructivists (Unit
1.4) view of learning, i.e., multimedia format allows you to interact. The
levels of interactivity is dependent on many factors including the
availability of appliances, the size of the bandwidth, skills of both
learners and teachers to use the technologies and of course the expense of
it all. In an ideal situation interactivity would permit the user to clicking a
site and accessing text or videos, completing worksheets, teacher and
learner performing an activity together and teachers and learners actively
engage in a discussion.
All of this means that in designing course teachers are expected to pay
considerable attention to the importance of the learning process.
Experience tells us that instructional multimedia must grab the learners
attention (attending), assist the learner to find and organize relevant
information (organizing) and help the learner integrate this acquired
information into her own knowledge base. Putting this together is a
complex process and there are number of authoring tools in the market
(power point is one of them). In using these authoring tools and designing
a lesson or course teachers should ensure that the multimedia course
support five features. These are screen design, learner control and
navigation, use of feedback, interactivity, visual and audio elements.
These are shown in Table 3.2 below.
Features
Screen design
Interaction
Feedback
Navigation
Principles
Focus the learners attention
Develop and maintain interest
Promote processing
Promote engagement between the learner and
lesson content
Help learners find and organize information
Facilitate lesson navigation
Provide opportunities for interaction
Chunk the content and build in questions and
summaries
Ask questions but avoid interrupting the
instructional flow
Use rhetorical questions to get students to
think about content and to stimulate curiosity
Provide for active exploration in the program
rather than a linear sequence
Keep feedback on the same screen as the
response
Provide feedback immediately following a
response
Provide feedback to verify correctness
Tailor feedback to the individual
Provide encouraging feedback
Allow students to print feedback
Clearly defined procedures for navigation and
support
Consistency in screen structure and location
of keys
Learner control
Colour
Graphics
Animation
Audio
Video
Use of familiar icons on control panels

Progress map or chart to show location within
a program
Help segments with additional information to
allow a learner to follow interests and
construct his or her own learning experiences
Provide selectable areas for users to access
information
Allow users to access information in a userdetermined order
Provide maps so students can find their
locations and allow students to jump to
locations
Provide feedback if there are to be time delays
on accessing information
Arrange information so users are not
overwhelmed by the quantity of information
Provide visual effects and give visual
feedback
Use colour sparingly and consistently with a
maximum of 3 to 6 colours per screen
Use brightest colours for most important
information
Use neutral colours for backgrounds and dark
colours on a light background for text
Avoid combining complementary colours
(e.g. red/green)
Use commonly accepted colours for particular
actions (red for stop)
Avoid hot colours on the screen as they
appear to pulsate
Graphics include photos and scanned pictures
icons and photos enhance menu screens
Information is better understood and retained
when supplemented with graphics
Avoid graphics for decoration or for effect
Use graphics to indicate choices (e.g.
left/right arrows)
Can be motivational and attention getting
Useful for the explanation of dynamic
processes
Subtle benefits by highlighting key
information, heightening interesting, and
facilitating recall
Use audio when the message is short and
audio rather than text for long passages
Do not let audio compete with text or video
presentation
Provide headphones for in-class use
Tell students what is relevant and chunk the
message with other instructional activities
Use video as an advance organizer or a
summation
Synchronize video with content, and
reinforce/ repeat the concepts being presented
Table 3.2 Main features of multimedia and associated design principles

Source: Diezmann, Carmel M and Watters, James J (2002)
The WWW today is filled with freely available multimedia content for
teachers. There are also many others that are produced and marketed by
commercial enterprises. Whether indigenously produced or acquired from
the market place three questions require a response. These are:
1. What goes for good quality material?
2. How effective is the construct of the course as an effective
learning tool? And,
3. How credible is the content in terms meeting the requirement of
your curriculum?
Multimedia Hardware
It is very likely that most if not all of you use one or another kind of
multimedia device almost daily in your lives. All of us use them as
consumers and some use them for purposes of multimedia production. It
is not uncommon for Malaysians, especially during family occasions like
weddings and birthdays to produce a multimedia show of an elders life
or the development of romance of a newly marrying couple. These have
become so common place that few bother to pay attention to continuously
rolling images with sweet music as a background. If you have produced
these, you will be familiar with a number of computing hardware that
comes into play in making these productions.
Reading 3.2
In this sub-unit, you will be taken on quick tour of these production and
playback devices and in subsequent sub units of Unit 3 detailed accounts
of some of the major devices that educators use will be presented. We
will do this tour with a power point presentation. Either before or after
viewing the presentation read pp 242-253 of Chapter 9 for an in depth
treatment of the unit.
View the PPT on Hardware Tour
Read pp. 242-253 of Chapter Nine - Educational Multimedia in
Education for an Information Age: Teaching In The Computerized
Classroom by Poole and Mclivian.
Software for Media Object Production

Pages 243 to 255 of Chapter Nine presents content on the software that is
available to access and reuse media objects as part of a lesson.
Throughout in the course we have repurposed rather than reused media
objects, there is a subtle difference between the two. Can you list out five
occasions when you have accessed and reused or repurposed media
objects in your professional life as a teacher?
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List of media objects that you have accessed and reused or repurposed.
Reflection 3.2
Media object
Original use
Repurposed
application
e.g.
Learning objects
Before considering the software that enables the manipulation of media
objects, let me describe learning objects here. There is no clear and
single definition as to what learning objects are. David Wiley (2000) who
is often cited on the subject defines Learning Objects as any digital
resource that can be used to support learning while a compatriot Larry
Johnson (2003) states that learning objects are any grouping of materials
that is structured in a meaningful way and is tied to a learning objective.
We shall not take sides in these two differing views. Why not take a
simple position like if a particular content is useful in the learning process
than it is a learning object; these objects can be animation, simulation,
interactive map, game, applet, a video or a piece of music.
Learning objects are becoming increasing useful in education because in
particular educational contexts they are able to provide new ways of
visualizing, thinking about, presenting, interacting with and
understanding complex topics M. Roy (2004). Click at Figure 3.1, I
have given a lengthy explanation of Learning Objects which if time
permits you may wish to read and be more fully informed.
You may now continue reading Chapter 9 (pp 243-255) on some of the
software technologies that are available for us to use. They are basically
tools to construct:
Audio inputs music, voice etc. garage band, Midi ChucK,

Csound, Impromptu, Pure Data (PD), SuperCollider and others
Image inputs paintings, sketches, illustration, photographs and

other images e.g photoshop
Video input images in motion e.g. imovie, itunes,

dreamweaver, Animata, Blender, Fluxus, Gem, Impromptu,
nodebox
A number of these are for professional producers and may be way more
than a school budget would allow. Many a times for classroom purposes a
good PC with a number of built in features may suffice.
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LEARNING OBJECTS
There are various definitions of learning objects. In simple terms,
learning objects (LOs) can be easily compared with the classical
resources teachers use while teaching. The new element brought in the
context of modern teaching is the computer with its facilities. For
example, a world map can stay on a wall and serves the needs of a
Geography teacher. A similar map can be brought in the classroom but
via a computer. Learners can interact with it via keyboard or mouse, by
rotating it, zooming in or out etc. In other words, a learning object
enriches a classical teaching resource with computer facilities, enabling
a certain degree of interactivity.
We may say then that a learning object (LO) is a digital module built on
certain didactical sequences aiming to enable a learner to acquire
knowledge and skills on a specific topic or theme. The sequences
composing the LO may be also used separately, in certain conditions
where specific pedagogical and instructional objectives are set.
A LO can be used for collective learning and teaching in classroom or
for individual learning as well. It can be a multimedia or interactive
application, an exercise or a simulation. Its role is not to replace books
entirely but to make learning more attractive and efficient. For example,
a LO can be an alternative lesson to a laboratory experiment which
cannot be organised in schools, due to its complexity or high cost.
A LO can be a lesson or part of a lesson serving a school subject or
more, while teaching across the curriculum.
How to design a LO
According to experts and researchers the LO design should follow
several stages:
1. Choosing and formulating a theme to match the curriculum
requirements.
2. Designing a scenario and incorporating it into small sequences,
bearing in mind that each sequence may be used separately or as
part of the whole LO.
3. Transposing the theme into an appropriate pedagogical
approach.
The learning process should be supported by clear instructional and
pedagogical objectives and therefore by quantifiable and immediate
results, visible during or at the end of the activity. An appropriate
pedagogical approach should be based on the following key aspects:
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1.
Identifying the content and the strategies needed to reach the

instructional and pedagogical objectives.
2.
Targeting a specific age group.
3.
Taking into account previous knowledge acquisitions of the

learner to gradually integrate new information and skills.
4.
Defining the acquisitions of skill and knowledge and therefore

the pedagogical value that a learner is supposed to benefit from,
after performing the task(s).
5.
Anticipating to what extent the LO will contribute to modify

learner behaviour and how these modifications can be
measured.
Why use learning objects in teaching and learning?

Latest research recommends introducing learning objects in teaching
and learning because they increase learners' interest and motivation, as
they imply interactivity based on sound, image and text. While some
researchers argue that a book lacks interactivity, some others state that
there is no technology bypassing the teacher. However, is clear that a
LO makes learning and teaching more dynamic, intuitive and
interactive.
Source: Petru Dumitru (2007)
http://myeurope.eun.org/ww/en/pub/myeurope/home/news/headlines/los
.htm
Figure 3.1 Learning Objects
Hypermedia Systems: Bringing it All Together

Hypermedia is not a new term for many of us. Even if the term is
unfamiliar all of us are beneficiaries of this super innovation that helps us
daily as we surf the World Wide Web. But did you know that hypermedia
is a link to two information processing technologies viz. hypertext and
multimedia?
Well what is hypertext?
I
would
like
you
watch
this
short
video
tutorial
http://www.youtube.com/watch?v=f6o33ylERpU that explains the

Multimedia 3.1
term.
Hypertext is a text form that has links embedded in it for easy surfing on
the internet. From the video you would have gathered that hypertext is a
non linear and non sequential method of organizing text designed for
users like us to access information from the text in ways that are more
useful to us. This is based on the assumption that I the reader of a
particular text would want to impose demands on the text that is
meaningful to me as reader.
Hypertext is made up of a link referred to as a hyperlink. A hyperlink
usually appears highlighted in blue (see above at the reference to the
video or send a friends email address to another friend, e.g.
musadipter@gmail.com). These links can also appear as icons or pictures.
The links are embedded using a Hyperlink Markup Language. When you
take your cursor to the link the cursor changes into a finger meaning you
13
can click on it. When you click on a hyperlink, it connects you to either a
different website, or a different part of the web page that youre on.
Links are of two types. They are either a relative link or an absolute link.
A relative link is a term that is used when a hyperlink takes you a

different page thats on the same website that youre viewing.
An absolute link is a hyperlink that takes you a completely

different website. Sometimes, absolute links dont work because
they may not be under the control of the person who made the
website that youre currently on.
Without hypertext, websites would not exist; there will be just web pages,
which have no connection between them. An innovator called Ted
Nelson (1965) coined the terms hypertext but the credit to envision the
idea of using technology to linking the worlds information resources
must go to Vannevar Bush who wrote the ground breaking article As We
May Think (1945).
Hypermedia
Often both in literature as well as in conversation we often use the term
hypertext interchangeably with the terms hypermedia. Strictly speaking
they are different as hypermedia as the word itself suggests is beyond
linking texts. It also connects diverse forms of media such as images,
sound, video animations and simulations. It is a multimedia link.
Regardless of the terms and similar to hypertext, the technology is based
on chunks (nodes) of data (information) that are linked together for users
such as to explore the world of knowledge in any sequence that we
desire. The most obvious example of this value is the World Wide Web
(WWW) which provides humanity an endless opportunity to explore
multiple documents and follow paths of exploration that wish to pursue.
Educators generally get excited about the value of hypermedia in the
classroom. Without doubt it is an exciting tool especially because of its
facility to provide non linear access to information, explore information
on demand, facilitate self paced learning and engage the learner in an
interactive way. It also has the added value of responding to learners with
different styles of learning in a variety of media formats. But the jury is
still out there on whether hypermedia is the technological panacea that
many of us dream about. The uncertainties come from:
14
Whether all learning tasks are well supported by hypermedia or is

it biased towards some?
What influence does individual learner characteristics have on its
effectiveness? Does prior knowledge matter? How about spatial
skills what differences will it make to an individuals ability to
work in hyperspace?
How about the value of pedagogical approaches such as the
provision of advance organizers?
Do the lack skills of teachers matter?
Watch this video for a quick summary on hyper media.

http://youtu.be/Lxv18AStxkg
Multimedia 3.2
Activity 3.1
Read pp 255 - 258 of Chapter 9 of Poole and Sky-Mcilvian and in no less

than five sentences list out why you think media literacy should become
an important part of every school curriculum to enable children (for that
matter adults) to use the free access to information in a responsible and
ethical way?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Using Copyrighted Materials

In your response to Activity 3.2 above, did you include the concern about
infringement of Intellectual Property Rights as one the issues? If you had
done so, I wish to compliment you on your awareness of this legal issue;
if you have not you must. This section of the unit will briefly discuss the
issue of copyright in the light of the freedoms we now have as a result of
access to the world of information through hyperspace.
For teachers the issue of copyright is both an ethical and legal dilemma.
The ethical dilemma arises from a provision called fair use of
copyrighted materials for purposes of teaching. Because of inherent
ambiguity that permits you, the teacher, to use portions of copyrighted
material, for teaching purposes, the judgment as to what is a fair
proportion is left to you to make. You may be infringing the law if others
judge your fair proportion as unfair. In academic circles the sin of
plagiarism is very much around this fair use provision. The legal dilemma
is fairly clear to address. The simple rule in terms of respecting the
property rights of others is DONT use without permission. For
example in developing this course, we have used as our three different
books. They are the following:
1. B. J. Poole E. Sky Mcilvain: Education for an Information Age
2. M. Orey: Emerging Perspectives on Learning, Teaching and
Technologies
15
3. Haddad and Draxler: Technologies for Education

In the case of the first book, we wrote for permission to use the book and
make it available freely to you the student from the author Prof. Bernard
Poole. In the case of the second book we are accessing it through a
recently emerging provision called Creative Commons (CC-BY) that
allows us free use with the caveat that the original authorship is
acknowledged and attributed. In the third case we were permitted as an
institution to hyperlink the url for the book and you as an individual can
access the entire book but you are not permitted to distribute.
Copyright laws are meant to protect the works of the original creator
whether it is literary, dramatic, musical and artistic. Law to both
published and unpublished work gives this protection. Owners of
copyright have the right to authorize others to reproduce and distribute
their work (the music industry and the publishing industry is a reflection
of this permit). These laws are not unlimited in scope, there are
exemptions and one such exemption is the fair use exemption.
Fair use puts a limitation to the exclusive right provided by the
copyright laws. The fair use doctrine permits limited use of copyrighted
material without requiring permission from the creator of the material. Its
application is governed by four principles, which are:
1. The nature of the copyrighted work (is it in the public domain or
of public interest to allow breaching the rights of the original
creator).
2. The proportion of the original materials used.
3. The impact of the portion used on the market value of the
original works.
4. The purpose and nature of use whether it is for profit or not for
profit, teaching, student projects.
Copyleft as a provision emerged with the arrival of the computing age.
This provision permits a programme (e.g. software) available free and
requiring all subsequent modification or revisions of that programmes to
be free as well. This is a form of licensing, which is used to maintain
copyright conditions for works of computing software, documents,
artistic works etc. It gives the original creators the right to permit all
others to reproduce, adapt and distribute the resulting versions. Richard
Stallman (2008), computer geek and social activist created the first such
copyleft license (GNU, General Public License). This out-of-the-box
provision gave rise to another convention related to academic work called
a Creative Commons license (a movement founded by Harvard lawyer
Lawrence Lessig (2003)). The CC license allows creators of works to
decide which rights they wish to waive and which they wish to preserve
under a set of terms. These licenses are based upon copyright laws but
provides for access to original works freely.
The Creative Commons development has led to further global
developments of benefit to the academic community. This development is
pursuing the idea that education should be easily accessible to all of
humanity and access to information especially access to scholarship
including learning resources (text books, media learning materials,
research publications, etc.) is an integral part of that open access. The
movement is popularly known as the Open Educational Resource (OER)
16
movement and is receiving much attention around the world. The United
Nation Education, Science and Communication Organization (UNESCO)
is a strong advocate of this development which encourages open
provision of educational resources, enabled by information and
communication technologies, for consultation, use and adaptation by a
community of users for non commercial purposes.
Communities of educators worldwide have embraced the OER
movement as a means to increase access to knowledge resources as well
as spark innovation in teaching and learning.
While the OER
arrangement is firmly founded on principles of fair use and creative
commons licensing it is not without limitations in terms of use. Learning
materials made available under this convention mostly though not always
carry this icon
.
Activity 3.2
In the age of multimedia and the easy access to learning resources

through the WWW, the academic community is confronted with both a
moral and a legal difficulty. In your own words justify the statement by a
former Director of UNESCO that To remain human and liveable
knowledge societies will have to be societies of shared knowledge Does
this mean that all knowledge must be freely and easily shared by ALL?
Time permitting you may wish to take this PPT tour on Multimedia
which captures most of our discussion on the subject.
Multimedia Tour
Reading 3.3
Summary
This section highlighted the
1. The supplementary role that technology plays in lessons construction
and delivery
2. The range of technology tools and their relevance in designing
instruction for delivery in the classrooms.
3. The need to select the media appropriate to the content to be
delivered, learning objectives to be achieved, the context and the
learning styles of students to be remembered.
4. The value, convenience and use of multimedia in the classroom.
17
3.2 Video and Audio-Visuals

Introduction
Traditional media like audio and video offer education a challenge to
rethink much of its methods and content, helping it tilt the balance away
from teacher centred instruction towards learner-centred study. Video
offers the advantage of utilising vision in new ways. In recent years, there
has been a growing interest in the creation and use of web-accessed
digital video and audio throughout the education sector. The pedagogical
vision is clear that only when video and audio have become routine
components of education and e-learning will we have an educational
environment that reflects the media-rich world in which we now live.
In this sub-Unit we will try to revisit the place of audio and video
technologies in a digital learning scenario. We will attempt to trace the
recent developments in this area and probe into some of the issues and
possibilities in the appropriate use audio and video technologies with
interactivity and integration leading to varied learning outcomes.
Learning outcomes
1. Identify various developments in the use of audio/radio and
video/television technologies in education with the emergence
digital learning.
2. Demonstrate how interactivity and integration can enhance the
learning potential of Images and Sound.
3. Explain the potential of different types of video/television
presentations in providing varied opportunities for interactivity
and integration.
4. Reason out how various types of video/television presentations
can lead to differential learning outcomes.
5. Describe the potential of interactive audio/radio presentations
with suitable examples of educational situations.
6. Describe the potential of interactive video/television
presentations with suitable examples of educational situations.
The sub-unit is made up of 5 sections and these are listed in table below
along with the resources that you need or provided with to work through
the unit:
Title
Resources
Introduction to
Video and
Audio Devices
Why I use video with my students -Section 2.1 to

2.4 (pages 5 to 10)
Handbook on Digital Video and Audio in Education
Creating and using audio and video material for
educational purposes. Published by The VideoAktiv
18
Project
Creative
Commons license
NonCommercial-ShareAlike 3.0).
Change in
Pedagogic
Approach
(Attribution-
Why I use video with my students -Sections 2.5 and

2.6 (pages 10 to 12)
Project
Creative
Commons license
Innovative
applications of
digital video
(Attribution-
Why I use video with my students -Sections 3.1 and

3.2 (pages 12 to 16)
Project
Creative
Commons license
Audio-based
Interactivity
(Attribution-
Chapter 2: Audio-based Distance Education (pages

18-31)
M. Burns, Distance Education for Teacher
Training: Modes, Models and Methods, Education
Development Centre, 2011
http://idd.edc.org/sites/idd.edc.org/files/DE%20Boo
k-final.pdf
Video-based
Interactivity
Chapter 3: Televisually based Distance Education

(pages 32-45)
M. Burns, Distance Education for Teacher
Training: Modes, Models and Methods, Education
Development Centre, 2011
http://idd.edc.org/sites/idd.edc.org/files/DE%20Boo
k-final.pdf
Introduction to Audio and Video Technology

There were many projects and initiatives for audio and video production
originally inspired by the emergence of streaming as a technology in the
late nineties. Although conventional (analogue) audio, radio, film,
television, and video have a long history in education, their widespread
use was always limited by production costs (especially the videos) and
even more importantly delivery difficulties.
19
Developments in the use of audio-video technology

Starting from the nineties there has been a number of developments
which made the use of audio and video in education easier and less
expensive.
1. Through the nineties the production costs fell steadily with the
introduction to the domestic market of high quality, low cost,
relatively easy-to-use cameras, and editing software. The creation and
use of digital video and audio suddenly became open to nonspecialist educators and even learners themselves.
2. Distribution of video had been a limiting factor. However use of CDROM eased the delivery digital video but by the later nineties for
most educators, the web was the medium of choice. However, webbased video and audio files had to be downloaded in their entirety to
the computer before they could be played. There were other forms of
videos on the web that can be played without downloading such as
Youtube but these will take a long time to buffer if low bandwidth
Internet is used. As media files are usually large, this time delay
severely restricted user interaction and largely prevented their
extensive use for web-based learning.
3. In an educational context two technical developments in the higher
education sector in particular have been significant. The widespread
use of presentation software such as PowerPoint. This has
familiarised a completely new community of teachers with the
possibilities of simple multimedia production in which sound,
images, and video clips can be embedded in slideshows. In turn,
many institutions have upgraded their lecture facilities to enable
multimedia delivery. Web-based virtual learning environments such
as WebCT, Blackboard and Moodle have become mainstream,
providing teachers with a relatively simple online framework in
which to deliver their learning resources including presentations and
media resources to students.
4. Growth of general access to broadband connectivity and the growing
availability of public access networks such as those based on wi-fi
have meant that broadband speeds once available only on campus are
increasingly available to distance learners, even via mobile devices
such as 3G phones.
With the above mentioned developments the enthusiasts of media-rich
learning believe that web-based video and audio could and should
become a commonplace component of online education and e-learning,
enhancing the visual literacy of students and staff alike. What is now
technically possible is not necessarily educationally desirable.
Pedagogical Possibilities of Audi-Visual Use
Young and Asensio (2002) argued the major barrier to determining what
is educationally desirable is not only a lack of awareness among
educators as to the pedagogical possibilities of these modes of learning,
but an absence of widely-accepted reference models of good practice.
20
From the learning and teaching perspective, the challenge for educators is
to understand how video and audio can act as powerful, innovative and
creative elements to enlighten teaching and learning.
For those with a media background, it may seem strange that we are still
struggling with the basic issue of the role of moving images and sound in
education. Indeed there is an unbroken pre-internet research tradition
stretching back at least half a century underlining the educational value of
moving images from film through educational television and
videocassettes to desktop multimedia applications. However, the lessons
from these earlier technologies have been only partially assimilated for a
number of reasons. The use of moving images and sound is very uneven
across the educational sectors. On the one hand, teachers of media,
cultural studies, and the performing arts might be expected to have good
reference models. Educators in languages, medicine, sports studies, and
natural science generally at least show some experience of the medium.
However, in the majority of disciplines there is virtually no widespread
tradition of using rich media.
Interactivity and Integration
New technologies also attract new participants, both teachers and support
staff who have little formal media training. Asensio and Young (2002)
noted how interactivity and integration (with other technologies or in a
blended environment) were adding value to the power of the image itself,
but that this demanded new type of visual and digital literacy from the
educational designer. They added that the underlying pedagogical
theories we use to interpret new technologies had also shifted from a
knowledge transfer model to a constructivist model, implying yet
another layer of learning design complexity.
Thus although the moving image has a long and honourable pedigree in
education, the present day emphasis on interaction and integration in elearning and an increased focus on student control present opportunities
but also complex challenges to teachers using media. Young and Asensio
(2002) describe this interplay of image, interactivity, and integration as
the Three Is Framework.
1. Traditional technologies such as audio and video became more
popular again with the emergence of digital technology. What are the
main reasons?
Check your progress 3.1
2. What is Three-'I's Framework?

3. How this framework does explains the enhancement of learning
effectiveness in the use of video.
Suggested answers:
1. The reasons for audio and video technologies becoming more
popular from the nineties include:
21
Production becoming cheaper and easier with availability of

low-cost digital cameras.
Distribution of audio and video becoming easier through CD-
ROM and Web.
Easy possibilities such as power point for audio and visual

presentations.
Easy ways of up loading images and sound on the web.
Value addition of video images with human interactivity and

integration with other learning components.
2. 3-I framework is the linkage between Image, Interactivity and

Integration.
3. Interactivity
and
integration
with
various
learning
modes/components helps in adding additional effectiveness to
the video image and sound and thereby learning effectiveness is
enhanced.
Select a topic of your choice from your discipline and a plan a lesson
where you will use interactivity and integration with a video presentation
in order to enhance the effectiveness of learning.
Activity 3.3
Topic:
Theme of the video:
Describe the way you have provided interactivity in the learning

situation:
Describe the way you have provided integration with the video:
Change in Pedagogic Approach

Film and video are often associated with a classic instructional or
transmission pedagogic approach, though even writers from the fifties
such as Hoban and van Ormer and Dale did not see the teacher as the
only source of knowledge. Hoban and van Ormer (1951) even suggested
that appropriate video material could be as good as the teacher in
communicating facts or demonstrating procedures. In other words, the
learning of facts or concepts is not dealt primarily by the teacher
transmitting information, but because of the interaction between the
student and the moving image. However, his approach to teaching is still
reminiscent of the transmission model, in that the teacher still has control
and choice over the resources and over the time and place for the learning
to take place.
How does web and streaming media provides for adding interactivity and
integration as compared to a video and television?
Discuss this with your colleagues or peer group.
Reflection 3.3
22
Read Sections 2.4 to 2.7 (pages 7 to 10) in the following text:

Handbook on Digital Video and Audio in Education Creating and using
audio and video education, Published by The VideoAktiv Project
Reading 3.4
http://www.atit.be/dwnld/VideoAktiv_Handbook_fin.pdf
Can you summarise the sections you have read? These sections describe
how the moving visual presentations which originated as the magic
lantern developed and influenced our life situations in the last over a
course of a century. Over the course of a century, we have seen a
succession of moving image technologies: film, television, videotapes,
videodisks, digital desktop video, multimedia, CD-ROM,
videoconferencing, interactive TV, and now web-based media. All were
primarily developed for the business or entertainment sector then later
found a place in education. This changing emphasis on the value of video
is partly a case of educators seeing a new technical opportunity, but as we
will see later, also highlights the influence of prevalent pedagogical
theory in interpreting, sometimes reinventing tools developed for other
purposes.
Locus of
Control
Pedagogic
Value
Aspect
Technology
Image
Film, television,
Teacher
videotape
Transmission
model
Image +
interactivity
Video disks,
digital desktop
video,
multimedia,
CD-ROM
Student
Constructivism
model
Image +
interactivity +
integration
Web and
streaming
media
Distributed
Collaboration,
contextualisation,
communication
Figure 3.2 Aspects of video use and its pedagogical value

You are developing an assignment where you want your students watch a
video clipping and engage in a collaborative activity leading to a critical
report on the video. How will you do this using an LMS?
Activity 3.4
Innovative Applications of Digital Video

The aim of this section is to highlight the range of innovative uses of
digital video in education with reference to their relative pedagogical
value. The Top Ten is a populist format but the underpinning
pedagogical approach was inspired by Uskov (2005) who in his National
23
Science Foundation project Technology for advanced e-learning

investigated the perceived value of among video among teachers and
learners.
Read Section 3 (pages 12- f16) from the following book
Reading 3.5

audio and video material for educational purposes. Published by The
VideoAktiv Project.
http://www.videoaktiv.org/fileadmin/template/main/resources/handbook/
VideoAktiv_Handbook_fin
In this section you would have seen that there are possibilities of
designing and producing video presentations with varied learning
purposes and effectiveness. The Top Ten covers what we believe are
particularly innovative applications of digital video in terms of increasing
levels of student participation and (inter)activity. It will be clear there is
considerable technical overlap between the various categories, and the
distinction is based on pedagogical aim. As is customary, let us try to
examine and understand the Top Ten list in reverse order. Let us list and
summarise in short these ten types of video presentations:
Type of presentation
Short description
Number 10 - Talking
head lectures and
tutorials
Some form of talking head, that is a

recording of a lecture, tutorial or lab in
which the main focus is the teacher who
speaks directly to a live audience or the
camera.
Number 9 - Using
authentic archive
video material
Use existing video and audio archive

resources.
This involved digitisation of videotapes
International proliferation of digital

archives offering copyright-cleared digital
media resources to the education sector.
Genre of educational video does not

involve shooting or using live action
material at all.
Use of software such as Tech Smith

Camtasia and Macromedia.
Captivate to record and edit animated

screenshots of using software together with
a soundtrack in the form of mini-movies.
Video is used to show the process,

procedures, and different stages of doing
something concrete.
Number 8 - Animated
screen shots
Number 7 Instructional how to

videos of a practical
24
activity
Number 6
Interviewing an expert
or expert presentation
Bringing a guest speaker similar to

recording a talking head
The pedagogical aim to contextualise
learning through tacit knowledge and
insights of a practitioner or expert, or to
present an alternative viewpoint.
To trigger further discussion with the

contents of the video resource being a point
of reference for participants.
Subject (learner or teacher) recording their

thoughts and actions.
Informal personal reflection and as the

video and audio can capture tone, humour,
and spontaneity.
The subject by him or herself can be doing

a video diary or be prompted by an offcamera person.
Number 4 - Video
case
studies/simulations/rol
e plays
To simulate an event such as a lab

experiment where safety might potentially
be at risk
By analysing these behaviours, students

can gain a greater insight into the issues at
stake. - Video in this case provides real
life context, and/or emotional impact.
To capture an action that cannot be

physically brought into the classroom.
Provides access to events in which it is

difficult for large groups of students to
participate such as a clinical events and
industrial environments.
Real life events can be observed,

interpreted, and discussed.
Access to external experiences can provide

opportunities for contextualisation and
knowledge transfer.
Reflective video self-modelling to enhance

practical skills with learners such as diverse
Number 5 - Video
blogs think aloud
Number 3 - Videoing
real events in situ
Number 2 Presentation/performa
25
Used as a demonstration method to show

experts and apprentices in practice.
To engage in a role-playing situation in the

form of a case study
nce skills and

feedback
Number 1 - Students
create their own video
as teachers, medical students, theatre

students and sales students
Aim to capture, review, and enhance

performance of individuals and groups
through reflection and discussion.
This approach promotes self-directed

learning, increases motivation, and
activates learners to find their own
solutions, so increasing self-confidence.
Doing the real thing can be considered

the most effective context for learning.
The creative challenge of using moving

images and sound to communicate a topic
indeed engaging and insightful,
It also enables students to acquire a range

of transferable skills such as research skills,
collaborative working, problem solving,
technology, and organisational skills in
addition to filmmaking itself.
A balance has to be struck between

learning about filmmaking, learning about
the subject and acquiring other relevant
skills.
Other than in media studies the main

emphasis would be on video production as
a process for gaining deep insight about the
subject.
From the pedagogical perspective, the

focus is on the student and expands the idea
introduced in the previous application of
the student as a co-creator of knowledge.
Table 3.1 Types of video presentations

You could clearly see that the type of format of presentation of the video
changes from a teacher centred one way presentation in Type-10 to
gradually becoming more reality based and authentic with increased
learner participation and learner performance to the extent that in Type-1
learner actually get involved in the development and production of the
video itself.
Consider the following learning objectives and learning context. Suggest
the most suitable type of video appropriate for each.
26
Learners should be able to develop certain laboratory skills without

practicing them in the real laboratory.
Learners should get the opportunity to discuss the reflections of a few

teachers who carried out class room interaction.
Learners should be able to get an insight into the tacit knowledge

personal experience of a person who had carried out a space travel.
A teacher undergoing training intends to improves ones own skills.
You are planning to develop script for a video programme in Physics.

Reflection 3.4
Your colleague tells you that it is always better to select the Type-10
video according the list discussed in this section as it is easy to develop
and produce with less cost. However you are interested to make the video
from a constructivist learning perspective. What would be your choice?
Reflect the reason you choose that option.
The Top Ten is based on Dales concept that increasingly levels of
activity encourage better learning. According to this model, students
producing a video about a subject may be more effective pedagogically
than students passively watching a video. Although we believe this is a
useful framework, we would hesitate to suggest Number One is always
pedagogically superior to Number Ten. Educational contexts are always
complex and inevitably resource dependent. Talking heads at the
bottom of our list may be appropriate, useful, and effective in many
circumstances. Moreover, as we have seen they may be designed or used
in ways that are both interactive and engaging. Similarly archive
materials, animated screenshots, instructional resources can be used in a
variety of active designs. Expert interviews lend themselves more to
reflection and discussion and the entire top five have an increasing focus
on student participation.
The intention of the Top Ten, however, is to be descriptive rather than
prescriptive, to present a range of both well-known and comparatively
novel approaches that may be useful in diverse circumstances.
Nevertheless, the participative model provides a useful perspective to
consider how we expand the use of video in education in ways that are
interactive, integrated, and creative. This participatory model underpins
our vision a dynamic visually rich learning environment where moving
images and sounds, often sourced from video archives but just as
commonly produced by teachers and students becomes increasingly
mainstream. Just as importantly by creating and sharing video for
assignments, assessment or reflective digital portfolios, video is
embedded in the everyday activities of the student.
Audio-based Interactivity
Audio-based instruction includes radio broadcasts; Interactive Radio
Instruction (IRI); one- and two-way audio instruction; and, increasingly,
podcasts. This section examines the most prevalent forms of audio- (or
aural) based learning. In the educational context both teachers and
learners have been benefiting from this mode.
27
More than print-based instruction, audio instruction has proved to be a

successful means of conveying information to teachers, particularly in
areas of conflict, areas marked by difficult terrain, and remote and
isolated locations. Because it is a broadcast technology, new listeners can
be brought on board at very low unit costs. Furthermore, radios and
audiocassette and CD players are easy-to-use, widely available
technologies, even in the poorest corners of the globe.
This section mainly examines the interactivity examines two-way radio,
IRI, and interactive audio instruction (IAI) as modes of distance learning.
Reading 3.6
Read Chapter 2: Audio-based Distance Education (pages 18-31) of the

following book:
M. Burns, Distance Education for Teacher Training- Modes, Models and
Methods, Education Development Centre, 2011
http://idd.edc.org/sites/idd.edc.org/files/DE%20Book-final.pdf
The chapter you read from the book above describes different modes of
audio and radio based instruction with a few case studies to illustrate the
application of the audio/radio component integrated with other
technologies and human interaction. Let us summarise each mode given
in the chapter.
Two-way Audio
Two-way audio provides instruction, content, and resources to students
and teachers in isolated and hard-to-reach locations with little
communications infrastructure. Unlike one-way audio instruction, twoway audio allows back-and-forth communication between the teacher and
students by telephone talk back.
Radio Broadcast
Radioboth broadcast and interactivehas been a commonly used
model for distance-based instruction; primarily in terms of upgrading
existing teachers content knowledge skills. As a teacher training tool,
radio is especially effective in countries where it is already a common
technology; where radio listening is a primary source of entertainment
and information and television is often unavailable outside the capital
city; where existing radio infrastructure is present; where Internet
connectivity, computers, and computer-literate teachers are in short
supply; and where radio can substitute for the absence of a welldeveloped and widely distributed corps of teacher trainers and
professional development opportunities.
Read the following Case study:
Case Study 3.1
28
DIKLAT SRP, an in-service radio broadcast program, to help primary

school teachers in 21 provinces understand how to use Indonesias new
curriculum on page 20 of Chapter 2: Audio-based Distance Education in
M. Burns, Distance Education for Teacher Training- Modes, Models and
Discuss the details of the case study with your course mates and write a
short note on the learning system adopted. In your discussion, you could
also include the different leaning components/devices and how Radio is
used to enhance the effectiveness.
The Chapter you read also describes the modes where interactivity is
made available in a radio or audio presentation.
What are the ways in which one could create 'back and forth'
communication audio/radio presentation:
..................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................
Interactive Radio Instruction (IRI)

More promising and better researched than broadcast radio is the impact
of IRI on teacher practice. IRI is an instructional approach that uses oneway radio to reach two audiences (students and their in- class teachers).
In this dual-audience, direct-instruction approach, the teacher is not live
(as in SOA) but pre-recorded. Once the in-class teachers turn on the
radio, the radio teacher delivers content and orally directs the in-class
teachers to apply a variety of interactive instructional approaches within
their classrooms. Both the content and activities of the radio program are
based on the national curriculum and use a series of structured learning
episodes in which students are prompted to sing songs, participate in
individual and group work, answer questions, and perform certain
learning tasks.
Regular IRI broadcasts offer curriculum developers the opportunity to
scaffold instruction across a series of episodes and to model activities
such as short experiments using locally available materialsthat can be
completed by teachers and students between broadcasts. The approach is
interactive, because the radio teacher speaks to students and students
respond to radio prompts and interact with materials and with one another
at the radios prompting (Gaible and Burns, 2007).
Case Study 3.2
Read the following Case study as a model of Interactive Radio Instruction

(IRI).
South Africas Open Learning Systems Educational Trust (OLSET)s
English in Action on page 21 of Chapter 2: Audio-based Distance
Education in M. Burns, Distance Education for Teacher Training- Modes,
Models and Methods, Education Development Centre, 2011.
Also read (pages 21 and 22) the number of best practices in professional
29
development that provide demonstrable teaching and learning benefits

exhibited by IRI for both pre- and in-service distance education
The best practices exhibited in all IRI programmes are summarised here:
1. Highly scaffolded just-in-time professional development: Radio
provides structured, in class, job-embedded teacher professional
development.
2. Uses formative assessment: IRI owes much of its success to the
practice of continual formative evaluation. IRI programs are
evaluated throughout the life cycle of the IRI project to gauge student
interest, participation levels, and skills development.
3. Proven impact on teachers instructional practices: Because of its
scope, IRI can provide structured support to primary teachers
throughout a country, even those in the most isolated regions.
4. Proven impact on teachers content knowledge and content-based
pedagogical knowledge: Radio instruction, both for students and
adults, has proved effective in offering basic content knowledge to
adults as well as children (Perraton, 1993), particularly when
combined with print and supported group study.
5. Changes in teacher attitudes and dispositions: Anecdotal evidence
of IRIs impact on teachers attitudes is strong, with teachers in many
programs stating that IRI has increased their motivation.
Interactive Audio Instruction

A number of other audio-based technologies can be used to extend the
reach of broadcast and interactive radio, both of which are highly
vulnerable to broadcast interruptions, to teachers and students in remote
areas. For example, lessons and instruction can be recorded on
audiocassette or CD-ROM and provided to schoolsa practice
sometimes known as narrowcasting (Cumming and Olaloku, cited in
Perraton, 1993). This approach occurred extensively in Guineas 1998
2006 Fundamental Quality and Equity Levels project when government
funding for IRI broadcasts ceased. Teachers audiotaped radio broadcasts
and created and shared vast libraries of the popular IRI program Sous le
Fromager. Using audiocassettes and CD-ROMs, teachers were able to
schedule lessons conveniently; replay lessons; and use the stop, pause,
and rewind features of audiocassette recorders and CD players to reexamine a particular piece of information. This recording and use of IRI
onto other types of audio formats is known as IAI.
Case Study 3.3
30
Read the following Case study as a model of Interactive Audio

Instruction (IAI).
USAIDs Decentralized Basic Education 2
(DBE 2) on pages 23 and 24 of Chapter 2: Audio-based Distance

Education in M. Burns, Distance Education for Teacher Training- Modes,
Models and Methods, Education Development Centre, 2011.
After reading the case study in details identify the critical inputs of the
Interactive Audio Instruction.
Reflection 3.5
USAIDs Decentralized Basic Education 2 aims to enhance the quality of

kindergarten teaching and learning and improve school readiness. Do you
agree to this statement? Discuss and reflect on this issue in
WawasanLearn with your course mates and tutor.
Considerations: audio as a distance learning tool
Audio-based distance learning has been a fixture in the global distance
education landscape since the 1970s, when IRI was developed by
Stanford University. Radio and audio are simple technologies with which
many teachers across the globe are familiar. Schools dont need to
purchase computers or Internet connectivity, and teachers do not need to
learn complex technology in order to participate in audio- based
professional development. Audio-based, oral learning is a culturally
familiar medium that doesnt require the reading and writing skills
needed to undertake print-based instruction or the technology skills
demanded by online learningrequirements that often prompt teacher
attrition in distance education programs.
Audio offers both strengths and weaknesses as a distance learning mode
for teacher education. Teachers learn when they can communicate and
collaborate frequently in real time; hence any distance education initiative
should build in opportunities to allow learners to discuss and reflect with
one another through phone or audio conferencing. (Teacher reflection and
technology accommodations for this will be discussed throughout this
guide.) Recorded audio files of professional development sessions,
particularly content, can be archived on CD-ROMs or audiocassettes,
allowing teachers to access these materials for self-study or additional
refreshers.
Audio-based instructionparticularly in the two radio broadcast
programs profiled in the chapter you read (Diklat SRP and Pas a Pas )
has suffered from weaknesses that have diminished its effectiveness as a
mode of distance-based professional development. These weaknesses
reveal important lessons that must be built into audio-based distance
education in particular and into any type of distance-based professional
development in general.
Considering both the strengths and weaknesses of various situations and
cases where IRI and IAI have been used revel that the most critical
requirements for effectiveness of these programmes are the following:
1. Interactivity is critical for engagement and learning: This includes
the multichannel involvement, participation, and engagement
31
learner with content, learner with facilitator, learner to learner, and

learner with technology.
2. Monitoring and evaluation are key to assuring quality and
measuring outcomes: When monitoring and coaching are provided,
completion rates for radio-based distance learning increase and when
these are not provided, completion rates decline (Perraton, 1993).
3. The distance learning medium must be appropriate to goals:
Research on broadcast radio as a mode of teacher training appears to
indicate that radio may have constrained teacher learning as much as
it may have helped it.
Both IRI and IAI programmes have demonstrated that interaction

between teacher and the learners can be induced and enhance by suitable
suitable audio and radio presentations.
1. Do you agree to the statement? Yes or No
2. Give reasons:
............................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
3. What are the major requirements for the success of IRI and IAI as
demonstrated in their application in different educational and training
situations
Answers:
1. Yes
2. Both IRI and IAI involve a audio presentation (audio-teacher)
guiding the real classroom teacher through an interactive classroom
organisation and thus creates effective classroom interaction among
learners and between the teacher and the learners
4.
a. Interactivity is very essential for engagement and learning.
b. Regular monitoring and evaluation are essential to assure
quality of learning.
c. The distance learning medium must suit the goals of the
programme.
32
Video-based Interaction
Video based instruction is based on the premise that seeing is believing;
seeing is understanding; and seeing is learning. For example in a teacher
training situation videos furnish models of desired practice, provides
implementation guidance, sparks ideas, and increases understanding of
difficult-to-explain procedures or processes. To paraphrase a famous
American baseball player, teachers can observe a lot by watching.
This section focuses on televisual models of distance education with
some examples from professional development of teachers. Televisual
includes such visual broadcast media as television, video, and
videoconferencing. Televisually based distance education is often used to
show teachers real teacher-student interactions in the classroom, thus
enabling them to observe the management of learning activities. In this
respect the uses of radio and television for teacher professional
development can be contrasted: whereas radio often is used to guide
teachers through scripted activities, television shows teachers images of
teachers and students in action (Gaible and Burns, 2007: 50).
Learning in this section is based on the reading in the following

text. It has descriptions of video/television based learning as well as
case studies.
Reading 3.7
Read Chapter 3: Televisually based Distance Education (pages 3245) of the following book:
M. Burns, Distance Education for Teacher Training- Modes,
Models and Methods, Education Development Centre, 2011
Television
Televisions have tremendous reach and enjoys the advantage of being a
familiar and engaging visual medium. As such, television has for decades
been well established as a distance education mode providing highquality content and instructional techniques for pre-service, in-service,
and continuing teacher education as well as learning by children.
Teachers have participated in television-based professional development
in their homes; in their classrooms; or, in areas where television is not
widely available, in viewing centers. Indeed, the largest distance
education program in the world, Shanghai Television University, is
television- based.
Televisions strengths include the power to engage viewers, to present
conceptual information visually, and to show real people doing real
things in environments both local and international. Television can
support professional development by giving teachers opportunities to
observe other teachers as they implement new instructional practices. By
enabling teachers to anticipate what will happen, television reduces the
risk inherent in experimentation (Gaible and Burns 2007, 50).
33
Internet Protocol Television (IPTV)

Television as we know it is rapidly changing. The experience of watching
television is fast becoming less time- and place-based, more personalized,
and more platform-varied. In many countries, like the United States, the
rate of television ownership is dropping as the television experience
shifts inexorably to the World Wide Web via on-demand Internet
streaming. Though this change is occurring everywhere, it is most
pronounced in Asia, particularly in Korea, Japan, and Taiwan. In 2009
Indonesia began to distribute TV Edukasi via the Internet in a program
called TV Online, through which television programming is offered 24
hours a day and can travel over minimum bandwidth speed of 256 Kbps.
Internet Protocol Television (IPTV) is a system where a digital television
service is delivered using the Internet Protocol over a network
infrastructure, which may include delivery by a broadband connection.
Digital television (DTV) is a telecommunication system for broadcasting
and receiving moving pictures and sound by means of digital signals, in
contrast to analog signals in analog (traditional) TV. It uses digital
modulation data, which is digitally compressed and requires decoding by
a specially designed television set or a standard receiver with a set-top
box.
Blu-ray players, and game consoles, there promises to be an explosion of
offerings and formats that, though geared toward consumers in the short
term, will undoubtedly impact television as a distance learning mode in
the medium and long term. In 2010, both Apple and Google launched
Apple TV and Google TV respectively. Google TV is a software platform
that allows users to download Internet videos as well as cable television
programs and consolidate them all in the same place. Google TV includes
Googles search engine, so that viewers dont need to watch programs as
they are broadcast, but rather can search for video content on their
television or on the Web and then view it on their television, computer, or
other mobile device at their convenience. Time-shifting technologies such
as digital video recorders (DVRs) allow users to view television
programs at a time of their choosing. In addition, place-shifting
technologies such as Sling box, which stream content from home
televisions to a tablet, laptop, or phone in another location, allow users to
view programs far from home.
Video
Whether it is used to support students or teachers, recorded video offers
numerous advantages over television as a mode of distance learning for
teachers. Using videos, teacher training entities can re-use and control
viewing and transmission schedules and control the rate of presentation
through freeze-frame, pause, rewind, and other options, thereby enabling
viewing to be interspersed with discussion or specific sequences to be
repeated. Once confined to hard discs that could be mailed from one
location to another, video technology now enjoys prominence on the
World Wide Web. Sites such as TeacherTube, School Tube, contain
numerous classroom and activity-based videos that, with the proper
professional development and expert facilitation, could serve as in- and
pre-service teacher education tools.
34
reflection 3.6
Is Television losing its popularity? Would that mean that the visual
and video experiences will be less attractive to people? How
WWW has has influenced in this trend?
Discuss with you colleagues or tutors and reflect on these
questions.
The chapter you read does provide a number of experiences of using
television in different ways in the educational context especially in
teacher training. Let us review one of those case studies.
Case study 3.4
Read the following case study of extensive use of Television for

educational purposes.
Instructional Television in China (Wang, 2000)
With its focus on economic development in the 1980s, China
first turned to education as a mechanism to promote economic
development. The 1986 Law on Compulsory Education
guaranteed nine years of basic education for all children. This
immediately increased the demand for more qualified teachers.
China has used television in a nationwide effort to develop the
millions of teachers needed and upgrade their basic skills. Using
a microwave network, China offers over 200 courses toward
teacher diploma and subject-area certification. Because of its
satellite technology, China has established the largest educational
television network in the world: Central Educational Television
provides a diploma in education to academically unqualified
teachers, upgrades the professional skills of teachers, and
conducts in-service management training for school principals.
From 1988 to1998, 710,000 primary school and 550,000
secondary school teachers received diplomas in education
through instructional television.
China has made its educational television broadcasts available on
DVD. DVDs not only enable teachers to play back several hours
of high-quality television, thanks to video compression
techniques, but also allow them to stop, rewind, and view
selected frames. Since an hour of video can hold 100,000 stills,
this system offers enormous storage potential, allows for
anytime-anyplace viewing, and can be shared among schools.
Source: Televisually-based Distance Education in M. Burns,
Distance Education for Teacher Training- Modes, Models and
Consider the following issues related to Chinese experience of
large scale training using television. Give your critical view on
35
each issue:
1. What aspects of the television instruction would have helped
the teacher trainees develop the required competencies for
teaching? Give your views considering the various types of
video programmes possible through a video/television
presentation (you may want to refer to Change in Pedagogic
Approach).
2. How did this training programme take care of providing
anytime-anyplace training?
3. China being a very large country with regional variations, how
do you think they would have catered to this need? Can you
imagine what could have been possible to provide support for
regional variations?
You would have thought of different formats and styles of videos used in
the Chinese Television Instruction. You also would have thought of
possible learners support though face-face contact locally. This would
have taken care of the need for human interactivity in the programme.
1. What is the different moving image based devices discussed

in this section?
2.
a. What is Internet Protocol Television?
b. How does IPT differ from the traditional television?
Suggested answers:
2.
a. Internet Protocol Television (IPTV) provides digital
television services over Internet Protocol (IP) and this is
at a lower cost.
b. Internet Protocol Television (IPTV) is a system where a
digital television service is delivered using the Internet
Protocol while Digital television (DTV) is a
telecommunication system for broadcasting and
receiving moving pictures and sound by means of
digital signals.
Videoconferencing
36
Videoconferencing (or video-teleconferencing) is a set of interactive

technologies that allow individuals in two or more locations to interact
via full-motion, two-way video, and audio transmissions simultaneously.
Videoconferencing can take place through high-end dedicated systems
(consoles and remote control video cameras) such as Polycoms
Converged Management Application and Ciscos Telepresence system,
which use multiple video cameras and high-definition screens, or via lowend Internet-based desktop systems, such as Team Viewer or Skype, in
which participants communicate via a built-in or external computer Web
camera.
Videoconferencing is a powerful distance education option, since it
approximates face-to-face interactions at a distance.
Case study 3.5
Given below are two case experiences where videoconferencing is

extensively used.
Case-1
In professional development projects like the U.S.-based Teachers
Telecollaborative Network (20012002), teachers in one location
collaborated in group-based activities with teachers in another. Teachers
were able to see their colleagues and instructors remotely, discuss topics
with them at length, participate in learning experiences that might
otherwise have been inaccessible, and view live examples of the types of
instruction they should and should not be doing. Since teachers can hear
and see one another and observe important nonverbal cues (like
gesturing) and tonal cues, there is evidence that videoconferencing can
mitigate many of the misunderstandings that emerge in online learning.
But teaching a remote audience via videoconferencing is still not the
same as teaching a live audience.
Case-2
In Indonesia, videoconferencing is used for group meetings as part of the
blended, residential teacher-upgrading program, HYLITE. As part of the
USAID-funded, EDC-administered DBE 2 program, coaches in an online
learning program used the free remote access software Team Viewer to
co-teach a one-computer activity with teachers in remote schools
Study the two cases given above and reflect on the following:
Identify the elements of interactivity in the learning/training system in the
two situations enhanced by Videoconferencing in the two situations.
How does interactivity among individual learners and groups of learners

can be enhanced using Videoconferencing?
Answer:
Videoconferencing is a powerful distance education option as it
approximates face-to-face interactions at a distance. This is done by a set
37
of interactive technologies that allow individuals and groups in two or

more locations to interact via full-motion, two-way video, and audio
transmissions simultaneously.
Considerations: Television and Video as Distance Learning Tools
Television and video possess numerous strengths as a medium for
learning. Like radio, television is a mass communication medium with
extensive reach; it is a technology with which teachers and classroom
learners are familiar, thus requiring little training; and programs can be
recorded and rebroadcast at their convenience. If produced well,
television and video can be an engaging medium for learning content,
procedures, processes, modelling techniques, and strategies that are
difficult to present in either print or via radio.
A real strength of television and video is that they combine words and
moving images. Moving images serve as powerful shorthand for
communication and are an engaging and familiar cultural and
professional communication medium. Images are conciseseveral pages
of text can be encapsulated by a brief video segment, and conceptual,
abstract information can be made concrete. A video can unfold in a
nonlinear fashion, whereas nonlinear text sometimes proves disorienting
to the reader. Because video is a dual-channel (aural and visual) learning
approach, as opposed to a single-channel approach such as print and
radio, the involvement of both aural and visual memory may result in
greater long-term retention of information (Mayer, 2001). The use of
video, particularly as part of an online or Web-based course, lessens the
reliance on print-based learning, thus enhancing the accessibility of
whatever distance learning medium is used. Most important, television
and video can blend multiple mediastill images, moving images, and
sound to offer a more multimodal learning experience than either print or
audio.
Thus, televisually based technologiestelevision and particularly
videohold tremendous potential as media for and components of any
distance learning program. The decreasing cost and increasing ease of
video-editing tools means that video examples can be captured and edited
locally and used for teacher self-study, case studies, and group studyall
of which can then become the basis of discussion and analysis. Videos
can be archived and viewed in multiple formatsvia the Web, video
compact discs (VCDs), television, smart phones, or tablets. New video
cameras offer 360-degree image-capturing capabilities that can be
transmitted over the Internet to provide a panoramic classroom view.
Videoconferencing can bring isolated teachers into synchronous
conversations with a larger community, which can be enormously
beneficial, particularly if a well-trained facilitator ensures productive and
focused discussion around the video examples.
However, television (in particular) and video suffer from a number of
inherent and exogenous weaknesses. Television has extremely high initial
production and recurrent costs and demands an extensive distribution
network and highly skilled personnel. Broadcasts can be interrupted for a
number of reasons: electrical, technical, programming, or political.
Broadcast schedules may not be convenient for teachers and students,
though this problem can be eliminated by using recording devices such as
38
videocassette recorders (VCRs) and DVRs. Much instructional television

and video fails to capitalize on the medium, instead falling back on
traditional talking heads. It is often difficult to create engaging
instructional television or video programming; and locally produced
video, in particular, is often too long, of poor quality, or lacking
narration. Finally, in the case of in-class television broadcasts that are
more broadly educational, rather than directly instructional (that is,
directly involving the teacher) in nature, television may be used to
babysit students as teachers take a break.
What are the strengths and weaknesses of using Television and Video in
educational situations?
Strengths:
1.
2.
Weaknesses:
1.
2.
Answers:
Strengths:
1. Television and video combine words and moving images. Moving
images are powerful for communication and are an engaging and
familiar cultural and professional communication medium.
2. Images can very concisely present messages. Several pages of text
can be captured and presented by a brief video segment and
conceptual, abstract information can be made concrete.
Weaknesses:
1. Television has extremely high initial production and recurrent costs
and requires an extensive distribution network and involves highly
skilled personnel.
2. 2. It is often difficult to create engaging television or video for
instructional purposes especially and locally produced videos are
often too long, of poor quality, or lacking narration.
39
Summary
In this sub-unit you have learnt the use of media devises involving audio
and video presentations. Although there is a long history in the use of
audio and video programmes including radio and television for
educational purposes the media re-emerged during the nineties mainly
because of the possibility of digitisation. Use and potential of audio and
video programmes as standalone leaning environment and with
interactivity and integration with other experiences are discussed with a
number of case studies. The sub-unit also examines Interactive Radio
Instruction and Interactive Audio Instruction as extended versions of
radio and video with enhanced learning effectiveness. Similarly Internet
Protocol Television (IPTV) and Videoconferencing are also discussed as
extension of analogue and digital television and video. On the whole this
sub-unit attempted to give a fairly concise but comprehensive idea about
the use and potential of audio and video media and also their extended
versions with enhanced learning effectiveness and applicability.
3.3 Digital Cameras, Digital Camcorders and

Mobile Devices
Introduction
Look at the photograph of your grandparents hanging on the wall. Most
probably it is a black and white photograph taken by a professional
photographer in a studio using a large camera.
Professional photographer and his

camera
Picture of Grand Dad
"Remfeldt_3" 1979 B.M. Askholm, used under a Creative Commons

Attribution-ShareAlike license: http://creativecommons.org/licenses/bysa/3.0/deed.en
40
Fast forward that to your childhood when photographs were taken using
portable cameras and film-rolls.
Portable camera
Film-roll
Your first day at school
Now wake up from your nostalgia and look around at what modern day
youngsters use to capture their moments. You would see them capturing
high definition images using their smart phones and uploading them
instantly onto the cloud using high speed internet connections.
4
Youngster with an
integrated camera phone
3G
Connectivity
Image instantly posted on

Facebook
In the next three sections, you will see how these youngsters are able to
do this so easily only using a few pieces of technology. You will also
gain insight into how these technologies work and how they integrate to
provide a new medium for expression, teaching and learning.
"Caesars camera" 2007 John Kratz, used under a Creative Commons

3
"Norwood Children's Services" 2011 Norwood (Charity), used under a

Creative Commons Attribution-ShareAlike license:
http://creativecommons.org/licenses/by-sa/3.0/deed.en
4
"Leopanza-05" 2006 Leopanza, used under a Creative Commons

5
"Media-usb-3G" 2011 Frdric Bellaiche, used under GNU General Public

License: http://en.wikipedia.org/wiki/GNU_General_Public_License
41
Learning outcomes
1. Describe the application of digital cameras and camcorders in
effective delivery of content
2. Discuss the implications of mobile devices for teaching and
learning
This section is made up of three parts. They are tabulated below:

Title
Resources
Computers
and
Communicati
on
Article:
Education for the Information Age Chapter 7
Multimedia:
Network Components
http://www.youtube.com/watch?v=v1e-9DNcczc
Article:
Computer Managed Instruction (CMI) tour
ComputerManaged
Instruction
(CMI)
ComputerAssisted
Instruction
Article:
Govindrarja, C (et al) (2011) Computer assisted
learning.
Faizah Binti Mohd Nor, et al (2008) Teachers
Perceptions Of Lessons Using Computer Assisted
Language Learning.
Computer-Assisted Instruction (CAI) tour
Multimedia:
How Designing Computer Assisted Instruction
Improves All Your Teaching
http://www.youtube.com/watch?v=GJmn764oRMc
http://www.slideshare.net/guesta8a28b/computerassisted-instruction
Digital Cameras and Camcorders

Almost all of you would now own a digital camera in one form or the
other. Some of you would even own digital camcorders for capturing
video moments; but only a very few of you would have known what
exactly you were buying at that time. The majority of you would only be
using the bare minimum features of your camera or camcorder even
today. This section will introduce you to the magic behind your digital
cameras and camcorders.
Types of Digital Cameras

Compact or Point-andShoot Cameras
42
These are usually small compact

cameras that you can put in your pocket
or purse. They are most communally
used for vacation, tourist photos, my

space, or just capturing fun events with
your friends. These cameras are by far
the easiest to use and with the increase
in quality in these cameras and their
megapixel you can achieve some great
quality photos. The downside to these
cameras is that they don't usually have
many settings you can choose from or
customize. They also usually have very
small optical zooms, usually 3x or less,
and you can't add different lenses to
achieve the photo you want. There aren't
any external attachments you can add to
them like external flash, filters, remotes,
etc. either which leads to under exposed
photos in poor lighting conditions.
43
DSLR-like cameras
DSLR-like cameras are usually meant

for someone who wants a camera
between a compact and a DSLR. These
cameras have many settings which make
them more complicated than a point and
shoot camera. However, they usually
have larger optical zooms and come in a
wide range of megapixel. The downside
to these is you cannot change out the
lenses or add filters like in DSLR
cameras. You are usually stuck with just
the settings that come with the camera.
These cameras often will give you better
exposure in poor lighting conditions.
DSLR (Digital Single Lens

Reflex) Cameras
In a true DSLR camera you have a

reflex mirror. When you take a picture,
the mirror flips up and allows the photo
to be taken. These cameras offer the
most customizable options and creativity
for photography. Most of them allow
you to install many external attachments
such as external flashes, lenses and
filters. The biggest downside to these
cameras is their size and weight, not to
mention cost!
Integrated Digital
Cameras
Integrated digital cameras are used by

many of us on a daily basis. These
include devices such as mobile phones,
smart phones, PDAs, BlackBerrys,
Nokia Smartphone
netbooks, modern laptops and tablet

computers which incorporate digital
cameras of various resolutions for both
still as well as video capture. Some of
the modern mobile devices include two
cameras which are front and rear facing.
Usually one camera is of low resolution
and purpose built for video conferencing
while the other is of higher resolution
built for image capture. With advances
in technology the present day smart
phones and tablet computers incorporate
digital cameras which range from 3
megapixel to 8 megapixel. Some of the
higher end phones have integrated
cameras of 10 to 12 megapixel.
Although the image quality might not be
as good as a purpose build DSLR
camera, these devices capture high
resolution images in compressed formats
which can be instantly shared over the
internet.
Visit http://www.oercommons.org/courses/digital-photography/view and

watch the video about DSLRs vs. Point and Shoot cameras. Make sure
you understand the differences between Digital SLRs and Point and
Shoot cameras.
Reading 3.8
Visit
http://www.diigo.com/annotated/18172974d1577c08474c9bc7840cef28
and read about the different types of cameras available now. Which type
of camera would suit your needs best?
Suggested answers:
Megapixels
When you choose a camera you will need to decide the size of the largest
picture you will want to print. For the most part you can determine this
size using the megapixel of your camera.
Here is how to do the math:
A megapixel is approximately 1 million pixels. A true photo quality print
will be printed using 300 DPI (dots per inch).
"Nokia N95" 2007 jurvetson, used under a Creative Commons Attribution

license: http://creativecommons.org/licenses/by/2.0/deed.en
44
What this means is that if you want an 8 x 10 inch print, you will need to
multiply:
8 x 300 = 2400 pixels
and
10 x 300 = 3000 pixels
This gives you the pixel length and width of your photo, which are 2400
x 3000 pixels for an 8 x 10 inch print. Now you need to calculate the
number of pixels in the 8 x 10 rectangle. Calculate the "square feet" or in
this case, "square pixels" by multiplying:
2400 x 3000 = 7,200,000 pixels
Note that a megapixel is approximately 1 million pixels. Now, divide the
"square pixels" by a million pixels to see how many megapixels your
picture will be:
7,200,000/1,000,000 = 7.2 megapixel
This means that you will need a 7.2 megapixel camera to print an 8 x 10
inch photo in photo quality.
Do also note that this is just a ballpark way of calculating it. In actuality,
you may be able to achieve an 8 x 10 photo quality print using a 4 or 5
megapixel camera provided that you have a good sensor or use good
photo editing software afterwards. Also, shooting in RAW format instead
of jpeg will give you better results especially if you have software on
your computer that can render the raw image, edit, and or print it.
Visit http://www.design215.com/toolbox/megapixels.php and read more
about what megapixels are and how they affect images.
Reading 3.9
Image Processing
When you take a picture with your digital camera, the scene is converted
into a rectangular array containing millions of uniformly spaced colored
dots. Those dots or picture elements (pixels) are stored on the memory
card in your camera until you download them into your computer.
45
Figure 3.3 Image Capture

An image that is stored in this way is defined by the width and height of
the array of pixels along with the number of bits that are used to define
the color. Up to a point, the more pixels that the camera produces to
represent a given field of view, the better will be the image. Similarly, the
more bits that are used to store the color, the better will be the overall
quality of the image. This is particularly important in terms of subtle
shades of color.
The number of pixels per unit area is commonly referred to as resolution.
For example, the display monitor that I am currently using displays an
array of 1280 x1024 pixels in a rectangular area with a diagonal
measurement of 19 inches. (This is not a particularly high resolution
monitor.) The number of bits used to represent the color of a pixel is
commonly referred to as the color depth. Most modern computers
routinely use a color depth of 32 bits. Note however, that some file
formats used for the storage and transmission of bitmap graphics data use
fewer than 32 bits for the representation of each pixel in an image.
Figure 3.4 Image on the left has a higher pixel count (higher resolution)
than the one to the right
7
"Chipincamera" 2008 Peter Welleman, used under a Creative Commons

46
Different file formats are commonly used to store and transmit image
data. It is usually desirable to reduce the size of the file required to store a
given image while maintaining the quality of the image. Different formats
use different compression algorithms to reduce the size of the file. This
often results in a tradeoff between file size and image quality. Three of
the more popular file formats are GIF, JPEG and PNG.
The Graphics Interchange Format (GIF)
GIF is a format that is often used to store low quality images in very
small files. The format can store a maximum of 256 different colors and
can designate one of those colors to represent a fully transparent pixel.
The GIF format would not be very satisfactory for images produced by
your digital camera, but it is fine for many purposes such as screen icons
where high color quality is not an important consideration.
The Joint Photographic Experts Group Format (JPEG)
This image format uses a lossy compression algorithm to allow 24-bit
color depth with a small file size. Lossy compression means that what
comes out of the compressed file is not identical to what went in. The loss
in picture quality is often acceptable, however, given that the format
allows for different degrees of lossiness which is inversely related to the
size of the compressed file. Many of the digital cameras in the market
produce JPEG files as the standard output and some of them allow the
user to select the degree of compression and hence the degree of
lossiness. The JPEG format does not support alpha transparency8.
Therefore, it is not suitable as a file format for transmitting images with
alpha data between computers.
The Portable Network Graphics Format (PNG)
This format was produced as an open-source alternative to the GIF file
format. The PNG format supports at least sixteen million colors and uses
lossless compression. The PNG format also supports alpha transparency
allowing for up to 256 levels of transparency in a compressed format.
Visit http://en.wikipedia.org/wiki/Image_file_formats and read more the
various other file formats available including vector formats.
Reading 3.10
In some cases, the pixel also contains another value referred to as the alpha
value that represents the transparency of the pixel.
47
Digital Camcorders (Digital Video Cameras)

If a picture is worth a thousand words then a video clip is worth a
thousand pictures. With the rise of video sharing websites such as
YouTube9 and Vimeo10, teaching and learning is fast becoming a
completely multimedia based exercise. To harness the full potential of the
video format, a camcorder is an absolute necessity. With various makes
and models flooding the market, what would you need for your teaching
purposes?
11
Figure 3.5 Camcorder
Web references 3.1
Visit http://www.videojug.com/interview/choosing-a-camcorder and get

an idea of what to look for when choosing a camcorder.
The Webcam
The webcam is the very basic model of video recording technology and
the camera for the most part will stay attached to your computer, even
though there are some webcams that can be taken with you. Most
webcams today are in the RM50 to RM100 range and use a very low
resolution for viewing the video. The options are extremely limited if
any, for the low level webcam to change the resolution or size of the
video output. The upside is that it is very easy to use and produce small
video files for the purpose of getting information out to the students in a
timely fashion.
http://www.youtube.com/
10
11
http://vimeo.com/?amp
"Panasonic camcorder" 2008 ChrisHH, used under a Creative Commons

48
Figure 3.6 Webcam

A high end webcam has the same ability as the low end webcam but the
webcam has the ability to change the screen resolution and size of the
viewing screen. Some have face tracking options, are able to take still
shots and can be used a separate handheld. The downside of this is that
you will have more editing features to familiarise yourself with and large
file sizes.
Analog, Digital or High Definition
You have several output options to consider when purchasing a video
camera. Analog is the video camera that would take some sort of tape to
record the video. These cameras are quickly being replaced by digital
cameras but they still can be found and are quite inexpensive. Beware
that this technology is obsolete and the materials, like replacement tapes
updated software that accompany these cameras are harder to find.
Visit http://www.youtube.com/watch?v=z5DH8epwsEQ to see how

VHS, the most popular analog technology of all time, changed home
entertainment.
Multimedia 3.3
The next two options are tricky in that both styles of cameras can produce
a video that can be quickly and easily viewed. The major consideration
for you will probably be manipulating the video in some form, the file
sizes and ease of editing.
The standard definition (SD) video camera has a built in hard drive for
saving video files. It also allows you to download your recordings on to
your computer and edit them with the software applications which
normally come with the camera. Most digital camera software
applications have basic options to cut portions of your video and add
various video clips together to compile a movie. The ability to shoot long
or multiple video files is only limited to the amount of memory in your
camera. Most video cameras also have a memory card slot for additional
memory.
49
The quality of the video output can be dealt with in two ways. The first is
to use video settings. All cameras have setting that affect the output of the
video. You will need to become familiar with your video camera settings
to learn how to adjust the settings. Normally there are 2 or 3 quality
settings to consider. It is encouraged that you to consider the end video
product and the time you have to produce the video before making your
selections. Most of the time, you will want the best video quality; and
would be using the highest quality setting. You can then reduce the
quality of the video through the editing software. However, if you choose
a low quality setting and shoot your video, you will be unable to improve
the quality through software. SD video is easy to use and edit. It also has
many options for varying the quality of the production. In time, with
patience, familiarity with your camera settings and practice with your
editing software, you will be able to produce high quality videos.
The high definition (HD) video camera becomes very enticing when
youre in the store watching crystal clear images on wide screen HD
televisions. Seeing that there is not much difference in price between an
SD and an HD camcorder, you might wonder why you would even
consider an SD camcorder. So what is the catch? Well, you need to
consider a couple of things before throwing down the credit card to buy
that HD camcorder. The first consideration is that the output video file
can be either burnt straight to a DVD or transferred to a computer only
through the video cameras proprietary software application. This results
in large file sizes to account for the clarity of the image. Secondly, there
are not many editing software programs that are available for novices.
Finally you will not see the added quality of an HD video unless you
view it on an HD device.
Visit http://www.youtube.com/watch?v=GQh7tSugByw and decide
whether you would pay the extra money for an HD camcorder.
Multimedia 3.4
Flash Memory
You may be familiar with many kinds of memory like hard drives, CDs,
or RAM. The most basic kind of memory is something like RAM. RAM
can be read and written to as long as the power is turned on. When the
power is turned off, the RAM loses all of its data. Because data is lost
when the memory loses power, this type of memory is called volatile. A
hard disk can also be read and written as long as the power is turned on,
but it will not lose any data when the power is turned off. Because the
hard drive does not lose data when the power is turned off, it can be
called non-volatile. A flash memory is also solid-state, meaning it has no
moving parts. Flash memory is another type of non-volatile memory, but
it has special limitations on when it can be written to.
Flash memory can be read as long as it has power and it is not writing;
and it will keep data even when the power is turned off. Writing into a
flash memory can be performed when the power is on, but only as long as
the section of the flash memory which is being written onto is erased
first. In a normal memory system, a write operation can change a bit of
50
memory from a 1 to a 0 or vice versa; however, in a write operation to a

flash memory a bit can only be changed from a 1 to a 0. In order to
change a flash memory bit from 0 to 1, a time-consuming erasure process
must occur. The erase command takes much longer than the write
process; and, for manufacturing reasons, flash memory chips are not
made with the ability to erase individual bits or bytes. Only large
sections of memory (usually 512 bytes or more) can be erased at a time.
12
Figure 3.7 Flash Memory

Because of its limitations, flash memories are not useful for access that
requires frequent erasure. Flash memory is useful for storing execution
code that is not expected to change often because reading a flash memory
is much faster than reading a hard drive. For all these reasons flash
memory is a good choice for embedded microcontroller code memory,
motherboard BIOS, digital camera memory, and memory cards.
To ameliorate the disadvantages of flash memories, flash memory chips
have a controller to mediate between other parts and the internal memory
array. While all memories have some form of control logic, flash
memories have more complicated lists of commands that they can
execute. Some flash chips have buffers to improve performance. A
buffer is a small, fast memory used to improve the performance of a
larger, slower memory.
Visit http://en.wikipedia.org/wiki/Flash_memory and read more on how
a flash memory works.
Reading 3.11
12
"memories" 2010 jasleen_kaur, used under a Creative Commons

51
Mobile Technologies
The mobile phone has influenced our modern day lives so much that we
cant even imagine a world without a multi function phone which called
people, sent text messages, took pictures, recorded video, browsed the
internet, kept in touch with friends and woke us up in the morning.
Although we enjoy these features as standard in our current mobile
phones, it took thousands of models for the mobile phone to evolve to
this stage.
Visit http://www.youtube.com/watch?v=hQUt8C4iVKc and try to count
how many of those phone youve owned over the years. Try to
remember the features of each one.
Multimedia 3.5
Mobile Operating Systems and Device Programming

At present the words Android and iPhone have become synonymous with
mobile devices and moble device applications. These two new mobile
device Operating Systems (OS) have revolutionized the way we use
mobile and handheld devices. A few years back the key player in mobile
OS was Symbian which we are familiar with as it was used in most
mobile phones in one form or another. Some of the other OS include
Microsoft Windows CE and Windows Mobile which were mainly used in
Personal Digital Assistants (PDA) and smart phones; PalmOS which was
used in the early Palm devices although the newer versions use Windows
Mobile; Linux which was made popular by some of the first touch screen
Motorola phones; and proprietary OS which were manufacturer specific.
13
Figure 3.8 Smart Phones
13
"Motorola Milestone Test" 2010 gillyberlin, used under a Creative

Commons Attribution license:
http://creativecommons.org/licenses/by/2.0/deed.en
52
With this myriad of OS being used by continuously evolving mobile

devices with various specifications, the task of writing software
applications for these phones became quite tedious and complicated.
Initially, each phone model had to be installed with limited software
applications which were specifically written for that particular model.
Most of these applications were written by experts for the Symbian
platform. Writing applications for the Windows CE and Mobile platforms
were comparatively easier as they used the .NET compact framework
which is a scaled down version of the .NET framework used for windows
based application development. However these applications, just like
Symbian applications, were platform specific and required quite a bit of
processing power which was only available in PDAs at the time. The
solution to this problem was to introduce a cross-platform programming
framework which will allow applications to run on any mobile device
irrespective of the make, model or the OS.
The inclusion of Java or the Java Runtime Environment (JRE) into
mobile devices revolutionized the mobile application development
industry as it allowed programmers to write applications, for the first
time, which were platform independent. The Java Micro Edition which is
commonly known as J2ME or JME was introduced by Sun Micro
Systems (presently Oracle) as a Free and Open Source (FOSS)
framework for mobile application development. This technology quickly
transformed the mobile application development industry and paved the
way for all programmers, novice and expert alike, to build and share
mobile applications which included everything from small standalone
applications to games to Bluetooth applications to complex enterprise
applications. Even at present J2ME is widely used for the development of
integrated mobile applications which act as extensions of large scale
enterprise solutions which include banking applications, stock market
applications, online voting, online gambling, Enterprise Resource
Planning (ERP), Customer Relationship Management (CRM) and
Management Information Systems (MIS) to name a few.
With the rapid evolution of the mobile device over the past few years two
major players have entered the market with the revolutionary and
proprietary iPhone and the Open Source Android. These two OS have
taken a different approach to mobile application development as they
allow developers to develop applications using software tools and
frameworks provided free of charge. This has sparked a second
revolution in mobile application development.
Visit http://www.youtube.com/watch?v=LLJIef-e-7g and
http://www.youtube.com/watch?v=6hU0xs0V-XY to learn about iOS5
and Android 4.0 Ice Cream Sandwich. Compare the features of the two
and see which one is most suited for your needs.
Multimedia 3.6
The Tablet Revolution

The transition from netbook to tablet happened so fast that some of us are
still trying to figure all of it out. Apple has made its mark on the IT
landscape by introducing the iPad which is revolutionary piece of
53
equipment. With the introduction of the Googles Android OS, the tablet
market took off with companies such as Samsung becoming major
competitors of Apple.
14
Figure 3.9 Tablet Computer

Visit http://www.youtube.com/watch?v=Z_d6_gbb90I and
http://www.youtube.com/watch?v=DHpW9QdJZzY&feature=related to
learn about the iPad2 and the Samsung Galaxy Tab 7.7. Compare the
features of the two and see which one is most suited for your needs.
Multimedia 3.7
Mobile Device Connectivity

The modern day mobile device is constantly connected to the rest of the
world. In the past, the connection between two mobile phones was
initiated only when one party called the other. Today however, modern
smart phones and tablets stay continuously connected with the rest of the
world through the WWW using a variety of connectivity technologies.
Analogue Cellular Networks (1G)
Analogue cellular networks were the first generation (1G) of wireless
communication technologies. These were called analogue cellular
networks as the voice was not digitally encoded but was modulated to a
high frequency during the conversation. 1G speeds vary between that of a
28k modem(28kbit/s) and 56k modem(56kbit/s)resulting in actual
download speeds of 2.9KBytes/s to 5.6KBytes/s.
14
"IPad 2 Black Front" 2010 Mono, used under a Creative Commons

Attribution Attribution-NonCommercial-NonDerivative license:
http://creativecommons.org/licenses/by-nc-nd/3.0/
54
15
Figure 3.10 Cellular Network
GSM - Global System for Mobile Communications (2G)

GSM is a cellular network which constantly searches for and connects
with cells (transmission towers equipped with antennas) in the immediate
vicinity. This dependency on cells gave raise to the term cellular phone
which is synonymous with mobile phones. The unique feature of GSM
was the introduction of Subscriber Identity Module (SIM) or SIM card
which allowed the users to retain his/her information and phonebook
while switching handsets.
16
Figure 3.11 SIM card

This new technology sparked the modern day trend of changing handsets
to keep up-to-date with the latest technology. GSM networks commonly
operate in the 900 MHz or 1800 MHz bands. The frequency is then
divided up into eight timeslots to be shared by concurrent users. The
combined channel data rate for all 8 channels is 270.833kbit/s.
GPRS - General packet radio service (2.5G)
GPRS is a packet oriented mobile data service which works on GSM or
3G. When combined with GSM networks, GPRS is called a 2.5G
technology. Even though GPRS is considered a best-effort service where
the quality of service is dependent on the number of users sharing the
15
"Frequency reuse" 2004 Mozzerati, used under a Creative Commons

Attribution-ShareAlike license: http://creativecommons.org/licenses/sa/1.0/
16
"KARTA SIM" 2012 SPUTNIK 1, used under a Creative Commons

55
data channel, this technology was the first of its kind which allowed users
to affordably connect to the internet through their mobile devices. Typical
GPRS data rates are around GPRS 56114kbit/s but vary largely
according to the usage of the channel. GPRS was later enhanced with
Enhanced Data rates for GSM Evolution (EDGE) which is also known as
Enhanced GPRS (EGPRS). With peak pit rates of up to 1Mbit/s and
typical bit-rates of 400kbit/s this technology was seen as the precursor to
3G.
3G 3rd Generation Mobile Telecommunications
3G revolutionized the way mobile phones and devices could be used to
communicate and access information. With larger bandwidths 3G
supports voice telephone, mobile Internet access, video calls and mobile
TV in mobile environments. Although the standard for 3G dictates that
peak data rates of at least 200kbit/s (about 0.2 Mbit/s) should be
maintained in 3G networks, most modern 3G networks offer data rates
which are much higher. With recent versions, which are denoted as 3.5G
and 3.75G, providing many Mbit/s in data rates, mobile broadband has
revolutionized the way online content is delivered to the mobile user.
4G 4th Generation Mobile Telecommunications
Replacing 2G and 3G, 4G wireless networks provide comprehensive IP
based services including voice, video and data. With connection speeds
100Mbit/s for high mobility communication (such as from trains and
cars) and 1Gbit/s for low mobility communication (such as pedestrians
and stationary users) 4G networks will revolutionise the future of mobile
devices and how information is consumed by mobile devices.
Web references 3.2
Visit http://www.howstuffworks.com/wireless-network.htm and learn

how WiFi works.
Visit http://www.wimax.com/general/what-is-wimax and learn how
WiMAX is related to 4G.
The Cloud
Cloud computing has become a major buzz word in the present day
technology arena. Many of us dont know what it exactly means but
almost all of us use it on a day to day basis when we check our Gmail or
logon to Facebook.
56
17
Figure 3.12 Could Computing
Visit http://www.youtube.com/watch?v=QJncFirhjPg and understand

how cloud computing works.
Multimedia 3.8
With the new advances in mobile broadband technologies, mobile

devices have been reduced to just a terminal which accesses real-time
information stored on the cloud. This will be the future when your
address book, e-mails, text messages, videos, photos, music and calendars
are stored on the cloud and are seamlessly synchronised between your
phone, home computer and office computer.
Visit http://www.youtube.com/watch?v=O_C1TZIT-qQ and see how
Apple has incorporated the cloud computing technologies in their
iCloud.
Multimedia 3.9
Summary
The recent exponential growth of digital cameras, digital camcorders and
mobile technologies urged the educational community to consider using
them to enhancing the teaching and learning process. In light of this, this
unit shed some light on using digital cameras, digital camcorders and
mobile technologies in promoting an active learning environment.
Subsequently, we also discussed implications of these technologies for
teaching and learning
17
"Cloud-computing-1" 2010 rate, used under a Creative Commons

57
Self-test 3.2
1. The digital revolution has advantage the haves rather than the havenots. List 5 reasons if you agree to the statement or alternatively list
five reasons if you do not agree.
a. ____________________________________
b. _____________________________________
c. _____________________________________
d. ______________________________________
e. ______________________________________
58
3.4 Social Networks and Social Media

Introduction
For me a social network is about relationships. The human species is a
gregarious social animal used to living within families, groups,
communities and societies. Our ability to communicate has helped us in
this arrangement. Throughout our known existence that is how we have
lived and with every scientific discovery and technological inventions
and innovations we have extended the range of tools for us to form, build
and sustain our networks. From drum beats to smoke signals, the
telephone and now the computer and internet have been our tools to build
these networks and put them to use in one way or another. The last of
these, the computer and the internet, with its enormous power to process
large amounts of information has amplified this ability far beyond even
our wildest dreams. While social networks and the media platforms that
supports these has been used mostly for business and other social
purposes it is finally beginning to get some traction in the world of
learning.
This unit is about the role of social media as a one of the new emerging
tools in education.
Learning outcomes
1. Describe what a social network is.
2. Describe how social networks work.
3. List out all the platforms that social networkers use and for what
purpose.
4. Discuss the potential role of social media in the classroom, and
5. Develop strategies to use in building a social network to support
curriculum.
This section is made up of five parts. They are tabulated below:
Title
Resources
Overview
Article:
Impact of Social Networking in Malaysia
(http://myconvergence.com.my/main/images/stories/
PDF_Folder/jan2010/MyCon06_50.pdf)
Social
Networks
59
Multimedia:
Social Media Explained Visually
http://www.youtube.com/watch?v=SgNIIUD_oQg
Article:
Boyd, d. m., & Ellison, N. B. (2007). Social network
sites: Definition, history, and scholarship. Journal of
Computer-Mediated Communication, 13(1), article
11.
Social Media
What is Social Media?

http://www.icrossing.co.uk/fileadmin/uploads/eBook
s/What_is_Social_Media_iCrossing_ebook.pdf
Web 2.0 Tools in Education: A quick guide,
http://www.scribd.com/doc/58594601/Web-2-0Tools-in-Education-A-Quick-Guide-by-MohamedAmin-Embi
Strategies for Multimedia:

Using Social How-to video: The power of social media in the
Media
digital
classroom,
http://learnitin5.com/SocialMedia-in-Review
A teachers Guide to Web 2.0 at School,
http://www.slideshare.net/sachac/a-teachers-guideto-web-20-at-school
Case studies
Article:
S. Hamid: Appropriating On line Social Networking
(http://disweb.dis.unimelb.edu.au/staff/sherahk/Paper
s/2011/Hamid-full.pdf)
Multimedia:
Integrating Social Media into the Introductory
Psychology Course
www.laurafreberg.com/2012%20Integrating%20Soci
al%20Media.ppt
Overview
There are about 2118 million cell phone users in our country. Many are
probably using phones of the 3rd if not the 4th generation. We are a nation
addicted to the cell phone. I am not making a judgmental statement but
simply making the point that with so many millions of cell phones
around, networking in fact active social networking is a natural outcome,
for good or bad. If you want to know more about the impact of social
media in Malaysia read the article Impact of Social Networking in
Malaysia
(http://myconvergence.com.my/main/images/stories/PDF_Folder/jan2010
/MyCon06_50.pdf). In all likelihood you are engaged in it. Well what is
social networking?
Social Networks
In Unit 1.3 you get a sense of where ICT is leading us in our daily lives.
The mobile telephones, tablets, the laptops, PCs, Internet and WWW
processed information and connected humanity at an incredible speed,
24/7. Gregarious humanity did not need any encouragement to turn all of
these technological innovations for governance, business, and education
and most importantly for socializing. Today as a species we are
connected more than we ever over on this planet. Enabled by the
18
60
MMC 2008 statistics
technologies people were connecting with people not just on a person to

person or group basis but more like part of a web that just seems to be
just growing almost organically. In this section, we will explore how this
has come about.
But first I would like you to list the networks that you are a party to in the
box below. Against each network describe its reach. It could be a family
network of family, it could be a formal professional network of
colleagues or it could be an informal network through face book.
Make a list of up to three (or more) networks you belong to. They need
not be technology supported networks, it also does not matter if it is.
Name of Network
Purpose of Network
Reach of Network
Activity 3.5
There is no right or wrong response in this activity.

Suggested answers:
Name of Network
Purpose of Network
Reach of Network
Facebook
Social
Hundreds
Linkedin
Professional
Hundreds
Social Network Sites

It is likely that a number of the networks you are part of is probably
family networks that meet periodically at birthdays, weddings and open
houses, some may be professional networks such as teachers clubs, sports
associations and others social networks such as Facebook. It is the last
and others like it that we will consider further. Before I continue I would
like you to watch the video on social networks.
61
Watch the video on social networks by Sayitvisually at

Multimedia 3.10
After watching reflect on the power of social networks and think how our
business houses and politician are exploiting its power.
How and when did this revolution begin?
It began in 1971 when the first email was sent and by 1978 we had the
first BBS (Bulletin Board System) was exchanging data over phone lines;
Usenet became the first online BBS in 1994 and the first Social Network
Site (SNS) was established in 1994. This was almost the beginning of the
participation by literally thousands of people in networks of one kind or
another. Figure 3.9 is an infographic of the history of social networking
extracted from http://www.onlineschools.org/blog/history-of-socialnetworking/
62
Figure 3.13 The history of social networking

Source: Online School (2010)
Besides the innate desire of human beings to connect or networked one
reason for the phenomenal growth of social networking is the founding of
the Social Network Sites (SNS). There are probably hundreds of SNS
sites in the world in almost as many languages that are spoken or written.
The most popular among these are listed in the table below. As you can
see despite arriving only recently Facebook has become the most widely
used globally including Malaysia. Social network researchers D.M. Boyd
and N.B. Ellison (2007) put together a comprehensive paper on the
63
Definition, History and Scholarship of Social Network Sites. If time

permits you. I would urge you to read this full article which is
incorporated into your study resources. If are pressed for time the
following is a short summary of the main salient points of this unit:
1. SNSs continue to grow at a phenomenal rate.
2. From a technological perspective most of them share a lot of
common features but they differ in their cultural make up.
3. Some Sites cater for a wide audience while others attract people
with a particular interest (politics, religion, gender, education).
4. Sites also vary as to the extent they continue to innovate keeping
in tandem with the innovations taking place in the
communication technological fields.
5. Most sites seem to have been built on existing social networks
while others go beyond those connecting strangers on the basis
of shared interest.
6. SNSs are unique in that they enable users articulate and make
visible their networks. This enables them to connect strangers
though this may not have been their primary objective.
7. The SNS are built in the visible profile of users which reflect
their friends profiles reflect friends and so on. Simply from one
to two, two to four, four to sixteen and soon like Facebook in
excess of one million and growing.
8. Different sites have different customs regarding the visibility of
profiles; some are controlled like Linkedin, others give the
choice to the user to either allow free and open access to the
public or mot and yet others allow profiles to be available by
search engines thereby making it available to anyone using a
search engine (i.e. the public).
9. Registration and participation in a SNS varies but generally the
process starts with a potential user filling forms with the
required data which then makes the profile containing
descriptors such as age, gender, location and about me section.
Most of them encourage uploading photographs and some even
multimedia content. Information extracted from such description
allows the system to box users into a particular segment of a
population or community and bingo! The profiler has become
part of the web.
10. A major challenge and concern about SNS is their commitment
or indeed ability to respect privacy issues; this continues to be a
multi dimensional challenge.
64
What began, perhaps as a fad has taken on a life of its own and
communities are still discovering to find creative ways of using these
sites. Commercial, social, professional, political and even criminal
groups have come together to use what is almost free, global in
reach, immediate and relevant tool, to the user. Humanity has
developed a capacity to use the SNSs in creative ways resulting in an
entirely fresh media the Social Media.
The Social Media

As we saw in 3.1 The SNSs are home to whole plethora of
networked activities. If you ask the question what is social media
you are likely to get as many different answers as the numbers of
individuals that you posed the question to. In all likelihood all of
them are partly or mostly correct none of them actually will
describe comprehensively the diversity that is social media in its
structures and purposes. My simple response will go something like
this: Social Media is a form of communication utilizing a range of
internet based tools and platforms that help to increase and enhance
the sharing of information such as texts, images, motion pictures,
data and the like. After reading this unit as well as viewing the
videos and reading the materials provided why not try writing, in
your own words, a definition of Social Media.
Malaysians seem to have taken to social media like duck to water.
Recent published data is saying that there may be as many as 16
million internet users in our country. This is expected to rise up to 20
million by the end of 2012. We need to be careful about this kind of
data, partly because it does not quite gel with other demographics
and partly also because a number of active users may have more than
one internet account. Notwithstanding this concern, millions of
Malaysians do have access to the net and not surprisingly many
actively participate in social media activities. Table 3.3 is an
illustration of our participation score against our neighbors in the
region. We are not very far behind high income countries in our
neighborhood.
Country
%Reach of
SNS
Average
minutes
spent/visitor
Average
visits/visitor
South Korea
68.0
277.8
15.1
Singapore
74.3
175.6
19.1
Malaysia
66.6
181.2
14.2
Hong Kong
62.8
127.7
13.7
India
60.3
110.4
10.4
Japan
50.9
72.8
9.9
Table 3.3 Penetration rates of social networks in selected Asian

Countries
65
If there is this high penetration, the question to ask where does all
this traffic flow through? There are two sets of statistics available on
this. One is called Alexa Traffic Rank and the other is Google Ad
Planner. The first measures the web site popularity and calculates
the sites popularity through visits made and no of views pages
receive and the second gathers the data on an automated analysis of
the number (millions) of search questions and (unique) site visits.
Table 3.4 below presents figures for a three month period in mid
July 2009.
International
Local
No
Name
Alexa
Google
No
Name
Alexa
Google
Facebook
6,200,000
Ruumz
1,687
36,000
You Tube
N/A
eKwan
2,045
32,000
Friendster
11
4,200,000
GoEatOut
2,666
22,000
MySpace
12
2,100,000
Circles99
3,660
9,300
Tagged
12
1,800,000
Pacmee
19,444
7,700
Flickr
29
1,500,000
eMeiMei
21,360
7,000
Photobucket
34
1,300,000
Friendx
22971
N/A
Twitter
38
750,000
Metcafe
48
910,000
10
Ning
82
690,000
10
Figure 3.4 The popular international and indigenous Social Media

(SM) frequented by Malaysians
From the table what inferences can you draw on the following:
1. The low number of visits to local sites against the international
sites.
Activity 3.6
2. The difference between Traffic Rank (Alexa) and Site Visits

(Google).
Suggested answers:
1. Local sites do not offer the range of experience the large
international sites present.
2. Alexa measures the number of hits a site receives and
Googles site visit records the volume of unique visits to a
site on the basis of the search questions.
There may be a lot of reasons why individuals choose a particular media
and not others. This could be related to interest, convenience, peer
influence, privacy and the state of the technologies itself.
66
Social media serves to exchange information amongst people and they

take many forms. We can group them broadly into four types. These are
1. Social Networking: As you have read in the previous pages social
networking websites are the most common form of social media, with
examples ranging from Friendster, Facebook, Myspace and others.
These websites allow users to become "friends" with actual friends,
relatives, business colleagues, and people they may not actually know
in real life. As a person's social network grows, more connections and
information is exchanged, as well as exposure to new people. Almost
all of them share some common features which are as follows:
Permits individual users are create profiles containing various

information about themselves.
Provision to create groups that share common interests or
affiliations,
Users can often upload pictures of themselves to their profiles
and stream videos
Post blog entries for others to read,
Allows search for other users with similar interests, and compile
and share lists of contacts
Provides windows for dedicated conversations and commentary
from friends and other users.
Provisions for user privacy,
Allows for controls by users to choose who can view their
profile, contact them, add them to their list of contacts
Facilitates discussions in forums.
2. Blogs: The term Blog is derived from Web Logs. Blogs are web
pages where people publish content that is new. these are referred
to as posts. Some of these Blogs are hosted by individuals ( X )
and others by existing publications (Malaysiakini XX). Anyone can
blog on any topic - expertise in Web design, desktop publishing, file
sharing or any of the technical aspects of the Internet is not
necessary. Because blogs are so easy to start and maintain, there are
thousands on the Internet in every imaginable category: personal,
political, educational, corporate, activist, journalistic, and so on. Blog
content can be controversial, provocative and informal and seek
commentary from readers of the blog. If you frequent the
blogosphere you may note that very often these commentaries turn
into a virtual conversation between or amongst strangers. The blog
entries are easy to update and one can maintain excellent records of
the entries. The following are a few notable features of blogs:
67
Posts appear immediately after publishing.

Users can comment on posts if the blog owner allows it, and the
comments can be displayed alongside the posts.
Blogs are easier to start and maintain than traditional Web sites.
Many sites offer free hosting for blogs.
Most blogs can incorporate multimedia (photos, music, video,

etc.).
Blogs can post links to other Web sites which visitors can follow.
Posts are automatically archived and searchable.
Blogs can either be publicly displayed on the Internet or can be
set up so that access is limited to a small group (or a single
teacher).
3. Micro-blogging is a form of blogging, but a limitation on the size of
the posting. One of the most popular media amongst Malaysians
(especially our political leaders and film stars) is Twitter. This site ,
allows users to exchange thoughts, ideas, news, and personal
information in 140 characters or less. It permits users to exchange
information in sharp short bursts. Micro-blogging services have
revolutionized the way information is consumed. It has empowered
citizens themselves to act as sensors or sources of data which could
lead to important pieces of information. People now share what they
observe in their surroundings, information about events, and what
their opinions are about certain topics, for example government
policies in healthcare. Moreover, these services store various
metadata from these posts, such as the location and time of these
shared posts. (Wikipedia: Microblogging)
Permits almost everything available through Blogs.

Small file size in actual and aggregate.
Permits text, images and videos
Allows for text messaging, instant messaging, e mail and audio.
Permits privacy settings and access.
4. Wikis: Most of you are familiar with Wikipedia the most famous of
all wikis. There are also WikiEducator and Wikimedia. A wiki, is
Hawaiian word for "quick," is a set of interconnected Web pages that
can be edited by those visiting it. In traditional "Web 1.0" a Web site
is like a book or magazine page, published by one person and viewed
by many, but a "Web 2.0" Wiki page is actually edited by the visitors.
Wikipedia, is an online encyclopaedia that is created and edited by its
millions of users. Within a very short period of time it has replaced
most if not all older encyclopaedias. The following are key features
of wikis:
68
Wikis have a "page history" feature that allows all changes to be

tracked and reversed. If a student were to delete or deface a wiki
page, the administrator can revert the page to what it looked like
before the changes, as well as see who the vandal was. Wikis
can be opened to the Internet public, or protected with a
password.
A visitor to a wiki can add, delete or edit any content on any
page.
Wikis can easily post pictures and some can post other media,
like music and video.
Wikis are designed so that any word or phrase can be set up as a
hyperlink to either an external Web site or another wiki page.
Often wikis let you create the link to a new page first, and only
then create the page that it links to.
Wikis have spawned a large-scale cultural debate about the

"accuracy" of information that comes from the public rather than
experts.
Studies have found large-scale wikis like Wikipedia to be selfcorrecting and quite accurate, though double-checking
information found on wikis is usually encouraged.
5. Professional Networks: A good example of a professional network is

LinkedIn. There are many others like Netparty, Plaxo, Tyze,
Talkbiznow and Xing and many more. Edutopia is a facebook
community of educators as are many within the Commonwealth of
Nations. If you have time visit this page:
http://www.educationalnetworking.com/List+of+Networks
These networks allow professionals to network with one another via
the Internet and exchange information about their professional fields.
Many professionals use sites like LinkedIn to improve on their
professionalism, and supplement their social media image with
profiles on Facebook, feeds on Twitter, and blogs. These allow
professionals to gather information relevant to them directly.
Professional networks will have most of the features contained in the
more general SNS. Besides that they will also build in extended
privacy features and specific events, activities and referral services.
Activity 3.7
Read the booklet What is Social Media (to be linked to attachment)

written by Anthony Mayfield published by iCrossing. It is slightly dated
and addresses the business community. There is a lot of information that
is relevant to others, including teachers. References to many others
Social Media than those I have mentioned is included in the book. All
of them have potential uses for educators. I want you to do your own
search and list below FIVE professional social media sites that are
relevant to you as a teacher. For each one them highlight how they work.
Professional Networks
How They Work
Suggested answers:
69
Professional Networks
How They Work
Google Docs
Facilitates collaboration and sharing
of content
Blackboard
Enables interactive communication

with students, peers
Moodle
Very similar to blackboard and is a

good platform to manage learning
Classroom 2.0
Provides peer to peer contact

specifically to share Web2
technology
LinkedIn
Professional site linking peers
In Table 3.5 below shows how three of the sites that we described
support teaching in the classroom. Do you see any similarities or
differences between the networks that you have listed and the use that the
better known ones are put to?
Blog
70
Keep students
informed of
assignments,
planned
assessments,
schedule changes
and other
information.
Take classroom
discussions online,
where some
students might feel
freer and more
comfortable in some
ways to ask
questions and
respond to each
other, and where
there's no bell to
end the discussion
period. (Blog posts
can even be made
into a homework
assignment - as an
online journal of
sorts - or part of a
class participation
requirement.)
Wiki
Create a wiki about

course material, and
have students add
entries for
homework
Create wiki entries

with mistakes built
in that the students
have to fact-check
and correct to teach
research skills.
Divide course
content and assign
students (or teams)
to create wiki pages
for certain course
elements. At the
end of each
unit/semester the
wiki will be
finished, and can be
transferred and
expanded upon by
future classes. This
is an easy
alternative to
PowerPoint
presentations or
"old-fashioned"
posters or booklets.
Podcast
General: For
recording oral
presentations; for
creating audio guides
to places in the
school to provide
new or future
students with a
"walking tour"; for
listening
comprehension
development; for
student government
or clubs to make
announcements to
the student body via
its Web site.
Teaching: For
providing lessons to
absent students; for
providing exam
review sessions that
students can listen to
on their own time;
for communicating
instructions,
directions or
tutorials; for
providing course
information and
material for auditory
Post sample essays

and other
curriculum
materials.
Have students
collaborate on
projects and engage
in peer review.
Encourage students
to share their own
work with each
other.
Make connections
with students at
other schools, and
even in other
countries.
Keep parents
informed about
class happenings.
Collaborate with
colleagues both in
your school and at
other schools.
Invite other teachers

to use and adapt
your curriculum
materials and
encourage them to
share theirs with
you.
Keep an online
record of your
lesson plans and
classroom activities,
including
commentary (i.e.
"this would work
better next year if
") for your own
use.
Create, or have
students create,
pages dedicated to
one small part of a
topic - a particular
symbol or character
in a book, a minor
historical figure, a
less well known
science topic.
Help students to use

wikis to collaborate
and brainstorm on
group projects.
Develop curriculum
with colleagues on a
wiki.
Encourage students
to find creative
ways to link ideas
together. A wiki
page on Jay Gatsby,
for example, could
link to other tragic
heroes, rags-toriches stories, partythrowers, gangsters,
or forlorn lovers
taken from
literature, poetry
and real life.
learners.
Social studies: For

adding audio
components to a
multimedia project,
such as interviews or
voiceover
commentary.
Language learning:
For practicing and
listening to one's
own pronounciation
and vocabulary
development; for
listening to a
teacher-provided
model; for
submitting oral
assignments.
Dramatic
interpretation: For
acting exercises in
theater and literature
classes, to focus on
the voice and on
subtext expressed
verbally; for
rehearsing and
memorizing lines.
Journalism: For
creating audio notes
from a subject or the
reporter to
accompany a story;
to expand beyond
print on a student
newspaper Web site
to include radioformat reports, such
as sports casting or
on-the-spot
reporting.
Arts: For recording

band and choral
sessions, including
performance
rehearsals; creating
an aural alternative
to the traditional art
history report.
Table 3.5 Classroom relevance of three forms of social media.

Source: Extracted and abstracted from the New York Times (2008)
71
Strategies for Using Social Networks and Media for Education

Table 3.4 listed some of the ways in which the social media can be used
in education. It is likely your college or school may have a strategy to use
social media. The WOU uses Social Media in its association with the
community. It may not however use either Facebook or Twitter for
teaching and learning as much as its uses it for administration and
marketing.
If your school plans to use Social Media for its teaching and learning
purposes it must have in place a strategy to carry out this in a carefully
planned way. Dell the PC and Laptop vendor has produced a number of
short videos on the use of technologies in the classroom. One such relates
to strategies for using the Social Media. I would like you to watch it.
After watching this video I want you reflect together with your peers
what kind of Social Media strategy will best fit your needs. Carry out
this discussion along with your tutor on WawasanLearn.
Activity 3.8
http://learnitin5.com/Social-Media-in-Review
While the video describes the social settings in a typical N. American

community is it very different from Malaysia. From the earlier part of this
unit you would have gathered that there may be as many as 20 million
Malaysians surfing the net. While many of them probably do this through
their Lap tops, PCs or tablets the probability of many using their mobile
phones is high. I say this because the density of mobile phones usage in
Malaysia is among the highest in our region and more importantly a
larger proportion of population is made up of young people. Therefore
we have to ask ourselves whether it makes sense to start using the social
media for academic purposes. Nicola Osborne, Social Media Officer at
EDINA (Edinburgh University Data Library) published a report on Using
Social Media in Education. In it she highlighted a few points such as:
72
Figure 3.14 Percentage social media users in UK, US higher
education groups
Source: Nicola Osborne (2011)
1. Both in the USA and the UK young college students were
among the early adopters of Social Media and ahead of the
curve in terms of using it for a number of purposes (though
mainly social) use is also made in sharing content and other
aspects of collaborative learning.
2. Teachers have been much slower is this because of
generational issues? As a younger generation of teachers
populate our schools and colleges this can change
3. Usage patterns indicate that these resources are often used in a
passive way i.e. information sources or teaching resources.
4. Use of social media in a school setting is advocated through
clear policy guidelines and there a number of them available as
samplers.
5. Since active use of social media involves active conversations it
is useful to develop guidelines on dos and donts. Unmanaged
conversation poses legal threats.
73
6. Among the many risks associated are privacy violations, abuse

more recently bullying. Policies and guidelines to mitigate
risks are warranted.
Malaysian Case Studies

Under its National Strategic Plan for Education, both higher and lower,
Malaysia is positioning itself to have and ICT rich teaching and learning
environment. Towards meeting this objective the levels of investments on
ICTs has been on the increase for the past two decade at least. This has
kept in tandem with the nations investments in the ICT infrastructure.
The SMART schools programme as well as the provision for PCs,
Laptops and notebooks to teachers and children have at least made school
communities receptive to the idea of using technology tools for teaching
and learning. In higher education public funded universities have
received massive amounts of funds to strengthen their technology
capacities and capabilities.
In a recent presentation at a local conference Prof. Mohamed Amin Embi
(2011) presented data that clearly shows that culturisation to work in a
technology supported environment is taking place. However this
culturisation is not system wide there as many instances of poor policy
and governance regimes as there are of good ones; in the practice domain
about half the institutions had dedicated e content development units and
these normally acted as transformers of raw content from subject
experts to e-learning content; some half of the institutions offered about
half their courses on line; generally staff expected rewards and incentives
to develop skills which were not freely forthcoming. Prof. Embis
presentation did not describe instance of Social Media use specifically,
making it difficult to describe Social Media Trends in higher education in
the country. However two case studies described by Suraya Hamid
(2011) in a recent conference in Australia shows remarkable similarities
in approaches to practices in other jurisdictions. In your Activity 3.10
below you are asked to read Ms. Hamids paper as well as watch a Power
Point Presentation made by a Professor in N. America. On completion of
reading and viewing compare and contrast the approaches of the two
Malaysians with that of the N. American.
1. Read the paper by Suraya Hamid et al with particular attention

to the two Malaysian Cases.
Activity 3.9
2. View the PPT of Integrating Social Media in the Classroom by

Prof. Laura Freeburg of California Polytechnic
[www.laurafreberg.com/2012%20Integrating%20Social%20Me
dia.ppt] and take note of what strategies are being adopted to
appropriate Online Social Networking (OSN).
3. Compare and Contrast the two approaches with your course
mates on WawasanLearn.
74
Jurisdiction
Similarities
Differences
Malaysian Case 1
Malaysian Case 2
N. American
To wrap this section watch this interesting video on social media

at http://youtu.be/lFZ0z5Fm-Ng. It is fun.
Multimedia 3.10
Summary
The unit
1. describes role and value of Social networks and media to support
teachers, teaching, learners and learning,
2. traces the history and development of the social networks and
describes their role for educators,
3. describes the manner in which teachers and students have started
using social media to create content through blogs and micro
blogs by sharing experience, information and insights, and
4. considers strategies that are enabling in using Social Networks
and Media for purposes of teaching and learning.
75
Self-test 3.3
1. While social networks and social media have been used mostly
outside the classroom their use in education, when applied
strategically cannot be understated. List five reasons why this is the
case:
a. ____________________________________
b. _____________________________________
c. _____________________________________
d. ______________________________________
e. ______________________________________
Suggested answers:
a. A high proportion of young people today are active in one or
another social network it would be senseless not to make
use of their addiction to the social networks for purposes of
learning
b. Social media allows for exchange of information and insights
besides experience in an informal setting it is an interactive
vehicle for participation without seeming to be threatening
c. Social networks are borderless which means the free flow of
knowledge is unrestricted and enhanced
d. Social media is viral and that means information and insight
can be spread rapidly.
e. Social media is enabling for even the weakest learner to
participate either as a producer or consumer without barriers
[mostly].
76
Summary of unit
This unit described the range of technologies that are available in todays
classrooms and examined the following:
Summary
The supplementary role that technology plays in lessons

construction and delivery.
The range of technology tools and their relevance in designing
instruction for delivery in the classrooms.
The need to select the media appropriate to the content to be
delivered, learning objectives to be achieved, the context and the
learning styles of students to be remembered.
The value and convenience using of multi media in the
classroom.
The digital tools, especially audio visual tools in the market and
their usability in teaching and producing multimedia learning
materials.
The role and value of Social networks and media to support
teachers, teaching, learners and learning.
The history and development of the social networks and
describes their role for educators.
The manner in which teachers and students have started using
social media to create content through blogs and micro blogs by
sharing experience, information and insights.
Considered strategies that are enabling in using Social Networks

and Media for purposes of teaching and learning.
77
References
Content Attributions
Types of Digital Cameras is an adaptation of "Types of Cameras"
(http://ocw.openhighschool.org/mod/resource/view.php?id=7709)
2011 by Open High School of Utah, used under a Creative
Commons Attribution license: Creative Commons Attribution 3.0
License.
Megapixels is an adaptation of "Megapixels"
(http://ocw.openhighschool.org/mod/resource/view.php?id=7711)
2011 by Open High School of Utah, used under a Creative
Commons Attribution license: Creative Commons Attribution 3.0
License.
Image Processing is an adaptation of "Fundamentals of Image
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UNIT 3

EED502/05 ICT in Education

54, Jalan Sultan Ahmad Shah

EED502/05 ICT in Education

ICT Tools and Instruction

Unit learning outcomes

3.1 New Tools for Teaching

EED502/05 ICT in Education

Social Networks and Social Media ....................................................................... 60

EED502/05 ICT in Education

EED502/05 ICT in Education

Unit learning outcomes

EED502/05 ICT in Education

3.1 New Tools for Teaching

EED502/05 ICT in Education

PPT Multi media tour

The Concept of Computer-Based Multimedia

A basic training in educational technology in our country will include a

EED502/05 ICT in Education

Multimedia enhanced instruction

Table 3.1 Comparison between traditional and multimedia instruction

Read pp. 236-242 of Chapter Nine - Educational Multimedia in

1. The role of our sensory systems (e.g. sight, hearing, tactile) in

EED502/05 ICT in Education

EED502/05 ICT in Education

Use of familiar icons on control panels

EED502/05 ICT in Education

Table 3.2 Main features of multimedia and associated design principles

Software for Media Object Production

EED502/05 ICT in Education

Audio inputs music, voice etc. garage band, Midi ChucK,

Image inputs paintings, sketches, illustration, photographs and

Video input images in motion e.g. imovie, itunes,

EED502/05 ICT in Education

Identifying the content and the strategies needed to reach the

Targeting a specific age group.

Taking into account previous knowledge acquisitions of the

EED502/05 ICT in Education

Defining the acquisitions of skill and knowledge and therefore

Anticipating to what extent the LO will contribute to modify

Why use learning objects in teaching and learning?

Hypermedia Systems: Bringing it All Together

http://www.youtube.com/watch?v=f6o33ylERpU that explains the

EED502/05 ICT in Education

A relative link is a term that is used when a hyperlink takes you a

An absolute link is a hyperlink that takes you a completely

Whether all learning tasks are well supported by hypermedia or is

EED502/05 ICT in Education

Watch this video for a quick summary on hyper media.

Read pp 255 - 258 of Chapter 9 of Poole and Sky-Mcilvian and in no less

Using Copyrighted Materials

EED502/05 ICT in Education

3. Haddad and Draxler: Technologies for Education

EED502/05 ICT in Education

In the age of multimedia and the easy access to learning resources

EED502/05 ICT in Education

3.2 Video and Audio-Visuals

Why I use video with my students -Section 2.1 to

EED502/05 ICT in Education

Why I use video with my students -Sections 2.5 and

Why I use video with my students -Sections 3.1 and

Chapter 2: Audio-based Distance Education (pages

Chapter 3: Televisually based Distance Education

Introduction to Audio and Video Technology