ONLINE MULTIMEDIA SYSTEM

Feb. 3, 2014

ONLINE MULTIMEDIA SYSTEM

The world is a changing place indeed, and Miller’s (2011) article provides a clear outline of how multimedia systems may be incorporated into the learning environment as a means of enhancing curriculum and improving student-instructor engagement. Miller describes multimedia systems as “the combinations of different types of media that appeal to more than one perceptual sense, such as images with text or sound, or moving images and sound” (p.2). The seemingly general description encapsulates content such as slideshows, video games, graphics, virtual domains, and more, and offer “symbolic communication that are not predominantly text-based” (p. 2). Miller goes on to explain that those working with “digital learning sources” will do best to conceptualize “online multimedia within the context of an information generation and processing system” comprised of five components: distribution, location, collection, conceptualization, and production (p. 5).

Distribution is simply the availability of digital content on the Internet. This content is at the disposal of instructors and can be used for teaching and learning purposes. Familiar names such as The New York Times, ABC News, The Wallstreet Journal, and NPR all offer digital information, which is easily accessible for classroom sharing. Additional tool, such as YouTube, SlideShare, and blogs, not only provide digital information, but they also allow users to create and distribute their own content. Searching for content, perhaps even at sites like the ones listed above, can be done through the component of location.

Locating content can be “daunting” as Miller states (p. 8). Knowledge of search engines, for instance, Google, Safari, and others, can help find content more easily. Search engines like Google, compartmentalize information even further with Google Images and Google Video, helping the user to narrow precise content down even more. In the article, Miller explains that, “Perhaps the best and simplest way to facilitate location, however, is by creating a multimedia homepage comprised of push vehicles such as RSS feeds” (p. 8). RSS feeds more intuitively seeks information from key websites the user has visited and updates relevant and up-to-date information on the user’s homepage, alerting the user to the updated content; thereby minimizing time and effort in locating information. Once all of this content is located, the question then becomes, where does it all get stored?

The collection component is crucial if the user wishes to store digital content for retrieval at a later time. Similar to a library or a music and/or video collection, the digital information located and collected may be catalogued in an orderly manner. Tools, such as RealPlayer can do this with video and audio content for instance. Social bookmarks like Google Bookmarks, can help to collect and organize content for users. For instructors, this ability to collect the abundance of digital information and have it organized for easier retrieval, can be invaluable. Having the content accessible and organized allows for more time to conceptualize the way this information can be integrated into a classroom setting. Sites such as MacArthur Foundation, MindShift and others, are set up to help guide instructors with the multimedia teaching and learning content. Key to the aspect of conceptualization is, as Miller states, “the value of a piece of multimedia does not lie in the resource itself, but rather in how well it facilitates instruction and meets student learning needs” (p. 10). Without first understanding these components (i.e., distribution, location, collection, and conceptualization), it would be difficult for an instructor to effectively utilize multimedia content for classroom instruction. An instructor needs to have a clear vision as to just how the digital information works in conjunction with the other course material, or as Miller points out, “showing the real-world relevance of abstract content” (p. 11).

The four components mentioned above culminate into production, which the article clearly states is not simply limited to those who have “specialized media skills”. Though instructors can simply click on and show video or audio clips, or websites, or slide shows, they may also develop a level of proficiency to truly integrate the digital information by linking it directly to the course material (p. 12). Resources such as Mosaic Maker, SlideShare, or even Windows Movie Maker allow the instructor, as well as the students, to be the innovators and creators of their own content that can be distributed for classroom use (p. 12).

Interestingly enough, I have engaged in each of the five components Miller discusses, although, I had not previously put much thought into each process. In fact, I could not have articulated each component until after reading this article. While I do consider myself a digital immigrant, by virtue of having grown up in the 1970s and 1980s, I have managed to incorporate multimedia into my everyday life. It certainly is not with as much ease or swiftness as someone many years my junior, but for me it feels almost second nature at this point. For instance, I am a big fan of online news content such as CNN and shows like This American Life which Miller mentions in his 2011 article (p. 3). Those are just two name a few. I have recently started blogging and have read many blogs. Though I have used search engines like Google and Safari, I have not made use of RSS Feeds or bookmarks. I had a very limited knowledge of how they worked and didn’t understand until recently how both can help me organize all of the information I access in a more efficient manner.  With regards to conceptualization, I feel that I have managed – as a student – to effectively incorporate various aspects of digital information and content as a means of indicating my understanding of instructional material.

Moving forward academically, I plan to enlist RSS Feeds and bookmarks more generously in an effort to manage and maintain the heavy amount of content I retrieve. Hopefully this will help avoid any scatterbrain moments I may endure as I try to locate information for future projects.