Multimedia in The Classroom

Stafford Lumsden
Head Teacher Trainer
GyeongIn National University of Education, TESOL Dept., Continuing Education

In a sense, teaching has always been a multimedia enterprise; instructors have typically
spoken aloud to, drawn pictures, and attempted demonstrations for the benefit of their
students
Ludwig, Daniel, Froman & Mathie (2004: 3)

Korea has a unique advantage very many developed countries in that it has built an extensive and
robust infrastructure to deliver multimedia content to classrooms as well as a generally held
perception amongst instructors, students and parents, that multimedia is both beneficial and
necessary in the classroom.

The use of multimedia in the language classroom exposes students to authentic language. For
example YouTube, Vimeo and various other video sharing services all have a plethora of real life
(authentic) texts for students to listen to. Moreover they provide a space (perhaps with the
appropriate guidance from an instructor) where students can post work they have produced
themselves. At the very least these authentic videos provide excellent jumping off points for
learners to respond and develop Macro Skills

However it is apparent to this author, from experience in Korean public schools and by way of
anecdote, that multimedia is more often than not used to present language to students in the most
passive of ways and is seldom utilized by teachers as a tool for students to use to produce
language.

What is Multimedia?

This paper defines multimedia as anything that delivers content to students via "non-traditional"
media. i.e. not the traditional teacher / chalkboard combination. In addition it is worth noting that
more and more, multimedia is delivered through computers, mobile devices and The Internet.
Anything produced digitally that contains 2 or more of the following:

Video, still images, audio, text, links, animation, drawing....

Why use Multimedia?

Why would any instructor want to use multimedia materials in the classroom? To a certain extent
ESL and EFL instructors have done so because they could. (Ludwig et al, 2004) As each
improvement in technology became available (in many cases with the support of textbook
publishers), instructors who saw themselves as hip, cool, and hi-tech quickly incorporated the

new tools, correctly perceiving that slick multimedia presentations have a certain amount of
entertainment value for students.

However, this rationale misses the point; in fact, the use of multimedia materials has substantial
grounding in cognitive theory and researchalthough, as is often the case, the research evidence
followed the widespread use of these materials rather than preceded it. (ibid.)

Numerous studies (see Bagui, 1998; Fletcher, 2003; Kozma, 2001; Mayer, 2001) show that the
use of multimedia in the classroom improves both comprehension of content during lessons as
well as retention of information at later times for testing. There is general agreement that
multimedia presentations are most effective when the different types of media support one
another rather than when superfluous sounds or images are presented for entertainment value
which may induce disorientation and cognitive overload that could interfere with learning rather
than enhance learning (Mayer, Heiser, & Lonn, 2001)

In addition multimedia has a positive effect on student motivation. Multimedia aids the teacher in
gaining the attention and continuing engagement of learners in the task (or language) at hand.
Shuell and Farber (2001) found that in a study of over 700 university aged students for instance,
the vast majority showed favorable attitudes towards the use of technology in the classroom. (As
a side note, it seems that males are more open to Multimedia instruction, over female students
who rated its use lower than their male counterparts)

Ludwig et al (2004) summarize the potential pedagogical value and rationale for using classroom
media in these three points:

To raise interest level -- students appreciate (and often expect) a variety of media
To enhance understanding -- rich media materials boost student comprehension of complex
topics, especially dynamic processes that unfold over time
To increase memorability -- rich media materials lead to better encoding and easier retrieval

Examples of Multimedia Use.

Writing

Writing is a natural match for the Web. (Craig, 2012a) No longer do users need to understand the
vagaries of HTML and coding in order to publish online. In fact it is just as easy as using a word
processor. (Not to mention that there are several online word processing tools provided by
Google, Microsoft and Korea's own Naver).

However elementary, and even middle and high school students may not have the language
resources to write extensive treatises using word processing software. Even adopting a process
writing approach and scaffolding language appropriately can still be met with angst and
demotivation when students are faced with a blank page and a blinking cursor.

Thus, Twitter (http://www.twitter.com) provides an elegant solution that relieves a lot of the
cognitive burden that students take on when having to write. (Not to mention the teacher who has
to mark students' written work). Twitter (and in Korea Me2Day) are so-called "Micro-blogging"
formats where the writer is restricted to just 140 characters. Craig (2012b) provides the following
model for introducing Twitter to students:

Prior to using Twitter, and activity called Twitter Paper was used to introduce students
to the use of Twitter. A handout with columns for user name and message was provided
to the class with instructions that they were to write a collaborative story with each
person contributing only one sentence. The were further instructed to write as fast as
they could and then pass the paper to someone else in the room. The activity was
wonderfully successful and provided an introduction to Twitter without the use of a
computer.

Once students become familiar with the format they will need to register / login to the service. Of
course students need not be tied to a desktop or ore book PC. Twitter has a smartphone client,
thus making it (and students' writing opportunities) portable and able to be used 24 hours a day.

...assignments were given during the fall 2010 semester, which complimented what was
being taught during class time. These were referred to as Daily Tweets. Learners were
responsible for posting one message each day on Monday through Friday as well as at
least one reply to another users message.
(Ibid.)

Beyond these examples teachers can vary the kind of tweet based writing assignments distributed
to students based on student need and proficiency level. Research based projects can be assigned
with students using Twitter to report back their results, or more complex grammar structures
could be introduced in class with students producing the forms via Twitter for the teacher to
check comprehension.

In addition to their own writing students can use Twitter to increase exposure to authentic
language by way of "following" other users of the service. A number of celebrities, musicians,
and world leaders all have Twitter accounts and post regularly. Thus students can build up quite
an eclectic collection of users they follow and "tweet" to, all the time being exposed to authentic
language. Moreover Twitter is a medium for teachers too! Feedback between students on Twitter
can be added to with comments from the teacher, correcting, moderating and praising students
for their efforts.

Ultimately students's tweets can be aggregated and printed out forming part of a portfolio and
showing their progress starting right from their initial tweet.

There are however some barriers to entry with Twitter. Craig (2012b) describes them thus:

The use of Twitter requires the use of new lexis that, though limited, can be very
confusing to new users, particularly language learners. These include, but are not limited
to tweet, follow, follower, favorite, list, @ (reply or mention), DM (direct message), RT
(re-tweet), # (hash/pound). In addition to these terms that describe the main functions
and concepts of Twitter, there are a growing number of ancillary technologies that extend
Twitter functionality: Twitter clients, URL shorteners, archiving services, and photo and
video sharing services to name a few. This new lexis requires attention to vocabulary and
concept instruction for users that must be done before users are able to fully participate in
Twitter.
And

In addition to new lexis, Twitter requires consideration for and reconsideration of what
privacy is. Twitter postings are generally available to the public. While users can choose
to make their accounts private and available only to those who they give permission, this
is not the default. Protected account are unlikely to acquire a substantial network, thus
they limit users full participation in Twitter. Both teachers and students must weigh the
virtues of privacy and adjust expectations accordingly
(Ibid.)

Classroom blogging is also an effective tool for getting Students to write. It can be as simple as
the teacher posting content for the students to reply to by way of commenting. the teacher may
post a reading text, a listening text, or a video and elicit students' written responses.

Moreover blogs can be used as a means to publish students' production. Here roles are reversed
and the teacher is able to utilize comments to offer feedback, suggest revision and, as always, to
offer praise to the student. Additionally blogs allow the students and teacher to interact outside of
the traditional classroom environment while inviting others (parents, administrators, colleagues)
into the "virtual classroom" that is created.

There are a number of blogging platforms, in Korea the "caf" format provided by portals Daum
and Naver are popular and are simple to use, and indeed are in students' first language, while
Blogger (Google) and Wordpress offer alternatives that can be highly customized allowing an
almost infinite variety of styles and formats that can be used to meet the needs of different
learners and classes.

Receptive Skills (Listening and Reading)

The ubiquity of video on the Internet has already been alluded to above and can be harnessed for
development of receptive skills.

One particularly fun and worthwhile activity is the so-called video Jigsaw:

Divide the class into two groups. Have one group leave the classroom.
T: "You will hear the audio of a video twice, but without the images, listen carefully".
T plays the audio only for the first group twice. The second time they listen Ss. Should
take notes.
The first group of students leaves the class and works together to construct an idea of
what they heard.
The second group of students enters the classroom.
T: "You will see a video twice, but you will not be able to hear the audio. Watch
carefully".
The second time the students watch they should take notes.
Allow this group another 2-3 minutes to construct what they saw before inviting the
first group back into the class.
In new pairs (one from each of the previous groups) students put together the
information they have in order to construct a coherent picture of the text.
Afterwards T plays video with sound and elicits what Ss accurately constructed and
anything they missed.

Figure 1. Video Jigsaw lesson plan element. Stafford Lumsden / Griffith University / GINUE

In terms of reading, again the web is awash with options. Beyond access to newspapers and
blogs in English services like Google Books (http://books.google.com) provide full digital copies
of literally millions of texts. Breaking News English (http://www.breakingnewsenglish.com) is
also an interesting option providing not only readable text, but also mp3 recordings of texts and
corresponding tasks for students to complete. he advantage of Breaking News English is that it's
content is current events and it is regularly updated meaning students not only have access to
authentic texts but also topical or relevant texts on subjects they might already possess some
background knowledge on.

Speaking

The web is still in its infancy (difficult to believe I know!) when it comes to live verbal
communication. Obviously video sites like YouTube provide exposure to authentic language use,
but finding ways for students to respond to these can be a protracted (though worthwhile) task,
for example by making a video in reply. Unfortunately class time is often already dedicated to
fulfilling the requirements of the National Curriculum and devoting time to students first
shooting and then editing video can be time consuming (though again, a task that will engage
students and prove incredibly motivating given the time).

Two options then exist. the first is to use video and have students emulate the language and
indeed, the pronunciation they hear.

English Central (http://www.englishcentral.com) is an excellent tool students can use to improve

pronunciation. The free version of the site allows students to view video content and speak along,
recording their utterances which are then compared to Google's speech engine and graded for

how close pronunciation, intonation, word stress and sentence stress are to that of the speaker in
the video. Premium accounts on English Central allow for teacher administration, assigning
videos, assigning targets and tracking student progress.

The second option is to use one of many free teleconferencing tools available. Skype (http://
www.skype.com) and Google Hangouts (http://plus.google.com/Hangouts) both provide free
computer to computer video chat requiring little more know-how than the ability to plug in a
microphone and a webcam (if the computer doesn't already have those built in).

Possibilities for spoken interaction over one of these media abound. Students could converse
with each other on terminals at other ends of the room. However horizons could be broader Skype and Hangouts could allow students to speak to students in other classrooms, other schools,
or infant in other countries (time zones and arrangements between teachers not withstanding).

Using Multimedia: Instructional Strategies.

1. Plan, plan, plan!

The plan is perhaps the most important part of using multimedia in the classroom. The media
used in the lesson should serve to emphasize language points or skills, especially those that are
best understood visually, or where the use of the medium provides authentic language use
opportunities to students. However, Teachers should remember, multimedia programs and
materials are tools to direct attention and emphasize key points that are best understood visually
rather than all-purpose guides for every point of every lecture. (Ludwig et al, 2004: 4)

Ludwig et al (ibid.) explain one other, teacher side advantage of the use of and planning with
multimedia in mind:

Instructors who begin integrating multimedia into their classes often report that the media
use forced them to improve the organization of their class sessionswhich may be an
added benefit to students.

In addition only use multimedia when it adds value to instruction (Craig, 2012a). The following
questions might be useful for teachers to ask when planning to use multimedia:
Does the use of multimedia motivate?
Does it expose students to authentic language?
Does it promote interaction between students?
Are there any privacy or safety issues? (especially in terms of Internet use)
Is it convenient to use multimedia?

2. Build some flexibility into your lesson plan.

And most of all have a Plan B! Teachers should be able to use the multimedia tool(s) they have
chosen to use in the lesson. If something is new, it is a good idea to practice using it. Practice on
colleagues and seek feedback. In addition be prepared for when multimedia breaks down.

Internet connections, USB thumb drives, CDs, DVDs and just about every other aspect of
multimedia and the technology and electronics they rely on can, and do, break down, fail to
function as expected, and sometimes fail to function at all. Nevertheless the lesson must go on!
Be prepared to deliver the lesson without the use of multimedia resources, have paper based
backups where appropriate.

Conversely have a plan to extend students' production when they ask questions or want to go
more in depth into a topic. At the very least prepare things like links that can be given to students
so that they can pursue further reading, or interactions, on their own.

3. Use Multimedia in Creative Ways.

Although multimedia materials may have some value when merely added to a PowerPoint
lecture outline, many instructors are exploring ways to incorporate these materials in
collaborative learning activities involving case-based scenarios or problem-based exercises
(Ludwig & Perdue, 2005; Rogers, 2002; Savery & Duffy, 1996). Teachers should not be afraid
to experiment bearing in mind the caveats of point two above.

4. A Note on PowerPoint (and Other "Slideware")

PowerPoint might be both the oldest and the most commonly used multimedia tool in the
classroom, whether for language learning, or any other academic or educational field. It is a
useful and very powerful tool, that is used (and abused) by teachers in classrooms all over the
world. Fight Against the Mind-Numbing Properties of Slideware. Strong criticisms have been
leveled against slideware in general and PowerPoint in particular. For example, Tufte argues that
PowerPoint induces a cognitive style that encourages passivity and makes a complex issue
seem more simple and clear-cut than it is. Tufts criticizes PowerPoint thus:

PowerPoint encourages simplistic thinking, with complex ideas being squashed into
bulleted lists, and stories with beginning, middle, and end being turned into a collection of
disparate, loosely disguised points. This may present a kind of image of objectivity and
neutrality that people associate with science, technology, and "bullet points".
PowerPoint presentations seem designed to guide and reassure a presenter, rather than to
enlighten the audience;
PowerPoint encourages the use of unhelpfully simplistic tables and charts, tied to the low
resolution of computer displays and the need for text to be readable by a large audience.
PowerPoint lends itself to poor typography and chart layout, especially by presenters who
use poorly-designed templates and PowerPoint's default settings;
PowerPoint's outline format leads presenters to arrange material in an unnecessarily deep
hierarchy, itself subverted by the need to restart the hierarchy on each slide;
PowerPoint's click-for-next-slide mentality enforces a linear progression through the
presenters hierarchy of ideas (whereas with handouts, readers could browse and explore
items at their leisure)
(Tufte, 2003)

Conclusions

If done well, multimedia content can generate productive and stimulating presentations that lead
to greater retention, application to new situations, and performance on assessments. If not done
well, they can be a distraction from learning and ultimately unproductive.

As the need for visual support varies as a function of content and objectives, the decision to use
multimedia should be made on a lesson-by-lesson basis. At each step in the process, teachers
should ask themselves if the use of this technology is appropriate for their teaching style, the
content, their students, and the desired language and learning aims and outcomes of the lesson. If
a teacher decides the use of multimedia may have a positive effect on their teaching, their lesson,
and student achievement, it is important that you it is used consciously, effectively, and
strategically. (Ludwig et al, 2004: 7)

As we have watched each wave of improvements in the tools used to deliver multimedia content,
as well as the evolving trends in educational pedagogy, it appears that the most important lesson
is the necessity of keeping the focus on the instructional goal, not on the technology itself.

Cited works

Bagui, S. (1998). Reasons for increased learning using multimedia. Journal of Educational
Multimedia and Hypermedia, 7, 3-18.

Craig, D. (2012a). Open CALL Resources for the 4 Skill Areas, http://www.daniel craig.com/
2012/08/29/call-connections-for-a-new-semester/, retrieved 25 October 2012

Craig, D. (2012b). Twitter for Academic Writing, http://www.danielcraig.com/2012/09/06/twitterfor-academic-writing-2/, retrieved 25 October 2012

Fletcher, J. D. (2003). Evidence for learning from technology-assisted instruction. In H. F.

O'Neil, Jr. & R. S. Perez (Eds.), Technology applications in education: A learning view (pp.
79-99). Mahwah, NJ: Lawrence Erlbaum Associates.

Kozma, R. (1991). Learning with media. Review of Educational Research, 61, 179-211.

Ludwig, E., Daniel, D., Froman, R., & V. Mathie (2004). Using Multimedia In Classroom
Presentations. Pedagogical Innovations Taskforce, Society for the Teaching of Psychology

Ludwig, T. E., & Perdue, C. W. (2005) Multimedia and computer-based learning in introductory
psychology. In D. Dunn & S. Chew (Eds.), Best practices in teaching introductory psychology.
Mahwah, NJ: Erlbaum.


Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.

Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When
presenting more material results in less understanding. Journal of Educational Psychology, 93,
187-198.

Rogers, P. L. (Ed). (2002). Designing instruction for technology-enhanced learning. Hershey, PA:
Idea Group Publishing.

Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its
constructivist framework. In B. G. Wilson (Ed.), Constructivist learning environments: Case
studies in instructional design (pp. 135-148). Englewood Cliffs, NJ: Educational Technology
Publications.

Tufte, E. (2003, Nov. 9). PowerPoint is evil. Wired. from http://www.wired.com/wired/archive/

11.09/ppt2.html Retrieved 2 July 2004

Some Specific Tips for PowerPoint Presentations

Adapted from Ludwig, E., Daniel, D., Froman, R., & V. Mathie (2004). Using Multimedia In Classroom
Presentations. Pedagogical Innovations Taskforce, Society for the Teaching of Psychology

Designing Presentations
It's not about you Avoid using the presentation as YOUR lecture notes. A presentation is for
the audience and their learning is the primary objective. Write your lecture before opening the
PowerPoint program and use slides for information that is best presented visually.
Minimize text Less is better. Narration is better than written words for learning and retention
in a classroom context. Clarity, not comprehensiveness, is your primary objective. In most
cases, this means using short phrases rather than full sentences in your bullet points.
Minimize distractions Plain is better than flashy. o Select non-distracting and simple
backgrounds o Select simple, easy-to-read fonts (small fonts annoy audiences) o Select simple
and smooth transitions o Don't include irrelevant illustrations, animations, or sounds
Be strategic A good picture is worth a thousand words and a bad one needs explanation.
Choose pictures, graphs and videos that clearly demonstrate the point you want to make.
Make it yours Customize publisher content. The slides that come with the book are outlines
of the text. Delete slides to make room for yourself and add your own content to highlight
your own objectives and style.
Save room for dessert Leave room for flexibility, questions, and the occasional tangent.

Presenting the Material in Class

Cover your backside Don't turn your back on your audience and/or read directly from the
slide. Audiences report being annoyed by presenters who simply read their slides. Instead,
print out a copy of your bulleted lists and narrate the main points while facing the audience (or
orient the classroom computer so that you can view the monitor screen while facing the
audience).
Be relevant Students will write down everything on a slide. To avoid having them writing
down point #3 while ignoring your current lecture on point #1, reveal info on the slide as you
speak of it.
Fade to black (or white) There are times when you will want student attention away from the
screen and on you or discussion. This can be accomplished by placing a blank slide at relevant
points or, by simply hitting your B key (B blackens the screen, B again brings the slideshow
back on-screen).
Experiment Instructor style and learning objectives interact with presentation mode. Try
various strategies, evaluate, and select those that work best for you.