Multimedia can offer an enhanced learning experience, but only if it is used properly.
It should be used only when it can contribute something to aid student learning; for instance, as discussed in the previous section. Using it just because it is “cool” is not a suitable reason. Some viable reasons for including multimedia are identified in the fol- lowing sections.
Navigation
The importance of navigation was discussed in the previous chapter. Using images to build a navigation tool bar is a popular design approach. Images can serve to highlight the navigation scheme for the tutorial. Regular Web users are accustomed to looking for navigation icons and images that will direct them through a site.
The global navigation in the tutorial shown in figure 6.1 from the Cleveland State University Library incorporates image buttons. As the cursor passes over a navigation image, a second image with a starburst effect appears.
Establish a Theme or Mood
Students may become more engaged if the appropriate tone is set for a particular learning. Images, audio, or animation are all possible means to create just the right set- ting. The tutorial shown in figure 6.2, from DiMenna-Nyselius Library, Fairfield University, uses an imposing graphic of the entry to Plagiarism Court. Plagiarism is a serious issue in education today and this splash screen to their tutorial sets a solemn yet engaging tone for the instruction.
Identification
Including a library logo or some other identifying graphic helps ensure that students know the origin of the instruction. If someone comes into your tutorial at a point other than the starting page, having identification helps to orient him or her to the current location. As shown in figure 6.3, an identifying UCSD Libraries logo appears at the top of each screen. There’s no doubt about the origin of this instruction. Note that the image links back to the main UCSD Web site.
FIGURE 6.1
Images Used for Navigation
From Cleveland State University Library, Ohio. Available: http://www.ulib.csuohio.edu/help/hands-on.
FIGURE 6.2
Graphics Used to Set a Mood
From DiMenna-Nyselius Library, Fairfield University, Connecticut. Available: http://library2.fairfield.edu/
instruction/ramona/plagicourt.html.
Tell a Story
A picture, we’ve heard countless times, is worth a thousand words, and in many situ- ations an image does in fact provide information much more effectively than words.
One common use of images and illustrations is in conjunction with virtual library tours. Pictures of the different areas of the facility and floor maps help familiarize potential library users and give patrons a good way to become acquainted with how the building is organized. In figure 6.4, the German National Library of Medicine (ZB MED) orients users to their facility with images, floor plans, and a link to a QTVR tour.
Illustration
Using illustrations or screen captures is another way of conveying an instructional point effectively. For instance, you can describe what students should expect to see when they conduct a search, but showing a screen-capture image of what is being described allows students to associate the description with a representation of the screen they will see. The screen shown in figure 6.5 is instructing users how to output their results from an online catalog search. To better illustrate the options, a screen capture of the e-mail and save options is included.
FIGURE 6.3
Logo Used for Identification
From UCSD Libraries, University of California, San Diego. Available: http://libraries.ucsd.edu/services/
getstarted/index.html.
FIGURE 6.4
Photos and Maps in Virtual Tour
From German National Library of Medicine (ZB MED), Köln. Available: http://www.zbmed.de/
koeln_rundgang.html?&lang=en.
Demonstration/Simulation
Often, the best way to get a concept across is through demonstration or simulation.
One typical type of demonstration shows how to conduct searches using particular search software. In figure 6.6 students from University of Saskatchewan Library are guided through a demonstration of a search in InfoTrac. The tutorial is a series of screen captures transformed into a Flash presentation with accompanying highlights and explanation.
A more interactive approach is to set up a simulation where students are in- structed to enter information and receive feedback as they successfully accomplish tasks. Figure 6.7 is a simulation of how to search WebSpirs using screen-capture images of the catalog and additional programming to deliver a level of reality to students.
FIGURE 6.5
Screen Capture to Illustrate Instructional Text
From Library Media Center, Shoreline Community College, Shoreline, Washington. © Library Media Center, Shoreline Community College. Available: http://www.shoreline.edu/library/tutorial/ttutorial.htm.
FIGURE 6.6
Demonstration of the Use of a Database
From University of Saskatchewan Library, Saskatoon, Saskatchewan. Available: http://library .usask.ca/ref/tours/infotrac_psychology/index.html.
Visualization
Visualization is a way to help students grasp difficult concepts and ideas. By including graphics, charts, diagrams, animation, and even 3-D objects, designers can help stu- dents visualize to make content more understandable. One concept that students commonly have difficulty understanding is Boolean logic. Figure 6.8 shows how graphics can help students understand this idea. The image uses a Venn diagram to show the result set from the use of AND to connect two search terms.