Resource Material for the IT PGCE:
multimedia using HyperStudio
The learning objectives for this session are that by the end of it you should:
HyperStudio is a multimedia authoring tool, originally developed for the Macintosh but also available for PCs. It is based on the concepts of a 'stack' of 'cards' (just like HyperCard on the Macintosh). Each card can contain text, images, sounds, videos and buttons. These buttons can do a wide variety of actions. Some of these are preprogrammed but, in addition, buttons can be used to run HyperLogo procedures. The text fields on a stack can be used both to display text and for the user to input text - which can then be stored. In addition, one can publish HyperStudio stacks on the web, although a plug-in is needed to view them.
These attributes give HyperStudio great functionality - and make creating complex hyperlinked materials relatively easy. For example I produced a (complex) single card stack, which uses buttons to run HyperLogo procedures and text fields to store inputs from the user, for an ESRC project investigating children's understanding of chemical and physical change.
HyperStudio is not of course the only software package that can be used to create multimedia and hyperlinked materials, there is a wide variety of others - including PowerPoint. One of your jobs as a teacher is to be able to select appropriate software for various purposes - and to teach this skill to children. For this reason you are asked to produce a PowerPoint presentation equivalent to the stack and then compare the two.
This is the link to the index to the stacks and slideshows.
| At the Institute
Your task today is three-fold:
The HyperStudio stack must contain at least:
The topic of your stack and how you choose to create it are up to you. I suggest that you choose one of the following ways - depending on your preferred learning style.
In either case, you might find it useful to consult the results of AltaVista and Google searches on HyperStudio for additional tutorials and examples.
If you wish to examine (or use) these stacks elsewhere, you can download zipped versions of the 'Beaching' and 'Art Deco' template stacks (and their associated files), and the 'Periodic Table' stack plus the one I made which illustrates the use of HyperLogo.
You can also download a (13 page) .pdf format booklet on 'Using HyperStudio in the Classroom', the references at the end of which might be of use if you are using this piece of software in Assignment 1.The session will start at 9:30. Following a brief introduction to HyperStudio, groups (of 2) will start to produce their own stacks. You should aim for these to be complete by 11:00 and e-mail them to me. Following a coffee break, you should then aim to produce as near an equivalent as you can in PowerPoint, which you should also e-mail to me. At 12:15 there will be a demonstration of your products and a discussion of the relative merits of the two software packages. PowerPoint can also be used to produce multimedia materials, so the sessions on producing and evaluating PowerPoint materials are relevant here.
The main misconception here relates to the nature of the product. How do pupils conceptualise a hyperlinked product? PowerPoint is usually used to produce linear presentations - and the concept of a 'slide-show' reinforces this idea. However it, and HyperStudio, can also be used to produce something that is not linear in structure - sets of slides or cards that are linked together in a nonlinear way. The structure produced is closer to a concept map (developed by Novak at Cornell). One way of introducing this in the classroom is to get pupils to map out their ideas first and then to make the stack (or slide-show) reproduce this structure. Concept maps are widely used in some curriculum areas (such as science) to allow pupils to show the relationships they believe exist between ideas. Tony Buzan developed the related idea of 'mind mapping' and software for example (MindMapper - a trial version of which can be downloaded)) is now available to help people construct and use such maps of ideas.
Sy Hussain used PowerPoint very imaginatively as a multimedia tool in a series of three art lessons. It is perhaps best to start by looking at an example of the product the pupils produced and then study the plans for lessons 1, 2 and 3. The objects used in the animation were produced in Paint and Sy produced a worksheet to help pupils make a background and then ones on importing the creatures they had made into PowerPoint, on animating them and then on customising their animation.
The Learning Circuit has an interesting case study of using Hyperstudio with year 6 pupils for a history project.
Two points here:
The main teaching point in this session is to demonstrate one way in which one can accommodate people who prefer to learn in different ways - either starting with a new, blank stack or adapting an existing one. One way of doing this with Office products (e.g. PowerPoint) would be for some to start 'from scratch' while others use a wizard and then 'tweak' the result. This is not an easy form of differentiation to plan for - and it is probably not one you will use much. However, as you get to know your pupils, and their learning styles, you should look for opportunities to allow them to learn and produce materials in different ways and from a variety of starting points. This issue is one to consider when you are writing your on-line tutorial to teach HTML - since one can learn this either by investigating and adapting existing code or by starting with a blank piece of paper.
A second point is that this is a case where people's religious beliefs can impact on what does and does not take place in your classroom. For example (some) Muslims have a prohibition on the use of music (for entertainment) and on images/pictures of living things. You need to be aware of this and plan for it in your teaching.
You should look at the following units of the DfEE schemes of work:
Key Stage 2: unit 6A Multimedia Presentation;
Key Stage 3: unit 1 Using ICT.
See chapter 5 of 'Learning to Teach Using ICT in the Secondary School' edited by Marylin Leask and Norbert Pachler (Institute library reference Loyx Ref LEA). The first part of this chapter is about using and evaluating CD-ROMs but the second part is concerned with producing multimedia in the classroom.
'Teaching and Learning with Multimedia' by Janet Collins, Michael Hammond and Jerry Wellington (Institute library reference Loyz COL) is also useful and relevant as is the chapter by Stephen Heppel (Ch. 10) on 'Multimedia and learning' in Jean Underwood's book 'Computer Based Learning: potential into practice' (Institute library reference Loyx UND).
|This page is maintained
by Tim Brosnan. Please send any comments to: email@example.com
Last updated on 23rd June 2001 .