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- Herausgeber: Packt Publishing
- Kategorie: Wissenschaft und neue Technologien
- Sprache: Englisch
Multimedia is a very old human endeavor. It has taken mankind almost 30,000 years since painting on cave walls to get a combination of text, image, sound, and video all working in the same medium, that is, in motion pictures. Finally, after thousands of years of human history, we can all (not just an elite few) create multimedia easily using Moodle. Moodle was built around an idea of learning that happens when a group of people construct things for one another, collaboratively creating a small culture of shared artifacts with shared meanings.
A tutorial-based guide, with clear illustrations and examples of how to create, convert and add multimedia to Moodle using a range of free e-learning software tools and web applications. This book follows the design of resources and activities for the course “Music for everyday life”. The tasks presented are quick and easy to do for teachers and trainers with busy schedules.
Giving readers an insight into the creation and integration of multimedia in Moodle courses.
Starting with images you will learn to create photo collages, screenshots and comic strips. Then you will discover audio and how to extract audio from CDs to create a soundtrack for a movie and a podcast. Later, you will use video to produce a trailer for a movie, photo slideshows, online TVs and screencasts. Following that, you will develop an understanding of interactive elements and web communication, such as online maps, interactive timelines or web meetings. Finally, you will look at multimedia quizzes and assessment of multimedia assignments, ending with general issues on copyright, licensing and safety.
A focus of the book is to show readers that using multimedia is not just about improving instruction, but also improving the ways in which students can can now create multimedia easily, and share it without great effort.. To make this easier, many of the moodle tutorials in the book will be based on activities designed for students to create, discuss and assess each other's multimedia works.
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Seitenzahl: 248
Veröffentlichungsjahr: 2013
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Table of Contents
Moodle 2.5 Multimedia
Moodle 2.5 Multimedia
Copyright © 2013 Packt Publishing
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, without the prior written permission of the publisher, except in the case of brief quotations embedded in critical articles or reviews.
Every effort has been made in the preparation of this book to ensure the accuracy of the information presented. However, the information contained in this book is sold without warranty, either express or implied. Neither the author, nor Packt Publishing, and its dealers and distributors will be held liable for any damages caused or alleged to be caused directly or indirectly by this book.
Packt Publishing has endeavored to provide trademark information about all of the companies and products mentioned in this book by the appropriate use of capitals. However, Packt Publishing cannot guarantee the accuracy of this information.
First published: May 2009
Second edition: November 2013
Production Reference: 1181113
Published by Packt Publishing Ltd.
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ISBN 978-1-78328-147-3
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Cover Image by Abhishek Pandey (<[email protected]>)
Credits
Author
João Pedro Soares Fernandes
Reviewers
Saad Faruque
Anna Krassa (kanna)
Bill MacKenty
Danny Wahl
Acquisition Editor
Ashwin Nair
Lead Technical Editor
Ritika Dewani
Technical Editors
Rahul Nair
Amit Ramadas
Project Coordinator
Rahul Dixit
Proofreader
Hardip Sidhu
Indexers
Mehreen Deshmukh
Rekha Nair
Production Coordinator
Adonia Jones
Cover Work
Adonia Jones
About the Author
João Pedro Soares Fernandes is a science teacher from Portugal, who has been working on Moodle since 2004. He has been involved in several Moodle initiatives at school, university, and government levels as a teacher, trainer, course and content developer, manager, consultant, designer, and researcher.
João's main interests range from education to multimedia, the Web, participation, democracy, and human development.
In a single year, he can be seen in several corners of the earth, either working, visiting schools, hiking, or taking photos in mostly non-touristic venues. He also loves music, old cheap cars, farming, cooking, and spending his time in nature.
I would like to thank my family, friends, colleagues, and students for their support through the sometimes-painful process of writing a book while you work, study, and try to have a life. Thanks for all of the ideas and comments, and thanks for the shared experiences that inspired many of the activities in this book. And thanks to all the free software and free content communities for making great tools and resources available to everyone. This one is ours.
About the Reviewers
Saad Faruque has been working as a technology implementer and manager for the past 15 years, with 8 years focused on the education industry. He is presently working as Head of Solution Development at Xeo InfoSoft (http://xeois.com), a Bangalore-based company he co-founded. Xeo helps business to implement and manage open source software, for example, Moodle, Alfresco, Zimbra, ORTS, and Nagios with their Service Level Agreements, in their business setup.
You can visit his blog at http://tektab.com. If you need help with Moodle or other open source enterprise implementation, he is available at <[email protected]>.
Anna Krassa (kanna) has a Bachelor's degree in Librarianship and Information Science, but she works mostly as an e-learning consultant. She lives in North Greece (Nea Moudania, Chalkidiki) and she became the first Moodle certified teacher in December 2006. In May 2007, she became a mentor/assessor for the MTC/MCCC candidates, collaborating with HRD New Zealand Moodle Partner, Certification Central Administration. From 2012, Anna became the main mentor/assessor at the MCCC Central Administration.
Anna has also been working with GAC Corporate Academy since 2007, initially as an external facilitator for HRD NZ Moodle Partner, facilitating the Personal and Professional Development courses. In 2012, she joined the academy, and since then, she has been working as a Moodle administrator.
In Greece, she has worked for the E-learning Services department of the Library of University of Macedonia "Telemathea", for the Greek School Network, and as a volunteer with K12 teachers for an e-school called Mathisis. Internationally, besides her collaboration with GCA and HRD, she has set up businesses in Bahrain (GII Academy), Ethiopia (Mekelle University), Canada (Northern Alberta Institute of Technology), and Cyprus (European University of Cyprus).
On a personal level, she is married to Vasilis, and together they have a lovely girl.
Bill MacKenty has been a professional educator for over 10 years. Now as a school administrator focusing on educational technology, Bill has been part of the "ed-tech" scene in it's most formative and nascent years—even now, though many learning organizations do not fully understand how, why, when, and what they should be doing with educational technology.
An avid Linux system administrator and a Moodle admin and user, Bill manages several Noodle instances and loves learning about the Noodle ecosystem.
Danny Wahl is an educational technology consultant and implementation specialist working in the Asia-Pacific region with a particular focus in international schools. He has assisted several schools in one-on-one computing, online, and mobile-learning programs among other things. When not working, he enjoys web development, studying the Bible, and playing 'ukulele.
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Preface
Moodle 2.5 Multimedia provides you with everything you need to include pictures, sound, video, animations, interactive elements, and more in your Moodle courses. You'll develop Moodle courses that you are proud of and that your students enjoy.
This book was written around the design of an online course called Music for everyday life using Moodle, where teachers and students will be required to create, share, and discuss multimedia works. Music was chosen as the main theme because besides being fun and horizontal to all cultures, it's a subject that can easily gather contributions from areas such as Science (for example, Waves and Sound), Geography (with instruments from around the world, such as the Ukulele), Languages (music in itself is a language), World History (from medieval music to jazz), or even Social Sciences (the law around creative works). This book was not made for musicians in particular, and one of its main challenges was to reach different educators from different subjects. Music is simply the way to get all of these perspectives working together.
Throughout the book, we will create some dozens of multimedia artifacts that are hopefully relevant, easy-to-do, and as little time-consuming as possible, to develop for us teachers and trainers with busy schedules. And for this, we will use multiple platforms, free software, and web applications.
Better learning is not necessarily a consequence of instruction, so the focus of the proposed activities will be on giving the learner better opportunities to create and share multimedia artifacts, and to dialog about and reflect on these constructions with others. I hope you enjoy it.
What this book covers
Chapter 1, Getting Ready for Multimedia in Moodle, takes a look at the evolution of multimedia, its advantages and uses in teaching and learning, and how these can be used with Moodle. We will also see some of the requirements for using multimedia in Moodle, and configure it accordingly. We will make three simple experiments in a forum with pictures, sound, and video, to see if everything is working as expected while integrating these in Moodle.
Chapter 2, Picture This, deals with images, so we will look at different ways of finding and inserting images in Moodle. We then learn about image editing tasks, commented screenshots, and comic strips. We will also learn how to export presentations as images, adding them to a Moodle lesson, or as an alternative, publishing these presentations in an online service.
Chapter 3, Sound and Music, focuses on tasks for the Moodle integration of sound and music elements. The resources created will make information available in improved ways to students, and will also get them to create audio works, such as soundtracks, slices, remixes, voice recordings, text-to-speech, and podcasts.
Chapter 4, Video, focuses on video production and editing, looking at different ways of using these in Moodle. We will start by looking at places to find free videos online, find ways of downloading videos from online services, extract DVD selections, create photo stories, screencasts, online TVs, and stop motion videos.
Chapter 5, Understanding Web-based Applications and Other Multimedia Forms, focuses on activities that we can do with Moodle and web tools. We will create interactive floor plans, timelines, maps, online presentations, gadgets to represent data, and mind maps.
Chapter 6, Multimedia and Assessments, deals with multimedia elements in quizzes, lessons, and assignments. We will use applications that allow us to create interactive exercises and games that can be easily assessed from and integrated into Moodle, such as crosswords, puzzles, and matching pairs among others. We will look at rubrics as ways of assessing multimedia works in a quick and easy way.
Chapter 7, Synchronous Communication and Interaction, teaches us how to interact with students in Moodle courses in real time by using an online chat and online meeting service. This allows text, audio, and video chat and also a sketchpad, file sharing, recording, and desktop and screen sharing.
Chapter 8, Common Multimedia Issues in Moodle, deals with some common issues on multimedia in Moodle related to copyright, e-safety, referencing sources, and other similar issues. We conclude with some possible modules and plugins to install in Moodle to expand its possibilities and some criteria for selecting web applications for our classes.
What you need for this book
Let's establish as a basic requirement associated with this book the following hardware:
It is also assumed that the computer that will be used to perform the tasks presented in the book has a Microsoft (XP or 7), Mac, or GNU/Linux operating system and some minimum requirements, such as more than 1 GB of memory (ideally more than 2 GB), at least one USB port, headphones, a microphone, the respective ports for these, and enough free disk space to install and use the applications suggested in this book (10 GB should be enough).
For the rest of the requirements, free software will do the trick. The required software are:
Who this book is for
The book is primarily aimed at teachers and trainers who run professional courses and have experience in the use of Moodle. At the same time, it is not necessary to have an advanced technical background to create multimedia elements, as the tasks will be simple and as little time-consuming as possible, relevant to everyday use.
Conventions
In this book, you will find a number of styles of text that distinguish between different kinds of information. Here are some examples of these styles, and an explanation of their meaning.
Code words in text are shown as follows: "Paste the code after the HTML tag <p>."
New terms and important words are shown in bold. Words that you see on the screen, in menus or dialog boxes for example, appear in the text like this: "Click on the HTML button to switch to HTML mode."
Note
Warnings or important notes appear in a box like this.
Tip
Tips and tricks appear like this.
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Chapter 1. Getting Ready for Multimedia in Moodle
Multimedia is a very old human endeavor and curiously, it all started with images, more than 30,000 years ago, painted by prehistoric humans on cave walls.
The Chauvet and Lascaux caves in France have some of the oldest paintings known to man.
Source: Sacred destinations (2009). Lascaux cave painting. Retrieved on April 14, 2009 from http://www.sacred-destinations.com/france/lascaux-caves.htm (public domain)
This was the first technology invented to express and capture not only the world we experienced through our senses, but also our imagination and creativity in a medium that could be shared with others.
Compared to these paintings, written text is quite recent, and it marks the beginning of History, more than 9,000 years ago (that's the reason we call the period before it the prehistory). After stone, papyrus was used in ancient Egypt, then parchment, and later paper, invented in China and brought to Europe in the 12th century.
The 19th century saw great developments in multimedia. From photography to motion pictures, from mass production of paper to the new process of printing images and text on the same page, all of it was invented during this time.
Ironically, it took mankind almost all of the 30,000 years since the paintings on cave walls to get a combination of text, image, sound, and video, all working in the same medium. Motion pictures articulating all of these elements were first watched in the 1920s, with soundtracks, subtitles, and of course pictures—still or moving.
The real revolution started with the advent of computers and the Internet, and later on the World Wide Web in the beginning of the 90s, and economically accessible technology for the masses. And finally, after thousands of years of human history, we (not just an elite few) can now create multimedia easily and share it without great effort. In a way, it's a new era for human imagination, creativity, and expression.
This book is about exploring these new possibilities not only for teachers and educators but also for students and learners for teaching, learning, and imagining in new ways. And of course, we will be using Moodle for all of this.
In this chapter we will cover the following topics:
Multimedia in Moodle
Moodle was built around an idea of learning what happens when a group of people construct things for one another, collaboratively creating a small culture of shared artifacts with shared meanings (refer to http://docs.moodle.org/25/en/Philosophy).
Moodle makes available many resources (web pages, books, files, links, and so on) and activities (forums, assignments, quizzes, lessons, databases, glossaries, and so on) to support teaching and learning, but what can distinguish working with these from paper and pencil work is the way we explore the possibilities of computers and the Web to articulate multimedia elements with text. Creating these multimedia elements, a very powerful concept too, is not possible using Moodle (it is not in its scope either). So when I am talking about using multimedia in Moodle, I am talking about the creation of multimedia using other kinds of tools, later integrated, discussed, and assessed through Moodle.
Using multimedia in this way can provide more opportunities to a group of teachers and students for the construction of, in this case, multimedia artifacts. We will try to use multimedia not only as a product for better delivery, but also to improve the ways in which students can construct multimedia artifacts.
It is usually said that multimedia can be beneficial for learning, as it can approach diverse learning styles, add interactivity and learner control, reduce the time required to learn, or extend the information presented through different channels. When we talk about multimedia artifacts, we are talking about content; however, I would say that pedagogy is also important. This is why we should also value diverse classroom practices around multimedia rather than just using it exclusively for delivery.
This book was written around the design of an online course called Music for everyday life using Moodle, which is available at http://www.musicforeverydaylife.net. This course is open to everyone (no enrolment key is needed; it has a guest access), so you can share it with colleagues as it is licensed under a Creative Commons Attribution license. This gives you a lot of freedom in using and remixing the course's content in your own course.
You might ask, why music? Music, besides being fun and horizontal to all cultures, is a subject that can easily gather contributions from areas such as Science (for example, Waves and Sound), Geography (with instruments from around the world, such as the Ukulele), Languages (music in itself is a language), World History (from medieval music to jazz), or even Social Sciences (the law around creative works). This book was not made for musicians in particular, and one of its main challenges was to reach different educators from different subjects. Music is simply the way to get all of these perspectives working together.
About the course Music for everyday life
As explained before, this book is written around the design of an online course called Music for everyday life. The main goal of the course is to develop a basic music literacy that can be used in the daily life of teenagers and adults.
I'm not a professional musician (or a talented amateur) so I'm not expecting the course, Music for everyday life, to be the online reference in music education. Music was chosen as the main subject of the course so that it could be meaningful to as many people as possible. As it permeates all areas of life, I have tried to create a curriculum that reflected this, approaching music from a broader perspective and not just basic music theory or instrument playing.
While designing this course, I tried to combine my experience in teaching (mainly science and ICT in education), my time as a student in a Jazz school in Portugal, and all that teenage period that some of us go through when we want to be stars, live somewhere between a studio and a stage, sell CDs, and be famous. Some of my friends who accompanied me during this period are now professional musicians (one graduated in the conservatory of Amsterdam), others changed paths despite their talent and are now business men or designers. I became a science teacher; the studio times are gone, and I really like what I do now. However, music will always be a part of my life, and this course was an opportunity to remember and share it with others.
The course structure
The course Music for everyday life will be organized around 10 modules (adding one presession for preparation and one post-session for follow up), corresponding to three hours of work each, for a total of 30 hours. The course can be used either in distance education or combined with regular classes, what we call blended-learning or b-learning, and it can be used either for a small class or as a Massive Open Online Course (MOOC).
Each of the course's 10 modules will have a standard structure as follows:
For each module, we will develop multimedia content such as images, audio, video, and interactive content. So in total, we will create some dozens of multimedia artifacts that are hopefully relevant, are easy-to-do, and are as little time-consuming as possible to develop for us teachers and trainers with busy schedules.
The course content
Using multimedia for content delivery and building our own teaching material can be time-consuming, and as we know being a teacher or a trainer is time-consuming just by itself, without the need for any extra workload. This book will focus on simple multimedia elements that you can create or find online without a huge effort, for your everyday life as a teacher or a trainer. Even if you are an enthusiast of digital technologies, keep this in mind: leave time and space for your students or trainees to explore the tools and create multimedia assignments. Don't put all the weight on your side. Better learning is not necessarily a consequence of instruction; so the focus of the course will be on giving the learner better opportunities to create and share multimedia artifacts, and to dialog about and reflect on these constructions with others.
Nowadays, you can find a lot of
