INSTITUT SAINS DAN TEKNOLOGI DARUL TAKZIM

JABATAN SAINS KOMPUTER

DIT 1413 / SKK 1313

PENGENALAN KEPADA MULTIMEDIA

TUGASAN 1 :
LAPORAN CADANGAN MULTIMEDIA

Multimedia Application Using Animation Cartoons for
Teaching Science in Secondary Education


NAME:

NUR LIYANA BT RAMLI


MATRIC NUMBER:

30101010


PREPARED FOR :

CIK NOOR FAZLINDA BINTI OTHMAN


DATES SUBMIT:

10 J ANUARY 2011
TABLE OF CONTENT

Content Page Number

1.0 INTRODUCTION

1.1 THE REASON MULTIMEDIA IMPORTANT IN
TEACHING AND LEARNING

1.2 LITERATURE REVIEW

1.3 OBJ ECTIVE OF THE PROJ ECT

1.4 METHDOLOGY

1.5 IMPORTANCE AND BENEFIT OF THE
PROJ ECT

1.6 BUDGET

1.6.1 LIST OF EXPERTISE

1.6.2 THE COST OF THE PROJECT

1.7 DURATION OF THE PROJ ECT

1.8 CONCLUSION

1.9 REFERENCES


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2.0 INTRODUCTION

The presentation of ideas in visual form has been proven to be particularly important as it
helps the educational process in a critical way. Cartoons represent a form of art that has been
promoted into an important visual language, which influences the human sentiments and
transmits messages using symbols and pictures. They constitute a combination of humor,
exaggeration, and symbols, while presenting a subject using the simplest lines possible. Those
cartoons contain messages and, when they are selected carefully, they can easily provide
information via the symbols and the exaggeration. Most important is that they use familiar
pictures and objects from daily life.
In addition, cartoons can be used effectively in the teaching process when they provide
information with regard to concretely instructive objects. They were used by many researchers in
the classroom in order to promote learning, both in children and adolescents. Surprisingly
enough, the most innovative use in the instructive practice is that they initially capture the
students attention and, then, they allow them to travel with their mind in a world of imagination
and amusement while they are learning.
The importance of cartoons in science education has been recognized in recent years, as
they received an increasing amount of research attention. The ways that cartoons stimulate the
active involvement of the students in the learning of physics, in the development of the
curriculum in secondary education. Research evidence indicates that cartoons are already used as
innovative and supporting tools in science teaching. Purely concept cartoons have rapidly proven
to be a popular teaching and learning approach that is applicable in a variety of settings. Concept
cartoons appear to offer an innovative approach to gaining access to childrens ideas in science
and to providing possible starting points for relevant scientific investigations. They appear to
provide a possible means of offering opportunities for learning at a variety of levels and of
enhancing childrens motivation.
Finally, we must take into consideration that in the learning process, attention gaining is
an important initial event of instruction. Animation provides a good way to gain the attention of
a student and also to cue a student to focus on the most critical features of a screen display. The
most direct application of animation in instruction is using it to present lesson content. Certainly,
animation affords many practical methods of gaining and cueing attention, such as special effects
during transitions between screens and, mainly, moving icons or characters, including cartoons
and text or narration.
In the case of children, however, animation may have an effect, at least under certain
conditions, such as when dealing with material that is neither too difficult nor too simple, which
requires motion or trajectory attributes to be visualized, and where explicit links are made
between the text or narration and the animation. In the case of motion concepts, found that
students viewing animations on Newtons laws of motion were better able to retain, retrieve, and
apply the content material.

2.1 THE REASON MULTIMEDIA IMPORTANT IN TEACHING AND LEARNING

Multimedia is media and content that uses a combination of different content forms. The
term is used in contrast to media which only use traditional forms of printed or hand-produced
material. Multimedia includes a combination of text, audio, still images, animation, video, and
interactivity content forms. Multimedia is usually recorded and played, displayed or accessed by
information content processing devices, such as computerized and electronic devices, but can
also be part of a live performance. Multimedia also describes electronic media devices used to
store and experience multimedia content.
Multimedia is important to assist how the adoption of multimedia for training and
education in your school could enhance the learning process and can achieve measurable
performance results. The following are common benefits in using multimedia courseware.

a) Improves Learning
- Numerous studies over the years have shown that interactive multimedia learning takes
less time, is enjoyed more and increases learning. In a review of numerous meta-analysis
studies Najjar (1996:30) found that "learning was higher when information was
presented via computer-based multimedia systems than traditional classroom lectures".



b) Interactive
- Interactivity is mutual action between the learner, the learning system, and the learning
material. Numerous studies have found that interactivity has a strong positive effect on
learning

c) Flexible
- Multimedia courseware on CD-ROM can be used at work on the desktop or at a learning
centre, at home, while travelling, or to enhance facilitated management development
programs. Multimedia courseware can also be used on networks, Intranets or the
Internet. These distributed learning approaches allow for even more flexibility, but in the
cases of Internets will involve much lower quality images and will preclude the use of
video, at least in the near future. Multimedia courseware off-loads repetitive training
tasks and frees facilitators to focus on company-specific, department-specific, or even
team-specific issues.

d) Modular
- Each topic or section can stand alone, so managers or trainers can delve deeply into the
topic areas they need to learn, and skip over the ones they don't. In many cases
applications include the option to custom build the application for your specific use
where you can choose modules, and even edit the content in some fields.

e) Practical
- It is capable of presenting true-to-life situations that learners face every day. Adults are
very practical learnersthey learn best when faced with real problems that have real
consequences. Decision tree simulation, video simulations or simple animations allow
learners to learn-by-viewing, learn-by-doing or learn-by-coaching. All are effective
methods for developing practical skill and increasing information retention.

f) Cost-effective
- Multimedia courseware may have higher up-front development costs, but overall studies
have shown that it is less expensive and more effective than traditional classroom
learning only. There can also savings on expensive and time-consuming travel, lodging,
facility rentals, the loss of productivity caused by sending learners away, and other
expenses. The ability to practice new concepts in a risk-free environment improves
learners' skills and ability. When using a built in course management system which
collects and analyses learner delivery and performance data substantial administrative
time savings result.

g) Engaging
- Interactive learning with live-action video, audio, graphics, feedback, expert advice, and
questions and answers keep learners interested and reinforce skills. Because it is
exciting, challenging, and fun to use, it encourages learners to return to the program
again and again. Through continual practice, learning is absorbed and integrated into
daily performance.

2.2 LITERATURE REVIEW

For the construction of the cartoon-style multimedia application, cartoons where designed
from scratch using appropriate programs. Therefore the application was enriched with narration,
dialogues, static graphics, and animation, and was addressed to the fifth grade of elementary
school students. The narrations, texts and questions of the multimedia application were based on
the books of science that are used in the 5th grade of the primary school.
The cartoon-style multimedia application that was created consists of two major parts. In
the first part, the presentation and the analytic explanation of the involved basic science concepts
of volume, mass, and density was attempted via animated cartoons and hearing dialogues, thus
aiming at both the comprehension and the assimilation of the above concepts. In particular, a
fifteen-minute story with animation and narration was presented. The story takes place in the
interior of a house, with basic heroes the wise old male-owl Aristides and the young female
rabbit Chloe. A specific script was followed whereas Aristides answers Chloes questions, grabs
the opportunity to explain the meaning of mass, volume, and density and, at eventually, he
resolves Chloes indirect queries. Chloe asks questions and, through the answers that she gets,
her misconceptions regarding the aforementioned basic science concepts are corrected.
Nevertheless, specific animated cartoons have been drawn for the needs of the story presented so
that, in combination with narration and dialogues, are functioning as auxiliary material for the
user-student. In the second part of the application, a series of seven closed-type questions are
presented. The questions are of the multiple choice type, and each student has three choices and
one attempt to make in order to give his/ her answers to each question. Due to the fact that the
cartoon-style application was addressed to the age of eleven, it was built in such a way in order
to be easy in use and navigation by the novices. In particular, the main screen consists of a bar,
with the known three choices of diminution, enlargement, and exit, as well as two buttons one
monkey for the exit and one rabbit which correspond to the thematic unit that is currently
examined. When the user places the mouse pointer on a button, he/she observes three changes:
the change of color in each button, the appearance of a figure, and, last but not least, the
appearance of the familiar cartoon cloud in the upper part of the screen, where an explanation
of the operation of the corresponding button is given.
Because the cartoon application was designed to be used as a didactic tool, it was obvious
that, in addition to the pedagogical aspect, it had to be friendly and interesting enough for the
young children to watch it. Indicatively, a small part of the cartoon animation is presented in
which the rabbit shows through animation the measurement of the volume of water. At the same
time, the narrations and dialogues which are heard, explain in detail the procedure of the liquid
volume measurement.
In the second part of the cartoon application, in the questions section, the same simple
cartoon-style is used and the answers that each student gives are recorded. Each question takes
advantage of the processing partnership between visual and verbal information, which is well-
established theoretically. The student is called to study carefully the table that is given and then
to answer the question by selecting one of the three answers provided.
Then the student is led to the next screen, whether he/she has chosen the right answer, the
right explanation is given and, in addition, the opportunity to visualize the correctness of the
answer via the animations that he/she watches. In each one of the animations the balance
operates and, at the end, the mass of ball of all three materials is recorded.



2.3 OBJECTIVE OF THE PROJECT

The objectives of the project are:
To build the courseware of a learning environment that aimed at fostering problem
solving and conceptual development
To build the multimedia application using animation for science subject to primary
students.
To evaluate their effectiveness the use of animated cartoons in a multimedia
application meant in supporting teaching and learning in science.

2.4 METHDOLOGY

The methodology that chooses to develop this multimedia is ADDIE Model. The ADDIE
model is the generic process traditionally used by instructional designers and training developers.
One commonly accepted improvement to this model is the use of rapid prototyping. This is the
idea of receiving continual or formative feedback while instructional materials are being created.
This model attempts to save time and money by catching problems while they are still easy to
fix. The ADDIE model was used in the framework for helping create new research topics in
learning technology. The process of creating multimedia application courseware for teaching and
learning consists of five phases: (1) Analysis, (2) Design, (3) Develop, (4) Implementation, (5)
Evaluate (Figure 1.1). Phase 1 and 2 is primarily led by the content expert, while the multimedia
development in Phase 3 is primarily performed by the development team. Phase 4 and 5 includes
all team members and the users. Below is a brief description of the five phases.
Phase 1. Analysis
o In the analysis phase, the instructional problem is clarified, the instructional
goals and objectives are established and the learning environment and
learner's existing knowledge and skills are identified. Below are some of the
questions that are addressed during the analysis phase:
Who is the audience and what are their characteristics?
What is the new behavioral outcome?
What types of learning constraints exist?
What are the delivery options?
What are the online pedagogical considerations?
What are the Adult Learning Theory considerations?
What is the timeline for project completion?

Phase 2. Design
o The design phase deals with learning objectives, assessment instruments,
exercises, content, subject matter analysis, and lesson planning and media
selection. The design phase should be systematic and specific. Systematic
means a logical, orderly method of identifying, developing and evaluating a
set of planned strategies targeted for attaining the project's goals. Specific
means each element of the instructional design plan needs to be executed with
attention to details.
o These are steps involved in design phase:
Document the project's instructional, visual and technical design
strategy
Apply instructional strategies according to the intended behavioral
outcomes by domain (cognitive, affective, and psychomotor).
Design the user interface and user experience
Create prototype
Apply visual design (graphic design)

Phase 3. Develop
o The development phase is where instructional designers and developers create
and assemble the content assets that were blueprinted in the design phase. In
this phase, storyboards and graphics are designed. If e-learning is involved,
programmers develop and/or integrate technologies. Testers perform
debugging procedures. The project is reviewed and revised according to the
feedback received.

Phase 4. Implementation
o During the implementation phase, a procedure for training the facilitators and
the learners is developed. The facilitators' training should cover the course
curriculum, learning outcomes, method of delivery, and testing procedures.
Preparation of the learners includes training them on new tools (software or
hardware).
o This is also the phase where the project manager ensures that the books,
hands-on equipment, tools, CD-ROMs and software are in place, and that the
learning application or website is functional.

Phase 5. Evaluation
o The evaluation phase consists of two parts: formative and summative.
Formative evaluation is present in each stage of the ADDIE process.
Summative evaluation consists of tests designed for domain specific criterion-
related referenced items and providing opportunities for feedback from the
users which were identified


Figure 1.1: Summary of development process

2.5 IMPORTANCE AND BENEFIT OF THE PROJECT

It is important to realize that one of the reasons why science is perceived as difficult by
many students in primary education is that it is a-priori viewed as dealing with concepts which
are often difficult to be explained and understood. Some students feel that they have to learn a
lot of theory without ever considering how this theory might apply to the real world they are
living in. Cartoons represent an attempt to ask some of the questions that students might like to
ask, if they would think in terms of everyday life situations or ideas, and actually get some
answers. Through these animated cartoon situations science concepts can be given a breath of
life and realism. More important is that animated cartoons attempt to provide learning
opportunities such as to facilitate the differentiation of scientific concepts, to recall effectively
the prior knowledge and therefore, promote the process of conceptual development.
Furthermore, cartoons in a multimedia application provide evidence that science in a
form of a multimedia application in science, provide evidence that science can be discovered
even in the most surprising and informal places. The combination of the students familiarity and
acceptance of them, along with careful pedagogical integration, makes this resource an excellent
and refreshing complement to learning and teaching. Our research showed that the presentation
of cartoons in a multimedia application gave it an obvious advantage as learning aid, based upon
the presentation of specific scientific knowledge in a popular form that is enjoyed by most young
students. In teachers hands, animated cartoons are consider to be an effective supplementary
didactical tool that can used for reaching students learning goals inside the classroom. And this is
what mainly we are looking for in the modern educational practice in the real school
environment.

2.6 BUDGET

Microsoft is offering the educational fund up to RM 10,000 for a project that aims to use
appropriate multimedia in teaching and learning at my school. The budget includes the hardware
and software that use including payment for the expertise and another bill and equipment.

2.6.1 LIST OF EXPERTISE

A solid team with the appropriate skills and teamwork is key to the success of a
multimedia courseware. This team consists of experts in education, science teaching, and
technology who collaborate to design the blueprint for the courseware. This interdisciplinary
team should consist of:

A project manager
- The project manager is the liaison between the people in Microsoft of the project,
who is usually the funding agency or content expert, and the team members. The
manager allocates tasks for the team and sets milestones, deliverables, and
deadlines for the project, all within the proposed budget and resources. The
manager should have a strong background in the sciences, technology, and
education to understand how to allocate the time and resources for the tasks and
provide the backbone for the interdisciplinary team.

A content expert with teaching experience
- The content expert is often the expert in the scientific field and has extensive
teaching experience. The content expert designs the student learning outcomes
and learning goals for the module. This expert also helps to design user
assessments to validate that the student has understood the module.

A multimedia development team
o Graphic designers
- The graphic designer must have artistic abilities and is trained in visual
communication, visual design, and have extensive knowledge with Adobe
Photoshop and Illustrator. The designer transforms the abstract learning content
into a visual language and layout that communicates the learning outcomes and
learning goals.


o Educational media developers/ learning designers
- The educational media developer is trained in learning with technology design
(humancomputer interaction, user-centered design principles, user studies,
iterative design, rapid prototyping, and evaluation). The developer designs the
user interactions and validates the learning effectiveness of the module.

Programmers
- The programmer provides technological experience and authors the interactive
content for the multimedia. The programmer should be able to develop rapid
digital prototypes.

An evaluation expert
- Evaluators provide expertise on formative and summative assessments, measures
for educational achievement, conduct field tests on users, design how to
implement the module into the curriculum, and report to stakeholders on user
feedback.

2.6.2 THE COST OF THE PROJECT

List of the budget will spend:

Bil Item Quantity Price
(RM)
Total Price
1 Hardware
Laptop
Speaker
CD-ROM


3000

3000

2 Software
Converter Audio
Dreamweaver
Adobe Photoshop



400


400

Adobe CS3
3
Expertise Payment


2


3000


6000

4 Resource :
Book

3

100

300
5 Maintenance 1 300
Total Amount 10,000



2.7 DURATION OF THE PROJECT

The duration for this project is 6 month. The Appendix A had shown the duration for the
project using Microsoft Project 2007.

1.8 CONCLUSION

In conclusion, we should point out that although some educators have started using
courseware in their classroom instructional methods, the efforts by large have been limited to
very few institutions. Consequently, the effectiveness of these new teaching tools has not been
fully realized or studied. This indicates that the full benefits and advantages of these new
teaching techniques will not be fully realized any time soon. It is important to realize that one of
the reasons why science is perceived as difficult by many students in education is that it is a-
priori viewed as dealing with concepts which are often difficult to be explained and understood.
Some students feel that they have to learn a lot of theory without ever considering how this
theory might apply to the real world they are living in. Cartoons represent an attempt to ask some
of the questions that students might like to ask, if they would think in terms of everyday life
situations/ideas, and actually get some answers.

Through these animated cartoon situations science concepts can be given a breath of life
and realism. And more important is that animated cartoons attempt to provide learning
opportunities such as to facilitate the differentiation of scientific concepts, to recall effectively
the prior knowledge and therefore, promote the process of conceptual development. Animated
cartoons are considered to be an effective supplementary didactical tool that can use for reaching
students learning goals inside the classroom. And this is what mainly we are looking for in the
modern educational practice in the real school environment.

1.9 REFERENCES

Ball, H. G. (1982). Who is Snoopy In J . L. Thomas (Ed.), Cartoon and comic in the
classroom: A reference for teachers and librarians (pp. 1420). Littleton, CO:
Libraries Unlimited.
Barlex, D., & Carr, C. (1985). Visual communication in science. Cambridge:
Cambridge University Press.
Bliss, J ., Ogborn, J ., & Whitelock, D. (1989). Secondary pupils commonsense
theories of motion. International J ournal of Science Education, 11, 261272.
J ournal of computer Assisted Learning
Interactive learning environment
British journal of education technology
www.google.com
www.sciencedirect.com
Keogh, B., & Naylor, S. (1997). Making sense of constructivism in the classroom.
Science Teacher Education, 8, 1214.
Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science:
An evaluation. International Journal of Science Education, 21(4), 431446.