Multimedia lesson Preparation

Preparation of Materials for Multimedia: 

Preparation of Materials for Multimedia Dr.N.Nadaraja Pillai CIIL, Mysore - 570 006

TEACHING LEARNING PROCESS : 

TEACHING LEARNING PROCESS SYLLABUS TEACHING MATERIALS & Technology TEACHER LEARNERS ACHIEVEMENTS Evaluation

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Teaching Methods and Techniques Errors Exercises Language structure Skills Content Time Syllabus Objectives Content Objectives Language Objectives

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Materials are produced as primary materials , supportive or supplementary materials detailed and non-detailed texts , etc. depending on the syllabus. Preparing materials for the print, audio, video, multimedia is different and needs a lot of expertise and exposure on the part of the producers.

There are Three “T”s in Education: 

There are Three “T”s in Education The first ‘T’ : Textbooks The second ‘T’: Teacher The third ‘T’: Technology

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Factors that interfere with the preparation of materials 1. S ociety 2. Politics and Language policies 3. Feelings and the knowledge 4. Economics 5. Language or languages 6. Attitudes and interest

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After the formation of the policies, guidelines, etc. the following are to be done: 1. Needs analysis (of the learners) 2. A list of objectives 3. A list of basic skills and higher order skills

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Language structures to be selected in the language levels 1. Phonological level 2. Morphological level 3. Morphophonemic level 4. Syntactical level 5. Semantic level, etc.

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The teaching method to be followed is to be selected before the materials are prepared. A design for the selected media and a decision on whether the material is teacher taught or auto instructional, etc. are to be made.

Teaching techniques, What is it that we are teaching?: 

Teaching techniques , What is it that we are teaching? Rules about the language Word Formation and Syntactical patterns Language functions in Domains Focusing on ‘Content’ rather than on ‘Form’ Grammatical structures and functional elements A way of unveiling the student’s own personality

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Some Structures for discussion Noun+noun Adj+noun+noun Noun=Adj.+noun Noun= adjectival Noun Pronouns Possessive case Numbers 1-20 (or more) Defective verbs Use of be verb Imperative form & the negative Cases locative, dative, etc, Infinitive form of the verb

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Continued Present tense & the negative Future tense & the negative Past tense & the negative Case markers Habitual Hortative Subjunctive Relative participle & the negative Participial noun Verbal participle & the negative Conditional & the negative Concessive & the negative Reflexive Definitive

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continued Perfect : Past, present and future Using auxiliary verbs Active-passive Discourse markers Sandhi rules to be given wherever necessary Comparative Questioning Adverbs Functional words such as postpositions Conjunctions Subject-verb agreement Transformations, etc.

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Principles of materials production 1. Selection 2. Gradation 3. Presentation 4. Evaluation

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Selection The language structures The vocabulary Style Content Design Prose or Poetry Moral or literature or science, etc. Selection of texts and the learners knowledge level The text so selected may be rewritten – abridged or enlarged to suit the learners, if necessary The texts may be written afresh also Selection of objectives Selection of values and other National principles and objectives if given.

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Gradation Two main principles under which the gradation is done. - From known to unknown - From easy to difficult gradation is very essential since that only makes the learners and the materials compatible. There are structures, which are derived from the other. Grading is necessary as far as the content theme is concerned.

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Presentation The text may be presented in many ways. Description Narration Conversation Monologue Short story Poems and songs, etc.

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Evaluation of the materials Evaluation of the design: Which of these is reinforced: objectives, aims, the values, the themes/content, the method, etc. The design, time allotted, processes extra information, annexes comprehensibility, skills reinforced, etc. Exercises are to be evaluated - Content based Skills based Which structure is reinforced Which of the language level is reinforced: handwriting, pronunciation, sentence structure, words, error correction, etc. Comprehension types Style, etc.

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The Objectives defined Learners and the objectives Language objectives Aims of life - Human values Exchange of information Societal demands Classroom demands Attitudinal changes Development of Knowledge Expectations

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Preparation of Materials for Multimedia Five senses and language The basic character of language is sound only Sound and symbol is right sequence Listening and speaking are the primary skills and reading and writing are secondary skills Children learn to understand through sounds only Many features of the language can be well imparted only through audio medium conti…

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MULTIMEDIA IN LANGUAGE TEACHING It is a combination of text, graphic art, sound, animation and video delivered to us by computer. It may or may not have interactivity component. The combination of all these components electrify the thought and reactions.

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Multimedia excites all the senses the eyes the ears the mouth the body the head

Teaching vocabulary an example: 

Teaching vocabulary an example Users learn the words with the meaning provided aasiriyar maaNavanai aDittaar ‘The teacher beat the student.’ aDi = to beat They learn the meaning by the context AvaL oor aDi eDuttu vaittaaL ‘She kept one step.’ aDi = step They analyze part of speech of the word ADi in (1) is a verb; and aDi in (2) is a noun They analyze the roots/stems and the affixes PaDittal ‘reading’ paDippu, ‘education’ PaDikkiratu ‘reading’ (present) paDittatu ‘reading’ (past) paDippatu ‘reading (habitual) paDi is the root; -ttal, -ppu, -kkir-, -tt-, -atu, -pp-, -atu are suffixes with different meanings and functions.

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They learn the word by comparing the same with the MT word Oodalu, ooduvike, ooduvudu, oodittu, etc. have similar formation and fuctions in Kannada language. The learners with Kannada often compare the Tamil forms and learn. They analyze the pictures or gestures given It mainly depends on the picture dictionary or the pictures given to support the lesson, words etc. They may use the dictionary where they will get only the direct meaning and may not have the shades of meaning aDi = 6 entries for the same root. aDi 1 has 27 shades of meaning; aDi 2 has 3; aDi 3 has 3 aDi 4 has 7; aDi 5 has one aDi 6 has one. (From Cre-A ‘s The modern Tamil Dictionary)

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They ask for the synonyms uDanpiRandaan = sahoodaran They ask for the paraphrase uTkoL = vaay vaziyaaha uNavu mudaliyavaRRai uLLee iRanga ceytal They may ask for the MT equivalent pul = (M.T Kannada) hullu puli = huli (p- > h- ) They ask for antonyms Mun ‘before’ antonym pin ‘after’ They may ask for the meronyms UDal : talai ‘head’, kai ‘hand’, kaal ‘leg’, viral ‘finger’, etc .

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They may ask for the grammatical behaviors of the word paDi and its derivations padittal - it is a gerund normally does not take case markers, it does not show tense, takes adverb only, though a noun. paDippu – derived noun, takes case markers, takes adjective only. padikkiRatu, paDippatu, paDittatu – show tense, takes case markers, takes adverb only. paDikkiRavan, paDikkiRavaL, paDikkiRavar , etc participial nouns, take adverb, take case markers. This kind of information is essential for learning. They may ask for the derivations derivations are to be given along with the grammatical and functional notes. They may ask for all the inflectional details paDi - to read paDikkiReen ‘I read’ paDitteen ‘I read’(past) paDippeen ‘I shall read’ paDikka infinitive, etc.

Functional Categories of Language: 

Functional Categories of Language Personal = Clarifying or arranging one’s ideas; expressing one’s thoughts or feelings: love, joy, pleasure, happiness, surprise, likes, satisfaction, dislikes, disappointment, distress, pain, anger, anguish, fear, anxiety, sorrow, frustration, annoyance at missed opportunities, moral, intellectual and social concerns; and the everyday feelings of hunger, thirst, fatigue, sleepiness, cold, or warmth

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Interpersonal = Enabling us to establish and maintain desirable social and working relationships: Enabling us to establish and maintain desirable social and working relationships: greetings and leave takings introducing people to others identifying oneself to others expressing joy at another’s success expressing concern for other people’s welfare extending and accepting invitations refusing invitations politely or making alternative arrangements making appointments for meetings breaking appointments politely and arranging another mutually convenient time apologizing

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excusing oneself and accepting excuses for not meeting commitments indicating agreement or disagreement interrupting another speaker politely changing an embarrassing subject receiving visitors and paying visits to others offering food or drinks and accepting or declining politely sharing wishes, hopes, desires, problems making promises and committing oneself to some action complimenting someone making excuses expressing and acknowledging gratitude

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Directive = Attempting to influence the actions of others; accepting or refusing direction: making suggestions in which the speaker is included making requests; making suggestions refusing to accept a suggestion or a request but offering an alternative persuading someone to change his point of view requesting and granting permission asking for help and responding to a plea for help forbidding someone to do something; issuing a command giving and responding to instructions warning someone discouraging someone from pursuing a course of action establishing guidelines and deadlines for the completion of actions

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Referential = talking or reporting about things, actions, events, or people in the environment in the past or in the future; talking about language (what is termed the metalinguistic function: identifying items or people in the classroom, the school, the home, the community asking for a description of someone or something defining something or a language item or asking for a definition paraphrasing, summarizing, or translating (L1 to L2 or vice versa) explaining or asking for explanations of how something works comparing or contrasting things discussing possibilities, probabilities, or capabilities of doing something requesting or reporting facts about events or actions evaluating the results of an action or event

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Imaginative = Discussions involving elements of creativity and artistic expression discussing a poem, a story, a piece of music, a play, a painting, a film, a TV program, etc. expanding ideas suggested by other or by a piece of literature or reading material creating rhymes, poetry, stories or plays recombining familiar dialogs or passages creatively suggesting original beginnings or endings to dialogs or stories solving problems or mysteries

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we need organizing, predicting and problem solving skills. It is really a challenge to produce an interactive multimedia, which requires lots of imagination predicting what the need of the users the area of errors committed by the learners knowledge of both the grammar language use , etc.

The Present day thoughts on language teaching : 

The Present day thoughts on language teaching Language use is more important than the language structures; structural syllabus gets less importance Contexts are important than the grammar The objectives are to be framed based on the learners needs and not on the language structures or the policies A working syllabus based on features such as time allotted, place of learning, migration, motivation, their mother tongue or the importance given to the regional language, etc.

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Functional syllabus must be prepared which emphasizes activities such a s explaining, describing, transformation, substitution, etc Communicative syllabus, which takes care of exchange of information, questioning, giving instructions, requests, asking excuses, etc. Grammar must not be explicit in learning Deductive method of teaching rules

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There should be a role for Linguistics, Applied linguistics, Educational Psychology, Socio-Linguistics, etc. Use of modern technology- teaching materials must be a package and not based on only one medium. The errors committed by the learners have a role in the development of language. Hence the teachers must have the knowledge of Error analysis.

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The skill of providing a structure of linked elements through which the user can navigate. This will make the materials hypermedia.

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Listenability Attraction Motivating Music Sound effects Voice quality Clarity Design Scripting Language skills Content Information Objectives Participation Communication skill of the listeners Teaching and learning Language structures Learners

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Music and Sound effects Music encourages a person, creates a situation/context for the text. Some of the features can be given only through this medium, for example: The lion roars, There was a chapel noise The rain started with a roaring sound The train ran with a noise The school bell ringing Different kinds of bell sounds Drama, etc.

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Pronunciation Speaking Dictation Reading models Poetry and songs Words in contexts Language games Model speeches Intonation, stress, accent, etc. Dialectal conversations Drama and the emotion expressed

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Features Print Audio Video Multimedia Can be seen Can be heard Pictures Animation Exercises Creativity By random selection Interactivity Review Language games-attractive Newness in the games Hypertext Saving time Selection of needs Get every thing in one place Use of icons

Can technology be an alternative?: 

Can technology be an alternative? To Textbooks? Or To Teachers? Let’s think together! But prepare and facilitate learning

Languages are different but minds are same: 

Languages are different but minds are same Let us learn more languages and earn more friends

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Thank You