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Student Presentation (No formal paper)

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//** Multimodal Flash Animation Instructional Module for Early Photography History ** Amanda Kim, Graduate Student, Educational Technology, University of Hawaii at Manoa, Honolulu, HI, USA, kimchong@hawaii.edu // ======

Today’s learners are digital savvy. Born or adopted into a world of technology, they receive information via digital formats and are very comfortable with it. Yet, schools are still using pedagogy that didn’t utilize technology. Currently, Macromedia Flash is recommended for multimodal instructional design because it has visual, verbal and interaction programming capabilities that have been used in the educational environment (Fadel; Lemke, 2008). Current pedagogical practices in photography history consist of books, text-based and multimodal websites. These books and websites lack embedded questions as an assessing component. This research investigated the effects of reducing cognitive overload when delivering early photography history while applying the multimodal design theory with a program called Flash. Secondly, the module design was measured for effectiveness in teaching photography. The subjects were tested under qualitative research method. There were twelve adult learners, who were tested using a pre, embedded, and post-test, and a Likert scale and one-to-one interview survey. The research outcome showed mixed results. Learners did find the visual and narrative elements reduced cognitive overload, but would have like to have seen the text as the narration read, and would recommend the module as a supplement or as a lesson.

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