Multimedia Research Papers

Contributed by Robert McCord, Instructor of English

This last year I decided to try and create multimedia research paper assignments for my students in English 152. I’ve taken some PLS courses in the topic, and I wanted to try them out.

In one class during Fall 2012, the students wrote two traditional and one multimedia paper. For two classes in Spring 2013, all three papers were multimedia. Paper topics included motorcycle helmet laws, the influence of online technology in our lives, food and health in America, and sustainability. I surveyed the classes to assess their reaction to the new types of writing projects, and I've included the results and my conclusions at the end of this post.

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First, to define multimedia papers, I chose a model with a standard argumentative research paper at its core, and augmented with several media tools such as a Power Point slideshow, an online animation, or a pamphlet.

I graded the paper with a standard rubric. The media components were graded with separate rubrics. All elements had their own value in points, and each had a separate grade. The idea behind this is for students to work not only on research and writing, but to convey their argument in several different ways. The paper is the standard written and researched argument. The media components allow for visual and audio means of communication.

In addition, students can work with various writing situations. For example, the Power Point slideshow is for a small group presentation, and is accompanied with a narrative script. The student would present the argument in a format to fit small group interaction and visual imagery. The pamphlet has a different audience: a reader who only has two sides of a folded paper to get the main points. An online animation can be used like a Public Service Announcement (PSA) where the audience has only a minute or so to view the video and get the message. Also, we practiced using other media tools as homework assignments.

Here are some of the media tools we used:

• GoAnimate: This is an easy and fun way to make online animations. Students create a free account and can make short videos. They can send the link to the instructor for viewing. We used this and XtraNormal to make PSAs on our topics. Usually the animation was a dialogue between two characters.
• XtraNormal:  Another fun, free, and easy online animation tool
• PicMonkey:  Free online photo editing, with no account needed. We used this to make collages – purely visual communication. Students can use online photos and cite the sources.
• YouTube: We made playlists based on our paper topics and links can be shared. This allows students to collect informative and useful videos into one page for others to view. We didn’t need to make our own videos, but a free account is required.
• Blogs: I set up blogs for students in Angel. Students posted on their own blogs and responded to others’ postings. It was a fun way to get some online interaction in the classroom. I’m sure the same features are available in Canvas.
• Pamphlets: MS Word has some nice pamphlet templates. For this media students must communicate the basics of their paper on one sheet of paper, printed on both sides. It’s almost like an outline with some graphic elements. We printed them out and folded them.
• Letters: For one project on Illinois motorcycle helmet laws, I had students write to their state representative to express their view on the issue. Sending the letter was optional! 

 

In their final drafts, students submitted their papers along with one or two media tools chosen from a list. Sometimes I had all the students use the same tool, such as a Power Point slideshow, and at other times students chose which tool to use. I tried to get the students to think of the separate elements as parts of a whole – the multimedia research paper. The paper and media components were put in separate drop boxes, but they were supposed to coordinate with each other.

So, how did the students react to this? At the end of each semester I surveyed them, and here are the results:

1. Students in two courses in Spring 2013 were asked which they preferred, multimedia or traditional papers. Out of 32 student answers, 23 preferred traditional papers, and 9 preferred multimedia papers. I was surprised at how many liked the old-fashioned research paper! Some expressed that it was easier because it was so familiar. Others thought that the media components just repeated what was in the paper (that was part of the point!). They didn’t get that the communication environment shaped their presentation.
2. Students in the Fall 2012 course were asked if they preferred writing all traditional papers, a mix of traditional and multimedia papers, or all multimedia papers; 19 Students answered: 3 wanted only traditional papers, 12 liked a mix, and 4 wanted only multimedia papers. Here students express cautious interest in the new paper form, as long as they get to write standard papers, too.
3. Students in the Spring classes were asked about which media components they liked and disliked. Here the data is mixed. Almost every tool had similar numbers of likes and dislikes, except for the Power Point & script, which had only one dislike and 11 likes. It is the most “traditional” of the media components, so students again are expressing a preference for what they already know. 

Conclusions:

We’re often told that students are bored with the same old assignments, and that their work should be relevant and exciting, with lots of online and hi tech elements. I agree with this! However, my students were less sure of this idea. Perhaps when it comes to grades they want the tried and sure assignments they’ve been doing for years. 

Also, I think the idea that shaping their argument to fit different situations is new to them. Good! I want to expose them to new methods of communicating. I am pleased with the results so far and will continue to assign multimedia projects, along with traditional papers. I hope that with Canvas, there may be new ways to put the elements together in one package that gives it a greater sense of unity. For example, I could have students create a portfolio on Canvas for the multimedia paper, so that each element is represented by a link on the page. This could help students see each element as part of a larger whole.      

MOOCs at MCC: A Panel Discussion

On January 29th we had our first "Fifth Tuesday" of the Spring 2013 semester. We were able to sit down for a bit to talk about Massive Open Online Courses (MOOCs) and what they mean to us at MCC.

We were joined by Director of Online Learning and Educational Technology, Ray Lawson; Dean of Library, Kate Harger; and Instructor of English, Anne Humphrey. We barely scratched the surface of the benefits, the concerns, and the implications of MOOCs (you can see the presentation outline at the bottom of this post), and faculty members brought up some excellent questions.

But the questions didn't stop when the panel discussion ended. Instructor of Art and Art Department Chair, Sarah Ruthven, asked Anne and I some follow-up questions via e-mail, and Anne gave her terrific answers (thankfully Anne answered Sarah's e-mail first; I would have just written, "Der...um...Anne?").

Check out Sarah's Q's:

1. What is driving this? Do MOOCs address a population we are missing? Do they provide a service we can’t already provide through a number of other outlets? Do they address completion? Is there data or examples to suggest that MOOCs help something we are working on at MCC?
2. If an academic content MOOC is created by MCC faculty members, would it be put through the same process of any other delivery mode including CD&R and Assessment?
3. This seems to just have popped up overnight. I woke up in fall semester and there they were, like magic--where did they come from?
4. If I require it and grade it, is it still supplemental?
5. How is this different from a YouTube Channel or iTunes University?
6. If it is a marketing tool how do we get an audience for it?

And Anne's Clear and Informative A's:

A short answer is that we are discussing MOOCs because everyone else is discussing them. People are excited about the concept because the current model of higher education is considered to be unsustainable, so any optional methods seem to be worth investigating. People are funding the efforts outside of the classical model, via grants, or via loss-leader type approaches at big and very well-funded universities, or via individual philanthropy – it’s totally outside our current compensation model.

I was glad to hear someone mention CAPC processes yesterday. Yes, I would say a MOOC should go through that process, if it is offered under the auspices of MCC.

MOOCs seem to have popped up overnight because in fact they have only been around a few years. Due to backing from the most prestigious universities in the world and some leading funders and philanthropists, growth has been very, very rapid. Suddenly, the MOOC is the hot topic, and many schools are trying to get into the game.

iTunesU, YouTube, materials in MERLOT and hundreds of other lesson repositories (including Khan Academy), materials for hundreds of thousands of individual teacher and faculty websites, etc. are not MOOCs.

A MOOC is a course, so it has modules, assignments/tests, an overall flow and goals, and interaction. The vast amount of free material online can and should be used to supplement courses, but it isn’t organized as a course, but rather as lessons/handouts, and other artifacts that could be adapted or inserted into a course (observe and licensing or copyright issues noted, though). But a MOOC is a whole course. Now, you can use pieces from a MOOC as individual supplements too, leading to some confusion and overlap in these concepts

Related concepts/methods:

• Online courses and pedagogy (pretty well developed but not necessarily well employed) (some techniques blended in to traditional classes)
• Free online content (use in any course to supplement OR for all the content)
• Development of your own content and hosting publicly for other teachers to use (one of my videos is at 47,233 views this morning)
• Digital publisher content (usually given in connection with purchase or adoption of the textbook or etextbook)
• Open online courses (not accredited, some for a fee, offered through several existing platforms)
• Flipped classroom (for use in a traditional classroom course or blended course, but using online materials)
• Massive open online course (MOOC) (may grant some certificate on completion, credit being discussed in some cases, primary assessment is peer-to-peer or computer graded, generally free but some may include fees, open enrollment, traditional-ish online course structure)

If you have anything to add to the discussion, please post your comments below, and click through the presentation to the "resources" slide at the end.