Sunday, August 20, 2006

MLIM6323 Final Submission (Pair Work)

Below is our final submission for the pair work of MLIM 6323
By Daphne Chan & Chris Leung

1. Learning Object: Learning about occupations

Source file:

Background music: Myslivecek, Divertimento in F

2. Interactive Quiz

Source file:

3. Theorectical discussion

User Guide for the LO:
1. Click the swf link above.
2. You will see a street with 4 buildings.
3. Click on one building to learn the new vocabulary about that occupation.
4. After listening to the narration, click on the same building again to continue.

User Guide for the Quiz:
1. The quiz is divided into TEXT and GRAPHICS version.
2. Select the version to be used for assessment.
3. Each student will have 2 chances to give answer in each question. If correct, he/she can click "Next" to proceed to the next question. If wrong, he/she will have another chance. If still wrong, the question will be skipped automatically and the student has to attempt a new question.
4. Each correct and incorrect attempt will be recorded for final evaluation.
5. The time for a student to complete the quiz will be recorded also for benchmarking.
6. To replay the quiz, use the REFRESH button of the browser to restart. This is to prevent the students from skipping the score page accidentally before any data is recorded.

Rationale for the use of the LO and Quiz:
1. The interactive learning objects are not to replace the instructor but to provide additional pedagogical support to the instructor to have a higher teaching effectiveness and efficiency.

2. To avoid overloading or challenging the students, the LO and the quiz are kept as simple and tidy as possible. Lengthy explanation of the LOs are skipped so that the users can jump start with the learning and assessment sessions after listening to the briefing by the teachers.

3. In the quiz, both the correct mark and incorrect mark are recorded. This is to help students accept failure during their learning experience. The teacher can provide guidance and encouragement to the students when necessary. As the quiz and the learning object are two separate flash presentations, the teacher can open the LO window for the student at any time while he/she is attempting the quiz to refresh his/her memory.

4. Different teachers can use the same quiz to compare the time, correct and incorrect answers of different student groups to evaluate the pedagogical effectiveness.

5. Further enhancement of the LO and Quiz is allowed as multimedia programmer can create new occupation objects, building objects and questions in the Flash files with ease. This is why in our final version, some of the layout designs are different from that shown in the storyboard.

Tuesday, August 08, 2006

Effect of Blog in the society

A study of the effect of Blog in the society:

Conference Website:

Wednesday, August 02, 2006

Prototype for interactive quiz (Version 8.2)

Prototype for interactive quiz (Version 8.2)
By Daphne Chan & Chris Leung

New features:
1, A digital timer modified from the sample script written by Bullock (n.d.) is added to count the time required to complete the task.

2. No of attempts for each question is restricted. Users have two attempts for each question only. If they cannot answer correctly, the question will be skipped automatically.

Comments are invited, thank you!

Bullock, J. (n.d.). Digital Timer. Retrieved July 28, 2006, from Spoono - Flash Tutorials Web site :

Friday, July 28, 2006

Prototype for interactive quiz (version 7.27)

Interactive quiz for learning about occupations (version 7.27)
By Daphne Chan and Chris Leung

The prototype for the quiz is ready. You may try it out:

* This quiz prototype is the second part of the learning object posted on July 20, 2006:
Prototype for 6323 Project (Version 7.20) - see below

1. Students are expected to click on the correct button.
2. When students answer the question correctly, they can proceed to the next question until they finish all the four questions.
3. If the answer is incorrect, a word "Oops! Please try again!" will pop out and they can try again.
4. Both the number of correct attempts and incorrect attempts will be displayed in the box for record.

Comments are invited, thank you!

Saturday, July 22, 2006

Visual Learning - Visual Thesaurus

While our prototype is exploring the learning of new vocabularies through interactive learning objects, someones out there have created something for us to learn thesarus through visual mapping. As the traditional paper-based dictionary and thesaurus seem to be too heavy for me now, the Visual Thesaurus seems to be a good alternative.

Try it out:

Thursday, July 20, 2006

Prototype (Version 7.20)

Prototype for 6323 Project (Version 7.20)

Topic: Learning About Occupations

By Daphne Chan & Chris Leung


1. Click the link above.

2. Click "Continue" in the opening screen to proceed.

3. When you see the building objects on the stage, click the "Hospital" building to see the occupation object.

4. When the occupation object is shown, the narration will begin. Remember to turn on your speakers.

5. After listening to the narration, you may stop for a while for elaboration in the class.

6. When finished, click the "Hospital" building again to go back.

7. Click any another building objects to continue (not ready yet).


  1. FreeHand MX
  2. Flash Basic 8


  1. It's very hard to draw objects with perspective in Flash. Freehand MX provide a handy tool for doing this with ease. But it still takes time to prepare a good visual effect.
  2. Instead of using the balloon idea shown in the storyboard, this time we try the shape tweening effect to make the display of the occupation object more natural on the stage. This encourages the kids to use their imagination next time when they get in touch with the Nature.

Comments are invited. Thank you.

Saturday, July 08, 2006

Web Tools 8 Summer Promotion for Teachers and Students

For general information only.  Please contact the vendor directly.


Friday, July 07, 2006

Storyboard for our multimedia project

Wednesday, July 05, 2006

Reflection on Digital Storytelling

Daniel's questioning on the differences between a photostory and a slide had corrected my long-held misconception.

I thought that photostory was simply presenting pictures with some tech gimmicks to impress our audience. In an attempt to answer back, I proceeded to open the powerpoint of the Instructional Technology Program [1] by Dr. Bernard Robin at the University of Houston.

According to Dr. Robin, there are ten elements in a digital story:

1. Purpose of the story
2. Narrator's point of view
3. Dramatic question(s)
4. Choice of content
5. Clarity of voice
6. Pacing of the narrative
7. Meaningful sountrack
8. Quality of the image
9. Economy of the story details
10. Good grammar and language usage

Unlike an ordinary slide presentation or a photo album, a digital story should have a well planned story-line. All photos, soundtracks, narration and transitional effects added should be carefully designed to guide the audience from the problem to the resolution:

After Daniel's lecture and Robin's powerpoint, I have to confess that I just know too little about the art of storytelling. Sometimes, something seems to be easy is not easy at all!


Friday, June 30, 2006

Reflection on Visual Thinking

There is no denying that the visual language is not well accepted as an official mode of communications today. However, visual language does have a role in our society.

Musical note
Musicians do rely on visual language to communicate. The visual dialect is “musical score”. Composers get their message across through the note combination and arrangement shown on the score:

Sign language

The deaf communicate by using some special finger signs. These are visual in nature:

I think the problem of the segregation of graphics and text in communication is more prominent in the West. In the East, such as in China and Egypt, the characters were derived from symbolic symbols in the past. Here are some examples:

Ancient Chinese characters

Ancient Egyptian characters

In the ancient time, people did communicate visually. But the drawback of the visual language is that it is very time-consuming to create even a very short message.

In response to “Polemics of Visual Thinking” by Adrian Van Allen, I would say that we should try hard to make a balance between using visual and text. Text isn't that evil, is it?

Reflection on Infographics

Our world is changing from text-based to visual-based. Decades ago, the newspapers were mainly text-based. But today, many people indulge in comics and TV. People begin to watch more but read less.

But in our education system, the students who are well trained on the reading and writing skills are more likely to succeed. Those who are good at drawing but not good at reading or writing are less likely to be successful in their academic life.

When more and more people begin to watch more and read less, does it mean that our society is downgrading? Or people now actually have been awakened to pick up again the graphicacy, the lost traditional wisdom our ancestors shared?

How ICT can contribute to the reborn of graphicacy? I think we should use Tablet PC wherever possible to facilitate our development of graphicacy. Email does not have necessarily to be text. Email can be picture. Here is an example:

Project Outline

Project Outline
By Daphne Chan and Chris Leung

Show that learners can learn and retrieve information/knowledge better through visual and interactive learning instead of mere text-based learning.

Mayer's cognitive theory of multimedia learning and Paivio's dual-code theory [1]

Using multimedia-based vs text-based instructional materials to compare their effectiveness in acquiring new knowledge by learners. The new knowledge can be a second language, mathematics, history, etc.

A simple quiz may be conducted following the learning session to compare the effectiveness of learning by two different approaches.

Interactive learning objects will be designed and implemented with Flash to maximize the learning effectiveness based on the theories of Mayer and Paivio.


Comments are welcome!

Friday, June 23, 2006

Task 4: Raindrops keep falling on my head

The truth about the shape of raindrops falling freely in air:

By: Daphne Chan & Chris Leung

Thursday, June 15, 2006

Digital Story - How to wake up without feeling sleepy?

Digital Story (Task 3)
How to wake up in the morning without feeling sleepy?
By: Daphne Chan & Chris Leung

Due to the nature of the multimedia used, the WMV version has a better quality than the flash version. Click the link above and enjoy the photo story

Tools used:
Powerpoint 2003
Photo Story 3
Flash MX 2004

Friday, June 09, 2006

Task 2

Powerpoint for Task 2:

The Earth and its atmosphere

Friday, June 02, 2006

Reflection on visual presentation of information

I like the discussion on the squid pictures today. It is true that a picture worths a thousand words.

One improvement we can make with the latest technology is to add animation next to the description to make the information representation more lively. For example:

Adobe Reader 7.x is required to read the animation above.

Interactive learning and playing tool for music fans

An interactive pdf for music fans:
Turn on the speaker and see how it plays the music.

Adobe Reader 7 or later and quicktime plug-in required:

Thursday, June 01, 2006

Powerpoint Intro

Friday, May 26, 2006

Class photo

Our photo @ MITE/MLIM6323
See me there?

My Ham Radio

Hi! I am a Ham Radio user.

Ham Radio = Amateur Radio

To learn more, visit this website:

Hello World!

First blog created now!