Provides instruction on how to create a multimedia DLO by describing the components of DLOs (introduction learning objective, explanation, examples, relevant concepts, assessment and summary), showing how various multi media additions can enhance the DLO, offering three different examples to show the process and how the various components can be arranged to create a learning object.

1. Creating a Multimedia Digital Learning Object in PowerPoint Introduction Definitions Objectives Examples Conclusion

4. The Components of a Digital Learning Object Introduction – What is the DLO about? Learning Objectives – What will students be able to do? What knowledge will be gained? Explanation – What is it – a process, a concept? Examples – Some complete, some incomplete to promote engagement, involvement. Relationship to relevant concepts – Where does it fit in to the discipline? Practice, Assessment - Engage with the learning object, reflect. Summary – What was taught? Mayer, R.E. (2001) Multimedia Learning, Cambridge University Press, Cambridge, UK http://digital3.pk.wayne.edu/fady/sandbox/part_three_ii.php

5. What is Multimedia Learning? http://www.cortland.edu/cap/Cap100Web/Unit7/Unit_7.htm Multimedia learning occurs when people build mental representations from: Text, Sound, Graphics, Photographs, Video & Animation Mayer, R.E. (2001) . Multimedia learning. New York: Cambridge University Press

6. What Multimedia Elements Can I Use in A DLO? TEXT PHOTOS MUSIC WSU VMC 20 Poverty Scene 22060 ANIMATION & VIDEO Click Here to Proceed GRAPHICS COMPUTER CONTROLS

7. What Can Multimedia DLOs Do? ● Stimulate creative and writing skills Example: Poor Girls Detroit 1900-1910 ● Present information effectively Example: Michigan Theatre ● Encourage critical thinking skills http://www.jiscdigitalmedia.ac.uk/stillimages/advice/using-images-in-education/

9. Date images historically

10. Create a digital story within the larger historical structure

11. Explore storytelling from different narrative perspectivesExplanation: This DLO will examine the process of using images to stimulate ideas for writing stories Multimediaused to enhance this DLO: • Photographs • Text  Graphics

12. DLOs Can Stimulate Creative and Writing Skills Poor Girls - Detroit 1900-1910 Analyzing Photographic Clues Unkempt Hair Dirty Face Wrinkled Dress Trash strewn street Shoe Style Factual Clues: Emotional Clues: Wary eyes Unsmiling expression WSU VMC 20 Poverty Scene 22060

14. Gender (man or woman)

15. Social Status (rich or poor)

16. Emotional State (happy or sad)

17. Personality (open or wary)This information can start the creative process for a writer. The character’s form begins to take shape in the writer’s mind. WSU VMC 20 Poverty Scene 22060

18. DLOs Can Stimulate Creative and Writing Skills Poor Girls - Detroit 1900-1910 Contextualize the images historically In 1883 Emma Lazarus wrote the words inscribed on the Statue of Liberty: "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!” http://www.sonnets.org/lazarus.htm The Ideal WSU VMC 20 Poverty Scene 22060 Historical context can help the writer to realize the larger events that create individual stories such as portrayed by the image of the two little girls.

19. DLOs Can Stimulate Creative and Writing Skills Poor Girls - Detroit 1900-1910 The Journey Sample steamship contract for steerage passenger “Crossing the Atlantic was a long, uncomfortable journey. The trip lasted two to three weeks. Immigrants slept and ate in the storage class. This area of the ship was below water level, so it was always dark. Immigrants in steerage were crowded together and had to share their space with livestock animals. The conditions were unsanitary and people often became sick. When the weather was nice , steerage passengers went up to the ship’s deck for a bit of fresh air.” http://books.google.com/books?hl=en&lr=&id=sDzpNOFRYmIC&oi=fnd&pg=PA4&dq=steerage+immigrants+1900s&ots=If8WjU77uM&sig=_zmhcBWEAl3sweww2pZqCTJobeI#v=onepage&q=&f=false http://www.gjenvick.com/CunardLine/SteamshipTickets/1895-05-29-SteeragePassengerContract.html

20. DLOs Can Stimulate Creative and Writing Skills Poor Girls - Detroit 1900-1910 Contextualize the images historically “Between 1870 and 1910, 16 million people immigrated to America”. “The population in poverty was approximately 45% in 1870, it declined to around 30% by 1910, only to reach about 45% in the mid 1930’s …” http://www.uncp.edu/home/canada/work/allam/18661913/index.ht http://docsouth.unc.edu/nc/childlabor/ill14.html The Reality http://www.immigrantslist.org/pages/population_facts_numbers/

22. The father

23. The photographer

24. The girls themselves - as children - years later as adults WSU VMC 20 Poverty Scene 22060 By examining multiple narrative perspectives the writer can create a story with greater depth and breadth.

26. Put it in historical context

28. As a story of hope

30. A neighbor?

31. An observer?

32. The photographer? WSU VMC Poverty Scenes : Family and Furniture on Street : Evictions 64802_1

34. Emotional clues2. Creating a story based on historical accuracy 3. Determining the different perspectives various narrators

35. DLOs Present Information Effectively THE Michigan Theatre Introduction: This multimedia DLO will use the history of the Michigan Theatre to illustrate the history of the city of Detroit. Learning Objectives: After completing this DLO the student will understand how: Architecture can: Reflect:  Economic Realities  Cultural Tastes Create:  Awe  Fantasy  Escapism Trace: • Community History Explanation: This multimedia DLO will illustrate the concept that architecture mirrors the taste, history and economic reality of a community. Multimedia used: • Text • Photographs • Video

36. DLOs Present Information Effectively THE Michigan Theatre Sample Vaudeville Poster Posters like this helped to lure patrons into the fantasy world of the Michigan Theatre. http://commons.wikimedia.org/wiki/File:Seattle_-_Moore_Theatre_-_early_vaudeville_poster.jpg

37. DLOs Present Information Effectively THE Michigan Theatre Architectural Design Can Reflect Economic Realities “The 1920s were a time of unprecedented prosperity for Detroit. The booming city was a metaphor for American opportunity…huge ornate theaters were built downtown for movies and stage shows.” http://guides.travelchannel.com/detroit/city-guides/historical-background “The 4,038-seat Michigan Theatre (1927) … was designed in French Renaissance style at a cost of $5 million and was the largest theatre in Michigan.” http://www.buildingsofdetroit.com/places/mi $5 Million dollars in 1927 is the same as $61,98,0000 today. http://www.measuringworth.com/calculators/uscompare/result.php WSU VMC Michigan Theatre 64050_4

38. DLOs Present Information Effectively THE Michigan Theatre Architectural Design Can Reflect Cultural Tastes The Michigan had a lobby four stories high with room for as many as 1,000 patrons who could wait for the next showing. Velvet ropes contained the crowds while a pianist entertained. Paintings by artists such as Thomas Hovenden, Edwin Blashfield and Douglas Volk adorned the lobby walls. The ceiling provided a sight as awesome as any cathedral, with white marble sculptures of "Cupid and Psyche" and a life-sized pair of rearing horses pulling a Roman chariot… the Michigan was "a castle of dreams http://apps.detnews.com/apps/history/index.php?id=30 The architectural design of the Michigan Theatre symbolized the wealth, the power and the cultural tastes that existed in Detroit during the 1920s. WSU VMC Michigan Theatre 64050_4

39. DLOs Present Information Effectively and Efficiently THE Michigan Theatre Architectural Design Can Create Awe, Fantasy and Escapism “…theater architect John Eberson called movie palaces "the most palatial homes of princes and crowned kings for and on behalf of His Excellency--the American Citizen,“ http://xroads.virginia.edu/~CAP/PALACE/home.html We can see the elements of classical references, music, art, breathtakingly high ceilings all combined to weave an atmosphere to transport patrons into another world. WSU VMC Michigan Theatre 64050_4 “styles ranged from Western to Chinese to French Baroque ... [turning]… movie palaces into an art.” http://xroads.virginia.edu/~ug00/3on1/movies/Palaces.htm

40. DLOs Present Information THE Michigan Theatre Tracing a Community Through its Public Buildings 1926 “Detroit is the largest city of opportunity in the world.“ -Detroit City Directory, 1924-1925 1976 The once grand Michigan Theatre closed in 1976. “Tenants in the adjoining office building needed … parking, and … the building owners decided to demolish the theater portion for parking, since it was no longer in use. The theater had to be carved into a parking garage because studies … showed it would endanger the soundness of the adjoining office building. Because of this, much of the theater remains today … the fact that the once-grand theater is now used for parking is as sad as it is ironic.” http://www.buildingsofdetroit.com/places/mi The Michigan Theatre has been like a barometer of the Detroit’s economic health. As Detroit’s financial health declined so too did the condition of the Michigan Theatre. Michigan Theatre Video YouTube http://www.youtube.com/watch?v=bZ-dw5izGVQ

41. DLOs Present Information Effectively The Michigan Theatre Opened in 1928, during the same economic period as the Michigan Theatre, the Fox Theatre has not only managed to survive but to thrive. Using what you have learned explain: How the Fox Theatre illustrates architectural design can reflect economic reality, cultural tastes while also creating an atmosphere of awe, fantasy and escapism. How the Fox Theatre paralleled the economic picture of Detroit. Why the Fox Theatre escaped the fate of the Michigan Theatre did not. http://apps.detnews.com/apps/history/index.php?id=63

42. DLOs Present Information Effectively Michigan Theatre This multimedia DLO has shown: The way buildings can mirror a city’s economic reality The connection between architecture and culture How architecture can combine historical design features to create fantasy worlds. The history of a community

44. immigration chart

45. Emma Lazarus poem

46. steerage ticket

48. illustration of vaudeville poster

49. Michigan Theatre facts (size, cost, seating capacity)

50. Architectural design features

53. Date images historically

54. Create a digital story within the larger historical structure

55. Explore storytelling from different narrative perspectives“Michigan Theatre” After completing this DLO the student will understand how: Architecture can: Reflect:  Economic Realities  Cultural Tastes Create:  Awe  Fantasy  Escapism Trace: • Community History

56. Multimedia Elements within our DLOs