Using ICT to create a multimedia presentation – lesson plan

Multimedia presentation tree

QCA Unit ICT at KS 3, Using ICT to create a multimedia presentation.
Year Group Year 7 Number in class 30
Time for lesson 1 hour No. of computers 15

Key Concepts Covered:

1.1a Using a range of ICT tools in a purposeful way to tackle questions, solve problems and create ideas and solutions of value.

1.1b Exploring and using new ICT tools as they become available.

1.1.c Applying ICT learning in a range of contexts ad in other areas of learning, work and life.

2.1a Consider systematically the information needed to solve a problem, complete a task or answer a question, and explore how it will be used.

2.1c Collect and enter quantitative and qualitative information, checking its accuracy.

2.2c Test predictions and discover patterns and relationships, exploring, evaluating and developing models by changing their rules and values.

2.2d Design information systems and suggest improvements to existing systems.

2.2e Use ICT to make things happen by planning, testing and modifying a sequence of instructions, recognising where a group of instructions needs repeating, and automating frequently used processes by constructing efficient procedures that are fit for purpose.

Aims/Learning Outcomes:

All:. Produce a personalised multimedia presentation, using the necessary text, image and sound programmes, import, integrate and synchronise data in a creative manner. Use simple action buttons to activate sound.

More Able: As above, and design more advanced solutions to communication problems. Create links to other pages.

Resources: PowerPoint.

Differentiation: By learning outcome, and differentiated tasks activities. Group work at different levels where the tasks are simplified/extended in terms of content and/or language for specific groups. Those in this class who are in lower ability Maths groups to be aided by teaching support staff as available.

Note: this activity involves the use of content which may need to be generated in advance of the session itself, i.e. sound files, text and images. The teacher must decide whether it is more appropriate to use the initial session to allow the class to develop these resources, or use another session in a cross curricular link. Alternatively, the class should be advised that they should bring suitable content with them to the first session, or use networked library files.

1. Introduction: explain to the group that they are going to design personalised multimedia presentations using text, image, and sound. These will be on a topic of their choice, although this must be something with which they are already reasonably familiar. This is an ICT task, and as such there is little time available for primary or secondary research. Suggestions are a leisure activity, interest or hobby, their school (past or present), or a community project or activity in which they are involved.

Key Points:

What is meant by a ‘multimedia’ presentation? Where could examples be seen? Show suitable examples for the age group. ask the class to explain their understanding of the term multimedia. Collate the responses and ask the class, in pairs, to briefly discuss their interpretations. Scribing for the whole group, draw up an agreed definition.

Further discuss what makes a good multimedia presentation. What kinds of problems might they encounter in obtaining and using the content? What kinds of technical problems might they encounter?

Intellectual Property. Selecting text, sound and images. What are the implications of using content developed by others? What is meant by copyright? What is meant by plagiarism? Explain that all of the sound tracks with which they are familiar are owned by somebody, in the sense that they cannot be used without that person or organisation’s express permission. The same is true of many well known images.

Music soundtracks are owned by their authors or the license holder. They own the right to the use of intellectual property, so if you re-publish or reproduce it without their permission, you are in ‘breach’ of copyright.

Images may be owned by the artist, designer or photographer who originally created them. Logos and trademarks are also owned by the companies who created them.

If you use text created by other people, you need to give it a reference, which normally includes their name, and the date of publication. This basically means that you are acknowledging that the author wrote that piece.

Learners will work in pairs but each of them should be responsible for developing an equal proportion, i.e. at least one page of the final work.

Learners should keep a record of the editorial process which they followed, by naming each draft of their work in a clearly recognisable way.

Ensure the sound files are in the correct format, i.e., Mp3, Windows Media Audio (WMA), Midi (WMA files will not play on Apple software).

Enter the text. How will they go about deciding the suitable amount of text, the font size, colour, and whether it should be regular, bold, underlined or italicized.

2. Main Activity: Scan hard copy images and save to disc with a suitable name, or upload images from digital cameras. Crop and edit the images to suit the presentation.

3. Plenary: View the completed or part-completed presentations. Ask each pair to feedback their experiences of using the hardware/software. Compile a class list of best practice in preparing multi-media presentations.

Relevant NC Level Descriptors.

Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. This requirement will be met by the use of various types of software to store, display, and integrate text, image, and sound.

They share and exchange their ideas with others. They use sequences of instructions to…achieve specific outcomes. This requirement will be met through working in pairs and in group/class discussions about best practice in respect of the tasks undertaken.

Level 4

Pupils add to, amend and combine different forms of information from a variety of sources. They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations. This requirement will be met by achievement of this lesson’s objectives, i.e. the integration of text, image and sound in a multimedia presentation.

Level 5

Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences. This requirement could be met by the careful selection of multimedia presentation content on the basis of it ownership and legitimacy, i.e. ensuring that no ownership or other rights are contravened.

They exchange information and ideas with others in a variety of ways… They discuss their knowledge and experience of using ICT and their observations of its use outside school. They assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work. This requirement could be met by sharing their draft or completed presentations with suitable audiences, and the consideration of constructive feedback.

Image by Gerd Altmann from Pixabay