P. H. BULL
Copyright © 2013 SciRe s . 619
Table 1.
Samples of instructor designed materials.
File Name and URL
Creating a Form
http://www.screencast.com/t/EwKcxfFIY8S
Validating Forms Video
http://www.screencast.com/t/bSvDR24zMZW6
Creating a S p r y Validation
http://www.screencast.com/t/Q4C8rXZicQT
Creating a F orm Radio Button
http://www.screencast.com/t/ubS03bH1Js
Creating a For m Check box
http://www.screencast.com/t/ubS03bH1Js
Saves time while offering great flexibility and high-quality
output;
Promotes anywhere and anytime learning;
Promotes mobile learning as files can be accessed online on
mobile devices.
Discussion
Educational Implications
In general, when teachers create functional digital learning
materials for their classrooms, learning is enhanced, students
are engaged and motivated to learn. It also promotes a shift
from commercially generated files to files that are more aligned
with competencies and objectives. Teachers could develop
training contents for tutorials, telefieldtrips, and virtual training.
Interactive digital files address unique teaching and learning
styles to improve how students learn. Promoting teacher-made
digital learning materials would require that educational sys-
tems improve staff development training for teachers. Teachers
can produce on-demand broadcast by capturing live video and
audio presentations. It promotes a paperless environment in
which educational institutions are able to archive events and
other school activities. It lays the foundation for asynchronous
learning via the web. Finally, it saves money as institutions
would spend less on commercially designed ma terials.
Conclusion
Use of teacher-made interactive digital learning materials
will revolutionize educational presentations and enhance e-
learning delivery when aligned with CCMT to produce dy-
namic presentations that create a balance between the learners’
prior verbal and visual experiences, sensory repository, multi-
ple intelligences and learning styles to construct new knowl-
edge. Camtasia and Audacity are great tools with great benefits
for synchronous and asynchronous learning. As is the case with
designing interactive learning materials for learning, issues of
copyright, fair use guidelines, access to camcorder or knowl-
edge and use of camcorders, downloading and editing videos,
time constraints, technical support and access to a server to
upload final projects may pose some limitations to the effective
use of Camtasia and Audacity in designing interactive digital
learning ma terials.
Acknowledgements
The author thanks graduate students whose work are men-
tioned and displayed in this paper.
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