Memorias del XI Encuentro Nacional de Estudios en Lenguas (2010) ISBN: JCLIC A PLATFORM TO DEVELOP MULTIMEDIA MATERIAL

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1 JCLIC A PLATFORM TO DEVELOP MULTIMEDIA MATERIAL Abstract Bianca Socorro García Mendoza Eduardo Almeida del Castillo Tecnológico de Estudios Superiores de Ecatepec Facultad de Estudios Superiores Acatlàn, UNAM Nowadays, multimedia material encourages students to learn and to improve different aspects of their everyday life such as learning a new language. The combination of software and hardware provides a multisensorial atmosphere which catches the user s attention, facilitates the learning process and emphasizes the linguistics aspects of the language. JClic was created by the Ministry of Education of the Government of Cataluña to provide supporting multimedia and to have a community where all educators could share their creations developed on the platform. It is developed in Java and can work with different operating systems. JClic allows the developer to create different activities in an extremely easy way, providing a better input for the student because of using video, sound, hypertext and images simultaneously. Working with JClic the students have control over their learning process and obtain feedback as soon as they finish with the activities. JClic comprises characteristics enabling the creation of material mixing assorted activities as matching the columns, completing gaps, concentration games, puzzles, ordering the elements, crosswords, etc. The advantage of using JClic is that developing material is extremely easy and it s free. JClic can be an excellent tool to create different activities to reinforce your students knowledge and to make them learn in a meaningful way. 1. What is Multimedia? Multimedia is a number of technologies working together to allow the use of video, sound, illustrations, animation, text material and digital software to be combined new ways for presenting information. Salinas mentions that (1996: 1) Multimedia refers to videos, text, graphics, sounds, and animation controlled by a computer, however, this combination is not simple. It is the combination of software and hardware which together provide a multisensorial information atmosphere. Brett (2005: 16) states that Multimedia must encourage the knowledge development from input to intake through this guideline : Provide activities which catch the user s attention in a specific linguistic form. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 555

2 Multimedia must facilitate the learning process through the feedback of the exercises. The learning process must be encouraged to use the different forms multimedia provides to emphasize linguistic aspects applying colors and hypertext. Multimedia must provide tools which help students facilitate their learning process. Multimedia resources should be regarded as enhancers of the learning process through multimedia activities that are aimed to increase the students interest in the topic. 1.1 Essential Characteristics of Educational Multimedia Material To elaborate multimedia material is necessary to take into account the presentation and organization as well as the organization and color of each element that composes the screens. Salinas describes general design rules: Perceptual clarity and simplicity: Represent just one idea at a time. Design should enable users holistically understand patterns of design. External and internal coherence: The development of the material must keep a style using the same color, typography, sizes, images, illustrations, animations and the collocation of icons and messages screens. Color: Color patterns have to be used to make emphasis in relevant contents depending on the characteristics of the users. Using only the colors that are necessary. Text: The typography, the letter size, the headline sizes and the charts must be defined to be used in the whole project. Images: Graphic elements should be added based on the characteristics of the users following the patterns of external and internal coherence. Balance: Balance and distribution of the objects must be considered based on the function of the activities. Legibility: The screens must be designed to show information from the left to the right side of the screen, in the way occidental people read. The most important information must be placed in the center and the headlines in the upper part of the screen. Time: It is essential to avoid images, text, videos too broad and the transition time from one screen to the other must be carefully calculated. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 556

3 2. Using Multimedia Material has some Advantages and Requirements It is essential to keep in mind that technology evolves everyday and having updated computers to work with, will facilitate the running of the activities and the performance of the user. 2.1 The advantages of using Multimedia material: The activities can be motivated for our students. Accessible material. The material gives students control over their learning process, promotes the learners independence and the strategies development. Writing, listening and reading can be developed. Different multiple intelligences can be improved. The professors can collect data that can be used to reinforce skills or minimal contents. 2.2 Requirements Updated computers and software are needed. The activities must be pedagogically developed. Teacher s supervision is very important. 3. Developing skills As multimedia activities give the opportunity to combine media (video, text and sound) simultaneously, they provide a better input to the user and indirectly the user becomes physiologically prepared to use the target language. Reading, listening, writing and grammar functions can be practiced using the different activities which JClic allows you to carry out. 4. JClic JClic was created by the Ministry of Education of the Government of Cataluña to provide supporting multimedia and to have a community where all educators could share their creations developed on the platform. JClic is an evolution of JClic 3.0 and is used all around the world to create multimedia material from kindergarten to upper level education. JClic is formed by four application JClic applet which allows the embedding of the activities on a web page. JClic player plays the activities, JClic author permits the creation, edition and Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 557

4 publication of the activities and JClic reports collects data and generates reports of the activities done. 4.1 Characteristics of JClic JClic is developed in Java and can work with different operating systems as Windows, Mac, Solaris and Linux. JClic can be used online or offline depending on the necessities of the user or the institution. JClic allows the use of different kinds of files as WAV, MP3, AVI, MPEG for sound or video files and BMP, GIF, JPG and PNG for graphics. Recently new characteristics for the activities were added such as maximum time, maximum number of attempts, ordered resolution, memory activities with two blocks of content and the option of shuffling the items. The platform is Open Source which means it can be modified to improve the activities or to create better activities. The improvements have to be shared to the JClic community, though. 5. Multimedia activities with JClic The information displayed on the screen can provide students important information as instructions, explanations or characteristics to use the activities. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 558

5 In these kinds of association exercises there are two groups of information and the items of each group have to match. There can be different kinds of relationships as sounds, sentences, pictures, video, etc. The idea of these activities is to write the correct answer in the square completing short dialogues, questions, or sentences. Students can complete with words, letter, punctuation signs, etc. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 559

6 You can add information for the students to review related with the grammar topics seen in class. Video, sounds, hyper text, and images can be used to describe the information on the screen. The chief goal of these activities is to organize mixed information putting it in the correct order. Unscrambling sentences or words are examples of exercises that can be developed. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 560

7 These activities are called Identification Activities where a piece of written or oral information is given and has to match with a picture or another description. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 561

8 These activities develop an improvement in reading comprehension as well as in listening because students have to understand the directions to complete the task. The use of graphics makes the activity more attractive for the user. Different types of activities are allow to create with JClic such as association games, memory games, exploring games, puzzles, written answer games, text activities, word searches and crosswords. CONCLUSION The development of multimedia material is a fabulous tool which can be used to increase our students interest in learning and improving a second language. Therefore, JClic comprises characteristics enabling the creation of material mixing assorted sounds, videos, pictures and hypertext. Making multimedia material with the platform is considerably easy because programming is not necessary. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 562

9 BIBLIOGRAPHY BRETT, Paul The Design and Evaluation of Multimedia Applications for Second Language Listening Comprehension [en línea], University of Wolverhampton 01 de marzo 2005 [30 de diciembre 2009], Disponible en Web: < FRANCO GARCIA E. et al. La Multimedia: Una Alternativa para el Desarrollo de Inteligencias Múltiples en el Aprendizaje de una Lengua Extranjera 2007 en Lecturas sobre lingüística. (Formato electrónico CD-ROM) GARCIA MENDOZA Bianca y ALMEIDA DEL CASTILLO Eduardo, Diseño de Material Multimedia para el Desarrollo de las Habilidades de Comprensión Auditiva y Comprensión de Lectura para los Alumnos de Inglés Nivel Básico, UNAM FES Acatlan, Biblioteca, MARTÍNEZ, Diana (2004) Creación De Actividades Educativas Con JClic [en línea], ClicZone, 01 Febrero 2010 [22 de febrero 2010]. Disponible en Web: <http://clic.xtec.net/es/jclic/curs/index.htm>. SALINAS Jesús; AGUADED, José Ignacio y CABERO Julio. Tecnologías para la Educación. Diseño, Producción Y Evaluación De Medios Para La Formación Docente, Madrid, Alianza editorial. TEACHERTUTORIAL. Tutorial JClic [video en línea], youtube, Octubre 14, Disponible en World Wide Web: <http://www.youtube.com/watch?v=k9xvjcc0zpy> [Consulta: 21 de abril de 2008] Los autores Eduardo Almeida del Castillo holds a bachelor degree in English Teaching as a Second Language at FES ACATLAN. He has worked developing multimedia material and giving some papers about the theme. Recently, he has developed self-access material for Tecnologico de Estudios Superiores de Ecatepec using Web 2.0 Tools. Bianca S. García Mendoza holds a bachelor degree in English Teaching as a Second Language at FES ACATLAN. She has taken some methodology courses at University of Arkansas. Universidad Autónoma de Tlaxcala Facultad de Filosofía y Letras 563

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