Copyright Bay: A Case Study in Online Collaboration to Design Educational Multimedia for the Internet

Agnew, Janet, MA.Ed.; Gummess, Glen, MA.Ed.; Hudson, Mike, MA.Ed.

INTRODUCTION

Multimedia’s presence in education is well-established and takes a variety of forms, in simulations, drill-and-practice exercises, games and all manner of applications. Its scope thus far in recent history has been relegated mostly to classroom or lab use within the physical confines of a building. Nevertheless, this still evolving form of educational tool has begun to find expression on what is perhaps the ultimate platform for multimedia: The World Wide Web.

Even more daunting perhaps is the effort to collaborate when the participants in the design team are scattered over a large geographic territory. Still, it is a surmountable challenge given a shared vision, a certain level of dedication, technical skills, and ingenuity among the members of the team. This paper examines that process in a way that celebrates collaboration as well as explains, hopefully, how it can be done.

FORMING

Three disparate individuals, Glen Gummess, Janet Agnew, and Mike Hudson, enrolled in a graduate level course on multimedia at The George Washington University, got together by happenstance in cyberspace in the fall of 1997 to discuss a mutual collaboration in the design and development of a multimedia program. The primary objective was course-related: They had to turn in an assignment with a group requirement; therefore, it had to be collaborative. The project entailed enumerable challenges due to the fact that students enrolled in the GW Educational Technology Leadership program are scattered clear across the United States and beyond. It involved distance and time and the challenge to conquer those two foes by making them allies.

The group gave itself a nickname to identify itself and its team members to the course instructor: "THE SOUTHWEST GROUP." Never mind the fact that Gummess lived in southeastern New Mexico (which is legitimately part of the southwest), and that Agnew and Hudson lived about half hour apart from each other in Pennsylvania. What made the nickname work was that they each lived in southwest Pennsylvania.

In the Southwest Group’s case, the device of choice for synchronous communication was the telephone. Of the three members, Gummess had access to a work phone which had the capability to link other calls to a "party line." And so that’s what happened, but only at strategic occasions during the semester when it was necessary to bring detailed ideas to the table and hash them around spontaneously. That spontaneity is the one thing which makes real-time communication essential, even though it’s suggested here that asynchronous communication can be spontaneous. Sometimes the ebb and flow of ideas, and the suddenness of their inception, can be an adrenalin-pumping, inspirational and motivational experience. At some point in the process of brainstorming it’s necessary to throw stuff at the wall and see what sticks.

There are other forms of synchronous communication worth mentioning such as CU-SeeMe, a software which enables two-way audio-video computer conferencing over phonelines, and the often-maligned medium of "chat" rooms. Each method requires access to a computer, modem, requisite software and an internet connection. This access is becoming less and less problematic for users as equipment prices come down and as innovative marketing strategies become available (such as Gateway’s "Yourware" program). However, to achieve two-way AV communication you need the software, a video camera, a compatible connection (such as S-video or component video), and a hardware/software video capturing system in the computer. These are resources that not everyone has at their disposal as commonly and with the same ubiquity as a computer.

In their evaluation of synchronous tools the "chat" room was qualitatively the absolute worst, quite conceivably due to the slow modem and telephone line speeds that are rife in the remote oilfield town where Gummess resides. When it took an hour to complete a dialogue that would otherwise require a few minutes via phone, it was with hand-wringing frustration that the group abandoned this form of communication in that it taxed the user’s patience beyond tolerable limits.

It’s interesting to note that the plain old telephone was the weapon of choice in the group’s war against distance and time, coupled with a not-too-fancy pencil and notepad with which to take extensive notes during our periodic hour-long discussions. There were two planned features to their discussions:

1. They were strategically scheduled to mark milestones in the design and development of the multimedia project.
2. A member of the team compiled a "minutes" page which was made available to all through one of the forms of "asynchronous" communication to be discussed in the next few paragraphs: a web page.

1. It’s convenient.
2. It’s cheap; accomplished by a local phone call.
3. It can be done virtually anytime (notwithstanding the occasional lightning-producing thunderstorm that will either disrupt the timetable or result in a fried chip, depending on one’s choice of consequences).
4. It provides the opportunity for one to compose thoughts in a carefully constructed form so as to enhance the message with clarity, tact and sufficient detail depending on the complexity of the subject being discussed.
5. It is non-personal—a two-edged sword. It may take the emotionalism out of a sensitive issue but it can also be misconstrued by the receiver to be something other than what it is. An attempt to be humorously facetious, for instance, can be easily misinterpreted to be hostile sarcasm, creating unnecessary tension.
6. Finally, it’s the authors' opinion that e-mail improves one’s writing ability based on the hoary premise that "the more you practice (something) the better at it you become."

The e-mail software of choice depends on the user, but the ability to create lists with multiple recipients is one of those features that could be considered a "must" for e-mail based collaboration.

The members of the Southwest Group used e-mail in great abundance and frequency during their collaboration. As evidence of this abundance, the group kept an entire portfolio of e-mail interchanges. The document spans 308 pages.

• It was a "home page" for the members to link to course materials online at The George Washington University.
• It was a "reference tool" containing URL’s to various search engines which were helpful in the formative stages of the group’s collaboration.
• It was a "bulletin board" of sorts, but not one associated with online communications wherein there are links to "virtual conferences" or "chat rooms." The virtual bulletin board mentioned here bore a close resemblance to the traditional office wall-hanging kind. The members posted notes for all to see at their leisure.
• Perhaps most importantly, it served as a "laboratory" to test some of the functions and features the group wanted to incorporate in its web page.
• It was also a motivational tool in that the members could see the continual, incremental growth of their work as the semester progressed.

In order to make a web page function, one of themembers had to assume the role of "webmaster" and be in possession of HTML editing tools and/or skills (e.g., Adobe Pagemill), an internet service provider, and FTP software (e.g., "Fetch")

Still another critical player in the group’s asynchronous communications was the Portable Document File (or ".pdf") made possible by Adobe Acrobat software. Virtually anything that can be created with any kind of productivity software can be rendered into readable form by Adobe Acrobat Pro or Adobe Acrobat Exchange and then transmitted as an attachment to an e-mail message. The e-mail was indeed the iron horse and the .pdf file was the cargo. It was usually fast and efficient. Plus, Acrobat Exchange’s ability to enable the user to affix virtual "stickies" to the document made correction and revision precise and elegantly simple for the collaborators.

One other form of asynchronous communication merits comment although it is of the negative kind. Needless to say, the U.S. Postal Service and its competitors (Federal Express, et al) represented other forms of asynchronous communication that the members of the Southwest Group almost universally disdained. Acrobat, E-mail and the web made such forms of conveyance, for the group’s purposes, completely irrelevant.

STORMING AND NORMING

The members of the Southwest Group discussed, via e-mail, a time frame for completion of the project, and then Gummess put out a schedule in portable document format (.pdf) for concurrence by Agnew and Hudson. The step-by-step timetable followed an instructional systems design (ISD) process in the sequence described in outline form below:

1. Early September: The members get together.
1. Each member exchanges biographical information about each other and brainstorm ideas, eventually agreeing on the Copyright Bay concept.
2. SW Group web page brings together research sources.
3. Agnew, Hudson and Gummess visited respective academic libraries and surfed the web for rich resources on copyright.
4. The members of the design team shared each other’s research through exchanges of bibliographies in .pdf or email.
2. Development phase (late september to current) A. Team met via telephone session on 9/28/97. The following tasks were specified:
1. Purpose section of design document-- Janet Agnew
2. Software section-- Glen Gummess
1. Web page components were written in Adobe Premiere, refined through HTML hard-coding, and then uploaded to the group web page.
2. Illustrations were hand-drawn by Gummess in the Clarisworks environment.
1. Initially saved as a Clarisworks document.
2. Then saved as a PICT file.
3. Then drawn into "Gifconverter" to create .gif files.
4. Then referenced in the applicable web page with an <IMG> or <AREA MAP> tag.
5. Some pictures were drawn into "Gifbuilder" for conversion into animations that were addressed in the web page by a simple <IMG> tag.
3. Design principles and techniques-- Mike Hudson
4. Evaluation and work schedule-- mutual collaboration.
5. All phases of design document are reviewed through exchange of e-mail and .pdf files.
6. Final editing of design document-- Janet Agnew.
7. Design of "flowchart" (storyboard) for web page.
1. See 2bii for steps in creation of a visual storyboard.
8. Initial design and development.
9. Review and critique-- Mike and Janet. (formative evaluations)
10. Incorporation of adopted revisions-- Glen
11. Design of web page "templates"
12. Initial design and development.
13. Review and critique-- Mike and Janet. (formative evaluations)
14. Incorporation of adopted revisions-- Glen
15. Freezing of design (anticipated early November).
3. Iterative content development: (Early to mid-November).
1. Submissions of content (Mike and Janet).
2. Coding into HTML (Glen)
3. Review and critique (formative evaluations)
4. Incorporation of adopted revisions.
5. Bullet-proofing to eliminate bugs.
6. Freezing of web page program for "beta" testing.

Instructional Systems Design (ISD) applies the principles of analysis, development, design, implementation, and evaluation. This continuous process requires constant evaluation of all components at each phase, and level of development (Moore & Kearsley, 1996). ISD is an especially productive format for group collaboration. Using the group web page as a collaboration tool, the members vigorously exchanged flowcharts, graphics and text. This method of communication allowed reinforcement and revision at each phase of ISD, and promoted analysis of the prototyping at each design and development level.

CDT can be classified under J. Bruner’s Constructivist theoretical framework, and also uses elements of B.F. Skinner’s Operant Conditioning Theory. Operant conditioning is the behavioral result of an individual’s response to stimuli that occur in an environment. "When a particular Stimulus-Response (S-R) is reinforced (rewarded), the individual is conditioned to respond." Copyright Bay falls under the constructivist area when considerations are made for the following:

1. a predisposition towards learning
2. The ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner.
3. The most effective sequences in which to present material, and…
4. The nature and pacing of rewards and punishments (Kearsley, 1994,1997).

Under the Drive Reduction Theory by C. Hull, the effects of stimuli are considered. Hull was interested in studying intervening variables that affected behavior such as initial drive, incentives, inhibitors, and prior training (habit strength). Like other forms of behavior theory, reinforcement is the primary factor that determines learning. However, in Hull's theory, drive reduction or need satisfaction plays a much more important role in behavior than in other frameworks.

1. Drive is essential in order for responses to occur (i.e., the student must want to learn).
2. Stimuli and responses must be detected by the organism in order for conditioning to occur ( i.e., the student must be attentive).
3. Response must be made in order for conditioning to occur (i.e., the student must be active). Conditioning only occurs if the reinforcement satisfied a need (i.e, the learning must satisfy the learner's wants) (Kearsley, 1994,1997)."

Copyright Bay employed these elements in a the following methodology:

• Since the audience was one of educators or individuals seeking reference material, they are in a certain position to learn.
• The purpose and instructions for the program were detailed in a direct link from the main page.
• The consideration for motivation is found in attempts to make the program fun and interesting, keeping the user involved throughout the tutorial.
• Several specific categories of interest (content) were offered for review in a tutorial section. Within this area, examples were presented. In this manner, the learning activity is controlled exclusively by the learner.
• Upon review, the researcher/learner is offered the option to complete a "Shakedown Cruise" (quiz), with a reward attached when completed correctly (reinforcement).
• Pacing is considered, in that a set of consequences may occur when the test is completed correctly, incorrectly, or ambiguously. This gives options for further review of the subject. This feedback, either positive or negative, will hopefully encourage review and effective use of the material.
• An evaluation area was made available for those using AVBC. This will aid the team in all areas of further revisions regarding development and final implementation.

The emphasis of Copyright Bay was a tutorial in modular design. As a prototype, Copyright Bay offered a segment of topics on copyright and fair use in a non-profit setting. All attempts were made to make the program as visually dynamic as possible. It was decided that the theme would be map oriented and nautical in design, with all areas represented by some sort of related icon and textual link. In this manner universal accessibility would be possible. A main menu, complete with hot spots, was situated on the right of the screen.

The main menu links directly to the purpose and instructions for the program. As well, the topics to be discussed were accessible, including references about the topics available. Also an evaluation form was made available for those who use the program. An option to review specific content was available as a link of highlighted text to that topic, accompanied by an icon depicted by a ship’s anchor. The anchor icon was used as the marker for the path throughout the tutorial sessions. In this manner consistency was upheld.

Upon reviewing a chosen topic the user was prompted to embark upon a "Shakedown Cruise", which consists of a set of questions, accompanied by possible answers to them. Since the nature of some of content of the material is sometimes problematic, three levels of outcomes were developed: Correct, Questionable, and Incorrect. Feedback came in the form of a graphic exclaiming the results. Options at this point were made: either reviewing more of the subject if Incorrect; to review or retest if answer is Questionable (reinforcement); or an award of the prize (Treasure) of the full list of resources and further links if Correct. Upon successful completion of a topic, the user had the options of reviewing another topic, utilizing the resource center, completing the evaluation form, or exiting the program.

PERFORMING.

In order to test this project Agnew consulted an Information Science Professor about possibly testing the project in the professor's Information Literacy class. The professor was quite eager to allow this, having viewed our "interference" in her class time as a great opportunity for her students to learn something unique.

• These students became animated and very inquisitive about HOW the animation was accomplished.
• They asked questions constantly throughout the session
• The questions they asked were in regard to the subject matter as well as the technical information
• They appeared to enjoy the theme and setup of the website
• Most comments were positive and enlightening.

The questions and the results from the survey are depicted below:

The questionnaire also had two questions with the purpose of eliciting opinion. These two questions asked what the evaluators liked most and what needed improvement. Most of the suggestions for improvement involved individual preferences and it was obvious that most of the evaluators enjoyed and learned from our website and the comments were positive. One student suggested that the group should put a "main page" button at the end of all pages. Another student suggested that the group have a "definitions" page.

Following a successful "beta" test of Copyright Bay Gummess posted a message to the CNI-COPYRIGHT listserv inviting participants to "visit" the Bay and use it as seen fit. Gummess also logged onto the various search engines and registered the "Bay" as a new site.

Response was almost immediate. Georgia Harper of the University of Texas system was among the first to extend to the design team her compliment of this exploration of "fair use" issues. As well, enumerable librarians and media service managers emailed the design team with kudos as well as requests for permission to bookmark or link the site from an academic web page. Needless to say, the members of the Southwest Group were delighted to affirm all such inquiries with a "yes" response.

There was also a motley crew of detractors who complained, sometimes acrimoniously, about the "rocking of the boat" that this web page may have instigated. The most vaguely threatening of these was from a lawyer who said, "Sorry to be a killjoy but do you have a license to practice law?" The members of the design team immediately circled their wagons and sought the professional help of officials at The George Washington University. Not long after, an attorney who was friendly to our cause authored a tome which "set the record straight" on our behalf, and maintained emphatically that this was a student project intended to be of assistance to learners and which in no way represented an expression of legal opinion. The members of the design team were also studious to include disclaimers throughout the web site that re-expressed the same position.

Nearly a year later, Copyright Bay has become well known in academe with hotlinks from a good, though unknown, number of educational web sites. Members continue to receive comments and very few criticisms of the site and, in fact, it has been incorporated into some copyright curriculum in educational departments of universities. "Copyright Bay," it seems, has had a beneficial impact in raising the level of awareness among educators in an entertaining and enlightening manner, just as the design team intended. The pinnacle of the team’s success came in May of 1998 when the members were given the Jere Trout award for excellence in educational technology leadership from The George Washington University, during commencement activities.

The site is now maintained officially at New Mexico Junior College in Hobbs, New Mexico, where it will be updated once or twice a year to reflect the latest developments in copyright policy and case law as such information is received. There is, at this time of writing, several interesting pieces of legislation on capitol hill which could have major impacts on distance learning and result in wholesale changes to at least the "Dist Ed Point" section of Copyright Bay.

CONCLUSION

REFERENCES

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Ivarie, Judith J. (April 6, 1995). "Strategies for Managing Conflict in the Collaboration Process." Paper presented at the Annual Meeting of the Council for Exceptional Children (73rd, Indianapolis, IN, April 5-9). ERIC NO: ED385064

Kearsley, G. (1994, 1997). Explorations in Learning & Instruction: The Theory Into Practice Database. [Online] Available: http://www.gwu.edu/~tip/bruner.html and: http://www.gwu.edu/~tip/skinner.html and: http://www.gwu.edu/~tip/hull.html [November, 1997]

Kemp, J., Smellie, D. (1994). Planning, Producing, and Using Instructional Technologies. N.Y.: HarperCollins College Publishers.

Moore, M., & Kearsley, G. (1996). Distance Education: A Systems View. Belmont:CA, Wadsworth Publishing Company.