ABSTRACT
In order to collect information, students need to know what they want to collect. This can take a circuitous route as gathering some information can lead to other information, open new avenues or make students reflect differently on what they have already found out. At the point of information collection and transfer on to the computer, everything can change. O’Neill (1998) describes the scenario of students using a digital camera, importing the images on to the computer and then having to decide what to do with the images. He claims, no doubt from experience: ‘Typically the discussion surrounding the editing of such images is very animated’ (p. 146). Indeed it may happen that as the image is being edited on the screen, and the students can see the effect it makes, they realise that the image they really want is something different, so discard that one and take another picture. There is no simple flowchart that leads from purpose to planning, collecting information, authoring, trialling and evaluating, as there is too much to and fro for this to be straightforward. The process looks more like the non-linear jumble in Figure 9.1. The circle of large arrows shows the general direction of a multimedia authoring project. The thin arrows show the process of problem solving and modification of ideas. This becomes a dynamic non-linear flow which is typical of the process of creativity and learning.
