Co-producing multimedia learning resources through interprofessional education (IPE): the PDoC way

Physiotherapy ◽  
2017 ◽  
Vol 103 ◽  
pp. e99-e100
Author(s):  
G. Hastings ◽  
J. Latchem
Keyword(s):  
Interprofessional Education ◽  
Multimedia Learning ◽  
Learning Resources

Multimedia Learning Designs

2008 ◽  
pp. 398-418
Author(s):  
M. Keppell ◽  
J. Gunn ◽  
K. Hegarty ◽  
V. O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Resources ◽  
Learning Design ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

A Concept Extraction System with Rich Multimedia Learning Resources for Children

2021 ◽  
pp. 503-511
Author(s):  
Somaya Al-Maadeed ◽  
Batoul M. S. Khalifa ◽  
Moutaz Saleh ◽  
Jezia Zakraoui ◽  
Jihad M. Alja’am ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Extraction System ◽  
Learning Resources ◽  
Concept Extraction

Assessment ‘for' Learning

2017 ◽  
pp. 726-758
Author(s):  
Stephen M. Rutherford ◽  
Zoë C. Prytherch
Keyword(s):  
Decision Making ◽  
Learning Styles ◽  
Multimedia Learning ◽  
Assessment For Learning ◽  
Digital Natives ◽  
Diverse Learners ◽  
Learning Resources ◽  
Assessment Strategy ◽  
Decision Making Processes ◽  
Untapped Resource

This chapter evaluates an assessment strategy designed to reinforce learning whilst supporting the learning of the whole student cohort, through development of multimedia learning resources. Once created and evaluated, the resources were shared online for students to use in their ongoing learning and revision. The majority of the resources designed by students used an unfamiliar form of technology, showing that digital natives were eager to learn new technological skills. The depth and challenge of the resources was considerable. The chapter investigates the activity of students during this assessment and evaluates their decision-making processes in the design of their learning resources. The analysis reveals that students were aware of how technology would impact on different learning styles, and of the needs of diverse learners. The key observation is that digital natives are a rich (and largely-untapped) resource for the development of materials that can support their learning and that of their peers.

scholarly journals Pengembangan Media Pembelajaran Berbasis Multimedia pada Mata Kuliah Bakery

2019 ◽  
Vol 2 (3) ◽  
pp. 91-96
Author(s):  
Ezi Anggraini ◽  
Anni Faridah ◽  
Reno Yelfi
Keyword(s):  
Research And Development ◽  
Learning Outcomes ◽  
Multimedia Learning ◽  
Learning Resources ◽  
The Media ◽  
D Model

Based on preliminary observations, the learning outcomes and creativity of IKK Department students who take the Bakery course are still low, it is estimated that the low learning outcomes are due to the limitations of existing learning resources or learning media, there are still deficiencies in the existing learning media. Therefore, designed and made a learning medium in the form of multimedia learning for Bakery courses. The purpose of this research was to develop the learning media based multimedia that valid, practice, and effective for bakery. This research used Research and Development (R&D) method, and 4D (four-D) model that develop by S. Thiagarajan and friends. There were four steps in 4D model, there were define, design, develop, dessiminate. The media was diesigned by using Macromedia Flash CS 6. The result of this research was that the learning media based multimedia were valid, practice, and effective to use as a learning media of bakery.

scholarly journals The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Jayshiro Tashiro ◽  
Carolyn Byrne ◽  
Lisa Kitchen ◽  
Ellen Vogel ◽  
Carrie Bianco
Keyword(s):  
Interprofessional Education ◽  
Research Unit ◽  
Health Science ◽  
Learning Resources ◽  
Healthcare Planning ◽  
Computer Based ◽  
Development Of Competencies ◽  
Institute Of Technology ◽  
Interprofessional Healthcare ◽  
Interprofessional Competencies

Background: The Health Education Technology Research Unit (HETRU) at the University of Ontario Institute of Technology (UOIT) has developed an interprofessional framework for use as a learning map to create computer-based simulations that can automatically assess interprofessional competencies of undergraduate health sciences students.Methods: Our interprofessional competency framework was developed through an iterative process of competency mapping. Each iteration involved: 1) a literature review of interprofessional competencies, 2) the mapping of these competencies within a meaningful taxonomy, and 3) the review of the mapping by an expert panel of educators and clinicians.Findings and Conclusions: After three iterations, the research team developed a competency taxonomy that mapped interprofessional competencies from our literature reviews into six competency domains and three cross-cutting themes for each domain. The competency matrix was then used as a learning map to define learning resources related to interprofessional education and learning activities associated with such resources to help students develop competencies in interprofessional healthcare planning and delivery. Interactive, computer-based clinical simulations were then developed to portray opportunities in which the learning resources and activities could be explored and to provide more realistic exposure to complexities in healthcare planning and delivery.

scholarly journals Learning videos - do they work?

2014 ◽  
Vol 3 (6) ◽  
Author(s):  
Gabriela Daniels
Keyword(s):  
Learning Styles ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Resources ◽  
Instructional Videos ◽  
Face To Face ◽  
Guided Learning ◽  
The Face ◽  
Further Development

The videos which were subject of this investigation could be classified broadly as instructional videos, presenting processes or specialist machine introductions. As such, they can be referred to as a type of multimedia learning resources. This study compared staff’s views with the students’ perceptions of relevance and usability of a range of instructional videos. The use of videos and mobile digital technology was seen as an enabler of rapid access and self-guided learning, but overwhelmingly, tutors and students valued the face-to-face interaction as a prime enabler of learning. Further development of video resources should be based on the following key considerations: constructing the shortest visual and audio messages, identifying key meta-data to enhance reusability, adaptation of teaching and learning styles.

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