Do-it-yourself multimedia

ReCALL ◽  
1997 ◽  
Vol 9 (1) ◽  
pp. 34-42
Author(s):  
Paul Brett
Keyword(s):  
Multimedia Learning ◽  
Word Processor ◽  
Multimedia Applications ◽  
Digital Information ◽  
Learning Materials ◽  
Computing Skills ◽  
Do It Yourself

This paper describes how teachers without specialist computing skills can create their own computer delivered multimedia learning applications using a word processor and digital information from a variety of sources. These home-made multimedia applications can exploit video, sound clips, animations, photos, and graphics. Examples of such DIY multimedia learning materials are shown, their method of creation described and possible benefits of their use for CALL and self-access put forward.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

scholarly journals E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS

2014 ◽  
Vol 61 (1) ◽  
pp. 77-87
Author(s):  
Marjan Krašna ◽  
Tomaž Bratina
Keyword(s):  
Large Scale ◽  
Multimedia Learning ◽  
Task Force ◽  
Scale Production ◽  
Learning Materials ◽  
Materials Development ◽  
Successful Teachers ◽  
Different Types ◽  
E Learning ◽  
Video And Audio

Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. Key words: design, distance education, e-learning, learning materials, verification and validation.

Emotional Design and Engagement With Multimedia Learning Materials in E-Learning

2021 ◽  
pp. 168-191
Author(s):  
Adem Özgür ◽  
Arif Altun
Keyword(s):  
Multimedia Learning ◽  
Emotional Design ◽  
Learning Materials ◽  
Design Elements ◽  
Emotional Process ◽  
Emotional Processes ◽  
Engagement Process ◽  
E Learning ◽  
The Relationship

Multimedia learning materials (MLM) play an important role in learning. Engagement is a state that contributes to care of and positive approach to MLM, to pay attention to and deep processing of it, to do activities in it while preventing learners from quitting MLM. The quality of MLMs and students' characteristics are important in the engagement process. Cognitive theories provide valuable principles when designing MLMs, whereas the emotional design of the MLMs and the affective responses they evoke in students remain in the background. The emotional design ensures students' engagement with MLMs, and their interpretation of the knowledge and their learning can be manipulated. In this chapter, student engagement has been elaborated within scope of MLMs. Secondly, the relationship between emotional processes and engagement was examined. It was focused on organizing students' emotional process using emotional design elements and their effects on learning outcomes. Finally, suggestions were made for maintaining interaction with MLM and engagement for learning.

scholarly journals The Implementation of Interactive Multimedia Learning Materials in Teaching Listening Skills

2015 ◽  
Vol 8 (12) ◽  
pp. 56 ◽  
Author(s):  
Andi Tenri Ampa
Keyword(s):  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Research Problem ◽  
Control Group ◽  
Listening Skills ◽  
Teaching English ◽  
Learning Materials ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

<pre>One of the factors that may affect the success of the learning process is the use of learning media. Therefore, this research aimed to implement and evaluate the interactive multimedia learning materials using Wondershare Quizcreator program and audio materials in teaching 'English listening skills'. The research problem was whether or not there was a significant difference between the results of teaching listening skills through the interactive multimedia learning materials using Wondershare Quizcreator program and the results of teaching listening skills through audio materials. The earlier process used in the research was to produce new products to be implemented. The product had been validated by the experts and tried out to the college students to get their responses towards the validity and the practicality of the products. Furthermore, the products as new materials were implemented to the experimental group and the conventional materials (audio materials) were implemented to the control group. Pretest and posttest had ben conducted before implementation. The results of statistical analysis (SPSS) showed that there was no significant difference between the results of pretest of the two groups, but there was a significant difference between the results of post of experimental and control groups. It was proved that the t-cal. was greater than the t-table (5.583 &gt; 2.000) at df 70 and p.0.05. So, it was concluded that the interactive multimedia learning materials using Wondershare Quizcreator program were effective in teaching 'English listening skills'.</pre>

scholarly journals Perancangan Pembelajaran Fisika Menggunakan Multimedia Interaktif untuk Meningkatkan Minat Mahasiswa terhadap Mata Kuliah Fisika

2019 ◽  
Vol 3 (1) ◽  
pp. 28-36
Author(s):  
Marvin Chandra Wijaya
Keyword(s):  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Statistical Processing ◽  
Data Retrieval ◽  
Object Motion ◽  
Learning System ◽  
Student Interest ◽  
Learning Materials ◽  
Study Program ◽  
Average Value

This study aims to measure the increased interest of students in the Maranatha Christian University Computer Systems Study Program in Physics Subjects. The increase in interest uses interactive multimedia-based learning systems. The learning system is designed using the SMIL (Synchronized Multimedia Interactive Language) programming language. The physics course learning system designed in this study is course material about Object Motion (Regular Straight Motion / GLB, Irregularly Changed Straight Motion / GLBB, Free Falling Motion / GJB, Vertical Upward Motion / GVA, Vertical Down Motion / GVB) . Thirty students were taken as samples to see interest in Physics courses. Data retrieval is taken before and after the provision of learning materials using interactive multimedia. The average value of interest in Physics Subjects before the use of interactive multimedia learning materials was 7.12 on a scale of 10, increasing to 8.57 after the use of interactive multimedia learning materials. Hypothesis testing uses paired t test. The results of statistical processing showed a significant  increase in student interest in Physics. Keywords: Physics Learning, Interactive Multimedia, SMIL, Object Motion

scholarly journals DESIGN AND DEVELOPMENT MULTIMEDIA LEARNING’S PHYSICS 1

2019 ◽  
pp. 108-123
Author(s):  
Norbaizura Nordin
Keyword(s):  
Diagnostic Test ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Processes ◽  
Teaching Model ◽  
Problem Analysis ◽  
Design And Development ◽  
Learning Materials ◽  
Computer Equipment

The development of Newton's Law of Motion courseware multimedia is based on the problem analysis from the diagnostic test students enrolled in the course of Physics 1. This courseware is developed based on the ASSURE model by using computer equipment and authoring software: Macromedia Authorware 7.0, Macromedia Flash MX 2004 and Abode Photoshop 6.5. The design of this courseware is based on Gagne’s teaching model and learning theory: Behaviorism, Cognitive, and Constructivism. The findings of the development multimedia courseware are discussed in terms of design for teaching and learning Physics 1. The study of design and development of multimedia courseware is important in order to improve the effectiveness of teaching and learning processes as well as to increase the collection of multimedia learning materials.

User Centered Technologies, Serious Games and Learning

2011 ◽  
pp. 411-426
Author(s):  
Giuseppe Conti ◽  
Raffaele De Amicis ◽  
Gabrio Girardi ◽  
Michele Andreolli
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Mobile Applications ◽  
Serious Games ◽  
Mass Diffusion ◽  
Multimedia Applications ◽  
Digital Information ◽  
The Public ◽  
Widespread Adoption ◽  
Virtual And Augmented Reality

The widespread adoption of IT technologies by cultural heritage (CH) has transformed how cultural heritage is presented both to experts and the broad public. In the last few years a large number of multimedia applications, including virtual and augmented reality simulations, have been proposed by researchers and industry alike. However some of these technologies struggle to achieve mass diffusion, most probably due to limitations of their interfaces. Conversely, the recent widespread success of both serious games and mobile applications are laying the foundations for true extensive access to digital information on cultural heritage, creating new possibilities. This chapter illustrates this technological trend, highlighting their potential effects on the public and discussing a number of emerging scenarios of interest for the cultural heritage domain.

Digital Literation: Case Study Library Science Students

2021 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
Sri Suharmini Wahyuningsih ◽  
Majidah Majidah ◽  
Tri Damayanti
Keyword(s):  
Digital Literacy ◽  
Library Science ◽  
The Internet ◽  
Digital Information ◽  
Science Students ◽  
Sources Of Information ◽  
Digital Form ◽  
Learning Materials ◽  
Study Program ◽  
Online Tutorials

Digital literacy can be used as a means of learning because the millennial era currently has digital sources of information that are liked by the public. Information technology-based learning materials are very easy to find and download in digital form and download free of charge so that people in various circles are very easy to get the information needed, as well as students. Universitas Terbuka which organizes an education system remotely, teaching materials which are the main learning materials apart from being provided in printed form, is also developed in digital form. Learning aid materials in the form of online tutorials and web tutorials (tuweb) is also in digital form because online tutorials and tuweb to access them must be connected to the internet. The spread of information in digital form requires knowledge or the ability to find or use these digital information sources. Researchers raised problems about digital literacy in distance learning, especially students of the Library Science Study Program, FHISIP-UT. The research method used is quantitative with the addition of qualitative data. The results showed that the Open University students, especially the Library Science students of FHISIP-UT, already have the ability to terms of digital literacy. Because we often and always use a PC / Laptop at home or office, use a cellphone/smartphone/tablet, and use the internet.   Literasi digital sering dikaitkan dengan perkembangan teknologi informasi yang semakin marak saat ini. Literasi digital dimungkinkan untuk digunakan sebagai sarana pembelajaran, karena jaman millennial saat ini tersebar sumber-sumber informasi yang berbentuk digital dan disukai oleh masyarakat. Materi pembelajaran berbasis teknologi informasi, sangat mudah ditemukan dan diunduh dalam bentuk digital serta diunduh secara gratis, sehingga masyarakat dalam berbagai kalangan sangat mudah mendapatkan informasi yang dibutuhkan, demikian juga para pelajar maupun mahasiswa. Universitas Terbuka yang menyelenggarakan sistem pendidikan secara jarak jauh, bahan ajar yang merupakan bahan pembelajaran utama selain disediakan dalam bentuk tercetak, juga dikembangkan dalam bentuk digital. Materi bantuan belajar berupa tutorial online dan tutorial web (tuweb) juga dalam bentuk digital, karena tutorial online dan tuweb untuk mengaksesnya harus tersambung dengan internet. Dengan tersebarnya informasi dalam bentuk digital ini, maka diperlukan pengetahuan atau kemampuan dalam mencari atau menggunakan sumber informasi digital tersebut. Peneliti mengangkat permasalahan tentang literasi digital dalam pembelajaran jarak jauh khususnya mahasiswa Program Studi S1 Ilmu Perpustakaan FHISIP-UT. Metode penelitian yang digunakan adalah kuantitatif dengan tambahan data kualitatif. Hasil penelitian bahwa mahasiswa Universitas Terbuka khususnya mahasiswa Ilmu Perpustakaan FHISIP-UT sudah mempunyai kemampuan dalam hal lierasi digital. Karena sudah sering dan selalu menggunakan PC/Laptop di rumah maupun kantor, menggunakan Ponsel/smartphone/tablet, dan menggunakan internet.

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