USING NEW MULTIMEDIA LEARNING TECHNOLOGIES: PRESENTATIONS DESIGN TOOLS, DYNAMIC ANIMATIONS, INTERACTIVE MAPS, VISUAL CONTENT AND MULTIMEDIA RESOURCES

2018 ◽  
Author(s):  
Jesús Sergio Artal-Sevil ◽  
Enrique Romero ◽  
Juan Manuel Artacho
Keyword(s):  
Multimedia Learning ◽  
Learning Technologies ◽  
Design Tools ◽  
Visual Content ◽  
Interactive Maps ◽  
Multimedia Resources

Multimedia Learning Designs

2005 ◽  
pp. 350-376
Author(s):  
Mike Keppell ◽  
Jane Gunn ◽  
Kelsey Hegarty ◽  
Vivienne O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Design ◽  
Student Centered ◽  
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-centered, 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.

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.

scholarly journals Evaluasi pelaksanaan co-teaching blended learning bahasa Inggris bidang kewarganegaraan

2019 ◽  
Vol 6 (1) ◽  
pp. 14-28
Author(s):  
Hery Yanto The ◽  
Siti Awaliyah
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Civic Education ◽  
Mixed Method ◽  
Multimedia Learning ◽  
Learning Technologies ◽  
English For Specific Purposes ◽  
State University ◽  
Descriptive Case Study ◽  
Design Skills

Penelitian ini bertujuan memaparkan perancangan, pelaksanaan, dan evaluasi perkuliahan Bahasa Inggris Kewarganegaraan di Universitas Malang. Selain itu, penelitian ini juga menyajikan contoh lingkungan pembelajaran blended learning dengan menggunakan multimedia yang efektif untuk meningkatkan motivasi belajar mahasiswa di bidang Bahasa Inggris Kewarganegaraan. Pendekatan mixed-method digunakan untuk mengumpulkan, menyajikan, dan menganalisis data. Portofolio kegiatan instruksional dan kuisioner adalah bentuk data yang digunakan. Data disajikan dan dianalisis menggunakan narasi deskriptif, studi kasus, analisis dokumen, dan analisis statistik deskriptif. Hasil penelitian menunjukkan kolaborasi dalam bentuk co-teaching blended learning dapat meningkatkan kualitas pembelajaran. Kedua instruktur yang terlibat dalam kolaborasi dapat saling mendukung untuk mencapai tujuan pembelajaran. Selain diperlukan keahlian di dalam mengajar, instruktur juga perlu menguasai cara perancangan instruksional. Mahasiswa secara aktif bekerja secara berpasangan, berdiskusi, dan berkelompok di dalam menyelesaikan tugas pembelajaran di dalam kelas dan di Edmodo. Interaksi mahasiswa dengan materi belajar dan instruktur juga dapat difasilitasi dengan manajemen sistem belajar dan teknologi pembelajaran daring seperti VoiceThread, Skype, VSee, dan posel.Kata kunci: blended learning, pembelajaran multimedia Evaluating the implementation of co-teaching blended learning the English for specific purposes in civic education programAbstractThis study reveals the design, implementation, and evaluation of the English for Specific Purposes Course in Civic Education Program at the State University of Malang. The course multimedia learning environment was designed based on the blended learning principals. This learning environment is effective to increase students’ motivation. The study applied mixed-method approaches to collect, present, and analyze data. The instructional portfolio and a questionnaire were used as data. The narrative descriptive, case study, document analysis, and descriptive statistics principals were applied to analyze and present data. The results showed that co-teaching in the form of blended learning can improve the quality of the course and students’ learning. Instructors can support one another collaboratively to achieve the learning objectives. Besides teaching skills, the instructors should acquire sufficient instructional design skills. Students were identified actively engaging in pair works, discussions, and groups’ works to complete their learning tasks in class and in Edmodo. Interactions are mediated sufficiently by the learning management system and learning technologies, such as VoiceThread, Skype, VSee, and email. Keywords: Blended learning, multimedia learning

E-Learning for All? Maximizing the Impact of Multimedia Resources for Learners with Disabilities

2009 ◽  
pp. 154-179 ◽  
Author(s):  
Morag Munro ◽  
Barry McMullin
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Learning Technologies ◽  
Technical Detail ◽  
Practical Advice ◽  
Educational Multimedia ◽  
Multimedia Resources ◽  
E Learning ◽  
Accessibility Issues ◽  
The Impact

This chapter examines some of the tensions that may exist between e-learning and accessibility in higher education, and aims to redress the balance between them. The chapter necessarily involves some significant technical detail. It examines and reports on the accessibility issues associated with particular e-learning technologies that are either current or emerging in this dynamic field. Nonetheless, the discussion attempts to provide practitioners with practical advice that will assist them in designing multimedia-based e-learning that is both innovative and inclusive. Integral to this is a framework for best practice for the development of accessible educational multimedia.

Multimedia Resources in an Online Course: Access and Usage with/Multimedijski resursi e-kolegija: pristup i upotreba s obzirom na osjetilni modalitet

2014 ◽  
Vol 16 ◽  
Author(s):  
Tomislava Lauc ◽  
Sanja Kišiček ◽  
Petra Bago
Keyword(s):  
Learning Styles ◽  
Multimedia Learning ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Online Course ◽  
Course Content ◽  
Multimedia Resources ◽  
Perceptual Modality ◽  
Different Types ◽  
Research Findings

AbstractIn this paper we present a research on students perceptual modes and their learning activity with respect to use of multimedia learning resources in a virtual learning environment within an online course. The course content is offered in the form of lessons designed in the Moodle course management system. Lessons contain three different types of resources: textual, pictorial resources accompanied by text, and video resources. Considering the results of the VARK questionnaire, which labels the students learning styles, i.e. perceptual modes, as visual, aural, read/write and kinesthetic, we investigate the relation between the students perceptual modes and their learning activity regarding different types of resources. The results show that two out of three students are multimodal regarding their perceptual modality, and that students prefer pictorial resources accompanied by text. The research findings on learners preferences lead to more effective instructional design in an online learning environment.Key words: multimedia learning; perceptual modality; VARK.---SažetakU radu je prikazano istraživanje odnosa osjetilnog modaliteta i aktivnosti studenata s obzirom na odabir multimedijskih resursa e-kolegija. Sadržaj kolegija prezentiran je upotrebom lekcija izrađenih u sustavu za upravljanje nastavnim sadržajima Moodle. Lekcije sadrže tri tipa resursa: tekstualni, slikovno-tekstualni i video resurs. Upotrebom upitnika VARK utvrđeni su načini učenja utemeljeni na senzornom modalitetu (vizualni, auralni, tekstualni i kinestetički), zatim istraženi odnosi modaliteta studenata i aktivnosti s obzirom na odabir različitih multimedijskih resursa. Rezultati pokazuju da su dva od tri studenta multimodalni i da su u učenju skloni odabiru slikovno-tekstualnog resursa.Ključne riječi: multimedijsko učenje; osjetilni modalitet; VARK.

scholarly journals Tracks for learning: Metacognition and learning technologies

1996 ◽  
Vol 12 (1) ◽  
Author(s):  
Julie Gordon
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Process ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Learning Technologies ◽  
Design Models ◽  
Information Technologists ◽  
Student Centred Learning ◽  
Multimedia Learning Environment

<span>Research into metacognition suggests that learners need to become aware of the processes of their learning as distinct from the content of learning to improve their learning outcomes. Information technologists have the opportunity to take theoretical views of learning and develop design models to investigate and demonstrate these theoretical views. One way of doing this is by providing interactive multimedia programs that support student centred learning.</span><blockquote><span>There are too many examples of educational multimedia that fail to exploit its capability to offer interactive practice of a subject (Laurillard, 1993).</span></blockquote><span>This paper outlines an investigation into the nature of metacognition and its relation to the learning process in a constructivist interactive multimedia learning environment.</span>

Multimedia Learning

2020 ◽  
Author(s):  
Richard Mayer
Keyword(s):  
Multimedia Learning

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.

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