Multimedia Content Development

Author(s):  
France Belanger ◽  
Dianne H. Jordan

Instructional materials used in a traditional classroom setting can include text (books, handouts, articles), graphs, photos, films, and audio tapes. In the DL environment, these materials are digitized for delivery via a computer and/or a network. This chapter presents topics related to multimedia content development for delivery in a DL environment. First, a discussion of file and format specifications for digital multimedia content is presented; second, levels of courseware complexity are discussed; third, steps in the courseware development process are described; and fourth, commercial off-the-shelf (COTS) tools for developing multimedia instructional content and computer managed instruction (CMI) are presented.

2006 ◽  
Vol 21 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Michael W. Hubble ◽  
Michael E. Richards

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.


2015 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Chothibul Umam

<p>The role of knowledge on English Morphology for the students of English Language Education (henceforth ELE) cannot be neglected. However, the preliminary observations done by the researcher during the instructional process of English Morphology at the State College for Islamic Studies (STAIN) Kediri Indonesia, for three academic years shows that most of the students still get difficulty in understanding the course content.  The researcher, therefore, is of the opinion that the instructional materials used in the classes need to be developed. The adaptation version of Borg &amp; Gall (1983) model of R &amp; D  covering preliminary observation, designing preliminary product, expert validation, product revision, field testing or try out, and revision to produce final product is used to develop an instructional material on English Morphology. The products mostly concern on 1) the course content, 2) the exercises, and 3) the level of language difficulty or word choice. The researcher expects that the final product of this study could be used as a handbook for the students in studying English Morphology.</p><p><strong>Keywords:</strong> <em>instructional materials, material development, English morphology</em></p>


2018 ◽  
Vol 1 ◽  
pp. 1-6
Author(s):  
Stephan Wondrak

The present thesis describes the development of a planet tool for an interactive school atlas using an eBook format. Especially the technical and cartographical capabilities of the open standard ePUB 3 are evaluated. An eBook application with interactive and dynamic 2-dimensional visualizations is developed especially to show whether the re-al-world dimensions and distances in the solar system can be mapped in a cartographical correct and for students easy understandable manner. In the first part of the work, the requirements of the planet tool are evaluated in co-operation with experts. The open standards PDF and ePUB 3 are investigated with regard to the requirements for the development of the planet tool. Another chapter describes in detail all significant steps of the development process for a prototype of the planet tool. A graphic file originally created for print production is prepared and enhanced with interactive features to generate one of the eBook pages. This serves to show a potential workflow for the generation of eBook pages in a cross-media atlas production. All sample pages of the prototype show different layouts and contain the entire spectrum of interactive features and multimedia content of modern eBooks. The sample pages are presented and discussed in an own chapter. The results of the present work aim at answering the question concerning the suitability of the open standard ePUB 3 for the development of a multimedia eBook for high school education.


Author(s):  
Chrisa Tsinaraki

Several consumer electronic devices that allow capturing digital multimedia content (like mp3 recorders, digital cameras, DVD camcorders, smart phones etc.) are available today. These devices have allowed both the amateur and the professional users to produce large volumes of digital multimedia material, which, together with the traditional media objects digitized recently (using scanners, audio and video digitization devices) form a huge distributed multimedia information source. The multimedia material that is available today is usually organized in independent multimedia information sources, developed on top of different software platforms. The Internet, the emergence of advanced network infrastructures that allow for the fast, efficient and reliable transmission of multimedia content and the development of digital multimedia content services on top of them form an open multimedia consumption environment. In this environment, the users access the multimedia material either through computers or through cheap consumer electronic devices that allow the consumption and management of multimedia content. The users of such an open environment need to be able to access the services offered by the different vendors in a transparent way and to be able to compose the different atomic services (like, for example, multimedia content filtering) into new, composite ones. In order to fulfill this requirement, interoperability between the multimedia content services offered is necessary. Interoperability is achieved, at the syntactic level, through the adoption of standards. At the semantic level, interoperability is achieved through the integration of domain knowledge expressed in the form of domain ontologies. An ontology is a logical theory accounting for the intended meaning of a formal vocabulary, i.e. its ontological commitment to a particular conceptualization of the world (Guarino, 1998). The standard that dominates in multimedia content description is the MPEG-7 (Salembier, 2001), formally known as Multimedia Content Description Interface. It supports multimedia content description from several points of view, including media information, creation information, structure, usage information, textual annotations, media semantics, and low-level visual and audio features. Since the MPEG-7 allows the structured description of the multimedia content semantics, rich and accurate semantic descriptions can be created and powerful semantic retrieval and filtering services can be built on top of them. It has been shown, in our previous research (Tsinaraki, Fatourou and Christodoulakis, 2003), that domain ontologies capturing domain knowledge can be expressed using pure MPEG-7 constructs. This way, domain knowledge can be integrated in the MPEG-7 semantic descriptions. The domain knowledge is subsequently utilized for supporting semantic personalization, retrieval and filtering and has been shown to enhance the retrieval precision (Tsinaraki, Polydoros and Christodoulakis, 2007). Although multimedia content description is now standardized through the adoption of the MPEG-7 and semantic multimedia content annotation is possible, multimedia content retrieval and filtering (especially semantic multimedia content retrieval and filtering), which form the basis of the multimedia content services, are far from being successfully standardized.


2011 ◽  
pp. 1064-1068 ◽  
Author(s):  
Richard C. Ryan

The Internet is maturing as a delivery medium for university education. It now provides new ways to do things that typically are not done in the traditional classroom setting.


1975 ◽  
Vol 69 (3) ◽  
pp. 109-115
Author(s):  
Philip H. Hatlen ◽  
Paula Le Duc ◽  
Patricia Canter

The Blind Adolescent Life Skills Center provides both individual and group instruction in mobility, living skills, communication, recreation, and social relations. The program does not take place in a traditional classroom setting but tries to provide real experiences in independent living by housing the students in an apartment complex and offering services on an “on call” basis. Instruction is meaningful because it is related to daily activities. Participants acquire skills that enable them to select life styles that will be satisfactory to them when they leave the center.


2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Sonya Berges

Online instruction is an alternative to the traditional classroom setting yet without intentional planning and design, students may feel isolated and alone. Intentional strategies within a learning management system allow faculty members to put research-based theory into practice. While studying for my doctoral degree it was unexpected how the new learning and experiences would inform my role as an online faculty member. This article presents a reflective perspective of how ideas and knowledge gained through doctoral learning informed the practice of online instruction leading to the contribution of ideas and collaboration with fellow scholars. Utilizing the reflective practice criteria established by Dewey, evidence supports personal, academic, and professional growth. Keywords: connection, online learning, isolation, faculty practice, doctoral learner, sense of community, reflective practice


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