The Impact of Multimedia in Course Design on Students’ Performance and Online Learning Experience: A Pilot Study of an Introductory Educational Computing Course

The creation of multimedia assets for online courses is a time intensive endeavor. Faculty have limited access to instructional designers for this and other course design functions. This study sought to determine if multimedia use in course design contributes positively to student performance or their perception of the online learning experience, after controlling for faculty course design expertise. Students totaling 142 were enrolled in an Introductory Educational Computing Course between 2016 and 2018 designed according to Quality Matters standards based on an informal internal review as well as a course designed according to instructor preferences. Eighty-four students, who participated in the courses designed according to Quality Matters standards based on an informal internal review were surveyed about their perceptions. While it may be of no surprise that multimedia use did not impact student performance directly, based on end-of-point course totals, it did positively influence student perceptions of the online learning experience. A performance gap between ethnicities in this study was not observed, as evidence through end-of-course total points. This may be salient given the prevalence of such performance gaps in most educational settings. Course policies and instructional strategies perceived by students as helpful may be one contributing factor to this lack of performance gap. Furthermore, the use of multimedia in course design was found to reduce cognitive load, as shown by the amount of time spent inside the learning management system. What this means for multimedia use in course design and the student online learning experience concludes this paper.

AS NOVAS TECNOLOGIAS NO CONTEXTO ESCOLAR: OS JOGOS DIGITAIS NA EDUCAÇÃO INFANTIL

The article aims at introducing new technologies in schools, especially the educational computing in the teaching-learning process in early childhood education, especially in formatting and preparation of electronic games that can contribute in teaching methodologies both in mathematics as in other curriculum subjects. The completion of this article, is seated on the possibility of introducing electronic games in the pedagogical projects to make learning more meaningful to the student. The research technique used was bibliographic research. For this, the school as a social institution needs to organize to computerize student learning and make electronic games one of their important goals in developing new senses of learning. In this way, the article proposes to instruct the students to create and edit different games that can be used in the learning difficulties in disciplines. Keywords: Keywords: New technologies. Electronic games. Learning. Child education.

Perspectivas históricas da informática educativa no Brasil / Historical perspectives of educational data processing in Brazil

Este artigo discute a inserção das NTDIC na educação, tendo como objetivo apresentar os aspectos históricos da introdução da informática educativa nas escolas públicas. Para alcançar tais fins, elenca-se em sua estrutura, o ‘processo progressivo’ histórico da educação brasileira, seguido de alguns aspectos das Tecnologias na Educação, para enfim discutir as questões relativas à informática educativa em seu processo constituinte. Ao final deste estudo, aponta-se a importância da inserção de tais tecnologias no âmbito educacional. No que tange a informática educativa, enfatiza-se que com seus quase cinquenta anos do processo de criação e introdução desta na educação, a mesma já se consolida com bases fortes e campo próprio de estudo.* * *This article discusses the insertion of NTDIC in education, aiming to present the historical aspects of the introduction of educational computing in public schools. In order to reach these ends, it is based on its structure, the historical 'progressive process' of Brazilian education, followed by some aspects of the Technologies in Education, to finally discuss the issues related to educational computing in its constituent process. At the end of this study, it is pointed out the importance of the insertion of such technologies in the educational scope. As far as educational computing is concerned, it is emphasized that with its almost fifty years of the process of creation and introduction of this in education, it has already consolidated with strong foundations and its own field of study.

ANTES DEL ALUVIÓN DIGITAL: los formadores de una escuela rurbana en la transición de la informática educativa

Para a comunicação do século XXI a incorporação das tecnologias informáticas nos mundos rurais representa, dadas às promessas e os riscos deste processo de mudança sociocultural, todo um desafio renovado de investigação e intervenção relativo a uma comunicação social baseada no predomínio da oralidade, uma modalidade básica, mas subordinada que atravessa toda a história do espaço agrário (Guislani, 2004). Consequentemente, a seguir pretende-se responder, desde uma perspectiva de comunicação para o desenvolvimento, à pergunta sobre a posição dos integrantes da escolar urbana, em particular os docentes de um colégio secundário agrotécnico da pampa argentina, ante a informática educativa em uma conjuntura de política pública e outras estratégias com tendência à massificação do acesso a dispositivos digitais como o computador, as redes informáticas e a telefonia celular ou móvel. PALAVRAS-CHAVE: Dispositivos digitais; educação no campo; informática educativa. ABSTRACT For 21st century communication, the incorporation of computing technologies in rural worlds represents, given the promises and risks of this process of sociocultural change, a renewed challenge of research and intervention related to a social communication based on the predominance of the orality, a basic but subordinate modality that crosses the whole history of the agrarian space (Guislani, 2004). Consequently, the following is intended to respond, since a perspective of communication for the development, to the question about the position of the members of the urban school, in particular the teachers of an agrotechnical secondary school in the Argentine pampas, before the educational informatics in a conjuncture of public policy and other strategies with a tendency to mass access to digital devices such as the computer, computer networks and cellular or mobile phone. KEYWORDS: Digital devices; education in the field; educational computing. RESUMEN Para la comunicación del siglo XXI la incorporación de las tecnologías informáticas en los mundos rurales representa, dadas las promesas y los riesgos de este proceso de cambio sociocultural, todo un desafío renovado de investigación e intervención relativo a una comunicación social basada en el predominio de la oralidad, una modalidad básica pero subordinada que atraviesa toda la historia del espacio agrario (Guislani, 2004). En consecuencia, a continuación se pretende responder, desde una perspectiva de comunicación para el desarrollo, al interrogante sobre la posición de los integrantes de la escuela rurbana, en particular los docentes de un colegio secundario agrotécnico de la pampa argentina, ante la informática educativa en una coyuntura de política pública y otras estrategias con tendencia a la masificación del acceso a dispositivos digitales como la computadora, las redes informáticas y la telefonía celular o móvil. PALABRAS CLAVE: Dispositivos digitais; educação no campo; informática educativa.