Using Visual Demonstrations of Learning to Promote Age-Integrated Problem Solving

Working to dismantle the “othering” of older adults requires active effort to reverse deeply ingrained cultural perceptions and attitudes. As gerontology educators, we are uniquely positioned to “move the needle” on this issue by providing students with the opportunity to engage with older adults in meaningful ways and to see the world from their perspective. In this presentation, visual demonstrations of student learning will be shared that allow students to demonstrate their mastery of course concepts in a creative way and to problem-solve a particular issue by engaging with their own future selves. This approach also allows for a deviation from the routine of written demonstrations of learning by appealing to a different set of student skills. Approaches discussed will include concept maps to deconstruct community collaboration; book bentos to explore optimal aging; multimedia presentations on meaning-making in older adulthood; and a photo elicitation project to address outdoor fall hazards.

MULTIMEDIA PRESENTATIONS AND TEACHING ABOUT THE WORLD AROUND US, MAN AND NATURE, AND MAN AND SOCIETY IN GRADES 1 - 4

The article aims to justify and elucidate the role of multimedia presentations in learning about the world around us. Multimedia presentations accompany early training aimed at the child's natural and social environment. They are systematically used due to the visual nature of the predominant learning material, which quite often combines illustrative and educational functions. This article focuses on the didactic use of presentations in lessons and its methodology. The objective of this research is to establish which didactic tasks are performed with the help of multimedia presentations in lessons. The results in the areas studied show that there is no single unified method for using multimedia presentations in the lessons on the surrounding world. In practice, different approaches are used, which, in some cases, are incompatible with the traditional teaching procedure.

Effects of complexity-determined system pausing on learning from multimedia presentations

System pausing at pre-determined positions during multimedia presentations can enhance multimedia learning. However, the pause positions are usually set up based on the structure of the learning material (e.g., segmentation principle) rather than on the complexity of its different sections (as determined by levels of element interactivity, according to cognitive load theory). This study investigated the effectiveness of complexity-determined system pauses positioned either before or after complex (high element interactivity) sections of a slideshow multimedia presentation. The study adopted a single-factor between-subjects design and randomly assigned 128 undergraduates to four experimental conditions, namely (1) pausing before high element interactivity, (2) pausing after high element interactivity, (3) learner pausing and (4) no pausing. The research results revealed that complexity-determined system pausing approaches and learner pausing resulted in better test performance and instructional efficiency than the continuous presentation without pausing. The findings suggest that pauses allow students more time to deal with learning contents with high element interactivity, thus reducing potential cognitive overload and resulting in better performance compared with continuous presentation. However, no significant difference was found between the two types of system pausing and learner pausing in all measures.

Organize Dynamic Multimedia Presentations

Researchers can synergistically increase the impact of their text, audio, and visuals by integrating them into multimedia packages that present their work in a coherent framework. Multimedia presentations can take many forms. These might include virtual tours of a laboratory or center, explanations of a specific research discovery or research program, or multimedia explorations of a topic. Producing multimedia packages requires not only understanding video and audio production techniques, but also forming production teams to plan, execute, and market the multimedia package. A marketing plan can be done in consultation with your public information officer, committees, administrators, and others. After a multimedia package is debuted, it should be periodically reviewed and feedback invited to improve and update the package.

The Personal Is Political Art: Using Digital Storytelling to Teach Sociology of Sexualities

How can sociology instructors provide high-quality education in the sociology of sexualities that captures both the increasing need for digital pedagogical tools and sociology’s continued drive for theoretically rich course content? We present digital storytelling as a highly adaptable instructional tool that is appropriate for a range of undergraduate sociology courses. We outline one specific application of digital storytelling—a staged, semester-long assignment in which students create multimedia presentations to tell stories about how they were socialized into some gendered or sexual role. We also discuss three key learning outcomes from the digital storytelling project: (1) developing students’ sociological imagination and intersectional thinking by connecting their own lived experience to social theory, (2) developing transferable technological skills, and (3) learning to apply sociological concepts outside of the classroom. We close our discussion with potential assignment modifications to improve accessibility.

Presentations in Lectures to Prompt Innovations in Higher Education

Considering the rich experience of using multimedia presentations as a teaching tool in higher education, in order to introduce new approaches and develop a methodology, there is a need to identify the strengths and weaknesses of existing practices, in particular to identify the emotional attitude of university students to existing lectures and presentations in the educational process and determine relevant opportunities to improve the practice of using interactive and visual educational tools.The empirical basis of the study was the results of a survey of students of 2–4 undergraduate courses at the Moscow State Institute of International Relations (University) of the Russian Ministry of Foreign Affairs in the 2019–2020 academic year. The survey involved 404 respondents. To process the obtained data, we used the Google Forms and Microsoft Office Excel programs, general scientific methods (comparison, generalization), statistical analysis methods, as well as content analysis.The empirical study showed a high level of student satisfaction with the volume and effectiveness of multimedia presentations used in the educational process, and also confirmed the theoretical ideas about the advantages and limitations of linear form presentations that dominate in the educational environment. Critical remarks included design errors, oversaturation of visual material, activity out of sync, and flaws in speaker behavior. Among the new techniques for working with presentation materials, photographing slides was noted. An important observation was the students’ request for self-sufficient visual materials of lectures and access to them.Prospects and opportunities for transforming familiar lectures and the learning environment as a whole were identified taking into account the existing experience of presentations at the university; ways of solving the problems with students’ perception and acquisition of material are proposed and specific recommendations are given for organizing a wide range of classes with visual and interactive components, today these are, first of all, remote online courses (MOOC, e-learning) and new forms of organization classroom activities (“flipped classroom”).

Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom

This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience.

INFORMATION TECHNOLOGIES IN ENGLISH LESSONS

Following work is dedicated to the use of information computer technologies in the process of learning English gives students the opportunity to use their knowledge in competitions, Olympiads, quizzes and tests that are held online on the Internet, to take part in various video conferences and communicate with foreign-speaking peers. Students can get all kinds of information about the problem they are studying, which they can learn from literature, world news, articles from newspapers and magazines, as well as linguistic and cultural materials and similar sources. The deepening of the previously acquired knowledge can be carried out through both standard classical and integrated lessons, accompanied by software products, "online" tests and multimedia presentations. It should be noted that Internet resources are most often used in foreign language lessons. The possibilities of using Internet resources are very large.

Multimedia Technologies in Foreign Language Learning at Non-linguistic Universities (Experiences of the Department of Foreign Languages at Izhevsk State Agricultural Academy)

В статье рассматривается проблема формирования коммуникативных навыков и умений на основе мультимедийной презентации как формы работы со студентами сельскохозяйственного вуза. Иноязычная проектная деятельность в процессе формирования и совершенствования коммуникативных навыков и умений студентов является на сегодняшний день актуальной. Использование мультимедийной презентации как интегративной технологии дает возможность активизировать познавательную деятельность студентов в процессе изучения иностранных языков. Данная технология позволяет сформировать у будущего специалиста понятийный аппарат в определенной сфере знаний на иностранном языке, а также улучшить навыки самостоятельной работы с разными источниками на иностранном языке и общения в процессе представления презентации. В статье анализируется опыт работы кафедры иностранных языков Ижевской госу­дарственной сельскохозяйственной академии. Приведены примеры презентаций студентов разных факультетов сельскохозяйственной академии, проходящих переподготовку по программе «Переводчик в сфере профессиональной коммуникации». Определены достоинства мультимедийных презентаций, которые способствуют формированию двух образовательных парадигм — профессиональной и лингвистической. The article treats the issue of communicative skills formation on the basis of multimedia presentations as a teaching tool for agricultural universities. The issue of using project activities in foreign language classrooms to develop and improve students’ communication skills is highly relevant. Integrative technologies, such as multimedia presentations, enable teachers to optimize students’ involvement and learning in foreign language classrooms. Multimedia technologies enhance students’ acquisition of foreign language knowledge and skills, improve students’ self-directed learning skills, enhance their foreign language communicative competencies. The article analyzes the work of the Department of Foreign Languages at Izhevsk State Agricultural Academy. It provides examples of presentations prepared by students of different faculties of the Academy who acquire additional career-related skills in the sphere of translation. The article highlights the advantages of multimedia presentations, which promote the development of two educational paradigms, i. e. professional paradigm and linguistic paradigm.

Features and prospects of distance learning at the department of therapeutic dentistry

The training of future doctors should be continuous and organized at a high level, because medicine is one of the priority spheres of society. With the introduction of quarantine in the context of a pandemic, the question of changing the format of classes has become especially acute, which is associated with the need to exclude massive concentrations of medical students. In our academy, in the first days of quarantine, communication was organized by groups in the Viber and Telegram messengers. In the following days, training was carried out on the use of the Zоm service platform for video conferencing, online meetings and distance learning, and trainings were organized. The department’s website contained the contact information of all teachers, the schedule of classes, the thematic plan of lectures and practical classes, a list of basic and additional literature for students of each course. In the materials for downloading, students had the opportunity to familiarize themselves with multimedia presentations of lectures, teaching aids developed by the staff of the department, methodological recommendations on all topics of practical exercises according to the thematic plan. It should be noted that new educational technologies contribute to the improvement of information competence, allow students to independently master the educational material, but training a doctor in practical skills requires the student’s traditional face-to-face contact with teachers and patients.