Multimedia Learning Designs

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.

Empirical Representations in Multimedia Materials

A multimedia construct for learning based on the Theory of Transactional Distance has been developed consisting of four stages of decreasing transactional distance. This model has been applied in various teaching and learning contexts, on- and off-line, and its validation was investigated. Results confirmed in practice the four distinct sequential stages. Difficulties were discovered in navigating through the collaborative second and third stages, consistent with findings from related studies on acquiring critical thinking skills. Specific areas for attention were identified to promote learning using multimedia.

Teaching, Learning and Multimedia

“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.

Toward Effective Use of Multimedia Technologies in Education

While multimedia technologies are being used in educational contexts, the effective use of multimedia in these contexts remains problematic. In an attempt to contribute towards addressing this problem, this chapter presents a set of conceptual guidelines and a practical planning framework that is intended to inform the planning and design of more effective multimedia integration into educational contexts. A mixed-mode approach is advocated in this chapter. Multimedia technologies are viewed as part of a tool-set and tool selection should be appropriate to curriculum content and to the teaching and learning context.

Usable and Interoperable E-Learning Resources Repositories

The Web puts a huge number of learning resources within reach of anyone with Internet access. In many cases, these valuable resources are difficult for most users to find in an efficient and effective manner. What makes an e-learning resources repository much more than a portal is the ability to discover a learning object and put it to a new use. The purpose of an e-learning resources repository is not simply safe storage and delivery but the ability of their administration, in terms of updating, identifying, utilizing, sharing and re-using them, which remains a great challenge. Moreover, the various repositories are either closed systems or systems that allow user access only through proprietary interfaces and data formats. In brief, there is lack of interoperability. The aim of this chapter is to present the requirements of an ideal e-learning resources repository that will provide services for covering the aforementioned critical issues. We will also describe such an ideal system could be non-centralized, which is the main difference from all the system that exists today in the WWW. Peer to Peer (P2P) based approaches are more flexible than centralized approaches with several advantages.

Cave Automated Virtual Environment

A multimedia system based on the Cave Automated Virtual Environment is shown to be useful for learning science in the informal setting of a science center. Using the theme of water, concepts such as atomic structure, electron processing, bonding and phase transformations have been used to provide a framework for scaffolding content in a dynamic manner among students. The high quality visualizations, immersive experiences, interactivity and stereoscopic imagery in this virtual environment also contributes towards experiential learning, and it is suggested that this has constructivist implications.

Multiple Representations in Multimedia Materials

The movement toward utilising multimedia learning environments in teaching has increased dramatically in recent years. This chapter reports on current research trends relevant to the development of these environments. Specifically analyzing issues related to designing for an ever increasing multiliterate clientele. It highlights the use of multiple representations and investigates some cognitive constraints present when displaying this information. Lastly, when learners are given a level of choice in accessing materials they may be further empowered in their knowledge acquisition. An understanding of these basic concepts will play an important role in our approach to Instructional Design. Therefore a set of recommendations is made for the design of these materials.

Interactive Learning in Engineering Education

In the process of teaching and learning, computers as a tool help the students to develop their reasoning and intelligence. In engineering education, computational packages are usual but somewhat didactic and require specific knowledge on the part of the student. Motivation, creativity and autonomy are important for success in chemical engineering courses. This chapter presents novel experience of a chemical engineering education, including a technique and object-oriented programming system applied mainly to undergraduate and graduate students.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

Interactive Multimedia and AIDS Prevention

Using multimedia applications to inform or to train is very different than using them for changing attitudes. The documented and discussed project started with the perspective that a large proportion of young people, despite knowing how AIDS might be contracted, still adopt risk behaviors. A multimedia role play application was designed to include both information and game layers. The game introduces complex situations using video stories, and then lets the users construct different narratives by choosing between behavior alternatives. The result of each narrative is related to contracting the disease or not. A discussion about role playing games follows, on the limits of this approach, as well as the kind of interactivity and the forms of delayed feedback given.