A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

Development and evaluation of a multimedia interactive CD: Public speaking interactive media

This paper reports on a study that endeavours to develop a Computer Assisted Learning (CAL) multimedia courseware namely, Public Speaking Interactive Media. This courseware was developed specifically for diploma students undergoing ENG4113 (Business English) and ENG 4153 (Public Speaking Skills) at Kolej Profesional MARA Indera Mahkota, Kuantan, Pahang. The objectives and goals of this study is to develop a CAL courseware which is in-line with the syllabus of the courses using multimedia elements together with the application of behaviorist, cognitive and constructivist learning theories as a basis in the design of the courseware. Moreover, the instructional design and implementation of this CAL multimedia courseware employ active and flexible learning strategies. Utilizing Hannafin and Peck’s Design Model, this courseware was developed using Macromedia Director and Macromedia Authorware to ensure that multimedia elements and simulations can be fully integrated. The findings of the study revealed that the courseware fulfilled its objectives in aiding students in comprehending the concept of public speaking skills better by using multimedia elements. In addition, the courseware is in-line with the syllabus and has incorporated the theories and strategies intended successfully

Improving the Power Electronics Laboratory teaching/learning process: an interactive web tool

European Higher Education Area; Power Electronics Laboratory; educational methods Resumen: The forthcoming European Higher Education Area implies an important change in the teaching/learning process: it is necessary to get students more involved as well as to promote their independence and active participation. To achieve this objective, the new teaching methodologies aimed at more effective and appropriate learning for professional practice involve the use of audiovisual, computer and multimedia tools on the part of lecturers. Therefore, a web tool, based on a content management system, has been developed for the teaching in Power Electronics Laboratory. Moreover, the use of these multimedia tools makes possible to promote the students independence. Finally, the use of this web tool results in a very significant increase in the motivation students.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Methods of Measuring the Students’ Results Obtained in the Teaching-Learning Process

The experimental implementation and the determination of the efficiency of multimedia teaching-learning technologies was done with the purpose of establishing the necessity of transformations that are paramount for the educational system, in order to synchronize it with the general development tendencies of contemporary society. In this article I shall present the results of an experiment made at the Faculty of Economics Sciences, specialization Finances Banks. In this scientific experiment we applied the technique of parallel groups which supposes the implication of 4 groups of second year students, 2 groups forming the experimental team for whom the multimedia courses for training process were used and 2 control groups for whom teaching was made in the traditional system. The application of the statistical methods of processing experimental data attested the hypotheses about the positive impact of the implementation of the multimedia courses in teaching- learning process in the experimental groups and the efficiency of the applied methods to the experimental groups, compared to traditional methods, applied to control groups. The research in question has tried to propose a new perspective for performing the learning-teaching process, corresponding to present requirements, which, by using information technology, offers new possibilities to stimulate interest, new ways for active involvement of the student in the knowledge process.traditional teaching-learning process, multimedia technology, knowledge acquiring coefficient, automation coefficient, efficiency coefficient

PENGEMBANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF BERBASIS MODEL COOPERATIVE LEARNING TIPE TEAM ASISSTED INDIVIDUALIZATION PADA MATA PELAJARAN PEMROGRAMAN DASAR SMK

Kurangnya keaktifan siswa dan pengembangan media ajar menjadi faktor utama pengembangan multimedia ini. Multimedia pembelajaran interaktif berbasis Cooperative Learning tipe Team Assisted Individualization (TAI) sebagai penunjang media ajar pada mata pelajaran Pemrograman Dasar SMK. Model pengembangan multimedia pembelajaran interaktif terdiri dari tahap analisis, desain, pengembangan/pengkodean, implementasi, dan penilaian. Pada tahap analisis, dilakukan penyebaran angket untuk siswa dan wawancara guru mata pelajaran Pemrograman Dasar yang mengajar siswa kelas X jurusan TKJ (Teknik Komputer Jaringan) SMK Negeri 1 Cirebon. Tahap desain dilakukan perancangan multimedia. Setelah multimedia dirancang dan kemudian dikembangkan, dilakukan validasi ahli (dosen atau guru) yang terdiri dari validasi ahli media dan materi untuk kelayakan multimedia dan diimplementasikan pada siswa untuk mengetahui respon siswa terhadap multimedia dengan dibagikan angket penilaian siswa pada 24 siswa kelas X TKJ 1 (Teknik Komputer Jaringan) SMK Negeri 1 Cirebon. Dari penelitian ini didapatkan hasil: 1) multimedia pembelajaran interaktif berbasis Cooperative Learning tipe Team Assisted Individualization (TAI) yang telah dikembangkan dinilai Baik dan layak digunakan dengan rata-rata persentase kelayakan 77,89% oleh ahli media dan 78,00% oleh ahli materi, 2) siswa memberikan penilaian Baik terhadap multimedia dengan persentase penilaian yang diuraikan menjadi 3 aspek, 72,63 % untuk aspek RPL, 88,83 % untuk aspek pembelajaran dan 70,20 % untuk aspek antar muka. Kata kunci: Multimedia Pembelajaran Interaktif, Cooperative Learning, Team Assisted Individualization (TAI) Decrease student’s active and development learning media is become main factor from development this multimedia. Interactive Learning Multimedia Based of Cooperative Learning Type of Team Assisted Individualization (TAI) as assisted learning media for Course Basic Programming SMK. The development interactive learning multimedia model are consist of analysis, design, development or coding, implementation, and assessment. For analysis phase, spreading questionnaire for students and interview with Basic Programming teacher who teach student X grade in TKJ (Teknik Komputer Jaringan) of SMK Negeri 1 Cirebon. which purpose for development interactive learning multimedia based of Cooperative Learning Type of Team Assisted Individualization (TAI) for Course Basic Programming. Design phase is multimedia planning. After multimedia was planned and then developed, expert validation (doing by teacher or lecturer) are consists of expert validation media and material for multimedia proper and implementation for students to know how students’s responses toward multimedia with questionnaire to 24 students X grade in TKJ 1 SMK Negeri 1 Cirebon. According to this research, it earned result: 1) interactive learning multimedia based from Cooperative Learning type of Team Assisted Individualization (TAI) which has been developed is considered appropriate and proper to be used with average of percentage 77,89% according to media expert and 78,00% according to material expert, 2) students giving positive responses with percentage of assessment that divided into three aspects, 72,63 % for software engineering aspect, 88,83 % for learning aspect, and 70,20 % for interface aspect. Keyword : Interactive Learning Multimedia, Cooperative Learning, Team Assisted Individualization (TAI

PENGEMBANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF BERBASIS MODEL COOPERATIVE LEARNING TIPE TEAM ASISSTED INDIVIDUALIZATION PADA MATA PELAJARAN PEMROGRAMAN DASAR SMK

Kurangnya keaktifan siswa dan pengembangan media ajar menjadi faktor utama pengembangan multimedia ini. Multimedia pembelajaran interaktif berbasis Cooperative Learning tipe Team Assisted Individualization (TAI) sebagai penunjang media ajar pada mata pelajaran Pemrograman Dasar SMK. Model pengembangan multimedia pembelajaran interaktif terdiri dari tahap analisis, desain, pengembangan/pengkodean, implementasi, dan penilaian. Pada tahap analisis, dilakukan penyebaran angket untuk siswa dan wawancara guru mata pelajaran Pemrograman Dasar yang mengajar siswa kelas X jurusan TKJ (Teknik Komputer Jaringan) SMK Negeri 1 Cirebon. Tahap desain dilakukan perancangan multimedia. Setelah multimedia dirancang dan kemudian dikembangkan, dilakukan validasi ahli (dosen atau guru) yang terdiri dari validasi ahli media dan materi untuk kelayakan multimedia dan diimplementasikan pada siswa untuk mengetahui respon siswa terhadap multimedia dengan dibagikan angket penilaian siswa pada 24 siswa kelas X TKJ 1 (Teknik Komputer Jaringan) SMK Negeri 1 Cirebon. Dari penelitian ini didapatkan hasil: 1) multimedia pembelajaran interaktif berbasis Cooperative Learning tipe Team Assisted Individualization (TAI) yang telah dikembangkan dinilai Baik dan layak digunakan dengan rata-rata persentase kelayakan 77,89% oleh ahli media dan 78,00% oleh ahli materi, 2) siswa memberikan penilaian Baik terhadap multimedia dengan persentase penilaian yang diuraikan menjadi 3 aspek, 72,63 % untuk aspek RPL, 88,83 % untuk aspek pembelajaran dan 70,20 % untuk aspek antar muka. Kata kunci: Multimedia Pembelajaran Interaktif, Cooperative Learning, Team Assisted Individualization (TAI) Decrease student’s active and development learning media is become main factor from development this multimedia. Interactive Learning Multimedia Based of Cooperative Learning Type of Team Assisted Individualization (TAI) as assisted learning media for Course Basic Programming SMK. The development interactive learning multimedia model are consist of analysis, design, development or coding, implementation, and assessment. For analysis phase, spreading questionnaire for students and interview with Basic Programming teacher who teach student X grade in TKJ (Teknik Komputer Jaringan) of SMK Negeri 1 Cirebon. which purpose for development interactive learning multimedia based of Cooperative Learning Type of Team Assisted Individualization (TAI) for Course Basic Programming. Design phase is multimedia planning. After multimedia was planned and then developed, expert validation (doing by teacher or lecturer) are consists of expert validation media and material for multimedia proper and implementation for students to know how students’s responses toward multimedia with questionnaire to 24 students X grade in TKJ 1 SMK Negeri 1 Cirebon. According to this research, it earned result: 1) interactive learning multimedia based from Cooperative Learning type of Team Assisted Individualization (TAI) which has been developed is considered appropriate and proper to be used with average of percentage 77,89% according to media expert and 78,00% according to material expert, 2) students giving positive responses with percentage of assessment that divided into three aspects, 72,63 % for software engineering aspect, 88,83 % for learning aspect, and 70,20 % for interface aspect. Keyword : Interactive Learning Multimedia, Cooperative Learning, Team Assisted Individualization (TAI

Unsupervised Active Learning For Video Annotation

International audienceWhen annotating complex multimedia data like videos, a human expert usually annotates them manually. However, labeling these immense quantities of videos manually is a labor-intensive and time-consuming process. Therefore, computational methods, such as active learning are used to help annotate. In this study, we propose a cluster based unsupervised active learning approach and a new active learning method for un-supervised active learning on REPERE (Giraudel et al., 2012) video dataset, which is created for the problem of person identification in videos. Our study aims to identify who is speaking and who is on screen by using multi-modal data

DEVELOPMENT OF VIDEO-BASED MULTIMEDIA FOR JAVANESE LANGUAGE SUBJECTS MATERIAL MACA GEGURITAN THROUGH DICK AND CAREY MODEL

The objectives of this development are to (1) Produce video-based multimedia for Javanese subjects as learning support media, (2) Know the effectiveness of using video-based multimedia for Javanese subjects as learning support media, and (3) Know the attractiveness of using video-based multimedia for Javanese subjects as supporting media for class VII as supporting media Learning. The development model in this study uses the Dick Carey method. Material experts, design experts, and learning media experts are all involved in the development process to provide input and suggestions for improvement. In addition, colleagues who are Javanese language teachers at SMPN 23 Surabaya and students as users as well as targets for the development of video-based multimedia Javanese subjects maca geguritan material SMPN 23 Surabaya also provided comments and suggestions for development products so that they are good and suitable for use. The Use of Video-Based Multimedia Development for Javanese Language Subjects Maca Geguritan Material Through the Dick and Carey Model at SMPN 23 Surabaya can effectively increase active learning interaction. Video-Based Multimedia Products Javanese Language Subjects Maca Geguritan material is the final product of this development research project. The substance, learning design, and feasibility of learning media from these experts are all at a very decent level. The feasibility of small group trials and field trials with qualifications, meanwhile, is very high and does not require revision