Favourable approach that influence autism students learning language process

Education is important for all, including those students with special needs.In this context, learning process for students with special needsis certainly different from normal students, with special developed curriculum, as well as special skills for teachers are devotedfor teaching specific courses.This study investigatesthe special education teachers’approach in teaching phonics of the language (i.e. Bahasa Melayu)for autism students, focusing on three elements; namely learning module, oral language and multimedia application. A survey study was designed using questionnaire involving 42 special education teachers from primary schools in the Southern Peninsular of Malaysia.Descriptive analysis were used to obtain percentage, mean, and standard deviation. The results;a moderate level application of the module (M = 3.43, SD = 0.654) and the oral language (M = 3.64, SD = 0.570), but a high level of the multimedia application(M = 4.14, SD = 0.612). The multimedia elements wasthe most favorable approach in the teaching and learning process of autism students.The implication;more special design of a multimedia materials are needed for teaching phonics for language learning to help autism students to speaking correctly

The Impact of Podcasts in Education

This article will be covering the impact of podcasts in education. Multimedia has been apart of education and classroom environments for over 40 years. With the recent rise in podcast creators and consumers, it is natural that this aspect of media would also spread into education. The use of podcasts in education is controversial, one side argues that podcasts have no place in education and are merely a distraction. The same was said about PowerPoint presentations and in-class videos at one point of time, however multimedia in the classroom has become the new norm. This article will provide the argument of how podcasts are beneficial in education in multiple ways. Specifically, podcasts can be used as a teaching resource by teachers, a learning resource by students, and a preparation tool for teacher candidates

Enhancing student learning with case-based learning objects in a problem-based learning context: the views of social work students in Scotland and Canada

This paper summarizes the results of an evaluation of students' perspectives comparing learning from a multimedia case-based learning object with learning from text-based case studies. A secondary goal of the study was to test the reusability of the learning object in different instructional contexts. The learning object was deployed in the context of a problem-based learning approach to teaching social work students in three different courses in two different countries: Scotland (N=39) and Canada (N=57). Students completed a structured survey form including a series of statements using a five point Likert scale to quantify their views of the different case types (text-based and multimedia). Results indicate strong support for the use of multimedia case scenarios in social work education. Students felt their learning was enhanced using multimedia case studies compared to text-based case studies. A number of benefits, disadvantages and recommendations were identified that will help guide the future development, (re)use, and exchange of digitized learning resources in social work education

Multimedia and Decision-Making Process

Multimedia technology has changed the way we use computers. Multimedia transforms com-puters into a second person. Multimedia technology has made it possible for us to see, hear, read, feel, and talk to computers. Multimedia technology has transformed our use and understanding of computers. On the other hand, multimedia presentation is one of the fastest-growing sectors of the computer industry. Applications have appeared in many areas, such as training, education, business presentation, merchandising, and communications.multimedia, decision, studies, mining, architecture

MULTIMEDIA BASED EDUCATION TOOLS FOR STUDYING HIRAGANA AND KATAKANA LETTERS FOR BEGINERS USING MACROMEDIA FLASH

The advancement of technology in education today indicate that the use of foreign language is inevitable in the globalisation era. One of the example is the use of Japanese language in the international education and trading. Thus, the demand to study Japanese letter is increasing. Nevertheless the education tools to study it is somehow still conventional ones, such as papers, cards, and books which are less interesting, and people usually get bored and get some difficulties.This study aims to develop multimedia based education tools which could be used to complement the education process for Hiragana and Katakana letters, and to find out the relevancy of this education tools. This study uses Researh and Development approach. It is conducted on May 2011 at Focus Group Discussion (FGD) in “Pusat Budaya Jepang” learning institution. The subject being studied are 15 students, and the object are multimedia based education tools for studying Hiragana and Katakana letters. Research is performed in several steps : competency standard, problem and potential solution, analisis of needs, designs and implementations, products, expert validation, product revisions, trial usage, product revision and mass production. Data collection method being used are observation and unstructured interview. Analyzing technique being used is descriptive qualitatif analysis. Result of validation conducted by educational material expert stated that this educational tools are accordance with the cmpetency standard and are fit for educational purpose. So as media experts state that this educational tools are good example and are fit for educational purpose. Based trial usage to the students this tools fit for the purpose and make the educational process easier. Keyword : educational tools, multimedia, Hiaragana and Katakana letters, Macromedia Flash

Design considerations for delivering e-learning to surgical trainees

Copyright © 2011, IGI Global. Distributed with permission.Challenges remain in leveraging e-health technologies for continuous medical education/professional development. This study examines the interface design and learning process features related to the use of multimedia in providing effective support for the knowledge and practice of surgical skills. Twenty-one surgical trainees evaluated surgical content on a CD-ROM format based on 14 interface design and 11 learning process features using a questionnaire adapted from an established tool created to assess educational multimedia. Significant Spearman’s correlations were found for seven of the 14 interface design features – ‘Navigation’, ‘Learning demands’, ‘Videos’, ‘Media integration’, ‘Level of material’, ‘Information presentation’ and ‘Overall functionality’, explaining ratings of the learning process. The interplay of interface design and learning process features of educational multimedia highlight key design considerations in e-learning. An understanding of these features is relevant to the delivery of surgical training, reflecting the current state of the art in transferring static CD-ROM content to the dynamic web or creating CD/web hybrid models of education

Teaching new media composition studies in a lifelong learning context

Governmental proposals for lifelong learning, and the role of Information and Learning Technologies/Information Communication Technologies (ILT/ICT) in this, idealistically proclaim that ILT/ICT empowers learners. A number of important governmental funding initiatives have recently been extended to the development of ILT in further education, which provides a particularly appropriate environment for lifelong learning. Yet little emphasis is given to more problematic research findings that students may be ‘disarmed’ in the process of learning to use technology. In the current global shift towards new forms of multimedia literacy, it is important to recognize human diversity by carrying out research focusing on the actual problems students face in adapting to Web‐based technology as a new authoring medium. A case study into multimedia creative composition carried out with FE students in 1996–9 found that students tend to experience a problematic but potentially useful period of ‘creative mess’ when authoring in multimedia, and that ‘scaffolding’ strategies can be useful in overcoming this. Such strategies can empower students to derive benefits from multimedia composition if close attention is given to the setting up of the learning environment: a teachers’ model for supporting novice hypermedia authors in further education is proposed, to assist teachers to understand and support the learning processes students may undergo in dynamic composition using new media technology