Multiple representations in multimedia and e-learning materials: an issue of literacy

The trend towards using multimedia in e-learning environments as the preferred basis for teaching (particularly when teaching at a distance) has increased dramatically, particularly over the last few years. This paper will report on a current research project being conducted at the University of Southern Queensland (USQ), involving the development of a multimedia version of an existing print based course. Specifically, it will analyse relevant instructional design (ID) issues and reflect on the concepts involved in catering for a multiliterate clientele and how the use of multiple representations may enhance the learning opportunities of students, primarily post-secondary learners. Firstly it will investigate the role that learning styles play in the learning process and what should be considered when preparing instructional material, looking closely at the importance of visualisation in the representation of concepts and the current understandings of what it means to be literate in a culture saturated with visual elements. It will be seen that our understanding of these basic concepts will play an important role in our ID approach to teaching and learning, particularly when using visual and/or multiple representations in the multimedia and e-learning environments. Secondly, it will investigate the cognitive constraints experienced by learners when information is displayed in multiple ways in such an environment and whether it will be beneficial to learner cognition to provide users with a level of interactive choice. Finally a set of instructional design recommendations will be made as to an appropriate format and potential way forward for the delivery of multimedia and e-learning instructional materials

Multimedia Technologies and Virtual Organizing of Learning

This paper addresses the issue of what are the efficient uses of multimedia technologies in teaching processes, and what are the conditions that require these technologies in online learning. The background of this paper is made by exploring online master programs, given the burgeoning interest of this emerging phenomenon of the future of distance learning. Rigorous analysis and careful measurement of communication required were covered by empirical data. This analysis is to provide an early window into several communications processes and tasks that occur in virtual context of learning, using multimedia technologies.multimedia technologies, virtual organization, online learning, communication, effectiveness of learning

Video in e-learning systems

The world is changing rapidly in the field of multimedia and it is inevitable to prepare to use and utilize the new teaching method. This is specifically true in the case of the use of educational films both as video and also using such video on the Internet. Our first task is to decide whether the development of material will be an independent film or a part of an e-learning course. In both cases the method of construction is different. The next step is to select the target group of the film. There is a wide scale of possible viewers or participants (who must have a certain level of basic knowledge) and also handicapped people should be able to use the results. The final product ought to be acceptable for e-learning and distance-learning as well. Using the information technology in education is general and the present being of the e-learnig is part of this fact. We can use e-learning effectively only if the system is filled up with electronic educational material. The most effective ones are the multimediamaterials. The effectiveness of the multimedia-material can be improved with the application of video

USING OPEN SOURCE ONLINE MULTIMEDIA RESOURCES TO CREATE E-LEARNING ACTIVITIES BASED ON A 'LEARNING OBJECTS' APPROACH

This report  gives an evaluative account of a project "Using open access online multimedia resources to create e-learning activities based on a 'learning objects'  approach" which was supported by the Fund for New Teaching Initiatives from October 2005 to March 2006.The project aimed to develop  and evaluate online teaching and assessment activities, using  open source multimedia resources . The activities were designed for the  School of Education's newly restructured MA in Applied Linguistics and TESOL , particularly for the  distance programme which will be delivered entirely online from September 2008. It also aimed to explore the process of producing online materials adopting a reusable learning objects approach. The intention was that both the learning objects themselves and the outcomes of the production process could be cascaded to other members of staff both in the department and wider University to disseminate knowledge and skills in developing e-learning resources.  Despite limited time and resources , the project largely fulfilled its three key objectives, ie1. To develop online learning and assessment activities exploiting open source multimedia resources 2. To evaluate the effectiveness of these activities3. To facilitate the process of distance materials development by adopting a reusable approach whereby these and future materials would form the basis of a bank of teaching, learning and assessment resources which could be adapted and reused, reducing  the risk of "reinventing the wheel"

Deconstructing Videotaped Instruction for Online Delivery: Instructional Design in Reverse

This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery.This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery

Implementasi E-learning Sebagai Komplemen Dan Blanded Learning Untuk Meningkatkan Motivasi Dan Hasil Belajar Pada Matakuliah Enterprise Resources Planning

One of the main problems of education system in Indonesia is quality and output of learning process. This problem relates with the teaching and learning material availability which access is still constrained by time and distance. To overcome this problem, it needs a change in teaching and learning process paradigm as applying e-learning so that lifetime education for everyone can be implemented. The strategy of using e-learning for ERP subject as a part of learning can improve motivation and output of the teaching and learning process. To reach this goal, an e-learning model is developed. This model is supported by qualified multimedia teaching material which interest students to have blended learning, on-line interaction and discussions as well as complementing teaching and learning material through e-learning media

Deconstructing Videotaped Instruction for Online Delivery: Instructional Design in Reverse

This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery.This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery

Distance learning during COVID-19 pandemic: mobile information and communications technology overview

The research is aimed at the theoretical justification, development and experimental verification of methods of using mobile technologies for teaching students of higher education institutions in the conditions of quarantine caused by the COVID-19 pandemic. The purpose of the study is the adaptation of mobile ICT to distance learning during quarantine. The object of the study is the use of mobile ICT for distance learning. The subject of the study: the use of mobile ICT for distance learning during quarantine. Ukrainian and foreign research on the application of mobile ICT (Audience Response Systems; Mobile Multimedia Authoring Tools development; Mobile Learning Management Systems; Mobile Modeling and Programming Environments; Mobile Database Management Systems) for the training of higher education applicants has been analyzed. The author's method of using the mobile modeling and programming tool in the Pydroid environment is presented. A comparative assessment of the functionality of five mobile ICT distance learning systems in the conditions of COVID-19 was carried out. A survey of the importance of using mobile ICT for distance learning in quarantine conditions was developed and analyzed

Pandangan dan pengalaman pengajar terkait siniar sebagai media mengajar saat pandemi Covid-19

This study elaborates on how lecturers perceive podcasts in the teaching process and their experience using this media in distance learning during the co-19 pandemic. By first describing the concept of podcasts as a convergence medium and their use in the education sector, the writer elaborates problems with a descriptive qualitative approach and involved five lecturers a research subjects. Research founds that the use of podcast was able to help lecturers conduct a distance teaching during the co-19 pandemic. It’s because the cost of accessing podcasts is cheap; can be accessed in locations with inadequate telecommunications infrastructure; making teaching material via podcasts are easy, inexpensive, and more personalized; podcasts can be listened to at any time, multimedia, and can be a replay. Because the nature of the podcast is not interactive and visual so to achieve the learning target lecturers usually use other supporting media that function as a discussion tool between lecturers and students. Although considered effective, podcasts have not been able to replace the effectiveness of traditional face-to-face teaching methods, in this case, podcasts can be used as a supplement.

The Effectiveness of Using Multimedia for Teaching Phrasal Verbs in Community-College ESL Classes

This mixed-methods study investigated the effectiveness of multimedia instruction for phrasal-verb education with community-college English as a second-language learners (ESL) in Northern California. Previous researchers have found that ESL learners have difficulties and barriers in learning phrasal verbs, and other researchers have found that how using multimedia teaching techniques in different fields of education have been effective, but no studies have investigated using multimedia instruction with community-college ESL students in learning phrasal verbs for second-language acquisition. In this mixed-methods research, there were 35 community-college ESL students, including 22 students in the multimedia-treatment group and 13 students in the text-based-comparison group, who participated in this study. The multimedia-treatment group was instructed through the phrasal-verb multimedia lessons for 12 sessions with 48 new phrasal verbs. The text-based-comparison group was instructed through the phrasal-verb text-based lessons for 12 sessions with the same 48 new phrasal verbs. Two-way analysis of variance was used to analyze the pretest, posttest, test-score difference, questionnaire, and engagement data. All participants’ learning interest, usefulness, and success were measured through the MUSIC model questionnaire and individual interviews. The quantitative findings revealed a statistically significant difference in terms of prior knowledge and learning engagement between the comparison and treatment groups. Qualitative findings revealed that students in the multimedia-treatment group had positive opinions about the phrasal-verb multimedia lessons. Most participants enjoyed the phrasal-verb multimedia lessons and expressed interests in using multimedia techniques for furthering their English learning. Thus, the qualitative and quantitative findings suggested a new conceptual framework in second-language acquisition. Based on the evidence of this dissertation’s research, the text-based techniques had positive effects on the community-college ESL students’ phrasal-verb learning. This study has implications for the fields of distance learning and English phrasal-verb instruction. Additional research on using multimedia instruction, such as using comics, pictures, music, animation, and movies, for different age ranges and different ESL group levels, and for online-synchronized and asynchronized class settings would further expand the current findings of the effects on phrasal-verb multimedia instruction