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

Navigation in hypermedia learning systems: Experts vs. novices

With the advancement of Web technology, hypermedia learning systems are becoming more widespread in educational settings. Hypermedia learning systems present course content with non-sequential formats, so students are required to develop learning paths by themselves. Yet, empirical evidence indicates that not all students can benefit from hypermedia learning. Research into individual differences suggests that prior knowledge has significant effects on student learning in hypermedia systems, with experts and novices showing different preferences to the use of hypermedia learning systems and requiring different levels of navigation support. It is therefore essential to develop a mechanism to help designers understand the needs of experts and novices. To address this issue, this paper presents a framework to illustrate the needs of students with different levels of prior knowledge by analyzing the findings of previous research. The overall aim of this framework is to integrate students’ prior knowledge into the design of hypermedia learning systems. Finally, implications for the design of hypermedia learning systems are discussed