london metropolitan university learning technology research institute multimedia elearning:...

London Metropolitan University Learning Technology Research Institute

Multimedia eLearning: achievements and challenges

Tom Boyle

London Metropolitan University

Multimedia Workshop July 1, ‘03

London Metropolitan University Learning Technology Research Institute

In the beginning ...

London Metropolitan University Learning Technology Research Institute

How do we get multimedia

to be used and embedded in teaching and learning?

How do we build on our achievements

and create critical mass?

How can we develop high quality

multimedia learning environments?

London Metropolitan University Learning Technology Research Institute

The CD-ROM Age

From the early to the mid-nineties

Windows 3 and the Multimedia PC

From the DOS prompt to interactive, multimedia

learning environments

Rich tool support

– Director, Toolbook, Authorware

Hypertext/Hypercard influence

CD-ROM for delivery

London Metropolitan University Learning Technology Research Institute

Multimedia learning

Pedagogy Tools and materials

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Constructivism

Authentic

Interactive

Engaging

Encourage higher order skills

Away from didactic transmission to interactive learning

View of the computer– from teaching machine to– interactive multimedia learning environment

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Some examples

London Metropolitan University Learning Technology Research Institute

London Metropolitan University Learning Technology Research Institute

London Metropolitan University Learning Technology Research Institute

London Metropolitan University Learning Technology Research Institute

London Metropolitan University Learning Technology Research Institute

London Metropolitan University Learning Technology Research Institute

Load Stagestruck

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And then…

The World Wide Web

London Metropolitan University Learning Technology Research Institute

Deconstruct and reform

Web breaks down barriers Issues of

– communication– size and reuse– standards

Models of learningA tale of two multimedias

– multiplayer networked games

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The C in ICT

VIDEO

Video controls

Textconfer-encing

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The challenge of ubiquity?

The challenge of mobile mutimedia learning? New MM design challenge

– much greater emphasis on audio New affordances/constraints?

– more flexible, interleaved learning– e.g grounded learning conversations

New structural/delivery challenges– multimedia learning objects?

Wider pedagogical challenges

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Achieving critical mass: learning objects?

The issue of the re-use and repurposing of learning resources has become a central challenge for learning technology

Electronic libraries of reusable pedagogical resources

Component based design

Empowering tutors as ‘multimedia designers’?

London Metropolitan University Learning Technology Research Institute

Learning objects and standards

IEEE LOM draft definition

– A learning object is defined as any entity, digital or non-digital, that may be used for learning , education or training

IEEE (March 2002)

Two broad interpretations

Minimum pedagogically meaningful unit– clear learning goal or objective

Granule– Reusability– Lego brick analogy

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Standardization background

International work on learning objects standards

Two main standards/specifications

– Metadata

– Learning object packaging

IEEE LOM (Learning Object Metadata) standard – June 2002

IMS content packaging specification

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Packaging and metadata

London Metropolitan University Learning Technology Research Institute

Design of MM learning objects?

Design principles for authoring objects

How to author pedagogically effective learning objects

Pedagogical rich and effective

Reusable

Repurposable (?)

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Cohesion

Each unit should do one thing and one thing only

One clear learning goal or objective

Minimum pedagogically meaningful unit

Flexible re-use

– technically

– higher order pedagogical flexibility

Example

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Controlled coupling

The unit should have minimal bindings to other units

There should be no necessary navigational bindings to other units (embedded hyperlinks)

Learning object content should not refer to the content in another source so as to cause necessary dependencies

Challenge: how to manage coupling so as to create– free-standing, re-usable objects– that are pedagogically rich

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Demonstrations

London Metropolitan University Learning Technology Research Institute

Pedagogy

High failure and drop-out rates

Pedagogical challenges– abstraction

– complexity

– demotivation/disengagement

Demonstration of pedagogical features

London Metropolitan University Learning Technology Research Institute

London Metropolitan University Learning Technology Research Institute

London Metropolitan University Learning Technology Research Institute

London Metropolitan University Learning Technology Research Institute

A national repository of

high quality learning objects?

Critical mass

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Cataloguing and quality assurance?

Metadata

– IEEE LOM standard

– shaped by the community of practice

Quality assurance

UCEL approach

– peer review of LOs

Merlot

– trained reviewers

– community around the repository

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Some key challenges

Be creative: high quality design

– relate pedagogy and multimedia affordances

Co-operative and collaborative learning

– multimedia and communication

Create critical mass and impact

– standardize and share

– repositories and more

Building communities of practice