An impact case study of the employment of multimedia technology within an Italian

University Diploma Course

L. Baldini, G. Federici, G. Lenzi, E. Palmisano

Classroom 2000

2nd INTERNATIONAL CONFERENCE ON NEW LEARNING TECHNOLOGY

The BT-Teleform projectThe BT-Teleform project

Objective testing of didactic experiences by means of multimedia and

tele-learning techniques within University diplomas

3 short modules– Environmental lexicon– Applied Meteorology– The water factory

each consisting of :– 5 hours as self-learning activity with multimedia products

specifically made by different project teams– 5 hours as tele-learning activity between two University sites

Operational context of the BT-Operational context of the BT-Teleform projectTeleform project

University diplomas Environment and Resources

Engineering, University of Florence (site of Prato)

Environment and Resources Engineering, University of Basilicata (site of Matera)

Courses involved Management of water resources Remote sensing systems Infrastructures and management of

water resources

Tele-learning equipmentTele-learning equipment

Prato (60 seats) 3 ISDN lines with multi-channel

concentrator video and audio signal conversion,

compression and decompression communication matrix video mixer audio-video distributor room monitor room motorised camera teacher motorised camera video visualizer light system for video pickup audio diffusion system local direction system teacher’s workstation teacher’s monitor microphones

Matera (80 seats) 3 ISDN lines with a multi-channel

concentrator video and audio signal conversion,

compression and decompression multichannel video mixer 3 monitors for direction and

transmission-reception control 2 motorised cameras video projector video visualizer audio mixer and amplifier mobile and table microphones VGA-PAL conversion for PC data

transmission

Components of an University Components of an University Diploma courseDiploma course

Issues Environmental Applied The water

lexicon meteorology factory

Lectures - X Xdiscussion X X Xexercises X X -specialistic seminars X - Xcase studies - X -visits - - Xtutoring - - -individual studying X X Xexams - - -

Module 1: Environmental lexiconModule 1: Environmental lexicon

Tele-Lessons:Local site: Prato, remote site: Matera

Three specialised seminars and discussions

CR ROM:Realised by the University of Florence with “Accademia della

Crusca” and external technical support Reference for the analysis of words and terms in the Italian

environmental regulations Contents including a set of regulations in a hypertext format Useful as a support for training experiences and for experts in the field

(jurists, technicians)

Module 2: Applied meteorologyModule 2: Applied meteorology

Tele-LessonsLocal site: Prato, remote site: MateraA lecture held by a meteorologist

CD-ROM:multimedia materials produced by the University of

Florence in co-operation with technical experts and a meteorologist

Reference for learning the basis of applied meteorology Contents including 10 chapters, case-study analysis and

exercises Useful for the comprehension of meteorological

phenomena and weather forecasting principles

Module 3: The water factoryModule 3: The water factory

Tele-LessonsLocal site: Matera, remote site: Prato

Demonstration about the functioning of the plant described in the CD ROM

CD ROMproduced by the University of Basilicata in co-operation

with a local small enterprise Reference for the description of the water system of Basento-

Camastra in Basilicata Contents: dam, water treatment system, water supply Useful for the analysis of an integrated water system and the

comprehension of related problems

The impact on usersThe impact on users

Considered aspects:

acceptance by students

acceptance by teachers

Teacher’s viewpointTeacher’s viewpoint

in the traditional course the teacher– is conscius of the

didactic methodology

– is able to write didactic material

– is supported by an assistant (tutor) within direct contact

In BT-Teleform the In BT-Teleform the teacherteacher is not conscious of didactic is not conscious of didactic

methodologymethodology is not able to write by is not able to write by

him(her)self didactic materialhim(her)self didactic material should be supported byshould be supported by

– multimedia production multimedia production staffstaff

– tutortutor

The student’s viewpointThe student’s viewpoint

in the traditional course the student– follows the lecture– stops the teacher to

ask questions– studies on notes,

books or other material

In BT-Teleform the In BT-Teleform the studentstudent looks at a displaylooks at a display should follow a less direct should follow a less direct

protocolprotocol studies also through a studies also through a

multimedia supportmultimedia support

The impact on studentsThe impact on students

Technical– Technical evaluation of CD-ROM, evaluation

of technical aspects of remote lesson Contents

– Evaluation of contents of CD-ROM, evaluation of contents of remote lecture

Didactics– Evaluation of learning through CD, fruition

of the remote lesson:How ? Questionnaire

The impact on teachersThe impact on teachers

Technical– Technical evaluation of the video-

conferencing apparatus Didactics

– Interaction in the classroom and the remote classroom

– Designing the lecture– Directing the realisation of the multimedia

support

How? Structured report

Environmental lexicon: tele-lessonEnvironmental lexicon: tele-lesson

Prato (local site, 10 respondents)Technical evaluation:

100% sufficient-good

Contents:50% less effective with respect to

traditional lesson

Interaction and participation:55% little lost with respect to

traditional lessons45% enough lost70% fall of attention during the

lessons40% difficulties in asking questions71% effective methodologies for

involving a great number of students from different sites

Matera (remote site, 13 respondents)Technical evaluation:

46% problems with video61% scarce quality of didactic

material61% positive judgement on direction

Contents:85% no difference with ususal

teaching

Interaction and participation:31% uneasiness with the teacher61% several advantages perceived

(easy connection among several sites, etc ..)

46% fall of attention during the lessons

Applied meteorology: tele-lessonApplied meteorology: tele-lesson

Prato (local site, 14 respondents)Technical evaluation:

95% sufficient-good

Contents:reduced effectiveness due to

“cold” environment

Interaction and participation:50% little lost with respect to

traditional lessons43% enough lost respect to

traditional lessonsmain problems: fall of attention

during the lessonsfollowed by difficulties in asking

questionsand interaction with remote site

Matera (remote site, 14 respondents)Technical evaluation:

some problems with videogood on the whole

Contents:no special problems due to

previous acquisition by CD-Rom

Interaction and participation:64% enough lost with respect to

traditional teaching86% fall of attention during the

lesson36% difficulty in concentrating50% advantages perceived in the

use of this technology

The water factory: tele-lessonThe water factory: tele-lesson

Prato (remote site,12 respondents)Technical evaluation:

generally positive with some problems in reception

different perception of technical problems58% personal direction preferred

Contents:73% nothing lost with respect to traditional

lesson27% difficulty in getting immediate

explanation by the teacher

Interaction and participation:42% enough lost respect to traditional lessons25% much lost respect to traditional lessonsmain problems: fall of attention, difficult

interaction with local site, difficulty in asking questions

33% advantages perceived in the use of this technology

Matera (local site, 14 respondents)Technical evaluation:

no special problemsgood on the whole

Contents:effective and adequatelesson perceived rather like

a traditional one

Interaction and participation:no special notes

Environmental lexicon: CD-RomEnvironmental lexicon: CD-Rom

Prato (6 respondents)Layout and functionality:

good on the whole

Contents:effective and well structured

Didactic effectiveness:67% good comprehension of the

topic83% CD-Rom more adequate

than paper materials67% reduced effort in learning

Matera (5 respondents)Layout and functionality:

good on the whole

Contents:effective and well structured

Didactic effectiveness:80% positive comprehension of

the topic100% CD-Rom preferred to paper

materials

Applied Meteorology: CD-RomApplied Meteorology: CD-Rom

Prato (14 respondents)Layout and functionality:

good on the whole

Contents:effective and well structuredwell balanced in text and

graphicsaudio comments greatly

appreciated

Didactic effectiveness:93% sufficient-good

comprehension of the topic71% CD-Rom more adequate

than paper materials50% reduced effort in learning

Matera (15 respondents)Layout and functionality:

good on the whole

Contents:good and adequate45% not well balanced in text

and graphics36% some problems in the

acquisition

Didactic effectiveness:73% good comprehension of the

topic54% paper materials preferred45% greater effort in learning

The water factory: CD-RomThe water factory: CD-Rom

Prato (10 respondents)Layout and functionality:

good on the whole

Contents:effective and well structured80% adequate to students’

background

Didactic effectiveness:positive comprehension of the

topic80% CD-Rom preferred to paper

materials50% reduced effort in learning

Matera (10 respondents)Layout and functionality:

good on the whole

Contents:80% effective and well structured40% not much balance between

text and graphics

Didactic effectiveness:70% positive comprehension of

the topic60% CD-Rom preferred to paper

materials50% less effort in learning

Comments from teachersComments from teachers

Tele-lessons should have been shorter (not more than 2 hours) with prolonged breaks to reduce the risk of attention fall

Tele-teaching should have been mixed with local teaching, in order to encourage students’ participation and discussion

Preparation of tele-lessons should be particularly accurate and specific didactic materials should be prepared in order to keep students’ attention alive (particularly at the remote site)

Teachers should acquire a good management capability of the tele-learning environment, in order to understant technical limits

Direction is very important and specifically skilled personnel is required for this purpose

Students should have been supplied with a sufficient number of microphones to make questions easier to ask

Specially trained tutors should be present in remote sites as a reference for students, to help discussion and to manage possible technical interruptions

ConclusionsConclusions

The BT-Teleform project has proved that videoconferencing and multimedia supports can be an interesting way of managing educational activities in University diploma courses

The development of such activities can also improve the co-operation among different Universities and with other training institutions

Best results could probably be obtained through a well balanced integration of different learning approaches

This type of didactic interventions require specific design skills and teachers should be trained in order to properly interact with such skills