Download - Avlm 2009 Learning With Multimedia Bieke
Learning with Multi Media
Me:
Study
Master in Communication Science @ K.U.Leuven
E-Communcation @K.U.Leuven
Work
Since 2004 at AVNet –Kuleuven
Researcher : The use of media in education
http://www.avnet.kuleuven.be/toledo
Project Manager of European projects funded by EC:
Research projects about new educational technologies in
education
Expertise in:
The use of media in education
Virtual Mobility
Virtual Campuses
Usability Design
ICT in Education
To Support Distance Education
To support Course Materials
Virtual Mobility
Virtual Seminars through Videodeconferencing
Group Work through social Softwaretools like Weblogs
Webconferencing
Collaborative writing
Streaming video - Weblectures
Learning with Multimedia
AudioVideoAnimation
Learning with ICT
Learning PlatformContent Management SystemSocial Software
Media in teaching: Why?
National Training Laboratories, Bethel, Maine
Process of creating AV-learning materialsStep 1: Making the right media choice for specific learning objectives.
Step 2: Film techniques
Step 3: Digitalising
Step 4: Editing
Step 5: Compression
Step 6: Implementation
Which media a relevant for which learning content?
Determine content and objective for your learning tool.
Is making a video useful for the desired learning objective? What does the
multimedia learning material have to be like and which effect could it
have on the learning process?
2.1.1 Which media a relevant for which learning content?? Media-attributes: VIDEO
- Movement/Dynamic- Realistic- Visualisation- Color/Detail
2.1.1 Which media a relevant for which learning contents? Which Learning contents: Video
- To complex to describe in detail: f.e. non-verbal behaviours
- Realistic processes- Hard to imagine visually- Practical sessions which are dangerous,
expensive..;- Observations
2.1.2 Which media-type is relevant for which learning purposes? Which learning purposes: Video- Explain - Illustrate- Analyse- Get Attention (be careful! It is hard the students
focused for a longer time)- Make abstract elements more concrete- NOT : decorative and abstract understanding
The characteristics of the video image There are quite a few differences between a video screen and a computer screen
Image
The quality of video offered on the internet is not very good, so you should: 1. Limit the video size.
Interaction:
The student him or herself has to actively handle the learning tool:
this implies that: 1. The video should be available with a navigation bar so the students themselves can stop, pause, forward etc. 2. Autoplay (the video starts automatically) should not be switched on. 3. Video fragments longer than five minutes are best split up into several fragments with easy navigation between fragments.
Information via several channels can lead to faster
learning this implies that:
1. The videos should not be stored away in separate files but should be integrated in the text.
2. The videos should be provided with, and integrated in the necessary textual explanation.
2.1.1 Which media-type is relevant for which learning contents? Media-attributes: AUDIO
-dynamic -auditive -brief (in comparison to written text)
2.1.1 Which media-type is relevant for which learning contents?
Which learning contents: audio?
- When the audio itself is the most important content
Voice-Over Of course, offering sounds can be
very useful to support the learning process of blind or visually impaired people.
2.1.2 Which media-type is relevant for which learning purposes?
Which learning purposes: AUDIO
Analyse the audioIllustrate with relevant audioNOT: background music
Which learning purposes: AUDIO
Analyse the audioIllustrate with relevant audioNOT: background music
2.1.1 Which media a relevant for which learning contents? Media-attributes: ANIMATION
- Dynamic- Movement- Trajectory
2.1.1 Which media a relevant for which learning contents? Which learning contents? ANIMATION
- Simultaneous influences - Invisible procedures- Mechanical procedures- Change over time
2.1.2 Which media a relevant for which learning goals? Which learning goals?
- Illustrate- Explain- NOT: attention, cosmetic, motivating
2.2 Development in a digital environment
-Media - multimedia = combination of static text and
dynamic images and sound Extra animation: realistic but
abstract (dependent on the learning content)
2.2.2 What is Multimedia?
NOT computer based media
The combination of two or more media within the same learning object.
2.2.2 Why Multimedia stimulates learning
Combination of the good qualities of the different media
More attractive More interactive More learner control
2.2.3 Multimedia design
Complementary Integrated
• Spatial
• Temporal
Clear connection NO redudancy Voice-over Learner control
Screencasting
A screencast is a digital recording of computer screen output, also known as a
video screen capture, often containing audio narration.
ToolsWebcolleges
A teacher records its lesson and put it on the internet, combined with powerpoint presentations or other materials.
How to evaluate the Multi Media Application
Media taxonomy has proven to be useful in the
design and evaluation of multimedia
applications.
MultiMedia Learning
Discordant: Typically serves a purpose outside the interests of the user (e.g. a web ad banner). These elements detract from the user’s experience.
Innocuous: Typically serves an aesthetic purpose.
Augmentative: Augmentative media types offer related information or offer support of some type. (e.g. a sound effect that occurs each time the mouse is clicked).
Relevant: Typically serves a supportive purpose. Relevant media types offer purposeful information, but are not the primary source. The relevant media element might offer either redundant or secondary information - related, but not necessarily vital to convey the purpose of the multimedia artifact - or surface relevance to its purpose.
Requisite: Typically serves an informative purpose. The information is of structural relevance to the intended purpose of the multimedia artifact. A Web site's navigational structure, a list of available courses and their descriptions on a university's site, or an instructional video would all be classified as requisite.