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.