INDUCTION FOR PART TIME LECTURERS (21)
THEME FIFTEEN : MULTI-MEDIA LEARNING MODULES
INTRODUCTION
The explosion of knowledge, together with information technology, has resulted in a threat and a challenge: “a threat to those who distrust and fear this new powerful agent of change, and a challenge for those who see in it opportunities to improve the scope and effectiveness of what is offered.” (University of the Free State Orientation for lectures,2001) .) All agree that technology has an important place in our everyday life and in education. Information technology is now recognised as one of the most powerful influences shaping our world.
However, this does not mean that the lecturer no longer comes into the picture.
ON THE CONTRARY
The role of the lecturer changes from that of lecturer-in-the lecture room to one of
DESIGNER
of curriculum and instruction material
MANAGER
of learning/teaching aids and sources for designs
GUIDES
to study guidance
MENTOR
For the advancement of deep study learning (Badenhorst,2006)
UNIT ONE: MULTI-MEDIA LEARNING MODULES AT THE CUT
Self-study modules, in particular, involve the stressing of student effort, independence, originality and feedback. All these activities will be expected of students who have entered their professions on completion of their studies.
A self-study module in which the student has covered various teaching media is called a multimedia self-study module or a multimedia learning module. A variety of software may be used, for example:
• A combination of audiovisual software plus a computer, plus a work book,
• a video plus a work book,
• An audiotape plus a work book,
• A combination of the above,
• A procedural manual plus audio and/or visual program,
• A combination of all the above (Badenhorst, 2006)
Pre-manufactured programs may be used at any of the abovementioned combinations, although they may not always be suitable.
The university views its task as the scientific moulding and the schooling of scientific thoughts, and are of the opinion that education in technical skills should be done at a university of technology. Badenhorst’s (2006) appeal is that in professional training there should be a good understanding between the profession and the academics, while Jacobs (2005), states that students in general come to a university with a definite profession in mind. The aforementioned mission of the university and the expectation of the student should meet each other half way. With this mission in mind, the self-study module is an excellent one.
1. A sophisticated approach
Open and Distance E-Learning (ODEL) as stated earlier in this induction handbook, differs from other forms of teaching. It is not a lecture with an audience present in front of the educator, and it is also not a demonstration where the educator acts as a role model.
It is not like writing lecture notes In this case the lecture places the production of an audiovisual program in a category of its own with regard to how one approaches the method of presentation and communication style. The educator is present in spirit/thought and the presence must be perceivable in the education aid. His presence is reflected in the writing style (which must be informal and in the first person) as well as the method of presentation (where the emphasis falls on involvement rather than self-activity). In this way the student gets the feeling that the educator is continuously ‘present’ and/or is on the path of learning, so that the learning package extends across the bridge which separates the student and the lecturer.
The faculty is capable of assisting lecturers with the design of any of the modules.
Every module has a specific place in education and the choice of the kind of module depends on:
• The nature of the learning material
• The needs of the students
• The needs of the lecturer with regard to the realization of teaching objectives.
The following figure indicates how selection takes place.
SITUATION ANALYSIS SETTING OF GOALS
Evaluation Study material selection
Technical selection Selection of method
From this we can see that the choice of the kind of module is not a once-off activity. In fact, most authors emphasize the necessity of what they call “formative research” which is designed to improve the end product, and are not so concerned with the theory and summative research which is actually an evaluation of the success of the program (Badenhorst,2006)
There have already been cases where smaller adjustments have had to be made and, in one case, the module was totally redone. This emphasizes the importance of advance production research.
2. THE PROCESS
Step 1
When the lecturer decides to make use of technological aids, an appointment must be made at the audiovisual department where assistance with the production will be given. This part of the process involves 4 phases:
Phase 1 of the process involves the advance production research – i.e. the choice of a suitable module, planning of the content of the production (not the theory), what information is to be communicated, and how and what form and style the work book will take, recording venues, budgets etc.
Phase 2 involves the writing of the proposal, the script and the work book. Here, aspects such as principles of teaching, methodology etc. receive special attention.
Phase 3 involves the commencement of the production. Flash cards are used, graphic work is done, props and sets are built or made.
Phase 4 is the actual recording and editing, together with the choice of suitable music. Co-ordination between the work book and script is also done and the work book is completed for the press and handed in at the supplementary notes department.
Step 2
The module is ready for implementation. The lecturer is assisted with the phasing in of the module of the program. Aspects such as return date of assignments, test dates, discussion times for consultations and group discussions are relevant. The Library becomes involved at this stage, although they had already been informed at the end of step 1 (phase 4) to be ready for receipt of the module.
Between steps 1 and 2 you will receive a form from the Library to be completed. This will contain the course code, the number of students and the dates on which the modules commence and end.
Video and/audio tapes are sent to the Library – about 1 to 2 weeks before the module commences. There you will verify whether the work books are ready, together with the supplementary notes and these numbers and costs to the students will be obtained via the lecturer.
Step 3
The lecturer goes to the audiovisual department for consultation and preparation and the orientation lesson. This is then the commencement of the module.
Step 4
The audiovisual department contacts the lecturer during the course of the module to determine if all is progressing well, and preparations are made for the research. Questionnaires which are bound in the work book are handed in later.
Step 5: Follow up
In this final step the research is complete and adjustments made, where necessary, and the module is prepared for use during the following year.
From time to time the audiovisual department will check the condition of the tapes for quality and picture.
3. INPUTS BY THE LECTURER
The designing of the module requires high inputs from the lecturer in terms of time and physical presence during the production process. Scripts, however, are written by the audiovisual department. The lecturer is responsible for providing information, ensuring that it is correctly conveyed in the script, as well as the compiling of the exercises and job descriptions in the work book. In respect of the latter, the audiovisual department is responsible for the technical aspects.
4. CONCLUSION
Disappointment has not been excluded, thus a careful approach to the utilisation of these facilities is necessary. However, the facts are: technology is here to stay. We must ensure that we have the whip in the hand, and not become its slave. (Badenhorst,2006).
UNIT TWO: THE PERSONAL COMPUTER AND MULTIMEDIA APPROACH IN HIGHER EDUCATION
INTRODUCTION
The technical advancement of the person computer over the past few years now offers education opportunities which one could only have dreamt of. The Hypermedia programs which have been available on the IBM adaptable computer since 1989 have gradually developed on a par with the technological advancement in the field of the person computer.
There is a difference between the term “Hypermedia” and “Multimedia”. The latter usually refers to the use of various audiovisual apparatuses and techniques which are mostly not linked electronically. Here the term “Hypermedia” refers to an integrated electronic learning environment with the personal computer as basis. It is only the screen and the speakers of the computer which is used for the display and sound of the Multimedia (Baird,2006).
The latest development in this field equips the user to interactively view a large collection of electronically connected information consisting of high resolution graphics, video, animation, text, data of electronic searches and factual rule stimulation in full colour on the screen of the computer, together with the accompanying sound. More than one of the sources of information can be presented at the same time by computer, for example, video and sound of an animation on static background graphics. The personal work station which can be presented by integrated multimedia learning experiences is now a reality.
The proper use of hypermedia can be beneficial in the case of education where tutors could be utilised, or in education where the conventional written word is not in itself sufficient. Therefore, the personal computer will, in future, probably play a much greater role as a technological means of Hypermedia. Not only will it be used at undergraduate level, but also for continued education to cope with the enormous explosion of knowledge.
A locally-developed computer program is currently being used to generate questions from a data basis. A data basis is created by digitising with the help of a scanner or a video camera which is connected to a computer. A graphic computer program is used to prepare the graphic, to edit it, to colour it in and, where necessary, to provide sub-titles. By making smaller adjustments to repetitive graphics, it is possible to create an animation effect.
The questions are presented to students in the form of a test, and the amount of questions, the degree of difficulty thereof and the number of repetitions of specific questions in a test can be adapted by the lecturer at his discretion. The questions are made up of problem settings, followed by questions and suggestions, multi-choice questions set in words, or based on graphics, the indication of structures and characteristics on graphics with the help an arrow controlled by the computer’s keyboard, and questions based on an animation picture.
The data basis equips the student to carry out interactive drill work and self-evaluation with immediate feedback. Results are immediately shown to the student, and are stored for future calling up by the student or the lecturer. The tests results can be printed on a printer in order to compile an achievement profile of the class or of an individual student. By means of the achievement profile, the lecturer is able to identify students’ poor knowledge areas early, and these can be used as a basis for discussion between the lecturer and the student.
With the availability of modern programs, the same data basis can now be used for the interactive presentation of the study material. In time, sound and video material can also be included in the data basis to create a true learning environment.
CONCLUSION
Instructional designers combine various media into an online course, effectively blending and combining written information with media in an effort to enhance the learning experience.
INTRODUCTION
The explosion of knowledge, together with information technology, has resulted in a threat and a challenge: “a threat to those who distrust and fear this new powerful agent of change, and a challenge for those who see in it opportunities to improve the scope and effectiveness of what is offered.” (University of the Free State Orientation for lectures,2001) .) All agree that technology has an important place in our everyday life and in education. Information technology is now recognised as one of the most powerful influences shaping our world.
However, this does not mean that the lecturer no longer comes into the picture.
ON THE CONTRARY
The role of the lecturer changes from that of lecturer-in-the lecture room to one of
DESIGNER
of curriculum and instruction material
MANAGER
of learning/teaching aids and sources for designs
GUIDES
to study guidance
MENTOR
For the advancement of deep study learning (Badenhorst,2006)
UNIT ONE: MULTI-MEDIA LEARNING MODULES AT THE CUT
Self-study modules, in particular, involve the stressing of student effort, independence, originality and feedback. All these activities will be expected of students who have entered their professions on completion of their studies.
A self-study module in which the student has covered various teaching media is called a multimedia self-study module or a multimedia learning module. A variety of software may be used, for example:
• A combination of audiovisual software plus a computer, plus a work book,
• a video plus a work book,
• An audiotape plus a work book,
• A combination of the above,
• A procedural manual plus audio and/or visual program,
• A combination of all the above (Badenhorst, 2006)
Pre-manufactured programs may be used at any of the abovementioned combinations, although they may not always be suitable.
The university views its task as the scientific moulding and the schooling of scientific thoughts, and are of the opinion that education in technical skills should be done at a university of technology. Badenhorst’s (2006) appeal is that in professional training there should be a good understanding between the profession and the academics, while Jacobs (2005), states that students in general come to a university with a definite profession in mind. The aforementioned mission of the university and the expectation of the student should meet each other half way. With this mission in mind, the self-study module is an excellent one.
1. A sophisticated approach
Open and Distance E-Learning (ODEL) as stated earlier in this induction handbook, differs from other forms of teaching. It is not a lecture with an audience present in front of the educator, and it is also not a demonstration where the educator acts as a role model.
It is not like writing lecture notes In this case the lecture places the production of an audiovisual program in a category of its own with regard to how one approaches the method of presentation and communication style. The educator is present in spirit/thought and the presence must be perceivable in the education aid. His presence is reflected in the writing style (which must be informal and in the first person) as well as the method of presentation (where the emphasis falls on involvement rather than self-activity). In this way the student gets the feeling that the educator is continuously ‘present’ and/or is on the path of learning, so that the learning package extends across the bridge which separates the student and the lecturer.
The faculty is capable of assisting lecturers with the design of any of the modules.
Every module has a specific place in education and the choice of the kind of module depends on:
• The nature of the learning material
• The needs of the students
• The needs of the lecturer with regard to the realization of teaching objectives.
The following figure indicates how selection takes place.
SITUATION ANALYSIS SETTING OF GOALS
Evaluation Study material selection
Technical selection Selection of method
From this we can see that the choice of the kind of module is not a once-off activity. In fact, most authors emphasize the necessity of what they call “formative research” which is designed to improve the end product, and are not so concerned with the theory and summative research which is actually an evaluation of the success of the program (Badenhorst,2006)
There have already been cases where smaller adjustments have had to be made and, in one case, the module was totally redone. This emphasizes the importance of advance production research.
2. THE PROCESS
Step 1
When the lecturer decides to make use of technological aids, an appointment must be made at the audiovisual department where assistance with the production will be given. This part of the process involves 4 phases:
Phase 1 of the process involves the advance production research – i.e. the choice of a suitable module, planning of the content of the production (not the theory), what information is to be communicated, and how and what form and style the work book will take, recording venues, budgets etc.
Phase 2 involves the writing of the proposal, the script and the work book. Here, aspects such as principles of teaching, methodology etc. receive special attention.
Phase 3 involves the commencement of the production. Flash cards are used, graphic work is done, props and sets are built or made.
Phase 4 is the actual recording and editing, together with the choice of suitable music. Co-ordination between the work book and script is also done and the work book is completed for the press and handed in at the supplementary notes department.
Step 2
The module is ready for implementation. The lecturer is assisted with the phasing in of the module of the program. Aspects such as return date of assignments, test dates, discussion times for consultations and group discussions are relevant. The Library becomes involved at this stage, although they had already been informed at the end of step 1 (phase 4) to be ready for receipt of the module.
Between steps 1 and 2 you will receive a form from the Library to be completed. This will contain the course code, the number of students and the dates on which the modules commence and end.
Video and/audio tapes are sent to the Library – about 1 to 2 weeks before the module commences. There you will verify whether the work books are ready, together with the supplementary notes and these numbers and costs to the students will be obtained via the lecturer.
Step 3
The lecturer goes to the audiovisual department for consultation and preparation and the orientation lesson. This is then the commencement of the module.
Step 4
The audiovisual department contacts the lecturer during the course of the module to determine if all is progressing well, and preparations are made for the research. Questionnaires which are bound in the work book are handed in later.
Step 5: Follow up
In this final step the research is complete and adjustments made, where necessary, and the module is prepared for use during the following year.
From time to time the audiovisual department will check the condition of the tapes for quality and picture.
3. INPUTS BY THE LECTURER
The designing of the module requires high inputs from the lecturer in terms of time and physical presence during the production process. Scripts, however, are written by the audiovisual department. The lecturer is responsible for providing information, ensuring that it is correctly conveyed in the script, as well as the compiling of the exercises and job descriptions in the work book. In respect of the latter, the audiovisual department is responsible for the technical aspects.
4. CONCLUSION
Disappointment has not been excluded, thus a careful approach to the utilisation of these facilities is necessary. However, the facts are: technology is here to stay. We must ensure that we have the whip in the hand, and not become its slave. (Badenhorst,2006).
UNIT TWO: THE PERSONAL COMPUTER AND MULTIMEDIA APPROACH IN HIGHER EDUCATION
INTRODUCTION
The technical advancement of the person computer over the past few years now offers education opportunities which one could only have dreamt of. The Hypermedia programs which have been available on the IBM adaptable computer since 1989 have gradually developed on a par with the technological advancement in the field of the person computer.
There is a difference between the term “Hypermedia” and “Multimedia”. The latter usually refers to the use of various audiovisual apparatuses and techniques which are mostly not linked electronically. Here the term “Hypermedia” refers to an integrated electronic learning environment with the personal computer as basis. It is only the screen and the speakers of the computer which is used for the display and sound of the Multimedia (Baird,2006).
The latest development in this field equips the user to interactively view a large collection of electronically connected information consisting of high resolution graphics, video, animation, text, data of electronic searches and factual rule stimulation in full colour on the screen of the computer, together with the accompanying sound. More than one of the sources of information can be presented at the same time by computer, for example, video and sound of an animation on static background graphics. The personal work station which can be presented by integrated multimedia learning experiences is now a reality.
The proper use of hypermedia can be beneficial in the case of education where tutors could be utilised, or in education where the conventional written word is not in itself sufficient. Therefore, the personal computer will, in future, probably play a much greater role as a technological means of Hypermedia. Not only will it be used at undergraduate level, but also for continued education to cope with the enormous explosion of knowledge.
A locally-developed computer program is currently being used to generate questions from a data basis. A data basis is created by digitising with the help of a scanner or a video camera which is connected to a computer. A graphic computer program is used to prepare the graphic, to edit it, to colour it in and, where necessary, to provide sub-titles. By making smaller adjustments to repetitive graphics, it is possible to create an animation effect.
The questions are presented to students in the form of a test, and the amount of questions, the degree of difficulty thereof and the number of repetitions of specific questions in a test can be adapted by the lecturer at his discretion. The questions are made up of problem settings, followed by questions and suggestions, multi-choice questions set in words, or based on graphics, the indication of structures and characteristics on graphics with the help an arrow controlled by the computer’s keyboard, and questions based on an animation picture.
The data basis equips the student to carry out interactive drill work and self-evaluation with immediate feedback. Results are immediately shown to the student, and are stored for future calling up by the student or the lecturer. The tests results can be printed on a printer in order to compile an achievement profile of the class or of an individual student. By means of the achievement profile, the lecturer is able to identify students’ poor knowledge areas early, and these can be used as a basis for discussion between the lecturer and the student.
With the availability of modern programs, the same data basis can now be used for the interactive presentation of the study material. In time, sound and video material can also be included in the data basis to create a true learning environment.
CONCLUSION
Instructional designers combine various media into an online course, effectively blending and combining written information with media in an effort to enhance the learning experience.
posted by Kallie (Karel Johannes) de Beer at 4:55 AM
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