ANDRESEN, Bent B; Van Den BRINK, Katja - Multimedia in Education - Curriculum [UNESCO] (2013)

8/10/2019 ANDRESEN, Bent B; Van Den BRINK, Katja - Multimedia in Education - Curriculum [UNESCO] (2013)

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Multimedia in Education

Curriculum

by Bent B. Andresen and Katja van den Brink

Version 2013


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WORKING GROUP

Coordinating authors:

Bent B. Andresen (Danish University o Education, Denmark)Katja van den Brink (University o Landau, Germany)

Advisory expert team (rst version, 2001):

Christopher Abbott (Department o Education and Proessional Studies, Kings CollegeLondon, UK)Roger Slj (Te University o Gothenburg, Sweden)Sigmund Lieberg (Te University o Oslo, Norway)Jari Multisilta (ampere University o echnology, Finland)Peter Reimann (Heidelberg University, Germany)Sergei A. Christochevsky (UNESCO IIE, Russia)Antonio M. Duarte (Te University o Lisbon, Portugal)

Project coordinator:

Alexander Khoroshilov, National Program Offi cer, UNESCO IIE

Te designations employed and the presentation o material throughout this publicationdo not imply the expression o any opinion whatsoever on the part o UNESCO concer-ning the legal status o any country, territory, city or area o its authorities, or concerningthe delimitation o its rontiers or boundaries.

Te author is responsible or the choice and the presentation o the acts contained inthis book and or the opinions expressed therein, which are not necessarily those oUNESCO and do not commit the Organization.

Published by the UNESCO Institute or Inormation echnologies in Education

8 Kedrova St., Bldg. 3, Moscow, 117292, Russian Federation

el: +7 (499) 129 29 90

Fax: +7 (499) 129 12 25E-mail: [email protected]

www.iite.unesco.org

UNESCO 2013

ISBN 978-5-7777-0556-3

Printed in the Russian Federation
mailto:[email protected]://www.iite.unesco.org/http://www.iite.unesco.org/mailto:[email protected]


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Table of contents

Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

General Inormation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Unit 1: Introductory workshop on multimedia in education . . . . . . . . . . . . . . . 15

Unit 2: Perormance and portolio assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Unit 3: Scenarios 1, 2 and 3 learner as end user o multimedia. . . . . . . . . . . . 39

Unit 4: Scenario 4 production o multimedia . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Unit 5: Critical and reective use o educational multimedia. . . . . . . . . . . . . . . 67

Unit 6: Learning with educational multimedia. . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Reerences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Appendix 1: Collection o multimedia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Appendix 2: Recommendations on equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Appendix 3: Examples o tools or multimedia production . . . . . . . . . . . . . . . . 136


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Foreword Foreword

Dear Colleagues,

You are holding in your hands a new edition o the book prepared by the internationalexperts Mr Bent B. Andresen (Danish University o Education, Denmark) andMs Katja van den Brink (University o Landau, Germany) that was initially issued in2001 by UNESCO IIE. Since that time, a large variety o innovations and developmentshave appeared in the eld o IC in education, especially with regard to multimediaapplication. As the rst edition o the book attracted huge attention o the internationaleducation community, UNESCO IIE has decided to commission it as an updatedcurriculum, considering the experience o the authors accumulated since then, andtaking into account new achievements in the area o multimedia incorporation into

regular educational practice.

Effective teaching and learning is impossible nowadays without the use o varioustechniques based on modern ICs and innovations o the so-called digital pedagogy.Within a high-tech inormation-educational environment, multimedia is one o thepowerul tools that assists teachers to enhance their proessional capacity and helpsstudents to achieve their educational goals. Moreover, modern multimedia in combinationwith social media and open educational resources contribute to reaching one o theUNESCO main goals in education to make quality education more accessible or all.

In this book you will nd a well-structured and systematic explanation o several

pedagogical scenarios or the use o multimedia in education, including the descriptiono the different aspects o perormance and portolio assessment, the role o multimediaend users, multimedia production process, practical use o multimedia in teaching andlearning. Tis is o high importance, as the integration o ICs with pedagogy is a keycomponent o the concept o new pedagogy that meets the demands o the Globalinclusive knowledge society.

I hope that this publication will be very helpul or teachers and teaching staff, educationadministrators and policy-makers, researchers and students, as well as or everyoneinterested in the state-o-the-art multimedia application at different levels and sectors oeducation.

Dendev Badarch

UNESCO IIE Director a.i.


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General Information

Introductory notes on course and curriculumIn 2000, UNESCO IIE asked Dr. Bent B. Andresen rom the Department o Educationat Aarhus University in Denmark to co-ordinate the preparation o materials or a spe-cialized course module on multimedia in education. In particular, Bent B. Andresen wasasked to coordinate the preparation o proposals or an introductory note, a curriculumand a supplementary set o materials or an UNESCO IIE specialized course module.He did this work together with Katja van den Brink, a France-based psychologist.

In addition, Bent B. Andresen was asked to select a group o international experts to workon the development o materials or the UNESCO specialized course moduleMultimedia

in Education.

Target audienceTe UNESCO course moduleMultimedia in Educationwas developed within the rame-work o elaboration o Te IIE Educational Program on ICs in Education. According tothe classication o UNESCO IIE Educational program, the target audience includes:

1. Heads o pre- and in-service teacher training and vocational development insti-tutions, trainers o trainers or ICs in education, instructional guidance and

support specialists;2. eachers, IC school coordinators and other educational personnel.

Level of preliminary knowledge by participants eacher education; IC literacy; Basic knowledge about the unction and application o ICs into educational

settings.

Aims and outcomes of course moduleTe aims o the module Multimedia in Education are that the target groups developa deep knowledge and high competencies regarding:

Why, where and how multimedia can be used in school educational settings; Pedagogical scenarios concerning the mainstream and uture use o educational

multimedia; Important learning and teaching aspects, in particular, teachers roles, students

learning strategies, social/collaborative learning, IC literacy, metacognition,

and motivation; Present educational goals and how educational multimedia can support these

goals;


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GeneralInformation Critical and reective selection and the use o educational multimedia according

to mainstream scenarios or multimedia in education; Evaluation methods related to the educational use o multimedia.

In particular, the module is aimed at boosting educators motivation and skills in apply-ing multimedia into educational settings and adapting the content o the course intocurrent educational practices.

In this context, knowledge implies theoretical and practical knowledge concerningthe content to be learnt. Competencies reer to the ability to transer and adapt thematerial o the module into a real classroom situation. Afer this module, the trainee isexpected to be able to use and apply the acquired knowledge and competencies in his orher school situation.

Content of course moduleAs stated in the title, the content o the course module is ocused on the use o multi-media in education. In particular, it describes the role o teachers and students, and thepotential impetus o multimedia on students learning, motivation, cooperation, etc.

Currently, students are encouraged to use a growing number o multimedia products ina number o different ways.Te application o interactive multimedia into educationalsystems takes place all over the world, although the range and speed o implementationvaries rom country to country. In educational settings, multimedia products and onlineservices serve as a means o communication and expressive tool in various pedagogical

scenarios.

Te notion opedagogical scenariodesignates a postulated sequence o imagined eventso a learning situation. Each event is characterized by specic roles o teachers, studentsand educational multimedia products. Some products and materials are designed to con-trol the process o presentation and students are assigned a somewhat passive role asreceivers o inormation. Other products and materials are interactive in the sense thatstudents are assigned an active role, where they can select topics and jump between them.

Te different ways in which students deal with multimedia are categorized according toa scenario model into our pedagogical scenarios (Andresen, 1999):

1. Te use o multimedia linear educational sources;

2. Te use o multimedia hypertext-based materials;

3. Te use o multimedia supervising products;

4. Te use o multimedia productive tools and ingredients.

Scenarios 13 relate to students as to end users o messages rom educational multimedia,whereas Scenario 4 regards students asproducerso small-scale multimedia products.

Te use o linear multimedia in Scenario 1 regards the reception o the content o linear

multimedia products. Students perorm different tasks in a sequence. Initially, they canpick the episodes they want. However, once potentially useul sources have been deter-mined, students have very limited control over the narration.


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Te use o hypertext-based educational materials in Scenario 2 encompasses the recep-tion o the content o non-sequential multimedia products. Non-sequential narrativesinclude hypertext-based, interactive materials and they are ofen used as inormation

providers. No guidance is offered through different sections, thus making the student actas an explorer.

Te use o multimedia tutoring products in Scenario 3 regards the reception o thecontent o multimedia products aimed at teaching. Tese products display variousguidelines or students and help them break down and structure different tasks. Tistype o products typically has a tutoring strategy. Firstly, they are based on knowledgeabout a subject matter and about instruction, ofen presented in drill-and-practicesessions. Secondly, they apply a critiquing strategy, e.g. provide eedback tailored tothe particular needs o each student helping her/him conrm hypotheses and reneproposals.

Te use o multimedia productive tools in Scenario 4 covers students as authors and pro-ducers. Tis scenario regards the production o multimedia presentations by means oproper multimedia elements to be used by students in order to create and edit multime-dia products in the classroom, and by means o proper tools to handle elements o texts,graphics, sounds, etc. Here, students take on the role o producer.

Te our scenarios cover widely used multimedia genres in educational settings thatdiffer with respect to the role o students and teachers, as well as to the unction omultimedia products and online services. Many mainstream approaches are similar toone o the scenarios or consist o a mixture o these. It does not mean, however, that

the common multimedia pedagogical practices are considered limited to these ourapproaches.

Te intention is to describe some typical pedagogical scenarios and not to present anexhaustive list o scenarios. More specialized scenarios can, o course, also be ound.

Tose taking a course on multimedia in education are expected to develop knowledgeand skills in the ollowing areas:

Te scenario model concerning the use o multimedia in education and impor-tant learning and teaching aspects o learning with educational multimedia;

Critical and reective selection o educational multimedia according to edu-

cational objectives o the use o multimedia (What knowledge and competen-cies do students need to develop and how can educational multimedia supportthese goals?);

Te application o educational multimedia according to Scenarios 1, 2, 3 and 4and mixtures o those into schools/educational settings;

Proper methods o evaluation o the knowledge and competencies acquired.

From the point o view o school organization, the integration o multimedia in the pro-cess o teaching and learning demands reexive, pragmatic and experiential approaches,which place teachers, IC school coordinators and other educational personnel at thecentre o innovation. With the help o multimedia, the teacher shifs rom being a trans-mitter o inormation and the single source o knowledge to one among many sources oknowledge and a acilitator o the learning processes.


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GeneralInformation Brief descriptions of instructional methods

Te course can be given in two ways. Te orm can be either conventional classroomeducation or e-learning (i.e. open and distance learning via the Internet).

Conventional provision is the most common offering o in-service teacher education.Tis orm requires the participant to travel to an institution or the purpose o in-serviceeducation. In most cases, it is characterized by oral presentations given by instructors,in-class discussions, guided studies o tutorials, as well as by practice in labs. Ofen, itincludes periods with studies in libraries or media resource centers.

It is recommended to use typical tools, such as projectors and computers when, or exam-ple, demonstrating on-screen slides or images. Furthermore, the computer is necessary asa learning and teaching tool that helps to construct new knowledge.

In this context, e-learning is characterized by the separation o the teacher and the par-ticipant. Te interpersonal ace-to-ace communication o the conventional education isreplaced by a mode o communication and guidance mediated by the Internet. In manycountries, this orm o in-service education is considered complementary to the conven-tional one. Evaluations are positive i both the orms are connected to each other. Manyschool leaders, coordinators and teachers preer to work on their own and in teams inpart o the course (Andresen, 2000).

It is planned to provide separate guidelines on both the conventional provision and thee-learning approach or instructors o the courseMultimedia in Education, as well as orits participants (student guide).

Te instructional method o the presented curriculum is based on a common approachor e-learning and conventional classroom learning. Te basic instructional approachis a learner-centered approach, i.e. sel-regulated and collaborative learning guided andsupported by a trainer. Te integration o the use o multimedia in teaching-learningexperiences demands very reexive, pragmatic and experiential approaches, which placethe course participant at the centre o the learning process. Tis means that participantshave to nd their own individual access to inormation or constructing their knowl-edge. Tereore, they need a vast pool o appropriate individualized strategies, which willenable them to be active and critical learners.

Structural organization of sessionsTe units will be instructed differently according to the learning objectives and learnersprevious knowledge. Te individual sessions are divided into three phases: the construc-tion o declarative knowledge (knowing that), the construction o procedural knowledge(knowing how), the construction o structural knowledge (knowing why) and reectionon the received inormation, acquired knowledge and skills, whereby the order o thesethree phases is not important. Tis means that there will be situations in which it makessense to reect rst on the topic, or just to try a certain multimedia application or tool.

Furthermore, there is a broad collection o digital multimedia (see Appendix 1), whichcan be used to oster learning and teaching with multimedia. Tis provides an insight onhow multimedia can be used in the classroom.


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Te particular instruction method recommended will be described in connection witheach o the specialized module units.

From the beginning, participants can be inormed that the course is open, i.e. that it is up

to them to choose and engage in the proposed course activities.

Brief description of main phases of unitsTe individual units/sessions are divided into three phases: the construction odeclarative knowledge (knowing that), the construction o procedural knowledge(knowing how), and the construction o structural knowledge (knowing why) andthe received inormation, acquired knowledge and skills.

Te order o the phases differs. In some cases, it makes sense to reect on the topic in the

beginning. In other cases, it is recommended just to try a certain multimedia applicationor tool. Tereore, the units o the course module will be taught differently according tothe learning goals and previous knowledge o participants. Te recommended pedagogi-cal approach will be described in connection with each o the specialized module units.

Recommendations for organizationTe course should be taught to groups o no more than 20 students.

Every student should have access to a computer during the course. Since the course alsodeals with web-based multimedia materials, access to the Internet is required.

A list o recommended equipment can be seen in Appendix 2, and a list o recommendedsofware in Appendix 3.

For certain activities, students will need to work in groups o three.

Total time requirementsIn practice, the amount o time needed will be depending on participants previous expe-rience with IC in educational environments.

Multimedia collectionAs mentioned above, there is a broad collection o multimedia (see Appendix 1) that canbe used to oster learning and teaching with multimedia, as well as to get a broader viewon how multimedia can be used in the classroom.

Curriculum learning units

Unit 1. Introduction workshop: using multimedia in schools

Te overview introductory workshop provides participants with a rst insight on thestate o the art o the topicMultimedia in Education.Te workshop looks at teaching and


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GeneralInformation learning with educational multimedia rom a teaching and learning perspective as well as

rom a practical point o view.

Unit 2. Performance and portfolio assessment

In Unit 2, participants o the course assess their own knowledge and abilities. Positioningthe topic Assessment/Evaluation at the second part o the module is due to pedagogicalreasons. From the very beginning, students should learn to reect on their own activitiesand knowledge.

Participants o the course are expected to work out a perormance assessment (Collins,1992) in the orm o a portolio approach. Te production o their own le with the helpo multimedia tools during the course can eed several needs o the curriculum to helpparticipants develop their sel-assessment and external evaluation skills as well as variouscompetencies.

Unit 3. Using multimedia according to Scenarios 1/2/3 learner as end user of multimedia

Te application o multimedia into education means many things to many people.However, the use o educational multimedia can be classied according to some main-stream scenarios. As mentioned in the previous section, the scenario model includesour pedagogical scenarios and covers the most common use o multimedia applications(Andresen, 1999).

Tis unit deals with the reception o linear-narrative elements (Scenario 1), o non-

sequential elements (Scenario 2) and o elements aimed at teaching (Scenario 3) o edu-cational multimedia.

Te concept o the scenario model will be worked out practically in pairs/group work atthe computer.

Unit 4. Multimedia use according to Scenario 4 learner as producer of multimedia

Exploring this scenario, participants are supposed to produce their own multimedia pre-sentation using proper tools to handle texts, graphics, video, sound, etc.

A multimedia portolio evaluation will be integrated into multimedia production.

Unit 5. Critical and reective use and selection of educationalmultimedia

In this unit, pedagogical reections on the use o educational multimedia will beconsidered as well as the critical selection o multimedia applications.

Unit 6. Learning with educational multimedia

Tis unit deals with theories o learning. In particular, such aspects as learning concep-

tions, learning strategies and sel-directed learning, metacognition, social/collaborativelearning, IC literacy, and motivation will be deepened and practiced.


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Order of units and sessionsIt is recommended to start with the workshop. During the workshop, participants o thecourse will be introduced to the main topics o the course module.

Tereafer, it depends on the course provider/instructor how to organize the structure othe course. Te order provided in the description o the section Course Module may beappropriate in many situations.

Participants are expected to deal with the order o sessions according to their individual needs.

Since Unit 6 regards the rationale behind the use o multimedia in education, it is possible tochange the order o the units and provide it immediately afer the introductory workshop.

It is suggested to ollow the so-called market metaphor(Figure 1), which means that thetrainer can choose the order o topics according to his or her own needs. Te starting

point is the workshop. Afer completing the workshop, the trainer, however, might preerto start with theories on learning or he or she might like to start by selecting the practicalparts o the curriculum. Te assessment o course participants can be placed directly aferthe workshop, i the trainer is interested in the portolio approach and i he or she wantsto engage participants into their own assessment.

Moreover, there are many opportunities to structure the content o the curriculum. Forinstance, teaching Unit 4 (Scenario 4) might alternate with teaching Unit 6 (Learningwith Multimedia) due to the act that Unit 6 deals with certain learning theories andlearning aspects, which are important to understanding and applying Unit 4 in a peda-gogical way.

Figure 1: Organization of the course module Multimedia in Education

Multimedia

Collection

Scenarios 13

Introductory Workshop

Scenario 4

Learning

with

Multimedia

Students

Assessment

Multimedia

Selection

and Ethics


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GeneralInformation Overall teaching guide

Pedagogical approach for all units

Te integration o IC and multimedia in schools can change the existing learningprinciples tremendously. Te organization o schools can become innovative in thesense that it will adopt reexive, pragmatic and experiential approaches, which placethe individual learner closer to the centre o the learning processes. Te use o multi-media ofen means that there are more student-centered work and exible schedules.Te teachers role ofen changes rom being an authority, or the primary source oknowledge, to being also a acilitator or conductor o the learning process. Studentshave to nd their own individual access to the ast changing world and thereore theyneed a huge pool o appropriate individualized strategies, which will oster their activeand critical learning. Te ability to share knowledge collaboratively with others in a

world where most products are the result o teamwork, having the appropriate strate-gies and knowing why and how to apply them will be among the most important quali-cations within lielong learning.

As mentioned above, the individual units/sessions are divided in three phases: theconstruction o declarative knowledge (knowing that), the construction o proceduralknowledge (knowing how) and the construction o structural knowledge (knowing why)and reection on the given or ound inormation, the acquired knowledge and skills. Teorder o the three phases is not considered important. Sometimes it makes sense just toreect on the topic at the beginning or to try a certain multimedia application or toolwithout ocusing on it in depth.

What is learned may not be what the teacher intends to be learned (Candy, 1999; Driverand Oldham, 1986 cited according to Biggs and Moore, 1993). Te major determinantso learning are internal to the learner:

1) What is learned depends on what is already known. Most important determi-nant o learning is existing knowledge; the students construct with the bricksand blueprints they already have. New knowledge obviously affects the outcome,but not as powerully or directly as we assume.

2) Learning is an ongoing process; it is continuous and active. Te learner will

have relevant experiences prior to and ollowing ormal instruction. It is betteri ormal instruction tries to encourage and make those links explicit rather thanignore them.

3) Learners have responsibility or their learning. In line with a constructivist viewo learning, one must allow learners to develop sel-direction and not orce cor-rect constructions onto them.

4) Constructed meanings share common characteristics. Trough language andshared social experiences peoples constructions allow communication andacknowledgement o mutual validity.

Te collection o multimedia (see Appendix 1) gives urther inormation on how to workwith multimedia in the classroom.


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eachers IC competencies

Applying IC into the classroom, teachers need different types o competencies:

General pedagogical competencies; IC literacy; IC pedagogical competence.

General pedagogical competencies: Te student-centered approach plays an important role.

IC literacy: o teach a oreign language, the teacher needs to be uent with respect tothat language. For example, the teacher o English has to be uent in English. In the sameway, the teacher needs to be uent in IC. For example, he/she needs to know where andhow to nd materials on the web, how to use it or different subjects or teaching andlearning purposes, how to present educational content by means o multimedia, and howto use multimedia products and online services in education.

Tese competencies include a general understanding o central unctions, uses, andmethods in general computer use.

Such competences are also needed or being able to discuss multimedia issues in schools.

IC pedagogical competence: eaching with multimedia calls or competencies accordingto the use o the scenarios (see Scenario Model Unit 1-4). Te user o multimedia (as anend user and as a producer) needs knowledge and experience with multimedia.

Te module Multimedia in Educationwill enable pre- and in-service teachers to con-struct knowledge in accordance with the latest multimedia competencies. Tereore, IC

literacy is a prerequisite to join the module. However, competencies in all the our dimen-sions will be constructed during the course o the module.

Role of teachers

As mentioned above, teachers get new competencies and new roles in a multimedia-learningenvironment. Besides having a broad knowledge base, teachers have to offer pedagogicalguidance and supervision by inspiring, motivating and guiding students in their search orknowledge and stimulate their continuous process o asking questions. Having the compe-tence to support students in constructing learning strategies, meta-learning strategies andstrategies or developing inormation-handling skills is important (McFarlane, 1997, cited

in Witelt, 2000). According to Harasim et al. (1997, cited in Witelt, 2000), the teachersactivities in the classroom when guiding the learning processes seem to be:

Plan and ollow conversations; Offer guidance; Play a acilitative, observant background role; Monitor and encourage participation; Form groups; Assign roles and responsibilities; Moderate and acilitate group processes; Co-ordinate interaction, set up guidelines and expectations;

Pace interaction; Organize interaction by relating inputs; Stimulate meta-communication.


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GeneralInformation Te idea o acilitating the students learning processes demands a mutual responsibility

or learning. Tus, the responsibility belongs to both, the student and the teacher.

Another very important aspect is the support o meta-learning processes students need

to reect on their own learning processes to get ahead with their development o effectivelearning and working strategies (van den Brink et al., 2000).

Some typical roles o the teacher using multimedia in the classroom are (Witelt, 2000):

Te role o an initiatorwho can kick-start the learning process o the whole class at once.o make the students start their learning activities by just giving them the necessary tech-nical support can be challenging.

Te role o a critical riend who provokes the students to seek beyond the easy solutions.It is easy to browse the web or to navigate multimedia encyclopedias and collect a lot odata, but the teachers role here is to inspire the student to sort the data and only presentthe one that can be used to reach the goal.

Te role o aprocess-adviserwho gives hints on how to work and study. When the stu-dents take the responsibility or their own learning, they are in need o supervision. Inthis case, the teacher assumes the role o an expert and must be able to act as a studentadvisor.

Te role o an expertwho is well-versed in specic subject matters and provides hintsaccording to the topic o the subjects content.

Te role o an inspirer who supports when spirits get low. Many teamwork processes and

problem-based projects have an almost built-in rustration phase. eachers should beaware o this and be able to inspire their students to get over the dead periods.

Te role o a moderatoro group discussions. I discussions or arguments turn to be non-solvable, the teacher should act as a moderator. Tis does not necessary mean to overruleclassroom discussions and orce a solution, but to listen to the arguments and point atpossible ways to get on with the work, satisying as many points o view as possible.

Many other roles could be mentioned depending on the national level o team learningand other topics, such as:

Te role o an organizerwho manages learning tasks so that each student eels supported

by the act that the working proposals are adjusted to his/her possibilities;

Te role o a creatorwho creates a student-centered and co-operative environment /atmo-sphere, which makes it possible or classmates as well as or teachers to be sources ostimulation and help.

Te materials in Appendix 1 include more supportive guidelines and ideas regardingteaching and learning with multimedia.

Evaluation of course moduleMultimedia in Education

It is planned to implement and evaluate the course module Multimedia in Education.

Te results will be published on the Internet and in a book ormat.


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Unit 1:

Introductory workshop onmultimedia in education

AbstractTe introductory workshop provides participants with a rst insight into the state othe art o the topicMultimedia in Education. Te workshop considers studying with edu-cational multimedia rom teaching and learning perspectives as well as rom a practicalpoint o view.

IntroductionTe introductory workshop reers to questions such as why, where and how to use multi-media in educational settings.

First, our different pedagogical scenarios will be presented. Ten some decisive aspectso learning will be considered. Furthermore, the main goals o education and the implica-tions or students learning will be considered. Finally, concrete questions on the use oeducational multimedia will be addressed.

In Unit 1, participants o the course are expected to get an overview and rst insights intoand experiences with multimedia in education.

Goals Topics

Declarative knowledge(knowing that facts,theories, connectionsbetween theories)

Overview of the course Multimedia in Education:

The use of multimedia in schools:

Scenario model

Concept of learning with multimedia

General goals of education

Different kinds of knowledge Characteristics of multimedia

Building up connections between presented theoreticalapproaches to learning and motivation

Procedural knowledge(knowing how)

Practical use of multimedia

Strategies and competencies in dealing withmultimedia hardware and software

Metacognition in learning, reflections on ones ownlearning and teaching processes

Use of learning and teaching methods

Strategic knowledge(knowing why) Development of learning strategies on use ofmultimedia

Learning to learn within groups and collaboratively


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Session descriptionSession 1: Introduction on the use o multimedia via the scenario model denitions andaspects o learning with multimedia denitions o multimedia and interactivity.

Session 2: Multimedia in education present goals o education different orms oknowledge why learning with multimedia?


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Session 1

How to use educational multimedia?Te rst session will give a preliminary answer to the question many teachers, coordina-tors and teacher trainers may pose regarding educational multimedia: How to use theseproducts to oster students learning and motivation?

Participants are invited to construct knowledge and attitudes concerning the use o mul-timedia to oster learning and increase motivation among students. Te main topics are:introduction to the use o multimedia in our scenarios, denitions and aspects o learn-ing with multimedia, denitions o multimedia and interactivity.

Participants get a rst insight into the use o educational multimedia. Tey are intro-

duced to the scenario model, the common use o multimedia, and experiences with thevarious scenarios.

wo common questions regarding educational multimedia will also be addressed: Whatis multimedia and why use multimedia?

Certain amiliarity with some multimedia products or online services, which are suitableor particular elds o teaching, is presupposed. Otherwise, it is recommended to beginwith demonstrations and activities in the computer lab in order to help participants tobecome aware o these learning opportunities.

Te choice o activities and the selection o examples o multimedia products can be done

in accordance with the curricula and the objectives o a particular educational system towhich participants are affi liated.

In some cases, the course instructor may preer to begin with the second question: Whyuse multimedia in education? I this is the case, it is recommended to begin the coursewith presenting the second session o Unit 1. Furthermore, the trainer can introducesome o the themes o Unit 6 beore moving on with the topics o this unit.

Pedagogical scenario model for using

multimedia in educationTe scenario model proposed by Andresen (1999) classies the use o multimedia ineducation according to the roles o teachers, students and applications. Te concepto scenario designates a postulated sequence o imagined events aimed at learning(Andresen, 1999, p. 10).

Te scenario model identies and describes our scenarios, which cover the most com-mon use o multimedia applications in education. Tey are:

Scenario 1 Te use o linear applications:Some multimedia applications have a linearstructure in their presentation o content, which leads students through the content in

sequences. Tis orm is similar to traditional narratives presented in lms. Students cancontrol such applications only in the sense that they can select what they want to learn(i.e. a digital encyclopedia where they can nd video, sound or animation clips, etc.).


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Some applications provide linear tours (similar to books, but with opportunities tosimulate a real assignment situation, etc.). Once users have located the source, they have,however, very limited control during the narration. Ofen, they can navigate orwards

or backwards, but they cannot alter the content.Use:Scenario 1 applications and elements ofen make sense when there is very limitedprevious knowledge concerning a certain topic/subject. See Unit 3.

Scenario 2 Te use o non-sequential applications: Hypertext-based applications withmore interactive opportunities mostly used as inormation providers (encyclopedias,handbooks, etc.). Te students can search or inormation according to their tasks andproblems. For example:

Where is Greenland? What kind o weather do they have up there? Which ethnic groups livein this area?

Compared to ordinary books, this approach to the presentation o content allows or theintegration o different types o media such as text, speech, music, animations, simula-tions o complex relations, numbers, video clips, etc.

Ofen, the interace has search engine unctionalities with some buttons and options thatstudents must decide upon when using this or that multimedia product.

Use: Scenario 2provides students mainly with inormation. In addition, the use o thisscenario helps the student to become a sel-regulated learner who can tap into a hugepool o strategies. While the student is searching or inormation and reecting upon hisor her actions, the teacher is considered to be responsible to enhance strategy knowledge

and support. See Unit 3.

Scenario 3 Guided discovery:Tis type o applications guides the student through the con-tent by breaking down different tasks and helping to structure a task sequence. Its narrativestyle can be located between Scenarios 1 and 2. Ofen, the content provides motivationalelements such as games, competitions or explorations (i.e. educational content in an adven-ture game environment). Such applications contain on-demand support modules.

Tere are two different kinds o applications: a tutoring strategy, which provides inorma-tion on a particular subject as well as on nuances o instruction, and a critiquing strategy,which responds immediately i the student did something incorrectly (spell checking,

number checking, etc.). Examples or these types o applications are adventure games inhistory and biology, drill-and-practice applications in math and languages.

Use:Scenario 3 is recommended when students are supposed to practice their know-ledge. Furthermore, this scenario supports critical thinking and problem solvingbecause many o these applications demand complex solutions within motivationalgames. Te teacher can provide support in suggesting appropriate strategies, collabora-tive work, etc. See Unit 4.

Scenario 4 Production o multimedia: In Scenario 4, the student is the producer or authoro a multimedia application (and not the end user like in Scenarios 1-3). Te student uses

multimedia tools mainly or the purpose o knowledge construction and representationor as a communication tool or expressing ideas and sharing resources. For instance, thestudent can use a certain multimedia tool or producing a site homepage or a game. Tese


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tools provide material or text-based elements, numbers, graphics, images, sound, video,animation, etc.

Use:Scenario 4 is recommended when students are supposed to construct, present and

structure their knowledge according to critical, creative and complex thinking, reasoningand problem solving. Not only can teachers support them by providing help in usingspecic tools but also by shaping their thoughts, ideas, etc. See Unit 4.

Please see the table below with a short summary o the scenario descriptions, their advan-tages and disadvantages, and their common base.

Scenario Description Advantages Disadvantages

Scenario 1 Reception oflinear multimedia

presentation ofcontent

Use: presentation ofcomplex functions,connectedness ofaspects or procedures

No or little previousknowledge

Structuredpresentation of topic

with beginning andending

Learners experienceless distraction

Little ICT literacy isneeded

Structuredpresentation of topic

with beginning andending

Very limited controlover navigation

Content cannot bealtered

No feedback

Scenario 2 Reception of contentof non-sequentialmultimediaapplication such ashypertext/mediaapplication

Use: as informationprovider

High control overnavigation

High interactivityVery flexible andindividual use ofcontents

Access to knowledgebases outsideclassroom

Risk of being lost inhyperspace due tono guidance

Informationmanagementstrategies are neededfor effective use


No feedback

Scenario 3 Reception of contentof multimediaapplications aimedat teaching

Use often closelyrelated to curriculum:

Practicing knowledge

Supporting criticalthinking by offeringtricky problems to solve

Introduction to topic tobe learned

Content is structuredlike in textbook

Students learnaccording to their ownpace and learningneeds

Navigation guide isprovided throughoutapplication

Learners get feedback

Motivation factorssuch as games

Content is structuredinto learning tasks

Content is structuredlike in textbook

Moderate control overnavigation

Application is builton only one specificlearning theoryBackground oftencomputer-basedtraining (CBT)



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Scenario Description Advantages Disadvantages

Scenario 4 Production ofstudents own

multimediapresentations bymeans of propertools to handle texts,graphics, video,sounds, etc.

Use: multimediaas thinking,communication andpresentation tool

Presentation of onesown concepts

actively engagedin learning bydeveloping and not

just reproducingmaterial

Concrete (andmultiple)representations ofabstract ideas

Conceptualization ofthinking

Support of thinkingand problem-solving

Support ofcollaborative learning

High motivation due toownership of product

Construction ofknowledge

Higher learnersICT literacy is needed

Production toolsneeded

Hardware andsoftware requirements

Time consuming

All scenarios Many different typesof content is provided(13) or possible toproduce (4)

New roles for teachersand learners: bothgroups are activelyinvolved

Teachers supportand guide studentslearning processesand are not anymorethe sole informationprovider

Learners useapplication accordingto their own paceand educationalneeds supportof self-directedlearning

Students can besupported individuallyby teacher

Content andtechnical limitationsof presentations,applications andtools


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Session 2

Multimedia in educationTe main topics o the session are: multimedia in education, present goals o education,different orms o knowledge, why learning with multimedia?

In particular, the session intends to answer an important question common amongteachers and teacher trainers: Why is it worth using educational multimedia and wherecan it be used?

What is multimedia?Te concept o multimedia is dened in many ways. Most o the denitions agree on thecharacteristic that multimedia contains texts, graphics, animations, video and sound inan integrated way and the content can be structured and presented differently. One o themost crucial characteristics is the interactivity o multimedia products used in Scenarios24. Rhodes and Azbell (1985, cited in Schulmeister, 1997) distinguish three orms ointeractivity:

Reactive interaction: Learners give responses to a presented stimulus. Te ordero tasks is strongly determined and the individual inuence on the program issmall (Scenario 1).

Proactive interaction: Learners control the program. Tey make decisions on the

order o tasks or where to navigate within the application (Scenario 2). Mutual interaction:Learners and program are able to adapt to each other (some

Scenarios 2 and 3).

Tese orms differ in terms o user control. At the reactive level, the producer/designerhas total control over the content, its presentation, sequences, and practical assignments.At the pro-active and mutual levels, there is more exibility or the user.

According to Reimann (1997), interactivity contains a broad range o possibilities orinuencing the process o learning and the content o studies:

Manipulating objectson the screen by mouse activities;

Linear navigating: moving orward/backward on the screen; Hierarchic navigating: the possibility o selecting sites/content by using special

menus; Interactive help unctionality. Tis kind o help, which can be available through

special menu buttons, is most effective when adapted to the topical presentationo inormation;

Feedback: Te program answers by giving an assessment on the quality o useractivities. Tese answers are visible on the screen. Te urther course programmay be dependent on this assessment, i.e. adaptability is established;

Communicative interaction: Te possibility o interaction with other persons,

i.e. other users or riends in social networks. Since, social networks consist opeople who are connected by a shared object (Zengestrom, 2005), networks canoster learning about these objects.


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Constructive interaction: Te program provides an opportunity or construct-ing or conguring objects on the screen. For example, users have a possibilityto actively create their own nodes and link models, i.e. they can add new nodes

and new links between already existing nodes and in this way develop their ownhypertext structure; Reective interactions: Te program stores the learners individual activities or

urther analysis (e.g. a navigation path within a hypermedia lesson). Furthermore,the program can provide the learner with an expert path or a guided tour;

Simulative interactivity: Objects on the screen are linked together and exchangeinormation in such a way that a particular conguration o objects producesbehavior o these objects (simulations o machines, simulations o social inter-actions, etc.);

Non-immersed contextual interactivity: Te learner is involved in an activity thatimplies a pedagogical purpose. Many edutainment applications (sofware whichcombines education and entertainment) and adventure games use this kind ointeractivity (Scenario 3);

Immersed contextual interactivity: Tis is virtual reality. Within virtual reality theuser dives into a simulated three-dimensional world.

Why use multimedia in education?

Using multimedia for knowledge construction

Multimedia can be viewed as a learning tool and a means o communication. Withinlearning situations, multimedia products and online services can be used creatively andreectively.

Furthermore, multimedia can be used to oster learning subject matters and cross-cur-ricular topics. General goals o education rame the use o multimedia in education. Teollowing goals o education can be considered as important:

Construction o meaningul and understood knowledge: Tis means the development o awell-structured, disciplinary, interdisciplinary and daily-lie-oriented system o exibleand usable competencies, abilities, skills and content knowledge.

Construction o applicable knowledge: How to transer meaningul and understoodknowledge into applicable knowledge?

Construction o knowledge about learning. Tis important competence enables students tobe experts o their own learning processes. Consequently, reection and metacognitiono learning processes support the construction o meaningul and understood knowledgeas well as applicable knowledge.

Te concept o learning to learnmeans to nd out and to apply specic successul waysand strategies in every subject. One aim is to increase the students knowledge about theidea o learning in itsel and about his or her own memory. Te student can reect and

use metacognitions by asking the ollowing questions: How can I control my own lear-ning processes? How do I plan my learning? How do I divide a certain task into units?How can I observe mysel when learning? How do I check and evaluate my learning


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Tey can be specied as a combination o the declarative knowledge (knowing that),skills (knowing how), and ability o learners to use knowledge, skills and personal, socialand/or methodological abilities.

Te learning units do not state the domain specic knowledge o multimedia applications,i.e. the explicit knowledge represented in these applications. Since this content can reer tomany different subject matters at many levels, the units only contain examples o the explicitknowledge that are stored, processed, and presented by means o educational multimedia.

It is recommended that instructors o particular courses provide proper examples o mul-timedia products that can oster learning in the teaching elds o participants.

It has been known or many years that educational multimedia under certain con-ditions can be used as effective learning objects (see or overview Hasebrook, 1997;Schulmeister, 1997). Learning with multimedia can oster different aspects o learning:

Firstly, it can oster cognitive aspects o learning such as inormation processing andunderstanding (Jonassen, 1996, Mayer and Sims, 1994).

Secondly, it can increase motivational aspects o learning (see Chapter 6).

Tirdly, it can increase collaborative or social-cognitive aspects o learning (see Chapter 6).

Fourthly, educational multimedia has the potential o ostering learners deep approachto learning and consequently deep learning (Hambleton et al., 1998; Lamon et al., 1993;Ramsden, 1992).

Multimedia products and online services provide many opportunities or these different

aspects o effective learning. Te potentials are, among others, to:

Use several perception channels during the learning processes and herebyanchor inormation processing with several senses;

Simulate complicated real experiments; Visualize abstract contents; Present processes in a dynamic manner in order to stimulate learners cognitive

structures and interpretations by embedding the content in the broad context oenvironment, society, history and by relating to the interpretation made by thelearner;

Foster collaborative learning through online discussions in blogs, web groups,etc. (see Chapter 6).

Some advantages of multimedia in educationMultimedia is very helpul and ruitul in education due to its characteristics o interac-tivity, exibility, and the integration o different media that can support learning, takeinto account individual differences among learners and increase their motivation.

Te provision o interaction is the biggest advantage o the digital media in compari-son with other media. It reers to the process o providing inormation and response.

Interactivity allows control over the presented content to a certain extent: learners canchange parameters, observe their results or respond to choice options. Tey can also con-trol the speed o applications and the amount o repetition to meet their individual needs.


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Furthermore, the ability to provide eedback tailored to the needs o students distin-guishes the interactive multimedia rom any other media without a human presence.

However, many aspects need to be taken into account when using multimedia in edu-

cation. Even though multimedia is offered worldwide, access to learning materials andcomputing equipment differs rom country to country.

Te use o multimedia by students needs to be supported by very skilled teachers. Teymust guide students through the learning process and provide them with appropriate andeffective learning strategies.

Like the use o textbooks, the use o educational multimedia osters teaching strategies,where the teachers role is not just that o inormation provider but the one o guide, sup-porter and acilitator.

Multimedia offers a variety o media usually combined in a meaningul manner. Tisgives an opportunity to use the computer or the presentation o ideas in different ways,including by means o:

Images, including scanned photographs, drawings, maps and slides; Sounds, e.g. recordings o voice, noise and music; Video, including complex procedures and talking heads; Animation and simulations; Discussions among learners (social networks, online discussions, blogs, etc.).

Ofen, presentations supported by attractive images or animations are visually moreappealing than static texts, and they can support the appearance o emotions to comple-

ment the inormation presented.

Multimedia can appeal to many types o learning preerences some students prot morerom learning by reading, some by hearing and some by watching, etc.

In addition, the use o multimedia allows or different ways o working students candecide on their own how to explore the materials as well as how to use interactive andcollaborative tools.

Moreover, students can adjust their own learning processes according to their abilitiesand preerences. Tey can work according to their interests, repeat material as much asthey want reducing embarrassment concerning their learning outcomes.

Te use o multimedia can thus be tailored to the students differences in interests, socialand cultural backgrounds, learning preerences and rates, etc.

Individual learning can promote active, sel-directed learning. In addition, multimediaapplications can be used to acilitate group work. Small groups o students can workthrough multimedia applications together in order to learn rom each other as well asto improve their dialogue skills. Te interactive opportunities o multimedia lead to highexibility, which can be very helpul or students with special needs:

Dyslectic students can use synthetic speech in order to become amiliar with the

content o digital texts. Autistic children show an increase o phonologic awareness and word reading

by using multimedia (Heimann et al. 1995).


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Students with severe speech and physical impairmentsgain rom learning withmultimedia, because the computer is exible enough to meet individual needs they can repeat as ofen they want, can hear it loud, etc. (Steelman, 1993).

For dea students, the visual presentation o content improves their motivation tolearn (Voltena et al., 1995).

Te computer can noticeably improve student access to inormation. Such delivery plat-orms as the World Wide Web provide 24-hour access to inormation.

Moreover, it is relatively easy to update web-based educational materials, i.e. to changedesign, content, instruction methods, etc.

Some disadvantages of multimedia in education

Sel-regulated learning:Some learners are not able to handle the reedom provided byhypertext-based multimedia.

Distraction:Ofen, conused presentations o the material can cause distraction due toconicting messages. Non-linear structured multimedia allows the user to ollow thesupplied links, which can distract rom the topic to be learned. Te massive amounto inormation provided by multimedia applications may distract our attention duringlearning.

Te human short-term memory is limited; usually it can hold around 7 pieces o inor-mation. When several media presented at the same time, the learner can only concentrateon some o them and ignore others. Tis could result in ignoring important inormation.Human beings cannot use all channels available simultaneously, and this can prevent usrom realizing the ull potential o multimedia.

Low interactivity: Even though the interactivity between the learner and multimediaapplications is increasing, it is still considered restricted compared to the elaboratedhuman-human interactivity.

No selective eedback:Feedback is generally very limited within computer-assisted lear-ning packages. Generally, computers cant substitute or person-to-person teaching,only enhance it. Ofen, the eedback provided is limited to right/wrong, and it does notsupport in learning strategies or urther content explanations. Multimedia applications

cannot identiy individual needs or problems o the learner, so they cannot respondlike people.

Simulations are ofen not enough:It may be important or students to have true hands-onexperience. For example, or studying insects in biology it is necessary to go out in nature,to see insects living in their natural environments.

Lack o skillspupils and teachers:Students, particularly mature-age students, may notbe IC literate. Also teachers may lack some personal skills, which are needed to teacheffectively with multimedia.

Diffi cult to do:Creating audio, video and graphical materials can be more challengingthan creating ordinary texts.


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ime consuming:Using multimedia can be time consuming. Especially the productiono multimedia takes much time.

Access:Not all students have appropriate access to proper hardware and the Internet. Tis

may limit the scope o teaching.

Social in/exclusion:Not all members o a society can be involved in the use o multimediatechnology due to lack o access to the Internet or lack o hardware to make ull use o theeducational material on the web.

Equipment problems:Hardware and sofware needs to be congured in a way that theirusage is as simple as straight orwarded as possible.

Bandwidth issue: Limited bandwidth means slow perormance or sound, graphicsand video, interrupting streaming and causing long waits or download that can affectthe ease o learning.

Multimedia is portable:Paper-based notes can be read everywhere, on the bus, at thebeach, etc., but web-based materials or multimedia materials require specic hardwaredevices.

Computer screens arent paper:Te content on screens may not be as easy to read as thecontent on paper. I there are large chunks o inormation that need to be read rom top tobottom, it is probably best to view such a document on paper. Books and journal articlesmay still be better to read in paper. End users ofen preer to use technology to search orinormation, but when it comes to reading, they tend to read rom print-outs.

In summary, multimedia products can be used to represent and process various typeso knowledge. Tey can be used as means o representation and communication oknowledge. Te use o these products can oster students construction o their ownknowledge. Tey can construct knowledge and develop skills related to various subjectsby accessing or producing digital representations o knowledge. In particular, they candevelop literacy and other core competencies. For example, they can develop motivationor learning activities, communication abilities, social competencies as well as learningcompetencies, values and ethics.

Pedagogical approachTe trainer o the module is supposed to develop these sessions in a very student-cen-tered and teacher-guided approach. A three-step approach to experience Scenarios 1-4can be suggested:

Phase 1: Open exploration. Phase 2: Tink o tasks that students could perorm around such a resource. Phase 3: Solve the tasks you would provide to students yoursel. What is needed

is an overarching goal that makes it reasonable to use the resource instead o justexperiencing it.

Participants o the course already have a body o (intuitive) knowledge concerning learn-ing, important learning aspects, present goals o education, etc. especially according totheir own experiences. Te workshops goal can be both:


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o construct a common understanding within a group o participants on what islearning and which aspects are important when learning with educational mul-timedia (by class discussion, group work, class brainstorming, etc.).

o construct knowledge on different opportunities and perspectives in the useo educational multimedia.

Te teacher/educator can collect participants different approaches and perspectives andconstruct a common model based on these different constructions. Tis model can thenorm the basis o the course or the training module.

One way o activating students could be to ask them: What is learning or you? Give mea denition. What do you think are important aspects or learning? What do you think itmeans to learn and teach with multimedia? Why is it useul?

Te trainer might search or other denitions, examples and perspectives o learning and

learning with educational multimedia and o present goals o education, and offer theseto students in the end. Also, invite them to discuss the denitions and nally agree on adenition that they will work with throughout the module.

Furthermore, papers on relevant topics concerning political/ethical questions can behanded to students.

Content to be learned Proposals for didactical method

The use of multimedia in school. Scenariomodel. Definition on learning. Goals

of education. Forms of knowledge.Characteristics of multimedia. Building upconnections between individual theoreticalapproaches

Student-centered teacher guided approach;use and ask for their previous knowledge;

develop models together with students;reflection exercises;

Use Collection of Multimedia (see Appendix 1)

The use of multimedia application(Scenario 2); competencies in dealingwith hardware and software

Collaborative work students couldwork in pairs or small groups accordingto a specific task (to search for something)

Reflection on ones own learning processes Homework/group discussion

Metacognition in learning. Developmentof learning strategies within the use of

multimedia; learning to learn within a groupand collaboratively

Modeling

Experiencing and reflecting on non-hierarchical use of learning and teachingmethods

Modeling/reflection by using self-reportson experiences, group discussions


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Unit2:Perfo

rmanceandportfolioassessment

Unit 2:

Performance and portfolioassessment

AbstractUnit 2 deals with participants assessment o their own knowledge and capacities.Positioning the topic o education assessment at the second part o the module is due topedagogical reasons: Participants will learn rom the beginning to reect on their ownactivities and knowledge.

Tey are expected to work out a perormance assessment (Collins, 1992) based on a port-olio approach. Te production o their own portolio during the course also producedwith the help o multimedia tools can eed several needs o the curriculum sel-evalua-tion and external evaluation and the development o various competencies.

IntroductionUnit 2 covers new approaches to assessment and evaluation.

Te demands on participants o the course or Unit 2 are:

Educational goals Topics

Construction of declarative knowledge(knowing that facts, theories, connectionsamongst theories)

Presentation of alternative assessmentmethods (performance and portfolioassessment)

Construction of procedural knowledge(knowing how)

The use of assessment methods /portfolio/multimedia portfolio (Scenario 4)Competencies in dealing with hard-and software; network use, etc., non-hierarchical use of learning and teaching

methods

Construction of strategic knowledge(knowing how to apply)

Metacognitions in learning, reflectionson participants own learning processes;working in groups, supporting each other;non-hierarchical use of learning andteaching methods

Session descriptionSession 1: Portolio assessment: portolio advantages and disadvantages o portolio assess-ment design o portolio assessment analyzing and reporting data o portolio assessment

Session 2:Designing a portolio assessment or the course


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Unit2:Performanceandportfolioas

sessment Session 1: Te general use o qualitative assessment (portolio assessment)

Portfolio assessmentTe use o multimedia in education does not have to be accompanied by innovations inthe methods o assessment and evaluation such as portolio assessment presented in thisunit. Portolio assessment can be supplied with computer-based tests. Course partici-pants can systematically collect their assignments, written reports, drawings, calculationsand multimedia products, hand in hand with the eedback they receive rom their teach-ers, other participants and rom their own notes (diaries or logs) regarding their learningactivities. Tese methods are based on the so-called portolio model.

Tis chapter deals with such types o assessment, which ask or course participantsconstruction, demonstration and documentation o their deep understanding o sub-

ject matters and their actual ability to solve complex problems, and to work in groupsor teams.

Assessment requires making a judgment. For example, judgments o course participantscould address some o these questions:

Have I reached the goal? Are the results satisactory? How do I use certain applications? Do I possess the skills needed or this specic

application? How can I make sure that the task or project has been completed? How do I know whether I learned suffi ciently well? How do I evaluate not just

the outcome but also the stages o the learning process? How do I evaluate thestrategies I have used and my approach to tasks?

Te portolio assessment approach makes educational assessment an integral part othe learning processes (Collins, 1992). Educational portolios provide inormationabout learners considerations, interests, motivation, abilities, knowledge, skills, andprogress.

What is a portfolio?

Portolio is a collection o objects assembled or a specic purpose or instance a le

o drafs, sketches, and completed projects. Te idea is that course participants providematerials rom various sources, through multiple methods, and over multiple points intime (Shaklee, Barbour, Ambrose and Hansord, 1997, cited in Sewell et al. 1998).

Te content o portolios can include materials such as drawings, photos, writing or otherwork samples, and copies o standardized tests. Furthermore, materials can include inor-mation rom people who communicate or cooperate (on- or off-line) with course partici-pants during their learning activities.

Portolio assessment provides a practical strategy or collecting and organizing such datasystematically. Te production o ones own older or example, produced with the help

o various sofware tools or ready-to-use online tools can eed several needs o the cur-riculum: sel-evaluation and external evaluation, the development o different competen-cies such as IC literacy and media competencies; deep learning approach, etc.


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Portolios are structured in olders which represent some evidence concerning the con-struction o three orms o knowledge by course participants:

1. Domain specicknowledge(declarative knowledge to know what acts, num-

bers, concepts, etc. and conditional knowledge to know the relations o theconcepts);

2. Procedural knowledge(specic skills to know how to indicate how well thelearner can make the domain knowledgework);

3. Sel-management and metacognitive skills(strategic knowledge to know aboutones own learning and competencies).

Since motivation is an important target o assessment, the content o olders might alsocontain some evidence concerning the motivational orientation and efforts o course par-ticipants.

Advantages and disadvantages of portfolio assessment

Many teachers, head masters and coordinators o schools appreciate the portolio modelo evaluation because o:

1. Its contribution to the students development o reexive skills and learningskills (Elmin, 2000);

2. Te provision o eedback, which is considered one o the most effective pro-cesses in education (Hattie, 2009).

In order to oster such development, the criteria or appraising portolio products must beset by teachers and presented to course participants in advance o their portolio preparation.

Some teachers preer the portolio model because o its strong character o documenta-tion o learning and change. Portolio assessment provides means o conducting assess-ments throughout the liecycle o learning activities because o its multiple points intime. Tis ormative assessment, where planned activities can be rened or redenedaccordingly to meet the demands o the course, helps to maintain ocus on the outcomeso learning activities. Furthermore, it ensures that the implementation is in line withthe goals established.

According to Sewell et al. (1998) portolio assessment can be used:

o provide insight into learning processes and related changes. Because porto-lio assessment emphasizes theprocesso change or growth at multiple points intime, it may be easier to see patterns within the learning behavior.

As a tool to oster communication and accountability to teachers and course partici-pants. Tereore, a portolio can reveal the attitudes and learning motives o courseparticipants regarding more complex, and important aspects o the curriculum.

Portolio assessment is not useul or:

Ranking learners in a quantitative or standardized way (although teachers may

be able to make subjective judgments o relative merit). Comparing learners to standardized norms.


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sessment Sewell et al. (1998) describe advantages and disadvantages to be considered when imple-

menting portolio assessment.

Advantages

It allows the evaluator to see the student as an individual; everybody is uniquewith his or her own characteristics, needs and strengths.

It provides a basis or uture analysis and planning. By viewing the pattern oindividual learners, one can identiy areas o strengths and weaknesses and bar-riers to success.

It serves as a concrete vehicle or communication, providing ongoing communi-cation or exchanges o inormation among those involved.

It promotes a shif in ownership; learners can take an active role in examiningtheir actual level and at which level they want to perorm.

Portolio assessment offers the possibility o addressing limitations o traditionalassessment. It offers the possibility o assessing more complex and importantaspects o an area or topic to be addressed.

It covers a broad scope o knowledge and inormation, rom many differentsources.

Portolio assessments are exible and open evaluation instruments.

Disadvantages

It may be seen as less reliable or air than more quantitative evaluations such astest scores.

It can be very time consuming or teachers to organize and evaluate the con-tents, especially i portolios have to be done in addition to traditional testingand grading.

Having to develop your own individualized criteria can be diffi cult or unamiliarat rst.

I goals and criteria are not clear, the portolio can be just a collection o miscel-laneous artiacts that do not show the patterns o learners growth or achieve-ment.

Like any other orm o qualitative data, the data rom portolio assessments canbe diffi cult to analyze or aggregate to show change.

Design of portfolio assessmentAccording to Barton and Collins (1997), the three main actors that guide the design oa portolio are: purpose, assessment criteria and evidence.

1) Purpose

At the beginning the aims o the portolio need to be established. Operational criteria asguidelines will be dened to help participants collect their data. For example, is the goalto use the portolio as data to inorm the trainer and/or the course participants about

their competencies? Is the goal to report progress? Or is it to identiy special needs? Or isit to report many different aspects together?


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2) Assessment Criteria

According to the purpose or aim o the portolio, decisions are made about criteria, stan-dards, and strategies necessary to meet the aim. Criteria items can be selected together

with all participants: teachers and course participants.

3) Evidence

Many questions arise when it comes to the evidence o the portolio: What sources o evi-dence should be used? How many items or the portolio should be collected? How canone interpret the evidence o what has been collected? Which type o inormation weighsmore than others? Under what conditions? According to Barton and Collins (1997), evi-dence can include different types o inormation:

Artiacts andproductions(items produced in the course o classroom activities i.e. multimedia production, documentation, reection diary);

Reproductions(documentation o activities outside the classroom); Attestations and eedback (statements and observations by others about the

learner); Presentations and show cases(items prepared specially or the portolio, such as

the learners reections on his or her learning or choices).

Most portolio assessments are both process and product portolios (Cole, Ryan, andKick, 1995).

For designing a portolio assessment, Sewell et al. (1998) propose a two-step procedure:

Step 1is the development o a process portolio, which documents growth over timetoward a specic aim. Te documentation includes statements o nal aims, criteriaand uture plans. Te portolio should also give space or baseline inormation oritems describing the learners perormance or mastery level at the beginning o thecourse.

Other items or inormation are works in progress selected at many interim points todemonstrate steps toward mastery.

At this stage, the portolio serves as a ormative evaluation tool.

Step 2is the development o aproduct portolio(a best pieces portolio), which presents

examples o the learners best efforts. Tese examples lead to the nal evidence, whichdemonstrates attainment (or non-attainment) o the nal goal. Tese portolios encour-age deep reections about the change or the learning processes. Te learners, eitherindividually or in groups, are involved in selecting the content, discussing the criteriaor their selections, judging criteria and the evidence that the established criteria mightmeet (Winograd and Jones, 1992).

Te portolio assessment may oster a sense o ownership among participants o thecourse. It helps to present or communicate the accomplishments o each individual par-ticipant. At this stage, the portolio is an example o summative evaluation.

According to Barton and Collins (1997), certain characteristics when using any type oportolio or assessment are:


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sessment Multi-sourced: Multiple data sources include statements and observations o learners,

teachers or parents, etc. and artiacts/products (anything rom test scores to photos,drawings, text documents, numbers, animations, multimedia presentations, home pages,

video and sound tapes).Authentic: Te items/inormation selected or produced or evidence should be related tocurriculum activities, as well as the aims and criteria.

Dynamic: Te data or evidence is collected at many points in time. Rather than includingjust the best work pieces, the portolio should also include examples o different stages omastery. Tis allows or a reection and a rich understanding o the process o learning.

Explicit: Course participants should know in advance what is expected o them, so theycan take responsibility or creating their own portolios.

Integrated: Learners should be asked to reect and demonstrate how they can apply theircompetencies or knowledge to real-lie situations.

Based on ownership: Te portolio assessment process demands participants to engage inreection and sel-evaluation as they select evidence to include and set or modiy theirgoals. Tey are not just evaluated or graded by others.

Multi-purposed:A well-designed portolio assessment process evaluates the effectivenesso teachers intervention at the same time as it evaluates the growth o individuals. It alsoserves as a (collaborative) communication tool when shared with class members solearners can also learn rom each other. Furthermore, it can be passed to other teachersas the student moves rom one level or grade or course to another.

Analyzing and reporting dataAccording to the purpose o the portolio and the types o data collected, the methods odata analysis will vary (Patton, 1990; cited in Sewell et al., 1998). I goals and criteria havebeen clearly dened, the evidencein the portolio makes it relatively easy to demonstratethat the individual has moved rom a baseline level o perormance to the achievemento particular goals (Sewell et al. 1998). Ofen, the obvious subjectivity o judgments oportolio assessments is seen as problematic (Bateson, 1994, cited in Sewell et al., 1998).According to Barton and Collins (1997), teachers can rate independently the same port-

olio to see i they agree on scoring. Tis serves as a simple check on reliability and canbe easily reported.

Pedagogical approachIntroduce content to participants by ollowing the methods used in Unit 1. Connectparticipants knowledge; build on their previous knowledge rom Unit 1 and otherresources. Allow time or reection, ask questions similar to: Why use portolio assess-ment? When is it useul to implement the portolio model in a school assessment?Use collaborative orms o learning perhaps, students can conduct search in smallgroups (2-4 participants) or more inormation in the Internet according to the topicAssessment.Reection.


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Unit2:Perfo


Furthermore, the ollowing aspects need to be considered:

Critical selection o multimedia or educational use;

Ethical points when using multimedia in education;

Teories on learning and teaching with multimedia.

Materials can be different types o inormation produced by typing, scanning,sound production, animations, etc.:

Artiacts andproductions (items produced in the normal course o classroomactivities, e.g. multimedia pieces, documents, reective diaries);

Reproductions(documentation o activities outside the classroom);

Attestations and eedback(statements and observations by others about the learner);Presentations and showcases(items prepared specially or the portolio, such as thelearners reections on his/her learning or choices).

Additionally, you might need to discuss more (or less) criteria or including intothe portolio. Discuss within your group o course participants: Which aspects othe course are important or you? What are your aims o the course?

Structure the contents according to your own needs and points o views. Youmight include a team portolio into your personal portolio. Tis means that i youwork in teams, dont hesitate to include the outcome o team working processes

into your portolio. Mention the teamwork and reect upon it.

Evaluation based on portfolio

Evaluation based on your portolio aims at the criteria you worked out togetherwith your trainer and the group you have worked in. Te trainer suggests someevaluation criteria, which will be discussed and maybe changed within the team.

Possible criteria could be:

Development o your own abilities, knowledge and skills (registered in a diary,which includes dimensions such as reections on the workday, work outcomes,

knowledge representation on learning and teaching with multimedia, e.g. by read-ing and analyzing articles on certain topics, etc.)

Quality o presented materials (variation, tools used, the analytic structure, theaesthetic structure, consideration o learning theories when developing the mate-rials, etc.)

Evidence o the selection o materials (Why did you select this work as your bestpractice?)


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sessment Pedagogical approach

Prepare careully your specic goals according to the content. Course participants areexpected to have certain knowledge and skills afer nishing the course Multimedia in

Education. Te portolio in itsel provides many opportunities to meet this nal goal.Discuss the content o the last session together with the course participants. Let thecourse participants reect on what they want to assess: knowledge, reection, change,learning processes, etc. What kind o sources do you integrate in the portolio? Dontorget, this is a multimedia course. See some recommendations in the table below.

Build on their previous knowledge gained during the course. Allow time or reection:

Content to be learned Didactical method

How to design a portfolio for the course

Multimedia in Education

Use methods from Unit 1

Define purpose, assessment criteria andevidence of the portfolio

Use a reflective diary (can be done asa word file). The portfolio can serve as areflective tool. The portfolio is portable andtherefore always usable (in class, at home,etc.)

In combination with Scenarios 1, 2, 3 and 4.Report about the use of Scenarios 1-3 andScenario 4 will be part of the portfolio itself

(see Scenario 4 Unit)Reflection: content/own learning processes/didactics for use in school

Homework/portfolio assessment/group orclass discussion

Experiencing and reflecting on non-hierarchical use of learning and teachingmethods

Modeling/reflecting by using self-reports onexperiences, group discussions


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Unit

3:Scenarios1,2and3learnerasenduserofmultimedia

Unit 3:

Scenarios 1, 2 and 3 learner asend user of multimedia

AbstractTe application o multimedia into education means many things to many people. Teuse o educational multimedia, however, can be classied according to some mainstreamscenarios. As mentioned in the previous section, the scenario model encompassesour pedagogical scenarios regarding the mainstream use o multimedia applications

(Andresen, 1999).

Tis unit deals with the reception o linear-narrative materi

Documents

ANDRESEN, Bent B; Van Den BRINK, Katja - Multimedia in Education - Curriculum [UNESCO] (2013)