London Metropolitan University Learning Technology Research Institute Multimedia eLearning: achievements and challenges Tom Boyle London Metropolitan University.

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<ul><li>Slide 1</li></ul> <p>London Metropolitan University Learning Technology Research Institute Multimedia eLearning: achievements and challenges Tom Boyle London Metropolitan University Multimedia Workshop July 1, 03 Slide 2 London Metropolitan University Learning Technology Research Institute In the beginning... Slide 3 London Metropolitan University Learning Technology Research Institute How do we get multimedia to be used and embedded in teaching and learning? How do we build on our achievements and create critical mass? How can we develop high quality multimedia learning environments? Slide 4 London Metropolitan University Learning Technology Research Institute The CD-ROM Age From the early to the mid-nineties Windows 3 and the Multimedia PC From the DOS prompt to interactive, multimedia learning environments Rich tool support Director, Toolbook, Authorware Hypertext/Hypercard influence CD-ROM for delivery Slide 5 London Metropolitan University Learning Technology Research Institute Multimedia learning PedagogyTools and materials Slide 6 London Metropolitan University Learning Technology Research Institute Constructivism Authentic Interactive Engaging Encourage higher order skills Away from didactic transmission to interactive learning View of the computer from teaching machine to interactive multimedia learning environment Slide 7 London Metropolitan University Learning Technology Research Institute Some examples Slide 8 London Metropolitan University Learning Technology Research Institute Slide 9 Slide 10 Slide 11 Slide 12 Slide 13 Slide 14 Slide 15 Slide 16 Load Stagestruck Slide 17 Slide 18 London Metropolitan University Learning Technology Research Institute And then The World Wide Web Slide 19 London Metropolitan University Learning Technology Research Institute Deconstruct and reform Web breaks down barriers Issues of communication size and reuse standards Models of learning A tale of two multimedias multiplayer networked games Slide 20 London Metropolitan University Learning Technology Research Institute The C in ICT VIDEO Video controls Text confer- encing Slide 21 London Metropolitan University Learning Technology Research Institute The challenge of ubiquity? The challenge of mobile mutimedia learning? New MM design challenge much greater emphasis on audio New affordances/constraints? more flexible, interleaved learning e.g grounded learning conversations New structural/delivery challenges multimedia learning objects? Wider pedagogical challenges Slide 22 London Metropolitan University Learning Technology Research Institute Achieving critical mass: learning objects? The issue of the re-use and repurposing of learning resources has become a central challenge for learning technology Electronic libraries of reusable pedagogical resources Component based design Empowering tutors as multimedia designers? Slide 23 London Metropolitan University Learning Technology Research Institute Learning objects and standards IEEE LOM draft definition A learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training IEEE (March 2002) Two broad interpretations Minimum pedagogically meaningful unit clear learning goal or objective Granule Reusability Lego brick analogy Slide 24 London Metropolitan University Learning Technology Research Institute Standardization background International work on learning objects standards Two main standards/specifications Metadata Learning object packaging IEEE LOM (Learning Object Metadata) standard June 2002 IMS content packaging specification Slide 25 London Metropolitan University Learning Technology Research Institute Packaging and metadata Slide 26 London Metropolitan University Learning Technology Research Institute Design of MM learning objects? Design principles for authoring objects How to author pedagogically effective learning objects Pedagogical rich and effective Reusable Repurposable (?) Slide 27 London Metropolitan University Learning Technology Research Institute Cohesion Each unit should do one thing and one thing only One clear learning goal or objective Minimum pedagogically meaningful unit Flexible re-use technically higher order pedagogical flexibility Example Slide 28 London Metropolitan University Learning Technology Research Institute Controlled coupling The unit should have minimal bindings to other units There should be no necessary navigational bindings to other units (embedded hyperlinks) Learning object content should not refer to the content in another source so as to cause necessary dependencies Challenge: how to manage coupling so as to create free-standing, re-usable objects that are pedagogically rich Slide 29 London Metropolitan University Learning Technology Research Institute Demonstrations Slide 30 London Metropolitan University Learning Technology Research Institute Pedagogy High failure and drop-out rates Pedagogical challenges abstraction complexity demotivation/disengagement Demonstration of pedagogical features Slide 31 London Metropolitan University Learning Technology Research Institute Slide 32 Slide 33 Slide 34 Slide 35 Slide 36 Slide 37 Slide 38 A national repository of high quality learning objects ? Critical mass Slide 39 London Metropolitan University Learning Technology Research Institute Cataloguing and quality assurance? Metadata IEEE LOM standard shaped by the community of practice Quality assurance UCEL approach peer review of LOs Merlot trained reviewers community around the repository Slide 40 London Metropolitan University Learning Technology Research Institute Some key challenges Be creative: high quality design relate pedagogy and multimedia affordances Co-operative and collaborative learning multimedia and communication Create critical mass and impact standardize and share repositories and more Building communities of practice </p>

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