London Metropolitan University Learning Technology Research Institute
Multimedia eLearning: achievements and challenges
Tom Boyle
London Metropolitan University
Multimedia Workshop July 1, ‘03
London Metropolitan University Learning Technology Research Institute
In the beginning ...
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?
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
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Multimedia learning
Pedagogy Tools and materials
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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
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Some examples
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London Metropolitan University Learning Technology Research Institute
London Metropolitan University Learning Technology Research Institute
London Metropolitan University Learning Technology Research Institute
London Metropolitan University Learning Technology Research Institute
London Metropolitan University Learning Technology Research Institute
Load Stagestruck
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And then…
The World Wide Web
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Deconstruct and reform
Web breaks down barriers Issues of
– communication– size and reuse– standards
Models of learningA tale of two multimedias
– multiplayer networked games
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The C in ICT
VIDEO
Video controls
Textconfer-encing
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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
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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’?
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
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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
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Packaging and metadata
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Design of MM learning objects?
Design principles for authoring objects
How to author pedagogically effective learning objects
Pedagogical rich and effective
Reusable
Repurposable (?)
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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
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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
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Demonstrations
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Pedagogy
High failure and drop-out rates
Pedagogical challenges– abstraction
– complexity
– demotivation/disengagement
Demonstration of pedagogical features
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London Metropolitan University Learning Technology Research Institute
London Metropolitan University Learning Technology Research Institute
London Metropolitan University Learning Technology Research Institute
A national repository of
high quality learning objects?
Critical mass
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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
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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
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