Abstract
A variety of educational multimedia resources, varying in both type and quality, is now available. The course tutor faces the problem of how to evaluate multimedia artefacts and integrate them into course delivery. This paper sets out a principled framework to guide and inform the choice. The task can be approached from two different directions. The first is technologically driven: we survey the latest developments in multimedia and telematics, and query how we can adapt educational practice. The second line of approach is driven by an educational vision: we establish educational goals and principles, and examine how the technology can help implement these goals. In the early multimedia era, developments have often been driven from the first direction. There has been an opportunistic rush to exploit the new technology which has often led to poor-quality systems. This paper follows the second line of approach. It starts with educational aims and principles and finishes with the technology. The paper develops in this way to emphasize the priority of the issues. In a real decision-making context, the issues have to be considered in parallel in order to match educational principles and technological possibilities.DOI:10.1080/0968776980060112
Highlights
Tom BoyleThis paper sets out to clarify the decision framework for the selection and integration of educational multimedia material into courses
A variety of educational multimedia resources, varying in both type and quality, is available
The models are classified in terms of how they distribute the balance of responsibility for explicit educational structuring between the multimedia system and the course tutor
Summary
This paper sets out to clarify the decision framework for the selection and integration of educational multimedia material into courses. The first involves matching the educational principles inherent in the multimedia artefact to the aims of the course. The opposition between instructionist and constructivist approaches is highlighted. The second area concerns the models used to integrate the multimedia component into the overall course. The models are classified in terms of how they distribute the balance of responsibility for explicit educational structuring between the multimedia system and the course tutor. The paper does not set out prescriptive rules; it aims rather to inform and articulate the decision spacefor the tutor
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