Multimedia Lecture Research Articles

The content and structure of method of teaching law in higher educational institutions

The focus of the article is the method of "translation" of the general direction of movement of the teacher and student to the target, at a specific algorithm operations and actions . Consistently the authors reveal the contents of the three structural elements of the methodology of teaching laws: research, applied and self-education. Logical and psychological bases of the methods are considered. Noteworthy opinion accompanied by a multimedia lectures as a special methodological approach to the "inclusion" of students in the active mode of development of educational material.

НАВЧАННЯ МЕДИЧНОЇ І БІОЛОГІЧНОЇ ФІЗИКИ ЗАСОБАМИ ІКТ: АНАЛІЗ ДОСВІДУ

У роботі аналізується досвід навчання медичної і біологічної фізики засобами інформаційно-комунікаційних технологій. Упродовж трьох років нами проводилася апробація вперше розробленого методичного комплексу, який охоплює всі види навчальних занять з медичної і біологічної фізики й базується на системному використанні ІКТ. Дослідження ефективності проводилися за трьома основними напрямками: формування предметних компетентностей з фізики, формування фахових компетентностей майбутніх лікарів та ергономічність методики навчання. Основна увага зосереджена на особливостях використання мультимедійної системи лекційного курсу й інтерактивної системи лабораторних занять з медичної і біологічної фізики. Зроблені висновки стосовно важливості змін у мотиваційному, змістовому та процесуальному компонентах навчальної діяльності під час системного використання ІКТ.

EMR-Driven Medical Education: A Multi-Institutional Study of Clinician Perspectives (S17.006)

Objective: To explore physician perspectives about automated electronic medical record (EMR) software designed to support evidence-based decision making and clinical medical education. Background As research rapidly accumulates, clinicians often suffer from information hunger in a sea of plenty. EMR-driven educational software can alleviate this by ensuring the most valuable, evidence-based resources are conveniently available to providers and their patients. Despite EMR technology being rapidly adopted nationwide, little is known about how physicians will interact with such software and how it will impact patients. Design/Methods: We developed software that delivers patient-specific resources (e.g., peer-reviewed publications, practice guidelines, multimedia lectures, patient educational materials, continuity-of-care alerts) based on real-time EMR data. 739 Neurology and Internal Medicine residents and faculty at the Universities of Miami, Pennsylvania, and Rochester, Cornell, and Harvard were invited to complete EMR software simulations based on mock neurology patient encounters. We tracked clickrates of resources identified by the software and collected user preferences via multiple-choice, free text, and Likert ratings. Results: Of 188 respondents, 82% felt that access to this software could improve education and 84% agreed it could improve clinical decision making. Remarkably, 96% identified ≥ 1 educational resource that could change their practice. Resources deemed most valuable (and clicked most frequently) were clinical guidelines and peer-reviewed publications. Barriers to use included: expectation of too many emails, lack of time to read resources, and opinion that too many resources were presented. Conclusions: EMR-driven educational software designed with attention to active learning needs may improve clinical decision making and medical education. The vast majority of Neurology and Internal Medicine residents and faculty at multiple institutions reported that they would utilize this technology, and nearly universally stated that resources presented could change their clinical practice. We will further investigate the effect of EMR-driven education on medical knowledge and clinical outcomes in a randomized, multi-center study. Disclosure: Dr. Seifan has nothing to disclose. Dr. Mandigo has nothing to disclose. Dr. Jozefowicz has received personal compensation in an editorial capacity for The Neurologist. Dr. Price has nothing to disclose. Dr. Galetta has received personal compensation for activities with Biogen Idec Teva, and Novartis as a speaker.Dr. Galetta has received research support from Biogen Idec. Dr. Jaffer has nothing to disclose. Dr. Symes has nothing to disclose. Dr. Safdieh has received personal compensation for activities with Allergan, Inc. and Pfizer Inc as a consultant. Dr. Tarulli has nothing to disclose. Dr. Isaacson has received personal compensation for activities with Novartis and Accera.

IMPLEMENTING E-LEARNING ENVIRONMENT IN REAL VOCATIONAL SCHOOL

Students in vocational schools in Macedonia are less motivated and both enter and finish with ever decreasing knowledge. Teachers are still keeping to conventional ways of teaching. How to improve this situation? Is it possible that a Moodle eLearning environment will do this? Тhe project, by itself, will lead to easier communication between students and teachers, 24-hour support for the students learning needs, modern e-learning and improvement of the teachers Information and Communication Technology (ICT) competences. With implementation of this educational plan, both teachers and students will increase their use of ICT (e-tests and quizzes, online teaching, preparation of electronic multimedia lectures) and improvement of the group and team work among teachers and students as well. In surveys, teachers and students confirmed that they want to be trained to begin to use the eLearning environment, and underwent training. Also, video tutorials are prepared for that purpose. The results can be seen through observations and interviews in which students are asked if this project started to improve their knowledge skills and whether teachers have started to prepared electronic resources and activities for them. Key words: eLearning, ICT, moodle, teachers, school, students, surveys, vocational.

Using Texas Instruments Emulators as Teaching Tools in Quantitative Chemical Analysis

This technology report alerts upper-division undergraduate chemistry faculty and lecturers to the use of Texas Instruments emulators as virtual graphing calculators. These may be used in multimedia lectures to instruct students on the use of their graphing calculators to obtain solutions to complex chemical problems.

Delivery of Content for an Online Graduate Course on “The Management of Innovation for Engineers”

This paper will discuss the pedagogical impact and elaborate on the development and implementation of the first online graduate course at the Faculty of Applied Science and Engineering at the University of Toronto. The graduate course entitled "Management of Innovation in Engineering" (APS 1012H) provides students with the core concepts of innovation including; types of innovation, innovation diffusion, strategic and systems thinking, transformational change management, innovative enterprise design & development, and sustaining a culture of innovation. The key course objectives are to expose engineers to real world strategic management challenges and facilitate them to think and write critically through experiential learning. This seminar style course was considered an ideal candidate for the initial pilot for the Faculty online delivery initiative. Both the course content and the course delivery methods were new initiatives at the university. This course incorporates both academic readings to provide the broad theory of innovation and in depth lectures and discussions based on the instructors many years of hands on practical experience in innovation in a variety of industry sectors. A team-based approach was taken to produce final project reports on a variety of topical innovation subjects. The development of a 100% online delivery was an iterative process spanning three academic terms. The course was first delivered to 100% in class students in the winter term 2010. In the fall term 2010 a hybrid approach was adopted were the course was delivered simultaneously to both in class and online students. The content from the inclass lectures was captured during live lectures using a sophisticated multimedia lecture capture system and delivered asynchronously to the online students. Great effort was made to ensure, the course objectives, content, evaluation, assessment, and academic rigour was equivalent for both sections. This first iteration provided valuable insight and revealed complexities of the online delivery specific to the course syllabus. The lessons learned were then used to refine and improve the online delivery and successfully teach a 100% online Engineering graduate course for the winter 2011 term. In summary, the challenge was to teach the management of innovation using a new innovative teaching process while maintaining the experiential learning objectives in a virtual environment.

Multimedia approach in teaching mathematics – example of lesson about the definite integral application for determining an area

This article presents the importance of using multimedia in the math classes by an example of multimedia lesson about definite integral and the results of the research carried out among the students of the first years of faculty, divided into two groups of 25. One group had the traditional lecture about the definite integral, while the other one had the multimedia method. The main information source in multimedia lectures was the software created in Macromedia Flash, with definitions, theorems, examples, tasks as well as in traditional lectures but with emphasized visualization possibilities, animations, illustrations, etc. Both groups were tested after the lectures. Students from the multimedia group showed better theoretical, practical and visual knowledge. Besides that, survey carried out at the end of this research clearly showed that students from multimedia group were highly interested in this way of learning.

Study of professional nursing training in promoting nurses' humanistic quality

Objective To integrate nurses' humanistic quality into professional nursing training, in order to improve humanistic quality and nursing quality. Methods Nurses with working years within 6 years in our hospital were chosen from May, 2009 to May, 2010. And through non-professional reading, specified materials reading, multimedia lectures, particularly the refining and essence of reading reports, humanities knowledge and humanistic care consciousness was melted into personal morality, words, deeds and cultivation. Investigation about satisfaction degree was carried out among patients before and after the training. Results Satisfaction degree of patients increased after training, so did the satisfaction degree of nurses to reading reports. Conclusions To integrate nurses' humanistic quality into professional nursing training can improve humanistic quality of nurses and nursing quality. Nurses' professional image will be increasingly standard, overall quality and service quality can be improved, and thought of dedicated service for patients will be consolidated. Key words: Nursing management; Professional training; Reading report; Humanity

A model of expanding HIV/AIDS education in Chinese rural areas

The aim of the present study is to explore an effective model of HIV/AIDS health education for a rural Chinese population. Students in two middle schools were given HIV/AIDS health education. The education in Tiechang town was carried out in the form of delivering multimedia lectures, video tapes and brochures, while in Daping town brochures were distributed to students. After receiving health education, each student extended the health education to three peasants who were their relatives or neighbours. After the education was provided, the test scores of AIDS knowledge increased significantly in the students of Tiechang town (0.50 baseline, 0.69 post-test1, 0.68 post-test2). For the expansion subjects, the scores increased significantly (0.56 baseline versus 0.74 post-test) in the Tiechang group, and also increased mildly (0.52 baseline versus 0.59 post-test) in the Daping group. Empowering secondary school students to teach others about AIDS was a highly effective model for spreading AIDS prevention knowledge among the rural Chinese population.

Experience of Using Multimedia in Teaching Engineering Disciplines

The article is focused on the problem of using multimedia technology in teaching of engineering disciplines. The authors analyze main aspects of using multimedia lectures in combination with new methods of teaching.

The construction and carrying out the course of Principles and Methods in Patient Education in undergraduate nursing program

Objective This article aimed at exploring the way to construct and carry out the courseof Principles and Methods in Patient Education. Methods The designation of content were based on the eourse objectives and extensive reading of literatures, multi-methods were used in the instructional activi-ties in order to foster students' practical skills. Results After 3 years teaching, a set of methods of case analysis, field study, multimedia lecture combined with instructional development and clinical practice pro-jeer to implement clinical teaching and comprehensive evaluation were utilized. Conclusions The course reform of Principles and Methods in Patient Education achieves preliminary success, the response from teachers and students are positive. Key words: Patient education; Course construction; Reform in education

ИНТЕГРАЦИЯ ЕСТЕСТВЕННОНАУЧНОГО ОБРАЗОВАНИЯ В СИСТЕМЕ «ШКОЛА – ВУЗ»

In this article, the experience of the creation and examination of the continuous natural science educational system “secondary school – high educational establishment” at the Tver State Technical University and the municipal educational establishment “Secondary school No. 45 of Tver” was discussed. The basic forms of such collaboration were considered, and its concrete examples were given. It is shown that the correct organization of the integration process promotes improvement of the quality of education and the perfection of the educational and scientific processes both at the school and in the university. An approbation of the idea of development of the senior profile school as one of the segments of the regional scientifically-educational complex and its transformation into the professional senior school was put in the basis of the system of continuous natural science education. Sharing of the material resources of school and university has brought the essential contribution to the development of the educational process, has enriched it with the variety of new possibilities. In particular, the integrated approach to the application of modern software and hardware has allowed creating the uniform multimedia lecture&laboratory complex using the majority of modern educational technologies. The successful example of the integration of natural science education in the system “secondary school – university” was realization of the joint project of Tver State Technical University and secondary school no. 45. This project was devoted to the working out and application of new educational technologies and models of continuous natural science education on the basis of use of the modern educational equipment for studying of nanotechnology and nanomaterials (in addition to the existing sections of the school pro-gram on physics, chemistry and biology). Being unique in Tver region, this laboratory is working now both for schoolboys and for students. It is found that performance of this project not only promoted the equip-ment development of the educational process but also has led to the essential updating and perfection of its methodical part and content. Key words: Integration, secondary school, high educational establishment, natural science education.

University of Michigan lecture archiving and related activities of the U-M ATLAS Collaboratory Project

Large scientific collaborations as well as universities have a growing need for multimedia archiving of meetings and courses. Collaborations need to disseminate training and news to their wide-ranging members, and universities seek to provide their students with more useful studying tools. The University of Michigan ATLAS Collaboratory Project has been involved in the recording and archiving of multimedia lectures since 1999. Our software and hardware architecture has been used to record events for CERN, ATLAS, many units inside the University of Michigan, Fermilab, the American Physical Society and the International Conference on Systems Biology at Harvard. Until 2006 our group functioned primarily as a tiny research/development team with special commitments to the archiving of certain ATLAS events. In 2006 we formed the MScribe project, using a larger scale, and highly automated recording system to record and archive eight University courses in a wide array of subjects. Several robotic carts are wheeled around campus by unskilled student helpers to automatically capture and post to the Web audio, video, slides and chalkboard images. The advances the MScribe project has made in automation of these processes, including a robotic camera operator and automated video processing, are now being used to record ATLAS Collaboration events, making them available more quickly than before and enabling the recording of more events.

An Interdisciplinary Online Course in Health Care Informatics

To design an interdisciplinary course in health care informatics that enables students to: (1) understand how to incorporate technology into the provision of safe, effective and evidence-based health care; (2) make decisions about the value and ethical application of specific technologies; and (3) appreciate the perspectives and roles of patients and providers when using technology in care. An online, interdisciplinary elective course using a distributive learning model was created. Standard courseware was used to manage teaching and to facilitate student/instructor interactions. Interactive, multimedia lectures were developed using Internet communication software. Upon completion of the course, students demonstrated competency in identifying, analyzing, and applying informatics appropriately in diverse health settings. Online education using multimedia software technology is effective in teaching students about health informatics and providing an innovative opportunity for interdisciplinary learning. In light of the growing need for efficient health care informatics training, additional study of this methodology is warranted.

Promoting academic writing/referencing skills: Outcome of an undergraduate e‐learning pilot project

AbstractFuture health care professionals will require self‐directed learning skills. e‐Learning is a tool to assist in this process and therefore there is a need to develop the capacity and readiness to utilise e‐learning within educational programmes. The aim of this study was to determine if extra‐curricular online referencing and anti‐plagiarism lectures would be utilised and would ultimately improve 1st‐year undergraduate health sciences students’ performance in written assessments. A series of six online archived multimedia lectures (asynchronous) were offered. Adult learning theory principles guided the resource design. Pre‐ and post‐testing of knowledge, attitudes and computer skills was carried out. In‐person tutorials and online email support were also offered. Less than 36% (self‐report) of students accessed the online resources. The poor uptake revealed in this study is consistent with a number of other studies. These findings indicate the need for more careful scrutiny of the learning theory applied in e‐learning design. Prochaska's transtheoretical model is suggested as a framework with strong potential for e‐learning initiatives.

Web-based synchronized multimedia lecture system design for teaching/learning Chinese as second language

In the past decade, the use of computer technology for language instruction has expanded rapidly. In Taiwan, overseas students whose native languages are not Chinese mostly get trouble in learning and communicating particularly during the first year of their study. To overcome their language barrier in National Chi Nan University (NCNU), a Web-based Chinese classroom ( http://chinese.csie.ncnu.edu.tw) exploiting advanced Web and multimedia technologies has been initiated since 2002. This paper presents the core developments of the Web-based Synchronized Multimedia Lecture (WSML) system for fulfilling language learning requirements on listening, speaking, reading and writing. It facilitates students in Chinese comprehension self-learning on the Web and can easily be customized for different foreign language learning. Technical issues are addressed from two perspectives to meet the pedagogical approaches of teaching and learning foreign languages: (1) the synchronized multimedia tutoring and the exercise practice functions for students, and (2) the multimedia lecture authoring and the exercise management tools for teachers.

Exploring Multimedia Correlation and Synchronization for Web-Based Language Learning

Incorporating multimedia into Web documents is a direct and efficient means of conveying knowledge and is exemplified by the Web-based synchronized multimedia lecture project, which is designed for English and Chinese language self-learning. The project captures content from instructors' lectures - and, if appropriate, daily news broadcasts - then correlates and transforms it into an integrated Web presentation available anytime, anywhere for self-learning

Teaching with Multimedia: Do Bells and Whistles Help Students Learn?

ABSTRACT This study compared 30 undergraduate social work and speech language pathology students' recall of material presented through multimedia versus traditional lecture. Advanced multimedia included audio, video, animation, graphics, text, and special effects. Traditional lecture included a text display in the form of PowerPoint bullets only. Both conditions presented material on the brain and the ear. Quantitative and qualitative results indicated that multimedia presentations had a positive effect on learning. Similar findings were obtained during a follow-up study three weeks later.

E-Learning and Development of New Courses and Scientific Work in the Field of Pharmaceutical Technology

Since 2001, the Institute of Pharmaceutical Technology (IPT) at the University of Basel and the Mendeleyev University of Chemical Technology of Russia (MUCTR) have established an institutional partnership (IP), which is supported by the Swiss National Science Foundation (SNF) in the framework of the SCOPES (Scientific Cooperation between Eastern Europe and Switzerland) project. The results of this collaboration are the new teaching technologies that were introduced at the MUCTR and the IPT. The former include multimedia lectures in pharmaceutical technology, which are held in parallel at University of Basel and MUCTR, and the educational web-portal 'Pharmacy online', which was awarded a medal at the 4th Moscow International Salon of Innovations. The multimedia lectures are popular with and helpful for MUCTR students, because they can compensate to a certain extent the lack of equipment at the MUCTR. However, multimedia lectures can never replace hands-on training and therefore the continuation of the collaboration is ongoing. In this respect SNF decided in 2005 to give continuous support for this cooperation through the grant entitled 'New Concepts in Training Industrial Pharmacists and Pharmaceutical Engineers to Be Developed and Implemented at the Russian-Swiss Scientific and Education Centre in MUCTR'. This centre was established as a result of the previous grant. The development and implementation of a unique and innovative learning concept on the basis of the Russian-Swiss scientific and educational centre involving the Russian pharmaceutical and biotechnological industry, is an ongoing activity.

Plants, Pathogens, and People: Extending the Classroom to the Web

Plants, Pathogens, and People is a Web site promoting agricultural awareness via multimedia lectures about plant diseases and online lab activities in which students investigate phenomena. The use of the site in large-enrollment classes for 6-plus years affords a well-documented case of Web-enhanced instruction. Qualitative and quantitative data on student perceptions of the site, their learning, and the relation of the Web site to the course as a whole provide insights into both the benefits and the challenges of Web-based teaching and learning. Students rate the site as an enhancement to their learning, but there are differential responses to various components of the site, which provide a fuller picture of how students see Web-based learning relating to their overall educational experience.