Educational Multimedia Resources Research Articles

Educational Multimedia-Resources in Education

Educational multimedia resources are included in the learning process as a "support" means. In this case, information resources serve as a means of intensifying the training process, individualization of learning and partial automation of routine work of the teacher related to the integration, monitoring and evaluation of students' knowledge.Relevance The article discusses the fundamental changes occurring in all spheres of society in connection with the introduction of information and communication technologies (ICT), not only open up broad opportunities for the development and information support of the individual, but also pose new challenges for the education system [1]. In the most general form, these tasks are aimed at the formation of the individual’s readiness for life and professional activity in the information society. Thus, the modern social order requires the improvement of professional training of specialists owning information and communication technologies, including multimedia technologies.Methods The use of multimedia tools to control knowledge. Such tools can be used both for intermediate knowledge testing (within the study of one topic of the course of database fundamentals), and for the final knowledge test (after studying a section or course). As a rule, students have a positive attitude towards tests submitted using a computer, and in determining the results there are no problems with biased (formal) grading. Such tests depending on the level of complexity, the number of questions and other parameters can be used at any stage of the study of the discipline.Results Students may encounter some difficulties caused by lack of experience with the test form of control. Testing requires students not only knowledge of a certain educational material, but also the ability to work with it, i.e. understand the specifics of the test tasks. To do this, apply in the classroom interactive tests. The Internet is also used to solve tests in on-line mode.Organized in the classroom and after school hours, working with interactive tests forms the students' core information competencies, and for many they are the ones that are most relevant today and will be needed in the future. Discussion The authors of the article describe the introduction of multimedia resources, their presentation as a complex process leading to changes in the content of education, revision of the methods and forms of organization of the educational process, the construction of holistic courses based on the use of meaningful content of information sources in individual disciplines. Conclusion It is important to note that in most universities of the Republic of Kazakhstan teachers and students are not developers of multimedia resources used in education. Most often, teachers and trainees act as users of such tools. However, practice shows that every year an increasing number of teachers can not stay away from the development of simple, but electronic means of teaching. In this regard, it is advisable for a modern teacher to have an idea of how to develop high-quality multimedia resources, and about hardware and software — tools for creating computer-based learning tools.

El diseño universal en la interfaz gráfica de multimedia educativo

El presente ensayo expone la aplicación del diseño universal en la interfaz gráfica del multimedia educativo elaborado bajo el concepto de Laboratorio virtual, proyecto de investigación que forma parte del Acuerdo de Mejoramiento Institucional (AMI) de la Universidad Estatal a Distancia (UNED) de Costa Rica. Para ello, se presentan referentes teóricos para su fundamentación, los cuales contribuyen con una reflexión acerca de la temática a partir de la experiencia del Programa de Producción Electrónica Multimedial (PEM) en esta área, como parte de una revisión de sus procesos productivos y oferta de este tipo de materiales. El diseño de la interfaz gráfica implica, por ende, valorar la necesidad del diseño universal aplicado a la elaboración de materiales didácticos, con especial énfasis en aquellos con salida digital, ya que por su naturaleza involucran la elaboración de entornos gráficos que deben ser accesibles, por lo tanto, la UNED debe considerar a través de la Dirección de Producción de Materiales Didácticos (DPMD) y sus diferentes instancias, propuestas como esta, que evidencian el esfuerzo y compromiso por incorporar nuevas metodologías de diseño que contribuyan al mejoramiento de la accesibilidad y la inclusión de sus materiales orientados a educación a distancia.

Presentation design for “conceptual model” learning objects

AbstractThis paper discusses a set of recommendations for the presentation design of “conceptual model” learning objects. A conceptual model is a learning object designed to support conceptual learning. Often, it is interactive and multimodal and allows a learner to examine and interrogate displayed content. Presentation design is concerned primarily with the arrangement of content and screen design features that are optimized for educational purpose. The paper presents the following set of recommendations for presentation design: present information visually, design for interaction, design a holistic scenario, design for a single screen, design for small space, use audio and video only if they are the only option, use color in moderation, avoid unnecessary decorative elements, design with a single font, and use frames to logically divide the screen area. The recommendations were explicated from a study that involved a review of a collection of conceptual models by a team of five independent reviewers. These recommendations should prove useful to designers of educational multimedia resources.

Issues of Designing Educational Multimedia Metadata Set Based on Educational Features and Needs

The sharable and reusable multimedia learning objects are very important to avoid repeated efforts among users. LOM-like standards have been widely used to support resource managements and applications. This paper describes the differences between LOM-like standards and educational needs of multimedia learning objects. We classify multimedia learning object types based on educational features and needs, and explain the differences between multimedia and single media learning objects. Existing LOM-like standards lack educational feature descriptions about educational needs, are not easy to retrieve middle-level (e.g., abstract) and high-level (e.g., pedagogy and context) semantics from multimedia learning objects. In order to make existing LOM-like standards and technologies really benefit the teachers, this paper summarizes the issues of designing metadata content structure for storing educational multimedia resources.

Defining the design parameters of a teacher training course on the incorporation of ICT into teaching practices

Bearing in mind the widespread use of multimedia resources in education, mainly due to the wide range of possibilities available on the Internet, teacher training must propel quality use of technology and foster updated knowledge and skills related to the Web 2.0, video production and publication, blog construction, wiki-based collaboration, selection of multimedia resources and many others. In order to contribute towards the debate on initial and continuous teacher training in the use of Information and Communication Technologies (ICT) in the classroom, this paper discusses how the use of videos in teaching practices can contribute to improve learning. After presenting an experience dealing with a real training course for teachers, the text will define the design parameters of this kind of courses aimed at incorporating ICT into the teaching practices, with a special focus on the creation and use of audiovisual resources. The authors present a method in an attempt to categorise the abilities and resources provided by media and the way in which they convey information. They also include some conclusions dealing with the implementation of these resources in today's education systems.

Learning human biology: Student views on the usefulness of IT materials in an integrated curriculum

<span>Given the significant investment by tertiary institutions in the design and creation of computer based teaching and learning resources, it is important to continually evaluate outcomes from their implementation. Within this context, this study reports on the use and perceived usefulness of educational multimedia resources and communications technologies within a single course in a first year biology program. Using an action research model as the basis for the evaluation, data of expected and actual use and usefulness of the resources were collected from students using surveys and focus groups. While the majority of students indicated the multimedia resources were useful for learning activities through providing off campus access to supplementary and relevant materials, others did not find the resources useful, and some did not use them at all. In addition, the use of communications technologies was greatest for social interactions rather than course specific activities. Use was not a function of students' access to computers or the Internet. These findings highlight that online resources will not necessarily generate value added learning for all learners, and that programs will need to offer a variety of learning resources that target different learning styles and enable a mix of off campus and on campus opportunities. Other important factors also emerged from the study, in particular the barriers that learners encounter when working with computers and the integration of these resources into the teaching curriculum. In addition, the study highlighted the value of action research as a means of conducting evaluations of computer based learning resources.</span>

Principles for the selection and integration of educational multimedia materials

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