MMP3013

MULTIMEDIA IN
EDUCATION

Chapter 2

Multimedia Application
Development

Topic Outline
Multimedia Stage Project
What you need in Multimedia
Structure of Multimedia courseware.
Multimedia Courseware/Application
Framework
Learning Principles
Phases of Instruction
How Technology Motivate students

Multimedia Stage Project

Planning : Plan your Project

Costing : Calculate the cost
Designing : Design the interface and content
Production : Produce the product
Testing : Test the product
Delivery : Package and deliver
This will be discuss further in different
notes.

What You Need in Multimedia

Hardware :
PC, Laptop, TV, Cinema, Mobile, Handheld
Software:
Production Tool : Text, images, sounds and
video
Authoring Tool : Integrate all media
Creativity :
What work and what doesnt work
Creative thinking & ideas.

Structure of Multimedia Courseware

Multimedia Courseware Development

Framework

Proposed
by Syed
Akhter
Hossain &
Lutfar
Rahman,
in working
paper
series no
01/2007

Training Multimedia Courseware

Development Guide, Department
of the Army Headquarters, United
States Army

Learning is transmitted
knowledge
Directed Teaching,
systematic & structured
Students pass the same
test
Inquiry approaches slow
to be practical

Knowledge is constructed
not transmitted
Students choose activities
to generate knowledge
Students show what they
have learned in different
way.
Directed instruction is
teacher centred, hands-on
instruction is student
centred.

CONSTRUCTIVISM

OBJECTIVISM

Learning Principles

Learning Principles

Directed
Teaching,
systematic
& structured

Learning is
transmitted
knowledge

Students
pass the
same test

OBJECTIVISM

Students show
what they have
learned in
different way.

Knowledge is
constructed not
transmitted

Directed
instruction is
teacher centred,
hands-on
instruction is
student centred.

CONSTRUCTIVISM

OBJECTIVISM

Behaviorist
Information- Processing
Cognitive-Behavioral
Systems Approaches

Objectivism Learning Theories

Behaviorist:
Learning is inferred
from behavior
Stimulus-response
connections shape
behaviors
Reinforcement
strengthens responses
Chains of behaviors

Educational Implications
Instruction must provide
the right stimuli and
reinforcement to achieve
desired learned responses.

Technology Implications
Computer programs can
provide consistent, reliable
stimuli and reinforcement
on an individual basis.

Objectivism Learning Theories

InformationProcessing:
Learning is encoding
information into
memory
Encoding begins with
attention
Application ensures
transfer into memory
Practice reinforces
retention and aids recall

Educational Implications
Instruction provide the right
kinds of application, and
provide sufficient practice to
ensure encoding, retention
and recall.

Technology Implications
Computer applications have
qualities to attract students
attention and provide
repetitive application and
practise on an individual
basis.

Objectivism Learning Theories

Cognitive-Behavioral
Learning is shaped by
a sequence of
instructional events
appropriate for the
type of learning
Learning is a building
process; learners must
have prerequisite skills
for each new skill

Educational Implications
Instructional activities must
provide events to support the
type of learning; students
must demonstrate they have
learned prerequisite skills.

Technology Implications
Computer can give fast ,
accurate information on
students skill levels and
provide consistent sequences
of activities to fulfill instruction
events.

Objectivism Learning Theories

Systems
Approaches
Learning is most
efficient when supported
by a well-designed
system of instruction
A complete learning
system contains
objectives, learning
activities and
assessments

Educational Implications
Instructional must be structured
and sequential, and students
must be continually monitored
as they progress through the
instructional system.

Technology Implications
Computer application can
provide a sequence of
information, practice, and
assessments, and can give fast
, accurate information on each
students progress.

CONTRUCTIVISM

Social Activism
Scaffolding
Child Development
Discovery Learning
Multiple Intelligence

Constructivist Learning Theories

Social Activism
Learning requires social
interaction among
students on problems
and issues of direct
concern to them.
Educational Implications
Instruction should stress
collaborative activities
and real-world
connections

Technology
Implications :
Technology supports
opportunities for
collaboration; visual
presentations help
students connect
abstract concepts with
real-world applications

Constructivist Learning Theories

Scaffolding
Learning work best when
students get assistance
from experts to build on
what they know.
Educational Implications
Instruction should be
tailored to each students
individual needs and
preferences

Technology
Implications :
Technology can supply
electronics
manipulative that
supports exploration
activities for various
stages of development

Constructivist Learning Theories

Child Development
Learning abilities
differ at each
developmental stage
Children progress
through the stages
through exploration
of their environment.

Educational Implications
Instruction must allow for
different ways of learning and
showing competence in the
same topics and materials

Technology Implications :
Technology supports many
channels for learning the
same content; students can
demonstrate learning by
doing different roles in a
group technology projects.

Constructivist Learning Theories

Discovery
Learning
Children understand
and remember
concepts better
when they discover
the concepts
themselves through
exploration

Multiple
Intelligence
Learning can occur
in many levels and
be demonstrated in
different ways,
depending on a
students preferred
mode of
intelligence.

Phases of Instruction
Instruction is the creation and use of
environments in which learning is facilitated
4 activities or phases of instruction (based on
research by Rosenshine & Stevens,1986 on
successful classroom instruction) :
Presenting information
Guiding the learner
Practicing
Assessing learner

Presenting Information
Instructor or media centered.
Verbal/pictoral information: Present rules
and examples, show pictures, provide
nonverbal information
Teach skills : Perform the skills and
learners imitate them.
Present thru examples: Need more than
one to master the skills or knowledge.

Guiding the Learner

Interactive and includes learner & medium
Instructor ask questions and learner
answer; if answer incorrectly, instructor tell
the correction answer or ask more
questions to guide learner.
Learners apply new knowledge, instructor
guiding and correcting, learner respond
further.

Practice
Learner centered.
Practice not only enhance speed and
fluency but also retention.
Learners are able to perform quickly or
fluently under condition of distraction with
few or no errors.
Fluent in skill not just doing it quickly but
also doing it without thinking about it.

Assessing Learning
Learning should be assess thru tests or
rubrics.
Provide information about
level of learning,
the quality of teaching,
future instruction needs.

How Technology Motivate students

Gaining their attention
Supporting manual operation during
learning
Motivated to learn complex skills

Illustrating real-world relevance thru highly

visual presentations
High level learning related to real-life
application

How Technology Motivate students

Engaging them thru production work
Creating task using word-processed,
hypermedia, technology related produce
higher engagement in learning and greater
sense of pride in achievement

Connecting them with audiences for their

writing.
More motivated to write or best production
work and publish it on web.

Work in Class
Choose 1 topic
Identify the learning objective
Decide what type of learning principles will
be used.
Why?
Suggest application or learning tool that
will be used in class.
Do the mind map.

Conclusion
What could we conclude in this
lesson?
What had we learn?
Why must we know about
learning approach in developing
multimedia application?