Multimedia eLearning: achievements and challenges

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Multimedia eLearning achievements and challenges
Tom Boyle London Metropolitan University Multi
media Workshop July 1, 03
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In the beginning ...
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How can we develop high quality multimedia
learning environments?
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?
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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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Pedagogy
Tools and materials
Multimedia learning
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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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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 learning
• A tale of two multimedias
• multiplayer networked games

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The C in ICT
VIDEO
Text confer- encing
Video controls
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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?

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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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Critical mass
A national repository of high quality learning
objects?
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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