Multimedia as a Useful tool in Education - Coursework Example

MULTIMEDIA Multimedia is becoming a useful tool in education today. This essay explores its impact on teachers and in terms of the teachingand learning process. Henry the Eight’s Six Wives project discussing the limitations and creative possibilities of multimedia use shall be reflected on in this essay. Multimedia is described as essentially a presentation and communication tool (Lachs, 2000). Von Wodtke (1993) had the same conceptualization of multimedia, however, it adds that it involves the integration of various media such as sound, text and graphics into one presentation output on a computer system. Multimedia is a word mostly used to refer to DVD’s CD Roms or even magazines including text and pictures. Multimedia serves a variety of purposes including information and entertainment. Using it as an educational tool, it is effective in communicating difficult and abstract concepts to students since it facilitates the learning process (Lachs, 2000). An example is a science video of a water cycle where one sees each process while listening to a voice over. Compared to plainly reading about it in a science book, the multi-sensory multimedia material catches the attention of the learner more and addresses all linguistic and learning challenges. According to Janssen (1989), “multimedia presentations attract and sustain students’ interests because of the multi sensory nature.” In contrast to a text which is linear where the author has already organized the direction of learning, multimedia is non-linear due to hypermedia1 links. This means there are multiple pages that are accessible through interaction with objects on a main screen. It provides students with learning autonomy and they control the contents, sequence and frequency of interactions with the links. In doing so, learning is personal and meaningful. This agrees with the findings of Warschauer (2006) which concluded that the use of multimedia increased student motivation, writing competency, and development of critical thinking skills. In the behaviourist tradition, multimedia is a tool that shapes student learning (Bruner, 1966). Seymour Papert claims that when children use computers for learning activities, it enhances their creativity. Learning is achieved through experimentation practice and exposure to the real world –all elements provided by computer use. Children have access to a wide range of educational software and talking books. These talking books encourage children’s emergent literacy and numeracy skills while allowing them to explore and develop communication skills in an environment they can control. Interactive books such as “The Cat in The Hat” provides high quality text to speech feedback that improves early reading and writing in children, specifically those with English as an additional language (EAL). This is because stories may be read in dual languages. The voice over promotes interactivity. Thus, the use of electronic media such as digital books makes language learning experiences more enjoyable and engaging for young children (Edwards et al, 2002). According to constructivist theories, learning is a social construction of knowledge with language at is core (Vygotsky and Piaget 2). Children use language as a tool for thinking as they work when they engage in social interactions (Vygotsky, 1978). Meaning is constructed through assimilation and accommodation of knowledge and experiences they gain every day. Learning becomes meaningful with experience. The role of the teacher has likewise changed in constructivist classrooms. Rather than just delivering information, she has moved from being in the center stage to a frame worker who designs the children’s learning, scaffolding and managing learning environments (Riddle, 2010). These environments are stimulating and challenging enough to link the students’ new learning to everyday practices. The use of multimedia helps teachers in engaging their students in the meaning-making process that allows for reflection (O’Neil, 1998). The instant feedback students receive from the software they use helps raise their efficacy. With numeracy, feedback comes in the number of correct responses they make. Even the method of assessment changes when multimedia projects are used. The rote learning derived from traditional methods is supplemented by alternative methods such as the use of portfolios, oral presentations, self-assessment and peer evaluation: through critique given during viewing of multimedia projects. Multimedia learning gives a more complete picture of the achievements of a student and helps teachers and students in monitoring and improving learning (Simskins, 2002). Collaboration among children working in mixed groups is heightened when they engage in multimedia projects. They learn to communicate effectively, share their ideas, experiences and useful information they may have with each other. Further, they get to use their technical and cognitive skills as they solve problems, analyze, exchange information and develop ideas together. The National Curriculum sets out three principles of inclusion crucial to developing a more comprehensive curriculum. These principles are setting suitable learning challenges, responding to pupils diverse learning needs and overcoming potential barriers to learning and assessment for individuals and groups of pupils. Building and sustaining social and emotional relationships among peers entails communication that fosters inclusion in the classroom. “Embedding the concept of progression in personalized learning means instilling in all pupils the belief that they can succeed, through identifying achievable but challenging steps towards a clear, shared goal” (DFES, 2006, p. 37). This view supports students with special education needs (SEN). Being part of a group can boost a student’s self esteem and sense of self efficacy. When they as a group, use computers, it improves their concentration leading to a higher work quality. This provides them with a greater sense of satisfaction (Lachs, 2000). The creative process involved in the use of multimedia involves planning, designing and research. This gives the work more meaning and for teachers and students and a feeling of ownership of their work. (Druin and Solomon, 1996; Marcus, 1993; Monteith, 1993)3. Multimedia allows for the use of video clips, recordings and other media, on top of written data, notes and pictures gathered by students. This removes barriers to learning and creativity (Simkins et al, 2000). When students are given liberty to make connections between ideas and decide on information to be used, linked and structured in their projects, it gives them authorship (Wisnudel 1994, cited by Lachs 2000). Multimedia does that. It gives opportunities to work with technology while engaging in challenging activities. An example of a multimedia presentation within a working curriculum is as follows. Teaching young children about healthy balanced diet food needs to consider their ability and desire to understand the concept (Lafer, 1996)4. One needs to think of strategies to amuse, please, educate, stimulate and reward them (Williams, 1998). The objective is for the pupils to know about healthy diets and food values, so the children were introduced to various nutrients constituting a balanced diet. A multimedia presentation was used for this to capture the children’s interest and attention and to direct them to the activity/ task which was to plan their individual menu. Such an activity links to the statutory framework for the early foundation stage (2008) in the area of science in the national curriculum. The curriculum states that pupils should know about their need for food for activity and growth, and about the importance of an adequate and varied diet for health (1995:85). In the multimedia presentation, the title slide already gives students autonomy and interactivity being able to access information in a non-linear manner. The following slides require student participation that they can control. Squires (1996) contends that it is instrumental in determining their awareness, confidence and progress of their learning. The Annotated text5 was used throughout, accompanying pictures and animation that focus the audience away from reading the text without hindering learning and enjoyment. Cross curricular links with literacy were incorporated with activities allowing students to connect on the internet and interact with Tudor society as well as a video reinforcing the content of healthy diet food . The presentation lends itself to assessing students learning in the form each step. Students get instant feedback closely following the event as it commends them while they move to the next step. Challenges during the authoring process were overwhelming. The author’s lack of technical skills took time in the trial and error attempts to draw animation as linking the individual parts into one picture. The software was designed in such a way that one is unable to copy, paste, drag and drop drawings without grouping individual parts together. This was learned by the author in the process. On hindsight, these limitations gave rise to the author’s creativity as the animations were original drawings. The features of the presentation were customized using a combination of digital pictures, voice recording and internet downloads. This project would benefit a whole class with the students working in cooperative groups. It offers potentials to extend their learning beyond the scope of the unit on Healthy diet foods. With schools having limited access to computers and information and communication technology (ICT), learning objectives may be met with alternative resources such as books or field trips. The students may engage in speaking and listening activities in the form of role playing which is recorded and incorporated into the final multimedia project. This is in line with the principles of Excellence and Enjoyment (2003). Practical experiences such as cooking Tudor foods and hosting a banquet will engage students’ interest while making cross curricular links to the core subjects, art, music and design and technology in the form of pictures, collages and costumes. The various groups then gather their information together to create one class project. To sum it up, multimedia activities go a long way in the teaching learning process. It encourages collaborative work, expression of ideas, solving problems, revision of one’s work and constructing new knowledge, and gaining of various skills. Incorporating multimedia in the curriculum encourages students to express their learning in various forms that reveal their strengths and interests. Participation in multimedia activities offers opportunities for students to learn real-world skills and values such as teamwork, communication with different audiences, presentation of information in compelling ways and techniques for critiquing and analyzing their own work and that of their peers. The importance of research, planning and organization skills becomes highly appreciated as these empower them to express their ideas in creative ways. Constraints that present themselves during multimedia use include lack of technological resources, skills of both teacher and students, and time needed to plan, design, develop and evaluate the activities. However, it is realized that the integration of multimedia projects transforms roles of teachers and students into constructivist ones giving students the autonomy to pace their own learning. This leads to increased motivation and self-esteem and an overall feeling of self-fulfillment. Multimedia authoring puts the power of the computer into the hands of children. This ensures that interaction takes place and therefore, enhances learning and fosters social bonds (O’Neil, 1998). Read More