Interactives In E Learning

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Presentation on the use of interactive media in e-learning

Presentation on the use of interactive media in e-learning

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  • 1. Interactives in e-Learning Christine Crawford EFT 509
  • 2. Personal Meaning
    • The UND Online Team
    • Creating interactives – are they worth our time??
    • Look to the research to find the answer
  • 3. Definition of “interactive”
    • An interactive is NOT a movie
    • An interactive is a multimedia “object” which allows the learner to act upon the object and cause something to happen within the content.
    • Interactives contain images, sound, text, graphics, and provide learner control.
  • 4. What makes an interactive effective?
    • Little research has been done on this, but some has been done on what is effective for e-learning and what makes games and simulations effective so we try to extrapolate that information to apply it to interactives.
  • 5. Principles of e-Learning Clark and Mayer
    • from e-Learning and the Science of Instruction
    • Use words and graphics rather than words alone.
    • Place corresponding words and graphics near each other.
    • Present words as audio narration rather than onscreen text.
    • Presenting words in both text and audio narration can hurt learning.
    • Adding interesting material can hurt learning.
    • Use conversational style and virtual coaches.
    • Use practice with feedback interspersed throughout the lesson and teach learners to self-question.
  • 6. Examples of interactives
    • Mus100 L1: The Concept of Musical Space
    • Coal Ash in the Classroom: L4
    • Coal Ash in the Classroom: L7
    • http://library.nyu.edu:8000/research/tutorials/boolean/tutorial.html
  • 7. Mayer Article
    • Mayer, R.E., Dow, G.T., and Mayer, S. (2003) Multimedia learning in an interactive self-explaining environment: what works in the design of agent-based microworlds? Journal of Educational Psychology. Vol 95. No. 4. 806-813.
    • To test the Modality Principle – present words as audio narration rather than onscreen text for interactive media and the proposed Interactivity Principle – multimedia instruction is more effective when learners have control of the pace using interactive components.
    • Compares the results of a near transfer test for learners using a pedagogical agent and learners using text when studying an electric motor in an interactive environment.
    • Conducted 4 experiments using between 37 and 52 students at the Univ of Cali, Santa Barbara
    • The results of the transfer test bore out as predicted and supported the principles.
  • 8. Markey Article #1
    • Markey, K. (2003). Interactive Multimedia for Library-User Education. portal: Libraries & the Academy. Vol. 3 Issue 4, p601-613.
    • Description of Flash and it’s uses
    • Cites old research as recording “dismal results” when comparing interactive and traditional methods. (1988 – 1999)
    • Uses those results as a reason NOT to repeat the comparison in her study
  • 9. Markey Article #2
    • Markey, K., et al. (2005). Testing the Effectiveness of Interactive Multimedia for Library-User Education. portal: Libraries & the Academy. Vol. 5 Issue 4, p527-544.
    • Four university library systems
    • Three Web-based multimedia “shows”
    • 30 subjects per show, voluntary, paid
    • Majority undergrad; few graduate students
    • 15–30 min of the “show”
    • Post test
    • Results: post-test scores improved significantly over their pre-test scores; lack of difference in older students showed that user education is necessary at all levels.
  • 10. What does this mean?
    • Markey and Mayer appeared to be working on the same topic simultaneously and publishing similar results- that multimedia interactives can be effective instructional tools.
    • It added to the evidence that multimedia interactives can be effective.
    • It’s still necessary to provide evidence that multimedia interactives are effective tools for e-learning and are worth the time and effort it takes to create them.
  • 11. Merlot.com
    • Web page with thousands of peer-reviewed learning objects, including hundreds of interactives.
    • www.merlot.com
  • 12. Recommendations
    • Conduct studies that compare traditional methods and multimedia interactives designed using the Principles of e-Learning.
      • Test for pre- and post-test results immediately and over time.
      • Test for near and far transfer.
    • Conduct surveys asking users their opinions and usage.
    • Gather raw data regarding interactive usage and relate to measurements of success.
  • 13. References
    • Mayer, R.E., Dow, G.T., and Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: what works in the design of agent-based microworlds? Journal of Educational Psychology. Vol 95. No. 4. 806-813.
    • Markey, K. Interactive Multimedia for Library-User Education. (2003). portal: Libraries & the Academy . Vol. 3. Issue 4, p601-613.
    • Markey, K., et al. (2005). Testing the Effectiveness of Interactive Multimedia for Library-User Education. portal: Libraries & the Academy, Vol. 5 Issue 4, p527-544.
    • Clark, R.C. and Mayer, R. E. (2003). e-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. Pfeiffer: San Francisco, CA.
    • Retrieved from www.merlot.com on July 11, 2007.
  • 14.
    • Any
    • questions?