Use of multimedia in online
programmes for professionals:
Dr Ian Willis: University of Liverpool
Dr Lee Graham: University...
Aims
To summarise our current practice in the use of
multimedia
To explore student perceptions of the value of
multimedia
...
Programmes studied
UoL: Public – private partnership
0
1.75
3.5
5.25
7
8.75
Reading Tech Math Spec Ed Other
UAS: Public In...
• UAS has significant tutor
flexibility and flexibility for
students
• UAS: Public university
• Research intensive
• 3344 ...
Methodology
• Literature search
• UoL:
– Modules with low use of multimedia excluded
– Some modules with high use of multi...
Current UoL use of multimedia
• Audio Transcripts
• Panel discussions
• Skype tutorials
• Individual tutors own
innovation...
Student perceptions of the value
of multimedia
Student evaluation overall
Does it work?
Student perceptions - positives
St...
It feels more like an
attempt at making it
a whole learning
environment
Student evaluation: overall
Does it work?
Yes, absolutely.
- everything works so far
You really do have to
practise
I have found it very
accessible
Uo...
Student evaluation: positives
UoA SE: 95% very or generally helpful; 5% sometimes helpful
Learners’ Perception of Multimedia: Positive
.
I feel more connected to the
instructor
Connection
Creates greater sense of...
Learners’ Perception of Multimedia: Positive
.
It’s watching them reflect; it
makes it real. There really is a
real person...
Multidimensional
It has added a new dimension
that was useful
Adds “layers” to what is learnt,
enriches the programme
I th...
Learners’ Perception of Multimedia: Positive
.
I really enjoyed it because these
people not only work in this field
but th...
When I read something, hear it
explained, and see examples, my
learning is further reinforced. I
"get it" better than by r...
Distracting
I find it more difficult, I had to
go over the whole
presentation two or three
times to get everything that I
...
The videos, they are so
time consuming
Excessive
Anything that is too
long! for example,
when only five
minutes of hour-lo...
Summaries and suggestions
To establish the pedagogic base for using
multimedia in online settings
Examples of good practic...
• The case can be made of increased
enjoyment, satisfaction and engagement
– Critical in the early modules
• There is less...
Enhanced satisfaction and motivation
Integration of multimedia in the online classroom has
been demonstrated to increase s...
But
Instructional technology may motivate students
by increasing enjoyment and interest in the
material, but such motivati...
Interactive video
e-learning environments that provided interactive video
achieved significantly better learning performan...
Examples of good practice within LOE-UoL that
can be readily adapted in other programmes
I liked the way the video was str...
Examples of good practice within LOE-UoL that can be readily adapted in other
programmes
(Panel discussion) they were talk...
Student preferences: overall
Based on analysis of student responses:
• Reading remains the preferred learning
approach
• M...
INTERACTION
Students want live chat
and more dynamic
interaction with their
peers and teachers
RELEVANCE
Students want top...
Have one or two videos on the same topic, but seen
from a completely different perspective
When I am learning, if I hear h...
Improving the use of multimedia
Provide additional links to YouTube, TED Talk,
university resources to support learning
Ma...
Clips from all the module leaders would be really nice at the
beginning
Live meeting with a speaker and questions and answ...
I feel that Laureate have worked very hard at Liverpool
putting something together that feels well thought
through and pro...
Upcoming SlideShare
Loading in …5
×

#HETL14 Willis and Graham: Use of multimedia in fully online programmes

463 views
391 views

Published on

Slideshare to go along with #HETL14 Session E on Sunday: Ian Willis and Lee Graham

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
463
On SlideShare
0
From Embeds
0
Number of Embeds
89
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • I did learn very quickly that I need to not to get hooked into that because I could spent all my life and all my time reading new resources or new information, and not actually progress with anything.
    I found that in the last master class we were looking at RSS feeds and they had the potential to be quite distracting.

    I find it frustrating having to deal with multiple web pages all the time.
    When it is the main information, or the main input, I found it to be distracting.

  • This video with media, I get the feeling it was forced to do something with multimedia
    You just have someone explaining things to you that I don’t think you really need

    I just didn’t even read that stuff because I had no time for that.
    The instructor posted the question in the discussion group section of the website, which is fine, but requires just another area for me to go to find the information. So, I’m finding myself going there, cutting and pasting and dropping into a document. Just, you know, additional navigation requirements.
    In the end I hated those two universities! Because there was so much on them, and these guys - sitting and talking and talking and talking.
    Sometimes there is too much – too much information – and actually half of it you don’t need.


    Anything that is too long! Link to a long online lecture, for example, when only five minutes of hour-long presentation is relevant.
  • #HETL14 Willis and Graham: Use of multimedia in fully online programmes

    1. 1. Use of multimedia in online programmes for professionals: Dr Ian Willis: University of Liverpool Dr Lee Graham: University of Alaska Southeast
    2. 2. Aims To summarise our current practice in the use of multimedia To explore student perceptions of the value of multimedia To establish the pedagogic base for using multimedia in online settings To identify good practice in multimedia that can be readily adapted
    3. 3. Programmes studied UoL: Public – private partnership 0 1.75 3.5 5.25 7 8.75 Reading Tech Math Spec Ed Other UAS: Public Institution
    4. 4. • UAS has significant tutor flexibility and flexibility for students • UAS: Public university • Research intensive • 3344 Students: 300 in the Master of Education Programmes • All based in Alaska • All on teacher development programmes Key characterisitics • UoL relatively inflexible from tutor & student perspective • Tutors based world-wide • UoL: Public – private partnership • Research intensive university & US private investment company • ~8,000 online students: M & D; 300 on EdD Both programmes pre-designed Both programmes for working professionals
    5. 5. Methodology • Literature search • UoL: – Modules with low use of multimedia excluded – Some modules with high use of multimedia included – 13 Semi-structured interviews; thematic analysis • UoA SE: – 20 participants on M. Technology for Instructional Design – SurveyMonkey – Questions mirrored UoL interviews – Scale questions & Open ended questions
    6. 6. Current UoL use of multimedia • Audio Transcripts • Panel discussions • Skype tutorials • Individual tutors own innovations -not embedded For modules you are involved with - are they a ‘rich’, engaging environment? - what might be done to enhance the environment? • ‘Mouse over’ text • Master class video presentations • Narrated powerpoints • Realistic case studies • Expert interviews - video
    7. 7. Student perceptions of the value of multimedia Student evaluation overall Does it work? Student perceptions - positives Student perceptions - negatives
    8. 8. It feels more like an attempt at making it a whole learning environment Student evaluation: overall
    9. 9. Does it work? Yes, absolutely. - everything works so far You really do have to practise I have found it very accessible UoA SE: 70% access easy or very easy; 30% sometimes easy
    10. 10. Student evaluation: positives UoA SE: 95% very or generally helpful; 5% sometimes helpful
    11. 11. Learners’ Perception of Multimedia: Positive . I feel more connected to the instructor Connection Creates greater sense of connection It makes it seem more like an interactive classroom - more like a real classroom, - even though we are not physically together
    12. 12. Learners’ Perception of Multimedia: Positive . It’s watching them reflect; it makes it real. There really is a real person that had to go through the same kind of struggles that you went through to come to this point. Relevant and contextual Contextualises learning. Offers a face for a name, a relevancy to a situation
    13. 13. Multidimensional It has added a new dimension that was useful Adds “layers” to what is learnt, enriches the programme I think that it’s a great way of enriching the programme.... I’m sure the multimedia gives an extra contribution to the learning
    14. 14. Learners’ Perception of Multimedia: Positive . I really enjoyed it because these people not only work in this field but they live there: it’s their life. And I really enjoyed listening to them, to their ideas. Enjoyment Enhances enjoyment of learning experience. Increases productivity I’m absolutely enthusiastic about it. I love learning from multimedia.
    15. 15. When I read something, hear it explained, and see examples, my learning is further reinforced. I "get it" better than by reading alone . Learners’ Perception of Multimedia: PositiveSupport for learning Valuable resource to compliment traditional learning I find it helpful to have things explained with an accompanying visual component Yes, it helps me understand the content
    16. 16. Distracting I find it more difficult, I had to go over the whole presentation two or three times to get everything that I was looking for UoA SE: 40% sometimes distracting; 60% rarely distracting
    17. 17. The videos, they are so time consuming Excessive Anything that is too long! for example, when only five minutes of hour-long presentation is relevant.
    18. 18. Summaries and suggestions To establish the pedagogic base for using multimedia in online settings Examples of good practice within LOE-UoL that can be readily adapted Improving the use of multimedia Student preferences: overall
    19. 19. • The case can be made of increased enjoyment, satisfaction and engagement – Critical in the early modules • There is less empirical evidence for enhanced learning • Although some studies on specific techniques do appear to show enhanced learning To establish the pedagogic base for using multimedia in online settings
    20. 20. Enhanced satisfaction and motivation Integration of multimedia in the online classroom has been demonstrated to increase student awareness and attention which might lead to increased satisfaction for both students and instructors (Avila, Biner, Bink and Dean, 1995) Context-based videos in online courses have the potential to enhance learners’ retention and motivation (Choi & Johnson, 2005) Enhanced satisfaction and motivation
    21. 21. But Instructional technology may motivate students by increasing enjoyment and interest in the material, but such motivation may not necessarily lead to better student performance (Hutchens, 2004) Less evidence for better performance
    22. 22. Interactive video e-learning environments that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings (Zhang et al, 2005) Multimedia used to create Authentic Learning Settings – those with real world relevance: Authentic learning settings appear to be able to provide support in the initial stages of learning, enabling students ... to persevere with their learning through initial difficulties (Herrington & Reeves, 2003) Specific techniques can be effective
    23. 23. Examples of good practice within LOE-UoL that can be readily adapted in other programmes I liked the way the video was structured: the logical sequence from point ‘A’ to point ‘Z’.... You know you didn’t really feel you were studying it, that you were doing something theoretically difficult. You were just watching the video and easily learning (Video) I really enjoyed it because these people not only work in this field but they live there: it’s their life
    24. 24. Examples of good practice within LOE-UoL that can be readily adapted in other programmes (Panel discussion) they were talking about the transformation of their learning experiences when they were getting to doctorate, PhD or EdD, and how it really changed the way they see things and their perception and that was really interesting (Video of a tutor) using a theory within a classroom environment and, kind of, how he used that theory to inform his practice....that’s probably how I liked the multimedia the most. So conceptualising theory and showing how people have used it within practice
    25. 25. Student preferences: overall Based on analysis of student responses: • Reading remains the preferred learning approach • Multimedia is appreciated as adding an “extra dimension” to learning • Variety, context and balance of multimedia is very important • Video is the preferred format of multimedia
    26. 26. INTERACTION Students want live chat and more dynamic interaction with their peers and teachers RELEVANCE Students want topics and case-studies related to their professions and industries BALANCE Students want a range and balance of perspectives on different topics VARIETY Students want multimedia in a variety of easy access formats CONSISTENCY Students want the quantity of multimedia to be consistent and not too varied between modules CONTEXT Students want multimedia to integrate and compliment other module resources Improving the use of multimedia
    27. 27. Have one or two videos on the same topic, but seen from a completely different perspective When I am learning, if I hear how other people think it helps with my own thinking Improving the use of multimedia Show thinking and different perspectives
    28. 28. Improving the use of multimedia Provide additional links to YouTube, TED Talk, university resources to support learning Make the balance in every module because sometimes you just read, read and read and you’re like at week five and you’re totally bored of reading Readings transcribed into audio so that I could put them onto my iPhone/iPod and listen to them, that would be brilliant Provide more variety and consistently through modules
    29. 29. Clips from all the module leaders would be really nice at the beginning Live meeting with a speaker and questions and answers from the students and then record it and make it available More related to professions and a little more interactive We need humour as well, you know, sometimes Improving the use of multimedia Real live people, interaction, humour (sometimes )
    30. 30. I feel that Laureate have worked very hard at Liverpool putting something together that feels well thought through and professional. I think if we were just given things to read each week then I would think, ‘what is the online stuff all about – that’s not particularly interesting is it? It feels like the resources have been well thought through and they’ve found different ways to engage us and keep us interested. Not just interested, but tapping into the different ways that people might like to learn Laureate Student 2013 Finally

    ×