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Interactives In E Learning

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Presentation on the use of interactive media in e-learning

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Interactives In E Learning

  1. 1. Interactives in e-Learning Christine Crawford EFT 509
  2. 2. Personal Meaning <ul><li>The UND Online Team </li></ul><ul><li>Creating interactives – are they worth our time?? </li></ul><ul><li>Look to the research to find the answer </li></ul>
  3. 3. Definition of “interactive” <ul><li>An interactive is NOT a movie </li></ul><ul><li>An interactive is a multimedia “object” which allows the learner to act upon the object and cause something to happen within the content. </li></ul><ul><li>Interactives contain images, sound, text, graphics, and provide learner control. </li></ul>
  4. 4. What makes an interactive effective? <ul><li>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. </li></ul>
  5. 5. Principles of e-Learning Clark and Mayer <ul><li>from e-Learning and the Science of Instruction </li></ul><ul><li>Use words and graphics rather than words alone. </li></ul><ul><li>Place corresponding words and graphics near each other. </li></ul><ul><li>Present words as audio narration rather than onscreen text. </li></ul><ul><li>Presenting words in both text and audio narration can hurt learning. </li></ul><ul><li>Adding interesting material can hurt learning. </li></ul><ul><li>Use conversational style and virtual coaches. </li></ul><ul><li>Use practice with feedback interspersed throughout the lesson and teach learners to self-question. </li></ul>
  6. 6. Examples of interactives <ul><li>Mus100 L1: The Concept of Musical Space </li></ul><ul><li>Coal Ash in the Classroom: L4 </li></ul><ul><li>Coal Ash in the Classroom: L7 </li></ul><ul><li>http://library.nyu.edu:8000/research/tutorials/boolean/tutorial.html </li></ul>
  7. 7. Mayer Article <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Conducted 4 experiments using between 37 and 52 students at the Univ of Cali, Santa Barbara </li></ul><ul><li>The results of the transfer test bore out as predicted and supported the principles. </li></ul>
  8. 8. Markey Article #1 <ul><li>Markey, K. (2003). Interactive Multimedia for Library-User Education. portal: Libraries & the Academy. Vol. 3 Issue 4, p601-613. </li></ul><ul><li>Description of Flash and it’s uses </li></ul><ul><li>Cites old research as recording “dismal results” when comparing interactive and traditional methods. (1988 – 1999) </li></ul><ul><li>Uses those results as a reason NOT to repeat the comparison in her study </li></ul>
  9. 9. Markey Article #2 <ul><li>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. </li></ul><ul><li>Four university library systems </li></ul><ul><li>Three Web-based multimedia “shows” </li></ul><ul><li>30 subjects per show, voluntary, paid </li></ul><ul><li>Majority undergrad; few graduate students </li></ul><ul><li>15–30 min of the “show” </li></ul><ul><li>Post test </li></ul><ul><li>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. </li></ul>
  10. 10. What does this mean? <ul><li>Markey and Mayer appeared to be working on the same topic simultaneously and publishing similar results- that multimedia interactives can be effective instructional tools. </li></ul><ul><li>It added to the evidence that multimedia interactives can be effective. </li></ul><ul><li>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. </li></ul>
  11. 11. Merlot.com <ul><li>Web page with thousands of peer-reviewed learning objects, including hundreds of interactives. </li></ul><ul><li>www.merlot.com </li></ul>
  12. 12. Recommendations <ul><li>Conduct studies that compare traditional methods and multimedia interactives designed using the Principles of e-Learning. </li></ul><ul><ul><li>Test for pre- and post-test results immediately and over time. </li></ul></ul><ul><ul><li>Test for near and far transfer. </li></ul></ul><ul><li>Conduct surveys asking users their opinions and usage. </li></ul><ul><li>Gather raw data regarding interactive usage and relate to measurements of success. </li></ul>
  13. 13. References <ul><li>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. </li></ul><ul><li>Markey, K. Interactive Multimedia for Library-User Education. (2003). portal: Libraries & the Academy . Vol. 3. Issue 4, p601-613. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Retrieved from www.merlot.com on July 11, 2007. </li></ul>
  14. 14. <ul><li>Any </li></ul><ul><li>questions? </li></ul>

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