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

1. Use of multimedia in online
programmes for professionals:
Dr Ian Willis: University of Liverpool
Dr Lee Graham: University of Alaska Southeast

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. 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. • 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. 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. 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. Student perceptions of the value
of multimedia
Student evaluation overall
Does it work?
Student perceptions - positives
Student perceptions - negatives

8. It feels more like an
attempt at making it
a whole learning
environment
Student evaluation: overall

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. Student evaluation: positives
UoA SE: 95% very or generally helpful; 5% sometimes helpful

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. 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. 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. 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. 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. 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. 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. 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. • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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