Multimedia technology has seen an increased presence in the adult learning process. An educator, that used multimedia technology or applications in the classroom, is able to encourage more class participation in which the content of the course may be more attention-getting and attention-holding for the learners. Multimedia technology and applications presents an opportunity for learners to represent their prior knowledge and previous experiences, which is the basis of most types of adult learning (Fink, 2003). Learners are able to construct more meaningful knowledge from the concepts presented by accessing and interpreting information received from the multimedia technology. Additionally, learners are able to apply their prior knowledge and experiences to the information and then present that to others in the course.
The first multimedia technology selected to use in the classroom is the use of interactive self-paced modules. The self-paced module allows learners to move through a topic or subject area at one’s own speed. Additionally, self-paced modules supplement the learning that the educator is providing during face-to-face lectures and discussions (Hirumi, 2006). Self-paced modules help to enhance specific topics of a lesson. The rationale for selecting this particular technology is that learners may need or want additional support on specific topics or may want to be able to demonstrate their understanding of that topic by applying it to real-world settings. The self-paced modules would provide any additional support that the learners may require, while applying their existing knowledge and experiences to real-world examples (Hirumi, 2006).
As an adult educator, incorporating the self-paced modules into the learning process allows the learners the chance to apply knowledge to real-world settings without the consequences of a wrong decision (Hirumi, 2006). First, the modules would be highly-interactive in which real-world situations or problems are identified in the modules as case studies. Learners would interactively propose solutions and make decisions for how to solve the problem or situation at hand. With each suggestion and decision, learners are moved forward through the case study until a final recommendation has been made by the learner. The module would then highlight pros and cons related to the final recommendation. Learners can move back to the beginning of the case study and try different routes and options. With each new route, there are pros and cons that the learner must consider. Learners have the opportunity to make decisions and recommendations without the consequences of a wrong decision. If a wrong decision is made, the learner is able to see why the decision may not have been the best option and can start over again.
Secondly, through incorporating self-paced modules into the learning process, learners receive feedback immediately. The best type of feedback is when the feedback is delivered immediately (Haugen, 2011). Learners are able to understand better strengths and areas of development with each bit of feedback received. However, if feedback is received too long after an exam, classroom assignment or exercise, the learner may be able to apply the feedback received to the next exam or assignment (Haugen, 2011).
The second multimedia technology selected to be incorporated into the classroom is to use Powerbullet Presenter. Powerbullet Presenter allows an educator to create presentations in which sounds, voice recordings, images or other flash files can be incorporated into the presentation (Richardson, 2010). Listening to the same presenter or instructor speak for the entire length of the course can get a little tiresome for learners. Additionally, always being pegged with the same old PowerPoint presentations is not the most exciting way to teach to adult learners. By incorporating new images or sounds into the presentation, learners may find a renewed spirit for learning. Short video or audio clips can be incorporated into classroom presentations that capture real-world examples. The video clips can be from other classroom offerings, news clips, television clips, almost any type of short video that can help the educator to highlight the topic being discussed. The video or audio clips can be of real-world examples that relate to the topic being discussed that learners must work through or consider during the remainder of the course.
The first example of how Powerbullet can be incorporated into the classroom is for the educator to present short video clips of current issues or problems. For example, if the course related to economic trends, the instructor could present short video clips of previous economic times, either good or bad and then pose a problem that the learners must consider. Learners would then, either alone or in groups, be able to work through potential solutions to the issue identified. The learner(s) would then share with the class their recommendations.
The second example for incorporation is to include interactive flash images that would illustrate or bring to life the topic being discussed. Let’s say the topic at hand is how architectural design. The educator could incorporate 3D images of buildings or structures to help illustrate a point. For the learner, being able to see and physically relate an architectural topic to a structure or building will engage the learner. If the topic was architectural mistakes, the educator could provide an image of the Leaning Tower Pisa. Using the 3D image, the learner is able to see the whole structure. In the image, the educator could even strip away the walls and show the internal structure of the Tower to better illustrate his or her point. These are all ways to help enhance learning and create a more engaging environment.
References:
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Haugen, L. (2011). Classroom assessment techniques (CATs). Retrieved from http://www.celt.iastate.edu/teaching/cat.html.
Hirumi, A. (2006). Analysing and designing e-learning interactions. In C. Juwah (Ed.), Interactions in online education: Implications for theory and practice (pp. 46-71). New York: Routledge.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.
Christie,
ReplyDeleteGreat Blog! The interactive self-paced modules really stood out to me. I love the fact that it allows students to move at their own speed. Many time students do poorly because they have to rush through the assignments. Rushing causes them to miss several important points and make simple mistakes. I agree that the students may need or want additional support on specific topics. I believe this will be a great technology tool for your class setting. The self-paced modules should enhance the students’ performance of applying their experiences to real- world examples. I would use it in my career exploration class to allow students to take keyboarding module quizzes / assignments at their own pace to gather their individual typing speed, and to focus more on the actual set up of the application letter. Thanks for sharing!
Christie,
ReplyDeleteI agree that the self-paced modules are a tremendous tool to use in any classroom. Students learn best when they are able to do so at their own pace, although a healthy balance of challenge and support is always needed. In having the ability to move through the modules at one's own speed and receive immediate feedback, students will benefit from increased motivation and knowledge retention. Furthermore, the hands-on learning will allow students to immediately apply what they have learned, thus strengthening their overall experience.
Thanks!
Kristy Novak