Impact of Multimedia and Information Technology on Educational and Training Practice.

Activities:

1. What is education?
   
   

Note

Infants, High School, University…are all examples of societal institutions which have the purpose of enabling learning of general literacy and numeracy, and the fostering of abilities to critically analyse and reflect upon information and arguments across a wide range of disciplines. The focus is upon generalized “academic” knowledge and skills which promote overall benefits to society by better preparing people for independent and creative thinking.

2. What is training?
   
   

Note

Vocational Training, In-House Training, On-the-Job Training…are all examples of industry focused programs which have the purpose of enabling, maintaining or enhancing performance of specific jobs, duties and/or tasks. The focus is upon specific “practical” knowledge, skills and attitudes required in the performance of tasks performed as part of ones employment.

3. What is news?

Note

“News” most commonly refers to information about current events that pertain to an individuals’ broad personal context. Such “current events” may be of a local, national or international level. Their nature may vary substantially around aspects such as politics, economy, war, natural disasters, celebrations, weather and sport.

4. How do education, training and news differ, and where do they have overlap?
   
   

Note

Education focuses upon learning “general” and “academic” content and skills. Training focuses upon learning “specific” and “practical” content and skills. News focuses upon providing information that is current of “to-day” or some other short-term time scale. Both education and training require students to learn. A news item can become relevant to education…if it pertains directly to a students’ area of study. A news item can become relevant to training…if it pertains directly to a students’ area of employment.

5. What makes a good teacher?

Note

(I suggest students can respond to this in pairs or triplets, and seek a level of unanimous agreement within each group). Answers may include: - Knowledgeable in content - Passion for content area - Delivers material in a well structured manor - Example and explanations are clear, concise and non-ambiguous - Provides useful, explicit, timely feedback - Cares about students welfare and understanding of content - Is approachable and well natured - Has a sense of humour.

6. What makes a poor teacher?
   
   

Note

(I suggest students can respond to this in pairs or triplets, and seek a level of unanimous agreement within each group). Answers may include: - Errors may be presented in content (lacks expertise in area) - Is disorganized - Is difficult to understand their speech - Is difficult to understand their explanations of information and arguments - Lack of useful feedback provided - Lack of concern for students welfare and understanding of content - Is arrogant and difficult to raise queries with.

7. To what extent can educational and training multimedia and information technology resources be designed to capture the good aspects of teachers and omit the poor aspects of teachers?
   
   

Note

Consider the responses regarding the traits of good teaching practice (Question 5) and poor teaching practice (Question 6) above. In general, the instructional and content aspects of educational multimedia may be designed and developed to include many of the aspects identified as good teaching practice, and to ensure the omission of many aspects indentified as poor teaching practice. The broad exceptions are the personality traits such as sense of humour, and the rapport with students. While some may argue that on-screen avatars may incorporate aspects of personality, these are not of the same qualitative nature achievable with real interpersonal relationships….but who knows…one day….

8. What makes a good text book?
   
   

Note

(I suggest students can respond to this in pairs or triplets, and seek a level of unanimous agreement within each group). Answers may include: - Good index with the use of “many” headings and sub-headings - Well organised with chapters following an underlying logical progression - Clear user-friendly format incorporating suitable range of styles such as bolding, indentations, text boxes, icons - Incorporates useful diagrams, graphs, tables and illustrations - Includes useful examples with clear, complete and easy to understand explanations - Provides a glossary of definitions - Avoids overly technical and verbose language - Is easy and interesting to read.

9. What makes a poor text book?
   
   

Note

(I suggest students can respond to this in pairs or triplets, and seek a level of unanimous agreement within each group). Answers may include: - Lack of indexing with relatively long blocks of text - Confusing or apparently random sequencing of chapters - All pages look the same with an absence of formatting indicators to help the user - Lack of images such as diagrams, graphs, tables and illustrations - Lack of examples and worked solutions - Written in a heavily technical and verbose form of language - Is difficult, dull, and boring to read - Is out of date - Contains incorrect information - Is physically difficult to read due to small font - Is physically difficult to carry due to large size and weight - Is expensive.

10. To what extent can educational and training multimedia and information technology resources be designed to capture the good aspects of text books and omit the poor aspects of text books?
    
    

Note

Consider the responses regarding the traits of a good text book (Question 8) and poor text book (Question 9) above. In general, the instructional, content, layout and user aspects of educational multimedia may be designed and developed to include many of the aspects identified as traits of good text books, and to ensure the omission of many aspects indentified as traits of poor text books. Web sites can provide a ubiquitous and cost effective way of delivering resource materials. Several text books now offer support web sites with supplementary resources.

11. Search the web and identify 2 examples of how cybertechnology is being used within an educational or training context. Be prepared to discuss one of your findings in the class or on-line.

Example

Notes

Any three potential areas you care to consider are suitable, but could include: -      computer usage in schools to produce “written” assignment (computer literacy) -      computer usage in schools to enable research via the internet -      computer mediated communication, such as email or instant messaging -      computer housed learning materials such as MySCU -      computer simulations for teaching use of equipment and machinery -      computer presented testing to manage assessment (for example, car driver licensing) -      MP3 audio files to present verbal information -      Weblogs to provide real-time interactions -      Wikis, such as Wikipedia, to provide social sharing of expertise -      Second Life, a portal to virtual meeting spaces that can be used for dialogue and information provision -      Elluminate Live at SCU!