Multimedia Artifacts Websites that Support Flipped Classroom Instruction
Multimedia instruction is defined as presentations that involve words and pictures that are intended to foster learning (Mayer, p. ix). In other words, meaningful learning hinge on the learner’s cognitive activity during the learning process rather than on the learner’s behavioral activity while learning is occurring. Furthermore, multimedia designs should be learner-centered to aid human cognition and not constructed in the reverse where learners adapt to technology (Norman, 1993). Bearing in mind that multimedia artifact is “anything invented by humans for the purpose of improving thought or action” (Norman, 1993, p. 5). Therefore, my multimedia workshop will be on how to effectively use prezi presentations, Google hangouts, and Microsoft’s Office 365 to support flipped classroom instruction – where lectures and homework of a course are reversed. For example, in flipped classroom instruction, students view video lectures at home while in-class activities are devoted to hands on collaborative projects and exercises guided by the teacher. The following are three multimedia artifacts for active learning that support flipped classroom instruction along with their respective websites.
Prezi is a cloud-based presentation program which was created during 2009 by Peter Arvai (prezi, 2014). Due to its intuitive nature, educators and learners can use prezi to organize information to promote knowledge construction for finding meaning to complex problems. Knowing that prezi presentations promote active learning, I will use this program as one of the three artifacts for my multimedia workshop on flipped classroom instruction.
Types of active learning. There are two types of active learning behavioral activity (hands on activities that do not guarantee meaningful learning) and cognitive activity – which promotes meaningful learning (Mayer, 2009). Still, a well-designed multimedia instructional message will most likely achieve active cognitive processing within a learner even if the individual appears to be behaviorally inactive (Mayer, 2009). A prezi presentation can be used interactively (behavioral activity) or the learner might decide to let the program run automatically. Whether or not the learner is engaged behaviorally by pressing buttons and interacting physically with the program, meaningful learning will depend on how effective the instructional messages are.
Learner-centered versus technology-centered learning. There are two approaches to multimedia design: technology-centered or learner-centered designs. An instructional designer who is engaged in a technology-centered approach starts out by seeking the capability of the multimedia technology with the narrow goal of providing access to information (Mayer, 2009). These designers are mainly concerned with how to use innovative technologies in their multimedia designs. On the contrary, instructional designer who is engaged in learner-centered approach will consider how the human mind works and how to adapt multimedia technology to aid human cognition (Mayer, 2009). Prezi presentations do not dictate to learners in the learning process. Users are in full control of the program and are able to organize information in various ways such as nonlinear form, zooming in or out, input videos, text or other forms of graphics.
Google + hangouts is a free Google live video chat service that was launched during 2013. This Google application allows up to 10 users to be engaged synchronously through instant messaging and video. The program also allows users to share each other’s computer screens while engaged in live video conference. Google + drive allow users to store several gigabytes of information, and since hangouts has numerous features that can be used to suit a wide variety of learning situations, I will use this program as one of the three artifacts for my multimedia workshop on flipped classroom instruction.
Types of active learning. Google + hangouts allow learners to be engaged in many hands on activities; however this does not guarantee the presence of cognitive activity – which promotes meaningful learning (Mayer, 2009). However, a well-designed multimedia instructional message will most likely achieve active cognitive processing within a learner even if the individual appears to be behaviorally inactive (Mayer, 2009). Google + hangouts can be used interactively where users display behavioral activity or the learner might decide to sit and watch multimedia instructional videos, or listen to live educational conversations. Still, regardless of whether the learner is interacting physically with the program, meaningful learning will depend on how well the instructional message was designed.
Learner-centered versus technology-centered learning. In education we sometime come across technology that is supposed to aid human cognition often it interferes and confuses people (Norman, 1993). Based on this notion, Google + hangouts might not be entirely learner-centered because some features are not exactly user-friendly. For example, starting a video call with more than two individual can be challenging for persons who are not deeply involved in technology. Moreover, according to the hype cycle theory, people will feel ecstatic at the birth of a new technology, thinking it holds all the answers and later will feel disillusioned when the limitations surface (Gartner, 2012). However, the final stage of this theory suggests that the new technology will reach a level where its benefits will be widely demonstrated and accepted. Still, Google + hangouts is relatively new and might eventually reach a stage where its benefits will be widely established and accepted.
Microsoft’s Office 365 is offered free for schools and allows teachers and students to collaborate in innovative ways. The program comes bundled with email, instant messaging, video conferencing, calendar and document sharing along with virtual storage. Learners can use Microsoft’s Office 365 to collaborate asynchronously on group projects using SharePoint to promote knowledge construction and find meaning as they solve problems. Since Microsoft’s Office 365 promotes active learning, I will use this program as one of the three artifacts for my multimedia workshop on flipped classroom instruction.
Types of active learning. Microsoft’s Office 365 can be used interactively (behavioral activity) or passively in which learners are able to view and/or edit Microsoft Word, Excel, PowerPoint, and OneNote files online with students through SharePoint and Office Web Applications. Although Google hangouts tend to have more real-time capabilities than Microsoft’s Office 365, more meaningful learning may still occur for Microsoft’s Office 365 than for Google hangouts. This is because meaningful learning will depend on how effective the instructional messages are.
Learner-centered versus technology-centered learning. Often technology that is supposed to aid human cognition sometimes interferes and confuses individuals (Norman, 1993). Based on this notion, Microsoft’s Office 365 might not be entirely learner-centered because important elements of its bundle might not be user-friendly. For example, users who are not tech-savvy might find Sharepoint to be confusing. The idea here is that instructional designers should create environments that are learner-centered where there is consideration for how the human mind works and how to adapt multimedia technology to aid human cognition (Mayer, 2009). Still, for the most part, Microsoft’s Office 365 does not dictate to learners in the learning process, therefore, one might say it is learner-centered.
started by Ena Smith on 10 Mar 14
Multimedia Artifacts Websites that Support Flipped Classroom Instruction
Multimedia instruction is defined as presentations that involve words and pictures that are intended to foster learning (Mayer, p. ix). In other words, meaningful learning hinge on the learner’s cognitive activity during the learning process rather than on the learner’s behavioral activity while learning is occurring. Furthermore, multimedia designs should be learner-centered to aid human cognition and not constructed in the reverse where learners adapt to technology (Norman, 1993). Bearing in mind that multimedia artifact is “anything invented by humans for the purpose of improving thought or action” (Norman, 1993, p. 5). Therefore, my multimedia workshop will be on how to effectively use prezi presentations, Google hangouts, and Microsoft’s Office 365 to support flipped classroom instruction – where lectures and homework of a course are reversed. For example, in flipped classroom instruction, students view video lectures at home while in-class activities are devoted to hands on collaborative projects and exercises guided by the teacher. The following are three multimedia artifacts for active learning that support flipped classroom instruction along with their respective websites.
Website 1 – Prezi Presentations: http://www.bbcactive.com/BBCActiveIdeasandResources/UsingPreziInEducation.aspx
Prezi is a cloud-based presentation program which was created during 2009 by Peter Arvai (prezi, 2014). Due to its intuitive nature, educators and learners can use prezi to organize information to promote knowledge construction for finding meaning to complex problems. Knowing that prezi presentations promote active learning, I will use this program as one of the three artifacts for my multimedia workshop on flipped classroom instruction.
Types of active learning. There are two types of active learning behavioral activity (hands on activities that do not guarantee meaningful learning) and cognitive activity – which promotes meaningful learning (Mayer, 2009). Still, a well-designed multimedia instructional message will most likely achieve active cognitive processing within a learner even if the individual appears to be behaviorally inactive (Mayer, 2009). A prezi presentation can be used interactively (behavioral activity) or the learner might decide to let the program run automatically. Whether or not the learner is engaged behaviorally by pressing buttons and interacting physically with the program, meaningful learning will depend on how effective the instructional messages are.
Learner-centered versus technology-centered learning. There are two approaches to multimedia design: technology-centered or learner-centered designs. An instructional designer who is engaged in a technology-centered approach starts out by seeking the capability of the multimedia technology with the narrow goal of providing access to information (Mayer, 2009). These designers are mainly concerned with how to use innovative technologies in their multimedia designs. On the contrary, instructional designer who is engaged in learner-centered approach will consider how the human mind works and how to adapt multimedia technology to aid human cognition (Mayer, 2009). Prezi presentations do not dictate to learners in the learning process. Users are in full control of the program and are able to organize information in various ways such as nonlinear form, zooming in or out, input videos, text or other forms of graphics.
Website 2 – Google + Hangouts:
http://www.wikihow.com/Use-Google%2B-Hangouts-for-Teaching
Google + hangouts is a free Google live video chat service that was launched during 2013. This Google application allows up to 10 users to be engaged synchronously through instant messaging and video. The program also allows users to share each other’s computer screens while engaged in live video conference. Google + drive allow users to store several gigabytes of information, and since hangouts has numerous features that can be used to suit a wide variety of learning situations, I will use this program as one of the three artifacts for my multimedia workshop on flipped classroom instruction.
Types of active learning. Google + hangouts allow learners to be engaged in many hands on activities; however this does not guarantee the presence of cognitive activity – which promotes meaningful learning (Mayer, 2009). However, a well-designed multimedia instructional message will most likely achieve active cognitive processing within a learner even if the individual appears to be behaviorally inactive (Mayer, 2009). Google + hangouts can be used interactively where users display behavioral activity or the learner might decide to sit and watch multimedia instructional videos, or listen to live educational conversations. Still, regardless of whether the learner is interacting physically with the program, meaningful learning will depend on how well the instructional message was designed.
Learner-centered versus technology-centered learning. In education we sometime come across technology that is supposed to aid human cognition often it interferes and confuses people (Norman, 1993). Based on this notion, Google + hangouts might not be entirely learner-centered because some features are not exactly user-friendly. For example, starting a video call with more than two individual can be challenging for persons who are not deeply involved in technology. Moreover, according to the hype cycle theory, people will feel ecstatic at the birth of a new technology, thinking it holds all the answers and later will feel disillusioned when the limitations surface (Gartner, 2012). However, the final stage of this theory suggests that the new technology will reach a level where its benefits will be widely demonstrated and accepted. Still, Google + hangouts is relatively new and might eventually reach a stage where its benefits will be widely established and accepted.
Website 3 – Microsoft’s Office 365:
http://www.pil-network.com/Resources/Tools/Details/cdfae450-9bd8-4989-b8f9-9b3409188b12
Microsoft’s Office 365 is offered free for schools and allows teachers and students to collaborate in innovative ways. The program comes bundled with email, instant messaging, video conferencing, calendar and document sharing along with virtual storage. Learners can use Microsoft’s Office 365 to collaborate asynchronously on group projects using SharePoint to promote knowledge construction and find meaning as they solve problems. Since Microsoft’s Office 365 promotes active learning, I will use this program as one of the three artifacts for my multimedia workshop on flipped classroom instruction.
Types of active learning. Microsoft’s Office 365 can be used interactively (behavioral activity) or passively in which learners are able to view and/or edit Microsoft Word, Excel, PowerPoint, and OneNote files online with students through SharePoint and Office Web Applications. Although Google hangouts tend to have more real-time capabilities than Microsoft’s Office 365, more meaningful learning may still occur for Microsoft’s Office 365 than for Google hangouts. This is because meaningful learning will depend on how effective the instructional messages are.
Learner-centered versus technology-centered learning. Often technology that is supposed to aid human cognition sometimes interferes and confuses individuals (Norman, 1993). Based on this notion, Microsoft’s Office 365 might not be entirely learner-centered because important elements of its bundle might not be user-friendly. For example, users who are not tech-savvy might find Sharepoint to be confusing. The idea here is that instructional designers should create environments that are learner-centered where there is consideration for how the human mind works and how to adapt multimedia technology to aid human cognition (Mayer, 2009). Still, for the most part, Microsoft’s Office 365 does not dictate to learners in the learning process, therefore, one might say it is learner-centered.
References
BBC. (2010). Active: using prezi in education. Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/UsingPreziInEducation.aspx
Garner. (2012). Hype Cycles 2012. Retrieved on February 1, 2013. Retrieved from. http://www.gartner.com/technology/research/hype-cycles/
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, MA: Cambridge University Press.
Norman, D. A. (1993). Things that make us smart. Reading, MA: Addison-Wesley.
Prezi.com. (2014). Retrieved from http://prezi.com/about/
Microsoft. (2014). Microsoft partners in learning: Microsoft’s Office 365. Retrieved from http://www.pil-network.com/Resources/Tools/Details/cdfae450-9bd8-4989-b8f9-9b3409188b12
Wikihow. (n.d). How to use Google + Hangouts for teaching. Retrieved from http://www.wikihow.com/Use-Google%2B-Hangouts-for-Teaching