ResearchPaper ISSNNo:2454-9916|Volume-1|Issue-1|August-2015

RESERACHESANDINNOVATIONSINPRACTICETEACHING:USEOFMULTI-MEDIAINDISTANCEEDUCATION

Prof.VimalPandya

Head,DepartmentofComputerApplications,ShriHKArtsCollege,Ahmedabad-380009.

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“Ifacountryistobecorruptionfreeandbecomeanationofbeauti-ful

minds,Istronglyfeeltherearethreekeysocietalmemberswhocanmakeadifference.TheyaretheFather,theMotherandtheTeacher.”

Dr.A.P.J.AbdulKalam,FormerPresidentofIndia21stCenturyisknownasaknowledgebasecentury.Asweknowthatinthiscenturyknowledgeismust.Ifwewanttobeasuccessindifferentfield,intheseeraweneedqualitybaseeducationnotonlyknowledgeoreducation.WeallareseeingtheinnovationofInfor-mationTechnologyin20thCentury.EachandeveryfieldneednewvisiontoseetheworldduetoInformationTechnologyandworldbecomelikeavillage–GlobalVillage.

Computer,Communication,TeleMedicine,etc.isapartofInforma-tionTechnology.Nowadaysweseeallthesector’sgrowtharenice,withthehelpofITorComputer.Herewehavejustdiscussededuca-tionfieldonly.

Indiancultureistoorichratherthenothercountry.Indianhistoryisalsorichandveryancient.InthosedaysEducation,Social,EconomyandReligionallareincludeintheIndianCulture.Ourpastgenera-tionalsoknowthevalueofEducationand that’swhydeveloped‘Valabhi’,‘Takshila’etc.instituteintheoldera.Generallyeducationsystemdivideinfiveeras.

(1)Gurukul(VedicEducation)(2)Buddhism(BuddhaPeriod)(3)Medieval(MughalPeriod) (4)BritishPeriod(3)PresentandFuture

Righttimewedidn’tdiscussionaboutVedicEducation,BuddhismPeriod,Medieval,BritishPeriodEducationsystem.

Wehavediscussionpresentscenarioandhowtousefultoolsmulti-mediaindistanceeducation.

WehavejustdiscussedDistanceeducation.Inalleducationsystemtheresomebenefitandsomedisadvantagesandsomechallengestoo.

DistanceEducation:Distanceeducation,ordistancelearning,isafieldofeducationthatfocuses on the pedagogy, technology, and instructional systemdesignsthataimtodelivereducationtostudentswhoarenotphysi-cally "on site" in a traditional classroomor campus. It has beendescribedas "aprocess to createandprovideaccess to learningwhenthesourceofinformationandthelearnersareseparatedbytimeanddistance,orboth."Inotherwords,distancelearningistheprocessofcreatinganeducationalexperienceofequalqualityforthelearnertobestsuittheiroutsidetheclassroom.Distanceeduca-tioncoursesthatrequireaphysicalon-sitepresenceforanyreasonconsideredahybridorblendedcourseofstudy.Thisemergingtech-nology is becoming widely used in universities and institutionsaroundtheglobe.Withtherecenttrendoftechnologicaladvance,distancelearningisbecomingmorerecognizedforitspotentialinproviding individualized attention and communicationwith stu-dentsinternationally.Themostwidelycitedpedagogicaltheoryofdistance education is that of "transactional distance". Distancelearning isa flexible formof learningwhereastudentcanstudyfromhome,work,onthemoveorwhereverelseisconvenient.

Differencetypesofdistanceeducationcourses:Ÿ Correspondenceconductedthroughregularandelectronicmail

Ÿ Internetconductedeithersynchronouslyorasynchronously

Ÿ Telecourse/Broadcast,inwhichcontentisdeliveredviaradioortelevision

Ÿ CD-ROM,inwhichthestudentinteractswithcomputercontentstoredonaCD-ROM

Ÿ PocketPC/MobileLearningwherethestudentaccessescoursecontentstoredonamobiledeviceorthroughawirelessserver.

Ÿ Integrateddistance learning, the integrationof live, in-groupinstructionorinteractionwithadistancelearningcurriculum

Ÿ Onlinetutoring

MainBenefitsofuse:Distanceeducationprovidesmajorbenefitstoatleastsixmainmar-ketsorcategories,suchas:

Ÿ Costreduction:Distanceeducationcanturnproductionofcon-tentintoarepeatableanddurablelearningtoolthatdoesnotrequireasmuchinfrastructure.Asmostmaterialcanbepack-agedinaneasytodeliver"just-in-time"format,theexpandingpayrollofeducationalinstitutionsbecomesunnecessary.

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ResearchPaper ISSNNo:2454-9916|Volume-1|Issue-1|August-2015

Ÿ Emergingmarketopportunities:Distanceeducationfuelsthepublic's need for lifelong learning in education by providingaccesstolearnersnotinthetraditionalk-12agegroup.

Ÿ Expandingaccess:Distanceeducationcanreachunderservedpopulationsofstudentswhocannotattendaschoolthatofferstheeducationalservicestheydesire,perhapsbecausetheylivetoofaraway.

Ÿ Adaptingtonewtechnologyandenvironments:Educationalinstitutionsmayadoptdistanceeducationasameanstoadaptto the rapid changes in technology being used in educationtoday.

Ÿ Flexibility for students: Some distance learning programsallowstudentstotailortheirindividualclassesand/orcurricu-lumtomeettheirindividualneeds.

Ÿ Newfund-raisingopportunities:Distanceeducationcreatesnewgraduateswhomightbewilling todonatemoneyto theschoolwhowouldhaveneverhavebeenassociatedwith theschoolunderthetraditionalsystem.

GenerallywehaveseentheacademicstructureofDistanceEdu-cationasunder:Ÿ StudyMaterialŸ LecturesŸ AssignmentsŸ PracticalWork

Wehavejustseenthehowdistanceeducationworkandusefultothesociety.NowwehaveseetheMultimediaandwiththehelpofmultimediawhichtypeofchangesrequiredorbenefitorchallengesfacesindistanceeducation.Sofirstofallseewhatismultimedia?

Multimedia:Multimediaismediaandcontentthatusesacombinationofdiffer-entcontentforms.Thetermcanbeusedasanoun(amediumwithmultiplecontentforms)orasanadjectivedescribingamediumashavingmultiplecontentforms.Thetermisusedincontrasttomediawhichonlyusetraditionalformsofprintedorhand-producedmate-rial.Multimediaincludesacombinationoftext,audio,stillimages,animation,video,andinteractivitycontentforms.

Multimediaisusuallyrecordedandplayed,displayedoraccessedbyinformationcontentprocessingdevices,suchascomputerizedandelectronicdevices,butcanalsobepartofaliveperformance.Multi-media (as an adjective) also describes electronic media devicesusedtostoreandexperiencemultimediacontent.Multimediaisdis-tinguished frommixedmedia in fine art; by including audio, forexample,ithasabroaderscope.Theterm"richmedia"issynony-mous for interactivemultimedia.Hypermedia canbe consideredoneparticularmultimediaapplication.

The term "multimedia" was coined[citation needed] by BobGoldsteintopromotetheJuly1966openingofhis"LightWorksatL'Oursin"showatSouthampton,LongIsland.OnAugust10,1966,RichardAlbarinoofVarietyborrowedtheterminology,reporting:“Brainchildofsongscribe-comicBobGoldstein,the‘Lightworks’isthelatestmulti-mediamusic-cum-visualstodebutasdiscothequefare.”. Two years later, in 1968, the term “multimedia” was re-appropriatedtodescribetheworkofapoliticalconsultant,DavidSawyer,thehusbandofIrisSawyer—oneofGoldstein’sproducersatL’Oursin.

Intheinterveningfortyyears,thewordhastakenondifferentmean-ings.Inthelate1970sthetermwasusedtodescribepresentationsconsistingofmulti-projectorslideshowstimedtoanaudiotrack.However,bythe1990s'multimedia'tookonitscurrentmeaning.

Inthe1993firsteditionofMcGraw-Hill’sMultimedia:MakingItWork,TayVaughandeclared“Multimediaisanycombinationoftext,graphicart,sound,animation,andvideothatisdeliveredbycom-puter.Whenyouallowtheuser–thevieweroftheproject–tocon-trolwhatandwhentheseelementsaredelivered,itisinteractivemultimedia. When you provide a structure of linked elementsthrough which the user can navigate, interactive multimediabecomeshypermedia.”

TheGerman languagesociety,Gesellschaft furdeutscheSprache,decidedtorecognizetheword'ssignificanceandubiquitousnessinthe1990sbyawardingitthetitleof'WordoftheYear'in1995.Theinstitute summed up its rationale by stating "[Multimedia] hasbecomeacentralwordinthewonderfulnewmediaworld”

Incommonusage,thetermmultimediareferstoanelectronicallydeliveredcombinationofmediaincludingvideo,stillimages,audio,textinsuchawaythatcanbeaccessedinteractively.Muchofthecon-tentonthewebtodayfallswithinthisdefinitionasunderstoodbymillions.Somecomputerswhichweremarketedinthe1990swerecalled "multimedia" computers because they incorporated a CD-ROMdrive,whichallowedforthedeliveryofseveralhundredmega-bytesofvideo,picture,andaudiodata.

Education&Multimedia:InEducation,multimediaisusedtoproducecomputer-basedtrain-ingcourses(popularlycalledCBTs)andreferencebookslikeency-clopediaandalmanacs.ACBTletstheusergothroughaseriesofpre-sentations,textaboutaparticulartopic,andassociatedillustrationsinvariousinformationformats.Edutainmentisaninformaltermused todescribecombiningeducationwithentertainment,espe-ciallymultimediaentertainment.

Learning theory in the past decade has expanded dramaticallybecauseoftheintroductionofmultimedia.Severallinesofresearchhaveevolved(e.g.Cognitiveload,Multimedialearning,andthelistgoeson).Thepossibilitiesforlearningandinstructionarenearlyendless.

Theideaofmediaconvergenceisalsobecomingamajorfactorineducation,particularlyhighereducation.Definedasseparatetech-nologiessuchasvoice(andtelephonyfeatures),data(andproduc-tivityapplications)andvideothatnowshareresourcesandinteractwitheachother,synergisticallycreatingnewefficiencies,mediacon-vergenceisrapidlychangingthecurriculuminuniversitiesallovertheworld.Likewise,itischangingtheavailability,orlackthereof,ofjobsrequiringthissavvytechnologicalskill.

HereIamtryingtoseethedifferencebetweenLecture,Audio,Print,Multimediaresultwithdifferentaspectslikevideo,written,color,still picture etc. howstudent react or understandwhen lecturerlearnthem.Howstudentunderstand?Etc.

LECTURE AUDIO PRINT COMPUTER[MULTIMEDIA]

Voice Voice No Voice[Withthehelpofmedia]

Writeen No Written Written

Colour No Colour Colour

StillPicture No StillPicture StillPicture

No No No Animation

No Events Events Events

No No No FullMovement[Withthehelpofmedia]

InshortwehavesaycomputerisakeytoolsofMultimedia.Fromapedagogicalpointofviewtheseconsiderationarestillvalidandtheparameters still of the highest importance to considerwhenwedesignlearningmaterials.Thedifferentsymbolicsystemsdosup-portdifferentcommunicativeactionsand,inthatway,stimulatedif-ferentaspectsofthelearningprocess.

Fromatechnologicalpointofviewthediagramisanillustrationofhowfastsometechnologieschange.InrelationtothecomputerallBates''questionmarks'and'no's'areoutdated!Atthemomentthecomputerisabletosupportcommunicationinvoice,writtenlan-guage,colour,stillpicture,animation,dramaticeventsandfullmove-mentalmostatthesamelevelastelevision.Furthermore,thecom-puteroffersthestudentanopportunitytointeractphysicallywiththelearningmaterialonasymboliclevel,whereastheothermedia–atthephysicallevel–onlyallowforbrowsingandrepetition(turn-ingthepagesandwinding-rewindingthetapes).

Thispossibilityforinteractiononthesymbolicleveliswhatmakesthecomputerunique.Thecomputerisnolongeroneoptionoronechoiceofmediaamongothersinamediamixasitwasconsideredafewyears back,when computers primarilywereused forword-processing, e-mail, computer conferencing and running of CBT-programmes.Thecomputerhasotheroptionsbecauseitreliesonanewlanguageusingabinarycode(0and1)whichisabletohandleboth signs, visuals, soundsandotherkindsof formal systems inapproximately the samewayas thealphabet supportsprint andwrittenlanguage(Finnemann1996).

ThecomputerisanintegratedmediumforŸ production(paper,pencil,typewriter,brush,etc.)Ÿ preparation(content,form,layout,etc.)Ÿ storage(book,library,database,etc.)Ÿ copying(printing,copymachine.etc.)Ÿ search(index,catalogue,etc.)Ÿ distribution(mail)Ÿ communication(telephone,fax)Ÿ ofknowledgeorsymbolicformulatedcontent.

Due to this integrationofpreviouslydisintegrated functionsandoperationsthecomputerhasbecomethevehicle formultimedia.Butthisdevelopmenthasnotbeensupportedsomuchby'thecom-puterasamachine'similartotheradioandtelevisionmonitorasby'thecomputerasamedium'usingadigitalcommunicationssystemdifferentfromtheanalogsystemusedinothermedia.

Toclarifytheterm'multimedia'furtherarecentDanishpublicationon'multimediaandthedevelopmentoftechnology'(Jensen,1995)hasdrawnupadiagramwithaseparationbetweenmultimediaandnon-multimediaontheonehandandinteractivity(symbolicinter-action)andnon-interactiveontheotherdiagram.Followingthisdia-gramitbecomesobvious

thatnoteveryapplicationwhichrunsonacomputerisamultime-dia,e.g.text-basedprogrammes–hyperstructuredornot.

thatthetermmultimediaisusedalsoforapplicationwhicharenon-interactive,e.g.linearpresentationsordemoswhichmayrunoncomputers,thatwithininteractivemultimediathereisadividingline between hyperstructured and nonhyperstructured applica-tions.

LearningMediafortheFutureTheadvantageofthecomputeristheuseofdigitalinformationpro-cessing,butthiswayofhandlingdataisabouttobeintegratedintoothermedia.Atthemomentmosttelephonecommunicationisdigi-tal–atleastintheWesternworld,andtelevisionwillbecomedigitalwithinafewyearsofferingtheusersHighDefinitionTelevision,amultiplicationofavailableprogrammesandseveralinteractiveser-vices. Especially, families connected to cabletelevision will havethese new options and providers of cable-television are at themomentexploringthepossibilitiesofofferingtelecommunicationfacilitiesastelephony,e-mailandinternetaccessthroughthecablesexchangingtheremote-controlwithasmallkey-board.Fromanedu-cationalpointofviewoneoftheimportantquestionsis:willthehome-basedPCandinteractivetelevisionmergeintoonemedium?Inthatcasewe–asprovidersofeducationandlearningmaterials–wouldonlyhavetodevelopforoneplatform:thedigitalinteractivetelevisionwithintegratedtwo-waycommunication.

SomestatisticsonthepenetrationofcommunicationhardwareinDanishhouseholdsmaygiveanindicationofthedirectioninwhichthedevelopmentismoving.DenmarkisinthismatteronlinewiththeotherScandinaviancountriesandintheupperendofEuropeasawhole.

CommunicationHardware:inDanishHouseholds1996(per-cent)Television 97% Text-tv 69%Video 66% Cable-tv 56%Satellite-receiver 11% Telephone 96%Mobil-telephone 43% HomebasedPC 47%Modem 9%

Thelowpenetrationofmodemsputseverelimitationsontheuseofcomputer-basedcommunicationinlearningandespeciallyindis-tancelearning.Inpracticeitrestrictsthepossibilitiesofusingmulti-media inhome-based education to stand-alone systems likeCD-ROMandexcludesfacilitiesliketheWWWande-mail–atleastforthenextyears.ComparedtothesituationintheUnitedStatestheamountofmodemsshouldhavebeendoubled.Probably,thelowpenetrationiscausedbytherelativelyhighleveloflocalratesontele-phonyinEurope.

Asaconsequenceoftheselimitationsforcomputernetworkingtheeducationalprovidersmayplaceconfidence indigital interactivetelevision. Not least, because this development will be pushedforewardbytheapparentlyneverdecliningmarketforentertain-ment.AsmallDanishco-operativecompanywithinterestsinlocaltelevisionhaslauncheditsvisionsforthiscomingpieceofhardware–a'TVPC2005DigitalStandard',whichcouldbeavailableonthemarketforChristmasyear2005(AEMInvest,1996).Aselectedlistoftheimagined

specificationslooklikethis:

TVPC2005DigitalStandard

Hardware: Software:SonyColorMonitor MSWindowsIntelProcessor ElectronicProgrammeGuideDigitalVideoDrive ChildrenSafe(Music,Video,CD-ROM)

ResearchPaper ISSNNo:2454-9916|Volume-1|Issue-1|August-2015

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Non-Multimedia Multimedia

NonInteractivity

Television,radio,�ilm,print,books,

dias,etc.

Linearpresentationsanddemosetc.

Interactivity Non-Hyperstructure

Wordprocessing,desk-top-

publishing,spreadsheets,database,

etc.

Computergames,

computer�iction,etc.

Hyperstructure Hypertext Non-linearpersentations,www,etc.

RemoteControl Television:NokiaDigitalDesk 10NationalChannelsNokiaMobilePhone(Hand-free)20EuropeanChannelsBuildinstereospeakersSonyWeb(modem)

ExtraEquipment: ExtraProgrammePackages:KeyBoard AEuropeanPackageMulti-roomserver AnAmericanPackageVideoPhoneRecorder AGlobalPackagePhoneExchange PayTelevision:Roomsurveillance InternationalNews:HealthandLightregulation Sport,Nature,Childrenetc.SurroundSoundLink FilmNetColourPrinter SEGA(games)Scanner On-lineServices:Microphone AltaVistaJoystick OpasiaKaraoke Newspaperson-line NationalInformationService TicketNet HomeShopping: Banks,etc.

Certainly,thisisanimpressivepieceofequipment–100%digital,independent of cable-network for interactive communication,instead,usingmobiletelephonyandsatellitedeskreceivers.Onthesoftwaresidetheuserwillhavearunningon-lineupdateofthelat-estversionofanyprogrammesheorshesignsupfor.

MymainpointisthattheTVPCandthehomebasedPCaretwodif-ferentmedia.Theyrelateto

eachotherinapproximatelythesamewayasfilmsrelatetotelevi-sion. Filmsmay be shown on television, but the experiences ofwatchinginthelivingroomareverydifferentfromthatofgoingtothecinema.

Ontelevision–andalsooneducationaltelevision–thepresenter,normally,isphotographed

fromanangelslightlybelowgivinghimorherauthority.Buttrytopresenttheseimagesonacomputerandyouwillhavethefeelingofthepresenterspeakingdowntoyou.Educationalmaterialonthecomputerhastorespecttheequalitybetweenthelearnerandthelearningmaterial – the computer supports an anti-authoritarianmodeofcommunicationinlearning.

Presentation,inthiseducationalcontext,isreferringtothelevelofdiscourse, viewingpresentations as, basically, senderdominatedone-way communication of information in one of two formatsdidacticornarrative.Inadidacticpresentationinformationistoldbyanexpert,organisedaccordingtologicanddisplayedinasortof'eternal'tensewithnoclearseparationofpast,presentandfuture.

Interactionineducationalcommunicationisalso,basically,dealingwithpresentationofinformation.Although,thelearnerhasapossi-bilitytointeractwiththelearningmaterialthecommunicationisone-way.Interactivemediaarestand-alonesystemsinwhichalltheinformation is stored before the interaction begins. Interactivemediaaremoresuitableforpresentation

ofinformationorganizedalonglogicdidacticlinesthanforpresen-tationasnarratives.Thehierarchicandramifiedstructureswhichareusedtopresentmaterialininteractivemediacorrespondmoreeasilywithlogic.Botharespeakinginadiscourseof'eternal'tense.Interactivemediamayberankedinfourcategoriesaccordingtolev-elsofpossibleinteraction:

+browsing+consultation +games +hypothesisTesting

Dialogueisnotalearningmodeinitsownright–unlesswefollowaSocraticmodel–butanoptiontocombinewithanydisseminationofinformation.Bothdidacticandnarratedpresentationsaswellasinteractivematerialsmaybeintegratedwithdialogue–especiallyonthesynchronouslevel,butthroughtelematicsalsoattheasyn-chronouslevel.

Ihavejusttrytogivefewinformationregardingthemultimediaanditstechnologyhowtouseinthefieldofeducation.

References:Ÿ AEMInvest(1996)Denintelligentetossekasse.TVPCsamfun-

derar2005.AIMInvestA/s.

Ÿ Laurillanrd,D(2003)RethinkingUnviersityTeaching,London.

Ÿ JorgenBang(2005),ImplicationofUsingCD-ROM,London

Ÿ www.encyclopedia.jrank.org/articles/pages/6821/Multimedia-in-education.html

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