The changing model of The changing model of teaching and learning teaching and learning

multimediamultimedia

E.Rossiou, G.PantziouE.Rossiou, G.Pantziou

Department of InformaticsDepartment of Informatics

TEI of Athens,HellasTEI of Athens,Hellas

The new way…The new way…

The teaching and learning model is changing in “Technology of Multimedia” course

in the Department of Informatics

in TEI of Athens, Greece.

The 15 weeks course ‘faces’ the shift in teaching and learning model across the

spectrum of higher education.

Need for new approach in teaching..Need for new approach in teaching..

The information revolution our changing views οn the way we teach demands οn graduates from the workplace

all work together to form a new approach to higher education.

This presentation describes the way that a multimedia course is implemented in our TEI

and some of the evaluation results of it.

Key points Key points on teaching and learningon teaching and learning

Tutors should develop a Tutors should develop a range of teaching range of teaching strategiesstrategies because of the different learning styles of their students.

The emphasis should be οοn active approachesn active approaches.

Teaching is a two-way communication process

Learning Learning incorporatesincorporates not only knowledge and work at the conceptual level, but also skillsskills.

Why change how we teach?Why change how we teach?

Α simple answer is:

‘‘in order to survive'in order to survive'.

Α more positive response is:

''ΤοΤο ensure that the students of today ensure that the students of today receive as good an education as we receive as good an education as we

ourselves did.ourselves did.

Different people and different perspectives will produce different solutions tο every problem or challenge in higher education.

What are the options for change?What are the options for change?

There are strategies for addressing the current challenges facing higher education….

Some strategies…Some strategies…

• Finding ways of adapting or refining Finding ways of adapting or refining 'traditional' methods of teaching'traditional' methods of teaching to suit the needs of a 'mass' higher education system with reduced resources.

Finding 'new' ways of teachingFinding 'new' ways of teaching - where 'new' may be a case οf either adapting forms of education already proved in other sectors, or radically rethinking the nature and process of education.

Old and new models of Old and new models of teaching and learningteaching and learning

Recent changes in education

haνe been coupled with

the introduction οf new technology,

and this inevitably

changes methods οf teaching and learning.

Some shifts…Some shifts… away from traditional method away from traditional method

Old model of teaching

New model οf teaching

Technology implications

Classroom lectures

Individual exploration

Networked PCs with access to information

Passive absorption

Active learning

Requires skills development

Individual work Team learning

Benefits from collaborative tools and email

Teacher is dispenser of information

Teacher is guide

Access to experts over the network

Stable contentFast-

changing content

Requires networks

Passive absorption

Teacher is dispenser of information

Requires skills development

Access to experts over the network

Classroom lecturesNetworked PCs with access

to informationIndividual exploration

Active learning

Individual work Benefits from collaborative tools and email

Team learning

Teacher is guide

Stable content Requires networksFast-changing

content

New teaching and learning New teaching and learning methodologymethodologyThe teacher becomesThe teacher becomes

guide / manager guide / manager οοnn learning resources learning resources

Students become Students become independent independent

manage learningmanage learning

Students work Students work collaboratively collaboratively

not competitivelynot competitively

Multimedia resources Multimedia resources are delivered over the network are delivered over the network

for flexible access.for flexible access.

Communication and resources Communication and resources are accessible are accessible via the Internetvia the Internet

““Multimedia Technology” course Multimedia Technology” course in Tei of Athensin Tei of Athens

Theory sessionTheory session Lab sessionLab session

The duration of the course is 12-15 weeks per term

digital presentation of info zip-principles text images sound and video storing media network for multimedia application development of an application via an authoring tool.

Theory Session of Theory Session of “Multimedia Technology” course “Multimedia Technology” course

Teaching is 2 hours per week and teaching material includes:Teaching is 2 hours per week and teaching material includes:

It aims to students’ familiarization with an authoring It aims to students’ familiarization with an authoring tool.tool.

Students have the opportunity to: ““See”See” and “evaluate” multimedia applications with

various authoring tools (Toolbook, Authorware, Director)

implement their knowledgeimplement their knowledge by developing their owntheir own multimedia application (they work in groups).

Lab Session of Lab Session of “Multimedia Technology” course“Multimedia Technology” course

Bloom in teaching and Bloom in teaching and learning processlearning process

In the lab session,

teaching of the authoring tool follows

the 6 “steps” of “Bloom process”:“Bloom process”:

Knowledge

Bloom Process…Bloom Process…

Synthesis

Implementation

Evaluation

Analysis

Comprehension

The key concepts are presented to student using the presentation packagepresentation package Power Point.

The students’ notes have been improvedimproved and the lectures as well.

Students have access to lecture material, on the campus network for an independent learningindependent learning.

Knowledge

Comprehension

Students answer to on line questionnaireson line questionnaires with questions:

true/false, multiple choice, gap fill on new concepts

and they receive feedbackreceive feedback.

Implementation

The lab assessment is a multimedia application, which is uploaded, in exe-format, on the campus network.

Students either individually or in groups try during the lab session, to develop this application:

work on their own, follow their rhythm of studying and use the necessary for them, media (notes, internet, help menu of the authoring tool).

Analysis

Students try to analyze (why and how...)why and how...) deeper their application or another one that is delivered in the campus network or in the web.

Synthesis

During the course students prepare the final assessment, a multimedia application, and they work in groups of 3-5 students.

This final project tends to be educational software (InteractiveInteractive, event drivenevent driven, enrichedenriched, offers possibility of explorationexploration) for secondary or primary education.

Evaluation

The total students’ evaluation is a combination of: lab assessments (10%), final exam (40%) final project (50%).

The forum in the camp network is the opportunity to:Communicate each Communicate each

otherotherExchange opinionsExchange opinionsSolve queriesSolve queriesEvaluate lab sessions Evaluate lab sessions

and make suggestionsand make suggestionsSuggest various web Suggest various web

resourcesresources……

A draft evaluation…A draft evaluation…

Benefit οf technology use in…

Students more independent of us

Flexibility of course provision is increased

Students are…

Teaching

Assessment

But…don’t lose

learning control

But…it takes time to set up correctly!!

… pushed to access

to books and articles

…. encouragedto work collaboratively

… are encouraged

to work collaboratively

See ourselves as centra

to our students' learning

and keep control.

See ourselves as not centra

to our students' learning and

give independence to students

See us as someone who needs

to control some aspects

of our students' learning

while allowing them

independence at other

In order to improve teaching qualityteaching quality, and known thatknown that

there are times when:

tutors should remain in control students will gain from independence

we have tried to involve a

mixture of the approaches:

A mixture …A mixture …

Official evaluation is coming…Official evaluation is coming…

The main features of the axons are:

EffectivenessEffectiveness EfficiencyEfficiencyImportanceImportance of the of the

educational material. educational material.

AAXXOONNSS

StructureStructure

Knowledge-Educational contentKnowledge-Educational content

InteractivityInteractivity

EncouragementEncouragement

Personal developmentPersonal development

Department of InformaticsDepartment of Informaticswww.cs.teiath.grwww.cs.teiath.gr

erossiou@teiath.grerossiou@teiath.gr pantziou@teiath.grpantziou@teiath.gr

The results of this evaluation The results of this evaluation will guide us to moderate will guide us to moderate

the changing model of teaching and learning the changing model of teaching and learning multimedia multimedia

according to students’ and tutors’ needs. according to students’ and tutors’ needs.