Principle 6: Multimedia Technologies frame

<body bgcolor="#FEDFD1" text="#000000" link="#0080C0" vlink="#FF80C0" alink="#FF0074"> <p><a name="top"><strong>Choosing</strong></a><strong> & Using Technologies in Education & Training</strong></p> <h1 align="center"><a name="top"><font color="#000000">Principle 6</font></a><font color="#000000">:</font></h1> <h2 align="left"><font color="#000000">Choosing and Using Communication and Multimedia Technologies </font></h2> <p><font size="3"><i>Decisions about the choice of technology should be chiefly driven by consideration of learners needs, the ability of teachers and other staff to provide support for learners, and the curriculum content of the program. Resource materials should be of sound quality, suitable for the purpose, and well matched with technologies and human resources. In projects which are driven by the choice of technology rather than perceived needs, these considerations are equally important or even more so.</i></font></p> <table width="75%"> <tr> <td colspan="2" width="10%"><a href="cases.htm"><strong><img src="images/wytball.gif" align="bottom" border="0" width="20" height="20"></strong></a><strong> Further reading on:</strong></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="bib7g_fr.htm" target="_top"><font size="3"><strong>Computer Mediated Communications</strong></font></a></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="bib7j_fr.htm" target="_top"><font size="3"><strong>Interactive Multimedia</strong></font></a></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="bib7c_fr.htm" target="_top"><font size="3"><strong>Audiographics</strong></font></a></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"></strong><font size="3"><strong> </strong></font><a href="bib7b_fr.htm" target="_top"><font size="3"><strong>Videoconferencing</strong></font></a></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="bib7e_fr.htm" target="_top"><font size="3"><strong>Broadcasting</strong></font></a></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="bib7h_fr.htm" target="_top"><font size="3"><strong>Computer Managed Learning</strong></font></a></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="bib7j_fr.htm" target="_top"><font size="3"><strong>Web-Based Learning</strong></font></a></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="bib7f_fr.htm" target="_top"><font size="3"><strong>Audioconferencing</strong></font></a></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="bib7d_fr.htm" target="_top"><font size="3"><strong>Print Materials</strong></font></a></td> </tr> <tr> <td width="10%"></td> <td width="90%"><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="bib7a_fr.htm" target="_top"><font size="3"><strong>Classroom teaching</strong></font></a></td> </tr> <tr> <td colspan="2" width="10%"><strong><img src="images/wytball.gif" align="bottom" width="20" height="20"> </strong><a href="p6clist.htm"><font size="3"><strong>Checklists for Planning</strong></font></a></td> </tr> <tr> <td colspan="2" width="10%"><strong><img src="images/wytball.gif" align="bottom" width="20" height="20"> </strong><a href="cases.htm#Using"><font size="3"><strong>Case Studies</strong></font></a></td> </tr> <tr> <td></td> <td><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="otenmail.htm#top" target="_top">Using e-mail to improve access for students with disabilities in a distance education setting</a></td> </tr> <tr> <td></td> <td><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="satafe.htm#top" target="_top">On-line delivery of communications studies for TAFE SA</a></td> </tr> <tr> <td></td> <td><strong><img src="images/blckball.gif" align="bottom" width="20" height="20"> </strong><a href="1stclass.htm#top">'FirstClass' on-line community for teachers' professional development</a></td> </tr> <tr> <td colspan="2" width="10%"><strong><img src="images/wytball.gif" align="bottom" width="20" height="20"> </strong><a href="http://www.otfe.vic.gov.au/vet_vic/model/ch5.htm" target="_top"><strong>NLT planning model</strong></a></td> </tr> </table> <blockquote> </blockquote> <h2>Rationale</h2> <p><font size="3">In keeping with the principle of client focus, the chief reason for selecting a particular type of technology must be its ability to satisfy the requirements of learners. Included in this requirement is the feasibility of access for learners. Important associated aspects are the degree to which the technology facilitates or impedes the ability of teachers and other education workers to provide support for the learners, and the suitability of the technology to support the content of the program. A further determining factor is the cost of the technology. In order to make a suitable choice of technology, a balance between these factors must be achieved. No particular technology is good or bad; sophisticated and simple technologies all have their place. The essential criterion is suitability for the purpose.</font></p> <p><font size="3">The various forms of networked technologies can be grouped in different ways according to types of user requirements and characteristics. Some of the ways in which they can be grouped are discussed in this section.</font></p> <h2>Degree of Interactivity</h2> <p><font size="3">Interactivity is a word so over-used at present that its meaning has become indistinct. If we take its base meaning to refer to persons or things that act to or upon each other, it is clear that this can happen in any of several ways.</font></p> <p><font size="3"> The Communications Futures Project identified three levels of information service interactivity. These are: </font></p> <blockquote> <div align="left"> <table width="100%"> <tr> <td valign="top" width="50%"><b>Distributive services: </b>broadcast, or one to many.</td> <td width="50%"><img src="images/princ61.jpg" align="bottom" width="110" height="199"></td> </tr> </table> </div> </blockquote> <p><font size="3">These technologies enable material to be sent from a single source simultaneously to many users. Examples include both broadcast and pay TV, radio, and books and other forms of mass-distribution print materials.</font></p> <blockquote> <table width="100%"> <tr> <td valign="top" width="50%"><b>Centralised interactive services,</b> or many to one.</td> <td width="50%"><img src="images/princ62.jpg" align="bottom" width="160" height="212"></td> </tr> </table> </blockquote> <p><font size="3">These technologies<b> </b>enable many users to interact with and select information from a single, centrally-located server mechanism. These include both well-used applications such as computer-managed learning systems which allow learners to download assignment material, and applications which are at the threshold of their existence, such as video-on-demand services.</font></p> <blockquote> <table width="100%"> <tr> <td valign="top" width="50%"><b>Communicative services; </b>one to one or many to many.</td> <td width="50%"><img src="images/princ63.jpg" align="bottom" width="217" height="190"></td> </tr> </table> </blockquote> <p><font size="3">These technologies allow users to communicate with any or all of the other members of a network. They include applications such as terrestrial videoconferencing and audiographics which enable members of a group to work together, and e-mail and other applications which permit materials to be transmitted to selected individuals or organisations.</font></p> <h2>Format of Material</h2> <p><font size="3">Useful distinctions can be made between the requirements for voice, text and moving visuals. Many of the current leading edge developments in technology are associated with attempts to provide video access more readily. </font></p> <blockquote> <table border="2" cellpadding="3" width="90%"> <caption align="top"><strong>Degree of Interactivy</strong></caption> <tr> <td align="center" width="25%"><b>  FORMAT</b></td> <td align="center" width="25%"><b><i>Distributive</i></b></td> <td align="center" width="25%"><b><i>Centralised Interactive</i></b></td> <td align="center" width="25%"><b><i>Communicative</i></b></td> </tr> <tr> <td width="25%"><b>Voice</b></td> <td width="25%">Radio </td> <td width="25%">Interactive Voice Response </td> <td width="25%">Telephone <br> Audio conference</td> </tr> <tr> <td width="25%"><b>Text</b></td> <td width="25%">Books <br> Printed Learning Materials</td> <td width="25%">Fax <br> Audiographics <br> World Wide Web</td> <td width="25%">Mail <br> E-mail <br> Newsgroups </td> </tr> <tr> <td><b>Visual</b></td> <td>Satellite/ Pay TV <br> Broadcast TV</td> <td>Video library <br> Video-on-demand on Cable Networks (ADSL) </td> <td>Video conference <br> - desktop <br> - group <br> - bandwidths</td> </tr> </table> </blockquote> <h2>Time and Place Dependence</h2> <p><font size="3">Much of traditional learning has taken place with a high degree of time and place dependency, requiring students to be at a particular place at a particular time. Distance education and open learning are the result of attempts to free learners to varying degrees from these restrictions. Networked technologies provide further options.</font></p> <p><font size="3"> The degree of time dependency is sometimes distinguished by the terms synchronous (happening at the same time) and asynchronous (not time dependent) modes. </font></p> <blockquote> <table border="2" cellpadding="3" width="90%"> <caption align="top"><b>Place Dependence</b></caption> <tr> <td align="center" width="25%"><b>TIME</b> <b>DEPENDENCE</b></td> <td align="center" width="25%"><b><i>High</i></b></td> <td align="center" width="25%"><b><i>Semi</i></b></td> <td align="center" width="25%"><b><i>Low</i></b></td> </tr> <tr> <td width="25%"><b>High</b></td> <td width="25%">Class </td> <td width="25%">Audiographics <br> Video conference</td> <td width="25%">Telephone <br> Audio conference<br> Radio</td> </tr> <tr> <td width="25%"><b>Semi</b></td> <td width="25%">Self-paced and drop-in classes or tutorials <p>Satellite/ Pay TV broadcast (recordable) </p> </td> <td width="25%">.</td> <td width="25%">Free to Air TV</td> </tr> <tr> <td><b>Low</b></td> <td>Library</td> <td>E-mail <br> World Wide Web <br> Video-on-demand</td> <td>Print <br> Interactive Voice Response</td> </tr> </table> </blockquote> <h2>Scale of Effort</h2> <p><font size="3">Technologies vary enormously in the cost of set-up and maintenance. In some cases an individual teacher or a department can make a decision to invest in a particular technology; in others the cost is significant enough to require a decision by the organisation as a whole; in others again, the technology is not feasible unless the whole system (state or national vocational training system or its equivalent in other sectors), or at least a consortium of organisations, adopts the approach. The table below gives an indication of how this dimension might be categorised.</font></p> <blockquote> <table border="1" cellpadding="4" width="90%" bordercolor="#000000"> <tr> <td valign="top" width="40%"><font size="2"> </font></td> <td align="center" width="20%"><font size="2"><b>  System Effort</b></font></td> <td align="center" width="20%"><font size="2"><b>Organisation Effort</b></font></td> <td align="center" width="20%"><font size="2"><b>Individual or Department Effort</b></font></td> </tr> <tr> <td width="40%"><font size="2">Lock-step class</font></td> <td width="20%">.</td> <td width="20%">.</td> <td align="center" width="20%"><font size="2">X</font></td> </tr> <tr> <td><font size="2">Video conferencing (pc-based)</font></td> <td>.</td> <td align="center"><font size="2">X</font></td> <td></td> </tr> <tr> <td valign="top" width="40%"><font size="2"> Video conferencing <br> (group)</font></td> <td align="center" width="20%"> <p align="center"><font size="2">  X</font> </p> </td> <td width="20%"><font size="2"> .</font></td> <td width="20%"><font size="2">.</font></td> </tr> <tr> <td><font size="2"> Audio graphics (high-tech versions)</font></td> <td>.</td> <td align="center">X</td> <td>.</td> </tr> <tr> <td><font size="2">Audio graphics (low-tech versions)  </font></td> <td>.</td> <td>.</td> <td align="center">X</td> </tr> <tr> <td valign="top" width="40%"><font size="2">Broadcasting </font></td> <td align="center" width="20%">X</td> <td width="20%"><font size="2">.</font></td> <td width="20%"><font size="2">.</font></td> </tr> <tr> <td><font size="2">Self-paced and drop-in classes </font></td> <td>.</td> <td>.</td> <td align="center">X</td> </tr> <tr> <td width="40%"><font size="2">Audio conferencing</font></td> <td width="20%">.</td> <td width="20%">.</td> <td align="center" width="20%">X</td> </tr> <tr> <td valign="top" width="40%"><font size="2">E-mail</font></td> <td width="20%"><font size="2">.</font></td> <td align="center" width="20%">X</td> <td width="20%"><font size="2">.</font></td> </tr> <tr> <td valign="top" width="40%"><font size="2">World Wide Web </font></td> <td width="20%"><font size="2">.</font></td> <td align="center" width="20%">X</td> <td width="20%"><font size="2">.</font></td> </tr> <tr> <td valign="top" width="40%"><font size="2">Interactive multimedia</font></td> <td width="20%"><font size="2">.</font></td> <td align="center" width="20%">X</td> <td width="20%"><font size="2">.</font></td> </tr> <tr> <td><font size="2">Computer managed learning</font></td> <td>.</td> <td align="center">X</td> <td>.</td> </tr> <tr> <td valign="top" width="40%"><font size="2">Print </font></td> <td width="20%"><font size="2">.</font></td> <td width="20%"><font size="2">.</font></td> <td align="center" width="20%">X</td> </tr> </table> </blockquote> <p> <font size="3"><b>Learning Resource Materials</b></font></p> <p><font size="3">Whatever medium they are presented in, learning resource materials will present learners with some or all of their program content. They must therefore be of good quality in both content and presentation. <br> In relation to content and structure, the materials must:</font> </p> <ul> <li><font size="3">either be complete in themselves, or provide signposts to further content;</font></li> <li><font size="3">be accurate and up to date;</font></li> <li><font size="3">be true to the curriculum;</font></li> <li><font size="3">be in keeping with the design of the program as a whole, and the teaching methods adopted;</font></li> <li><font size="3">have a structure which is readily apparent to learners;</font></li> <li><font size="3">enable learners to monitor their own progress; and</font></li> <li><font size="3">encourage active participation in learning.</font></li> </ul> <p> <font size="3">The presentation of the materials should be of excellent quality, and of a standard of sophistication in keeping both with the scale of the project and the medium in which they are presented. For example, a program with many learners and expected to continue for several years would justify a glossy presentation, while a program of short duration, with very few learners, and where the learning resources are a back-up for interaction rather than the central source of content, might allow for a less glamorous presentation. Learners expectations of video presentations are generally based on their experience with broadcast television, so that a commensurate standard would be expected unless a clear indication was given to them of why their expectations should be different in a particular case; on the other hand, most people have experience of a wide range of styles and qualities of print materials, so that they would tolerate print materials anywhere along that range.</font></p> <h2>Delivery Methods and Technologies</h2> <p><font size="3">There are no clear-cut rules about how to determine the most suitable technologies for the intended learning purposes. Distinctions blur and technologies can be used innovatively in different ways and combinations. Go to </font><a href="tech1_fr.htm" target="_top"><font size="3"><b>Technologies for Teaching and Learning</b></font></a><font size="3"> to find guides to thinking about these dimensions and relating them to the characteristics of the learning situation that is being designed. Some of the methods will be suitable as the main method of delivery, while others will be best used as a medium of support.</font></p> <p align="center"><br> <font size="2">Please add your case studies or comments to this site</font></p> <hr> <p align="center">[<a href="entry_fr.htm" target="_top">Entry</a>] [<a href="feedback.htm#top">Feedback</a>] [<a href="http://avoca.vicnet.net.au/Excite/AT-cutequery.html" target="_top">Search</a>]</p> </body>