Advantages of Multimedia

My first attempt at a video blog integrating screencasting and video.  I am working on learning how to incorporate a green screen.  I have come to the conclusion that it would probably have been less scripted had I incorporated some personal examples. Becoming comfortable with the software tool is also very important.  The lack of this is evident in my abrupt transitions.  Thank you for taking a look, I hope to use this as a reflection of where I began.

Video Transcript
In this video blog I will discuss some of the advantages of using multimedia in the classroom.  I focus on specific applications in healthcare education.

In his text Integrating Educational Technology into Teaching Roblyer as well as many others defines multimedia as the use of audio, video, photos, images, text and hypermedia to present information. [click to http bubble]

The internet facilitated the development of Hypermedia/Hypertext. Dillon and Richardson define hypertext as nodes or chunks of information and links between them.  The links are active, and when interacted with, movement between the two nodes take place.  [click to next bubble] Hypermedia is a general term to describe links to information held on different media, such as video, CD, etc.

[Video of me reading the following] We use hypertext and hypermedia whenever we interact with the media to access additional information such as when you click a hyperlink text or a “hotspot on an image”.  Gudenius illustrates the pervasiveness that multimedia has in our lives, from our cell phones to portable tablets and microcomputers and television, creating multimedia has become less expensive, and the software tools have become easier to use.  The ease of access and use allow many more opportunities for accessing, creating and using quality multimedia in practical ways. [keep video, click to next bubble]

 

WHY – why incorporate multimedia?

The answer to this question can be explored using Roblyer’s rationale based on problem solving, multimedia when incorporated properly in instructional design in which consistent presentation of new information, practice and assessment compose learning. Multimedia has been shown to be effective in motivating and engaging students in the learning process.  [Stop video go to audio only click to next bubble]

Audio, visual and interactive platforms stimulate learners attention, and can provide real-world relevance of the content. Information can be presented in dual-channel inputs which are more efficient described by Paivio, who proposed the dual coding theory. Utilizing two interdependent systems for the processing of verbal and non-verbal information allows learners to process information simultaneously and independently which can result in additive learning when referential connections are made.  Multimedia utilizes multiple accessible formats. Different learning styles are satisfied by hypermedia. The graphics, animations and videos appeal to visual learners, sound, narration and video appeal to auditory learners, and kinesthetic learners are engaged by hypermedia’s interactive attribute. Soto Mas, Plass, Kane and Papenfuss state hypertext and hypermedia are two of the unique and useful tools for constructivist design as they allow for branched and flexible formats rather than linear and closed designs of instruction. [Click to next bubble puzzle pieces]

Multimedia content is used successfully in collaborative problem-solving activities such as Webquests and virtual field trips and simulations. These multimedia intense activities engage users to explore, critically think and collaborate in their learning while interacting with multimedia content.

INTEGRATING MULTIMEDIA INTO HEALTHCARE EDUCATION WHAT IS THE EVIDENCE [start video narration]

Patient-centered medical model reform is making the demonstration of teaching methods harder to carry out and meet the needs of clinical teaching.  Emphasis on patient safety has driven clinical teaching to simulation and utilization of other methods such as hypermedia, serious gaming to practice essential skills before demonstrating them on patients in the hospital. Zhang Liu and Zhang conducted research on the applications of multimedia utilizing the computer and found that multimedia was useful for medical experiments that demonstrate physiological phenomenon or experimental process. Stimulating and engaging enthusiasm in learners. Medical practice designs allowed for unlimited repetition and was shown to be better than traditional methods and with medical animation simulation of physical processes.  They found the content to be more intuitive, that the media made it easier to understand abstract concepts. Transforming learning from memorization to understanding. [stop video, go to narration only]

KEYS to SUCCESSFUL INTEGRATION OF MULTIMEDIA

Roblyer identifies key components to successful integration of multimedia into education:

There must be available resources, hardware, software and internet reliability. Capital and infrastructure support must be adequate.

The skills of the educator and students to utilize multimedia and hypermedia technologies to enhance education.

The amount of significant dedication to planning, implementing and reviewing applications of multimedia must also be considered. [click to next bubble, start videorecording]

In conclusion: Multimedia can be an effective, efficient medium to deliver instructional content, utilization of multimedia in healthcare education is well supported by current research evidence.  Meeting the needs of educators, learners and the healthcare system to provide quality training and teaching ensuring patient safety throughout the teaching and learning process

References
1. Gudenius, M. (March 4, 2010). Multimedia in education part 5.mov. Retrieved from: youtu.be/I2gh-CGjgJY

2. Multimedia in the classroom. Pinellas School District and Florida Center for Instructional Technology at USF. Retrieved from http://fcit.usf.edu/multimedia/overview/overview.html.

3. Paivio, A. (1990). Mental respresentations: A dual coding approach. New York: Oxford University Press. Retrieved from https://books.google.com/books?id=hLGmKkh_4K8C&lpg=PA3&ots=B3EZeFojln&dq=Paivio%2C%20A.%
20(1990).%20Mental%20representations%3A%20A%20dual%20coding%20approach.%20New%20York%3A%20Oxford%20University%20Press&lr&pg=PA4#v=onepage&q&f=false

4. Pommert, A., Riemer, M., Schiemann T., Schubert R., Tiede, U. & Hohne, H. Knowlege-Based and 3D imaging systems in medical education. Institute of mathematics and computer science in medicine (IMDM). University hospital
Eppendorf, Martinistr. Hamburg, Germany. Retrieved from https://pdfs.semanticscholar.org/6c05/9db6de55712d811da27c13a9f9382ebdc93d.pdf.

5.  Roblyer, M. (2016). Integrating educational technology into teaching (7th ed.). Massachusetts:Pearson.

6. Soto, M. F. G., Plass, J., Kane, W. M., & Papenfuss, R. L. (October 01, 2003). Health Education and Multimedia Learning: Connecting Theory and Practice (Part 2). Health Promotion Practice, 4, 4, 464-469. doi:
10.1177/1524839903255411

7. Zhang, Z., Liu, M., & Zhang, H. (2015). Research on the Applications of Multimedia Auxiliary Teaching System with the Computer to the Education of Clinical Medicine. Retrieved from
http://scholar.googleusercontent.com/scholar?q=cache:j_EJ_aBm31QJ:scholar.google.com/+multimedia+applications+respiratory+education&hl=en&as_sdt=0,5&as_ylo=2015&as_vis=1