Best Practice Approach to Best Practice Approach to multimedia technologymultimedia technology

Presented to College VP of InstructionPresented to College VP of Instruction

by D. Quinnby D. QuinnMarch 7, 2010March 7, 2010

Οὐδὲ γὰρ ἄνευ σμικρῶν τοὺς μεγάλους φασὶν Οὐδὲ γὰρ ἄνευ σμικρῶν τοὺς μεγάλους φασὶν λιθολόγοι λίθους εὖ κεἶσθαι.λιθολόγοι λίθους εὖ κεἶσθαι.

““As the builders say, the larger stones do not As the builders say, the larger stones do not lie well without the lesser.”lie well without the lesser.”

~ Socrates, 469 BC–399 BC~ Socrates, 469 BC–399 BC

Best Practice Approach to Best Practice Approach to multimedia technologymultimedia technology

Road MapRoad Map

• ContextContext

• Survey DataSurvey Data

• ChallengesChallenges

• LiteratureLiterature

• DiscussionDiscussion

• ProposalProposal

• ReferencesReferences

ContextContext

• As an institution, TSTC encourages faculty to As an institution, TSTC encourages faculty to move their online instruction to the next level in move their online instruction to the next level in innovation using multimedia technology.innovation using multimedia technology.

• Current literature on incorporating multimedia Current literature on incorporating multimedia technology in online learning presents compelling technology in online learning presents compelling arguments for the educational value of arguments for the educational value of multimedia.multimedia.

• The review of current literature will enable TSTC to The review of current literature will enable TSTC to determine a successful, sustainable approach to determine a successful, sustainable approach to the integration of multimedia in online courses.the integration of multimedia in online courses.

• TSTC should align multimedia use with online TSTC should align multimedia use with online instruction vision.instruction vision.

Survey QuestionSurvey Question

In preparing online content that improves In preparing online content that improves learning and includes instructional multimedia learning and includes instructional multimedia technology, what is the biggest challenge you technology, what is the biggest challenge you face as an online instructor?face as an online instructor?

Sample DataSample Data

““. . . the biggest challenge of the process is the . . . the biggest challenge of the process is the time management.” (IT faculty)time management.” (IT faculty)

““. . . Preparing online content that challenges . . . Preparing online content that challenges and engages the digital native . . . while and engages the digital native . . . while attempting to not alienate the digital attempting to not alienate the digital immigrant.” (Web dev. faculty)immigrant.” (Web dev. faculty)

““. .. Competing with the distractions that . .. Competing with the distractions that surround students as they learn on line (TV, surround students as they learn on line (TV, music, games).” (Web dev. Faculty)music, games).” (Web dev. Faculty)

““No time to create.” (Academic faculty) No time to create.” (Academic faculty)

Sample cont.Sample cont.

““Lack of support from instruction and/or Lack of support from instruction and/or department.” (Academic faculty)department.” (Academic faculty)

““Little initial training offered (sink or swim Little initial training offered (sink or swim philosophy which prevents some from philosophy which prevents some from attempting.” (Academic faculty)attempting.” (Academic faculty)

““Students’ lack of self-initiative – some Students’ lack of self-initiative – some students will not ask for assistance in using students will not ask for assistance in using technology or they simply refuse to use [it].” technology or they simply refuse to use [it].” (Academic faculty)(Academic faculty)

Sample cont.Sample cont.

““Poor advising for online classes – students are Poor advising for online classes – students are told online classes are ‘easier,’ ‘completely self-told online classes are ‘easier,’ ‘completely self-paced,’ ‘don’t take as much time as traditional paced,’ ‘don’t take as much time as traditional classes’ – which sets up unrealistic classes’ – which sets up unrealistic expectations; students usually expect instructor expectations; students usually expect instructor to conform to what is advised.” (Academic to conform to what is advised.” (Academic faculty)faculty)

““[Students don’t understand] the process and [Students don’t understand] the process and use of the media.” (Academic faculty)use of the media.” (Academic faculty)

““[As faculty]. . . Biggest challenge is the media [As faculty]. . . Biggest challenge is the media technology.” (Dental Hygiene faculty)technology.” (Dental Hygiene faculty)

Sample cont.Sample cont.

““BIGGEST challenge . . . access to [multimedia tools] . BIGGEST challenge . . . access to [multimedia tools] . . . such as Camtasia.” (Technology faculty). . such as Camtasia.” (Technology faculty)

““My main issue with new media is time constraints. It My main issue with new media is time constraints. It takes me time to get creative with it; I have to feel takes me time to get creative with it; I have to feel very comfortable with how I’m going to implement it very comfortable with how I’m going to implement it in the course and how to assess the students. If I in the course and how to assess the students. If I know what I’m trying to accomplish and have my know what I’m trying to accomplish and have my learning objectives lined up; it is easy for me to get learning objectives lined up; it is easy for me to get the students rolling with it. Pedagogy is what’s the students rolling with it. Pedagogy is what’s important. Technology is just a tool that helps me important. Technology is just a tool that helps me stay organized (if I’m using it correctly) and it stay organized (if I’m using it correctly) and it broadens my choices for content delivery; I feel it broadens my choices for content delivery; I feel it helps me make my course more ‘fun and versatile.’” helps me make my course more ‘fun and versatile.’” (Dental Hygiene faculty)(Dental Hygiene faculty)

Sample cont.Sample cont.

““I would have to say that my biggest I would have to say that my biggest challenge is the time constraint of finding the challenge is the time constraint of finding the appropriate media, learning how to use it, and appropriate media, learning how to use it, and implementing it. For example, I went to . . . implementing it. For example, I went to . . . Camtasia training last summer and learned Camtasia training last summer and learned the basics (what you can learn in one hour) the basics (what you can learn in one hour) but then had to really make time to play with but then had to really make time to play with it. [Faculty does not Camtasia on office it. [Faculty does not Camtasia on office system.] (Academic faculty)system.] (Academic faculty)

• ““. . . I feel that creating videos is a must. The . . . I feel that creating videos is a must. The problem that I have is that I do not have problem that I have is that I do not have [assess to] Camtasia.” (Academic faculty)[assess to] Camtasia.” (Academic faculty)

Sample cont.Sample cont.

[Courses don’t contain] a prerequisite explicitly [Courses don’t contain] a prerequisite explicitly naming computing skills. . . Student naming computing skills. . . Student understanding is my main problem.” (Academic understanding is my main problem.” (Academic faculty)faculty)

““. . . biggest problem I face when developing . . . biggest problem I face when developing online content deals with choosing the most online content deals with choosing the most appropriate and effective delivery method for the appropriate and effective delivery method for the lesson objectives. This challenge stems not from lesson objectives. This challenge stems not from a limited understanding of the technology, but a limited understanding of the technology, but rather the biased ‘cool’ factor that tends to skew rather the biased ‘cool’ factor that tends to skew my judgment as I begin to develop. [W]e tend to my judgment as I begin to develop. [W]e tend to forget to reflect . . .” (Faculty / Chair)forget to reflect . . .” (Faculty / Chair)

challenges challenges

• Challenges in developing effective online Challenges in developing effective online instruction using instructional multimedia instruction using instructional multimedia technology:technology:• Time to learn / deployTime to learn / deploy• Prepare challenging and engaging contentPrepare challenging and engaging content• Competing distractionsCompeting distractions• Technical / technology supportTechnical / technology support• Lack of just-in-time training / resourcesLack of just-in-time training / resources• Learner motivationLearner motivation• Poor advising for online classesPoor advising for online classes• Access to multimedia resources / toolsAccess to multimedia resources / tools• Learner competenciesLearner competencies

Challenges cont.Challenges cont.

• Technology literacyTechnology literacy• Developer skill setsDeveloper skill sets• Lack of technology prerequisitesLack of technology prerequisites• Learner incentivesLearner incentives• Narrow perspective to instructional technology Narrow perspective to instructional technology

useuse• No best practices approach for instructional No best practices approach for instructional

multimedia technologymultimedia technology

literatureliterature

• New technologies like blogs, wikis, social New technologies like blogs, wikis, social bookmarking / networking services enable bookmarking / networking services enable unprecedented sharing and collaboration between unprecedented sharing and collaboration between users, the formation of new learner identities or users, the formation of new learner identities or subjectivies and communities of learning, driving subjectivies and communities of learning, driving the social aspects of learning to new levels the social aspects of learning to new levels (O’Sullivan, & Samarawickrema, 2008).(O’Sullivan, & Samarawickrema, 2008).

• While multimedia is perceived as having the While multimedia is perceived as having the potential to reshape teaching practice, oftentimes potential to reshape teaching practice, oftentimes the attributes of multimedia technologies are not the attributes of multimedia technologies are not exploited effectively in order to maximize and exploited effectively in order to maximize and create new learning opportunities, resulting in little create new learning opportunities, resulting in little impact on the learning environment (Torrisi-Steel, impact on the learning environment (Torrisi-Steel, 2005).2005).

discussiondiscussion

• Providing access to multimedia tools is key to Providing access to multimedia tools is key to motivating faculty to using them in their motivating faculty to using them in their online content. However, motivation should online content. However, motivation should be coupled with a disciplined approach to be coupled with a disciplined approach to matching the tools with the content for matching the tools with the content for successful learning experiences.successful learning experiences.

• A A best practices approach best practices approach suggests a starting suggests a starting point to addressing the challenges expressed point to addressing the challenges expressed in the sample survey data.in the sample survey data.

ProposalProposal

• TSTC should formulate a best practices approach to TSTC should formulate a best practices approach to multimedia instruction that includes these core multimedia instruction that includes these core principles:principles:

1.1. Reflective practice: Develop, adopt and deploy Reflective practice: Develop, adopt and deploy strategies (discovery, research, knowledge) focused strategies (discovery, research, knowledge) focused on the effective delivery of lectures and digital on the effective delivery of lectures and digital resources resulting in a high level of satisfaction or resources resulting in a high level of satisfaction or excellence for the digital learners (Glossary, 2010).excellence for the digital learners (Glossary, 2010).

2.2. Systems thinking practice: Exploit multimedia Systems thinking practice: Exploit multimedia technology to match the tools with content for technology to match the tools with content for successful learning experiences.successful learning experiences.

3.3. Support practice: Aggressively pursue just-in-time Support practice: Aggressively pursue just-in-time support systems that ensure faculty and students are support systems that ensure faculty and students are equipped with the necessary tools and competencies equipped with the necessary tools and competencies to accomplish their educational and professional goals.to accomplish their educational and professional goals.

Proposal cont.Proposal cont.

TSTC may adopt the following mission TSTC may adopt the following mission statement:statement:

TSTC adopts a best practices approach to TSTC adopts a best practices approach to instructional multimedia development for instructional multimedia development for digital learning content.digital learning content.

referencesreferences

• Glossary. (2010). The Enterprise and economic Glossary. (2010). The Enterprise and economic development library. Retrieved (2010, March 1) from development library. Retrieved (2010, March 1) from http://www.findmehere.com/search/dictionary/b_index.htm

• O’Sullivan, M. L., & Samarawickrema, G. (2008). O’Sullivan, M. L., & Samarawickrema, G. (2008). Changing learning and teaching relationships in the Changing learning and teaching relationships in the educational technology landscape. In hello! where are educational technology landscape. In hello! where are you in the landscape of educational technology?. you in the landscape of educational technology?. Retrieved (2010, March 1) from Retrieved (2010, March 1) from http://www.ascilite.org.au/conferences/melbourne08/procs/osullivan-poster.pdf

• Torrisi, Geraldine. (2005). Core Principles of Educational Torrisi, Geraldine. (2005). Core Principles of Educational Multimedia. Encyclopedia of multimedia technology Multimedia. Encyclopedia of multimedia technology and networking. Retrieved (2010, March 1) from and networking. Retrieved (2010, March 1) from http://pathfinder.utb.edu:2090/Details.aspxhttp://pathfinder.utb.edu:2090/Details.aspx

conclusionconclusion

• ContextContext

• Survey DataSurvey Data

• ChallengesChallenges

• LiteratureLiterature

• DiscussionDiscussion

• ProposalProposal

• ReferencesReferences