Content and Progress Monitoring Windows. Management of Course Content. Once of the province for instructor and system interaction is the management of ...
MULTIMEDIA LEARNING SYSTEM Nurhayati Yusoff, Madhubala Bava Harji, Fadzilah Salim, Tan Choo Kim Multimedia University
Abstract The use of multimedia in teaching and learning presents challenges to institutions of higher learning. Multimedia refers to any computer-mediated software or interactive application that integrates text, color, graphical images, animation, audio sound, and fullmotion video in a single application. Multimedia learning systems consist of animation and narration, which offer a potentially venue for improving student understanding (Mayer & Moreno, 2000). Aimed to complement and supplement the teaching process and leaning materials, Multimedia University (MMU) has spearhead the initiative towards a multimedia learning environment by developing a new interactive teaching tool, i.e. the MultiMedia Learning System (MMLS). This paper briefly discusses the developmental stages of the on-line learning systems at MMU, starting with the predominately On-line Notes. The first prototype online system, which suggests self-paced learning among the undergraduates, was realized in 1997. Next, the MMLS, which was designed to complement and supplement the teaching processes, will be presented. Seven subjects at the Alpha Level (Foundation Level), which were put on the MMLS was piloted in the second trimester of the session 2001/2002. Strengths and shortcomings of each system are also outlined. INTRODUCTION
A plethora of research literature abounds on multimedia learning and its impact on the teaching and learning processes. The growing development of technology-mediated learning systems has lead to ‘flexible delivery’ and ‘virtual learning’, which has created a whole new learning environment that enables learners to take charge of their own educational experiences. Experts expound that multimedia enhances learning, and the used of it in an online education is increasing (Quintana, 1996). Najjar (1996) reviewed numerous studies and found that ‘learning was higher when information was presented via computer-based multimedia systems than traditional classroom lectures’. However, there appears to be a concern about sustaining interactivity within a web-based learning system. Interactive experience for the user, i.e. instructors and learners is defined as ‘a multi-dimensional, multi-sensory interweave of self-directed reading, viewing, listening, and interacting, through activities such as exploring, searching, manipulating, writing, linking, creating, juxtaposing, and editing (Wilson, 1992: 186). In an attempt to develop a web-based courseware delivery engine, which incorporates the elements of interactivity, Multimedia University developed the Multimedia Learning System (MMLS). It is a web-based teaching and learning tool, with
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a ‘virtual teacher within a virtual classroom’. The MMLS was developed after a series of web-based courses were found to lack the elements of interactivity. This paper begins by addressing the issue of interactivity. Next, the developmental stages of the on-line learning systems at MMU, beginning with the predominately On-line Notes are outlined. Next, a description of the prominent features of the MMLS, which allows for greater interactivity, will be presented. Strengths and shortcomings of each system are also outlined. WEB-BASED LEARNING Research on interactive multimedia learning reveals strong positive effects on learning (Fletcher, 1989), which among others includes that learning takes less time, is enjoyed more and increases learning. Web-based instruction is becoming a convenient and popular means in higher education. The first prototype on-line system, which suggests self-paced learning among the undergraduates, was realized in 1997. MMU first introduced its web-based learning tool by having instructors create course contents in the html file format, with no standardize template and clear guidelines, which eventually resulted in varied formats and designs within a particular course. This was due to the fact more than one instructor was involved in designing the course content. Recognizing the limitations of the on-line notes, a second tool, i.e. LOTUS Notes, was next introduced. The only difference that sets it apart from the previous tool is the availability of standardized templates to prevent user confusion. It also ensures that all courses have the necessary features set by the course online committee. A team of MMU staff was set up to develop a customized web-based learning tool known as On-line Notes (Figure 1), which substituted the on-line system and Lotus notes.
Figure 1: On-line Notes These three web-based learning tools were text-based, with limited elements of interactivity except for the instructors’ email, and links within the same server. Instructors merely created the notes either creating using web-paged editor, such as Netscape Composer and Dreamweaver or in the word document format. Links were only made between files. It appeared to be a one-way communication with instructors
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presenting the course content and relaying information about the course, such as noting deadlines deadline for coursework and quizzes. These web-based learning tools generally lacked the elements of interactivity. The interaction between learners and technology was confined to clicking on links, and between learners and instructors via email. Interactivity is one of the key determinants of success in any web-based learning. Recognizing the limitations of the three web-based learning tools that MMU adopted, i.e. they lacked the elements of interactivity. Research literature on teaching and learning in higher education affirms the importance of interactivity within the educational system. Studies on interactive multimedia learning reveals strong positive effects on learning (Fletcher, 1989), which among others include that learning takes less time, is enjoyed more and increases learning. Trevitt (1995) highlights the distinct need for users to interact with technology for them to be more actively engaged and thus improving the possibility of net learning. MULTIMEDIA LEARNING SYSTEM MMU eventually designed the Multimedia Learning System (MMLS). It is a web-based courseware delivery engine that utilizes multimedia to enhance the teaching and learning process, with a ‘virtual teacher within a virtual classroom’. One of the primary considerations in designing the MMLS is the inclusion of features that add value to students learning by incorporating elements of interactivity. The particular virtues of the MMLS allow instructors to interact with the system and with learners, and vice versa (Figure 2). Interactive learning with live-action video, audio, graphics, feedback, expert advice and question and answer aim to keep the learners engaged, i.e. captivate and retain learners’ interest. It represents a move towards active learning and can be use as a constantly available learning resource for learners. Both instructors and learners play an active role in the education process.
Figure 2: MMLS Homepage
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INTERACTIVITY BETWEEN INSTRUCTOR AND SYSTEM Interactivity between instructor and the system is made possible with the Upload Course Content and Progress Monitoring Windows. Management of Course Content Once of the province for instructor and system interaction is the management of course content. New courses need to be registered in order to allow the learners to access them and course contents need to be uploaded for learners to view them. The MMLS eases the burden of the instructors in registering and uploading by having an attractive userfriendly and interactive interface and step-by-step instructions (Figure 3). The four icons on the “Upload File” window are • Upload File, which allows instructors to upload their files • Change Slide Info, which allows instructor to edit the content of the uploaded files • Q&A, which allows instructors to post questions and/or answers • Delete Lesson, which allows instructors to delete a particular lesson
Figure 3: Upload File Window To upload the HTML files onto the MMLS system, instructors are merely required to click on the “Upload File” icon and the pop up window displays specific instructions on how to go about uploading files (Figure 4). The system allows for a maximum of 20 files to be uploaded at one time. To do so, the number of files to be uploaded need to be selected and the “Display” button clicked. This window displays the: • slide title; instructors name the file • sequence field; instructors assign a sequence number to the file • weightage field; instructors to assign points to this file • file field; instructors type in the respective HTML file The upload course content window allows instructors to delete and add files, edit content on the uploaded files, as well as re-sequence files.
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Figure 4: Upload New File Window One of the features of the upload course content is the question and answer component, which allows instructors to conduct on-line tests, with fill in the blanks, multiple-choice questions and matching questions. This feature would eliminates the mundane duties of printing, distributing, collecting and marking test papers (Figure 5).
Figure 5: Choose the Type of Q&A Templates for all three types of questions and answers format are incorporated in the system. As displayed in Figure 6, upon selecting the appropriate format and number of questions, the questions, answers and marks awarded to each question are typed, using the template provided. The system also allows for editing of questions and selection of the level of difficulty of each question and grading.
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Figure 6: Question and Answer Template Progress Monitoring and Performance Another interactive feature of the MML system is Progress Monitoring and Performance of learners. The Progress Monitoring provides details on the learners’ accessibility and time spent on the materials posted on the MMLS. The Progress Monitoring screen displays the list of learners who have been accessing the system and instructors are able to view the learners’ progress report graphically, i.e. in the form of tables or graphs. The system keeps track of the time each slide is accessed. If instructors choose to view the Progress Monitoring report in the table format, it provides detailed information, such as the date and time learners accessed a particular page on the MMLS, the topic accessed, the slides within the topics accessed, the duration they spent on each slide and how frequently each slide is visited (Figure 7).
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Figure 7: Progress Monitoring The graph format too displays the duration spent on each slide. There are six types of Graph Chart available in the system i.e. line chart, area chart, bar chart, line point chart, point chart and pie chart. It provides an overview on how learners access the materials, i.e. the sequence and time spent on each slide (Figure 8).
Figure 8: Progress Monitoring As mentioned earlier the system grades the papers and the performance of all the learners, i.e. marks is accessible to instructors. In fact, on the student’s performance
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graph, it displays the mark together with the average mark of the group. Figure 9 displays the sample of the total marks scored by the learners and its graph.
Figure 9: Display of Marks
INTERACTITY BETWEEN INSTRUCTOR, LEARNERS AND THE SYSTEM Adapting Norman’s model (1988), Kirsch views interaction as ‘a model driven feedback system: the user would have a mental model of the environment and so formulate a plan internally, he or she would issue a command or instruction to the environment, then observe feedback soon enough to decide whether things are on track, or whether the process should be terminated midway, redirected, or recast’. He added that every step involved in decision making is interactive and that the nature of interactivity is ‘diverse ranging from simple actions to preparatory, exploratory, maintenance and complimentary actions’. Various features have been built in to enhance interactivity and develop a threeway communication between instructors, learners and the system, which opens a whole new spectrum of communication, which allows for instructors to scaffold learners’ and peers to scaffold each others’ virtual learning, i.e. i) Chat ii) News Group iii) E-mail
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iv) v) vi)
Bulletin Board On-line tests Short notes
These features allow for wide scopes of interactivity, including on-line real-time, collaborative discussions on a given topics, on a one to one basis or via a forum between instructors and learners. It also provides for both corrective and informational feedback to the learners. The newsgroup (see Figure 9) in particular, enables learners or instructors to raise issues for discussions. It creates an environment for ‘immediate’ interaction between peers and instructors, who would be able to monitor the directions in which the forum are heading. The electronic bulletin board allows for messages and information to be disseminated to a wider group of learners via the bulletin board by instructors. The system also allows for learners to sit for tests/quizzes on-line, who are able to monitor their own performance from the system. In addition it made possible for authorship, where learners are able to their own marginal or diary short in the system, rather than on loose sheets of papers. These features eventually create a virtual interactive classroom.
Figure 9: Newsgroup Additional elements incorporated into the system are the library and reference features. The local library is made more readily accessible to learners via the library component on the MMLS. Learners are able to view the availability of the materials in the library, which could save them a trip. Finally, the reference component enables them to access references, which are posted by the instructor. LIMITATION OF USE OF THE SYSTEM The limitation of the use of the MMLS appears to be specific to Internet-based systems, i.e. download delay, the server and Internet Explorer support.
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Download delay Since interactivity is of primary concerned in the MMLS, therefore graphics, video, sound and animation play an important role. However, large and complex graphics as well as video and sound clips in instructional materials tend to slow downloading and learners may need to wait for the page to appear, which Davis & Hantula (2001) note ‘may have detrimental effects on performance and satisfaction’. Server The accessibility of the MMLS depends on the server too. If the university server is down, learners are not able to access the MMLS, which the users (instructors and learners) can do little about. Sometimes the server is too slow for accessing the MMLS if there are many learners access to the MMLS at the same time. Internet Explorer (IE) support The MMLS is best viewed by the latest version of IE, since it supports the use of the features of the MMLS. For instance, if there is a space within the file name, the Netscape Navigator would cite it as an error message, i.e. file not found, but not with the use of IE. Therefore, the users must always upgrade the IE to the latest version, otherwise they would not be able to access the MMLS.
CONCLUSION With the major concern of incorporating interactivity to diversify and enhance the teaching and learning process, the MMLS provides a multidimensional nature of on-line triangular interaction between instructors, learners and system. The development of the MMLS is ongoing and many more features would be likely to be introduced to further enhance and support interactivity. Further research is needed to examine the effectiveness of the interactive elements and its effect on the teaching and learning process. Acknowledgement: The authors would like to acknowledge the following contributors: Mohd Rahimi Yusoff, Kerk Perk Hoon, Chong Chin Wei, Nor Aini Naim, Sarinah Suliman and the team from CMED, Multimedia University Reference: Davis, E.S. & Hantula, D.A. (2001). The effects of download delay on performance and end-user satisfaction in an Internet tutorial. In Computers in Human Behaviour, volume 17, issue 3, 249-268.
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Fletcher, D. (1989). The Effectiveness and Cost of Interactive Videodisc Instruction. In Machine-Mediated Learning, volume 3, 361-385 Mayer, Richard E. & Moreno, Roxana. (2002). Aids to Computer-based Multimedia Learning. In Learning and Instruction, volume 12, 107-119. Najjar, L.J. (1996). Multimedia information and learning. In Journal of Educational Multimedia and Hypermedia, 5,129-150 Petre, D. & Harrington, D. (1996). The clever country: Australia s Digital Future. Sydney: Lansdowne, 102. Quintana, Yuri. (1996). Evaluating the Value and Effectiveness of Internet- Based Learning. INET96 Proceedings. Montreal, Canada. Trevitt, A. C. F. (1995). Interactive Multimedia in University Teaching and Learning: Some Pointers to Help Promote Discussion of Design Criteria. Presented at the session on package development at the Computers in University Biological Education virtual Conference. Wilson, K. (1992). Discussion on two multimedia R &D projects : The Plaenque Project and the Interactive Video Project of the Museum Education Consortium. In M. Girdina (Ed.), Interactive Multimedia Learning Environments (pp.186-196). Berlin: SpringerVerlag. Kirsh http://icl-server.uucsd.edu/~kirsh/Articles/Interactivity/brook-single.html
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