Multi-media Technology

Multi – Many
Media – Means of Communication.
Techniques or methods
Multimedia: refers to the integration of text, image, audio, video, graphics and animation in a variety of application environments
Definition of Multimedia:
The computer controlled integration of text, images, audio, video, graphics, animation, and any other medium where every type of information can be represented, processed, stored, transmitted, produced and presented digitally.
Packiam: The use of appropriate and carefully selected verities of learning experiences which when presented to the learner through selected teaching strategies will reinforce and strengthen one another in such away that the learner will achieve predetermined objectives in an effective way.

A Classification of Multimedia:
• Text - HTML, PDF
• Audio – Sound, music, speech.
• Still Image - photo, scanned image
• Video (Moving Images) – Movie, a sequence of pictures
• Graphics – Computer produced image
• Animation – A sequence of graphics images

Characteristics:
Ø In multimedia approach, several media and techniques are used as powerful means of communication.
Ø Multimedia system permits the delivery of a range of instructional and informational support.
Ø Multimedia systems are not restricted to a single type of learning or instructional mode.
Ø The multimedia system is markedly greater than that of ordinary classroom practice in creating a variety of learning models.
Ø This multimedia device is striking because it provides the opportunity to learn exceedingly complex skills.
Ø Multimedia devices are useful in adopting most of teaching strategies methods and models.

Features of a multimedia system:
1. Audio – It comprises audio adopter, audio input devices such as – microphone, amplifiers and speakers – (output) to digitize the sound.
2. Video – Delivering a live presentation, requires high speed, high band width networks. Cable news networks (CNN)
3. Video – conferencing – is another real time application – VC is point to point between two locations, include several conference points.
4. Animations – Another striking feature of Multi media
Two – dimensional – cartoons.
Three – dimensional – computer aided design (CAD)
This feature will also get into applications like on-time tutorials, simulations, and virtual reality.
5. Virtual reality – (VR)
Applications are programmes that could envelop a user within a 3 – D simulated environment of sight, movement, sound and possibly touch in future.
- Text – materials
- Strategies,
- Methods

Multi-media Technology

Multi – Many
Media – Means of Communication.
Techniques or methods
Multimedia: refers to the integration of text, image, audio, video, graphics and animation in a variety of application environments
Definition of Multimedia:
The computer controlled integration of text, images, audio, video, graphics, animation, and any other medium where every type of information can be represented, processed, stored, transmitted, produced and presented digitally.
Packiam: The use of appropriate and carefully selected verities of learning experiences which when presented to the learner through selected teaching strategies will reinforce and strengthen one another in such away that the learner will achieve predetermined objectives in an effective way.
A Classification of Multimedia:
• Text - HTML, PDF
• Audio – Sound, music, speech.
• Still Image - photo, scanned image
• Video (Moving Images) – Movie, a sequence of pictures
• Graphics – Computer produced image
• Animation – A sequence of graphics images

Characteristics:
Ø In multimedia approach, several media and techniques are used as powerful means of communication.
Ø Multimedia system permits the delivery of a range of instructional and informational support.
Ø Multimedia systems are not restricted to a single type of learning or instructional mode.
Ø The multimedia system is markedly greater than that of ordinary classroom practice in creating a variety of learning models.
Ø This multimedia device is striking because it provides the opportunity to learn exceedingly complex skills.
Ø Multimedia devices are useful in adopting most of teaching strategies methods and models.

Features of a multimedia system:
1. Audio – It comprises audio adopter, audio input devices such as – microphone, amplifiers and speakers – (output) to digitize the sound.
2. Video – Delivering a live presentation, requires high speed, high band width networks. Cable news networks (CNN)
3. Video – conferencing – is another real time application – VC is point to point between two locations, include several conference points.
4. Animations – Another striking feature of Multi media
Two – dimensional – cartoons.
Three – dimensional – computer aided design (CAD)
This feature will also get into applications like on-time tutorials, simulations, and virtual reality.


5. Virtual reality – (VR)
Applications are programmes that could envelop a user within a 3 – D simulated environment of sight, movement, sound and possibly touch in future.
- Text – materials
- Strategies,
- Methods

Evolution and development of Educational technology

Pre industrial phases
• Instruction process heavily depended upon simple things like the Slate, Book, Black Board , chair
• Educational technology was considered synonymous to simple aids like charts and pictures.
• Year 1873 considered as landmarks in the early history of technology of education or audio visual education, exhibition held at Vienna international level. (Maps, charts, teat books and other equipment)
•1920- “British broadcasting corporation” started school broadcasts
• 1952- USA – 20 states had provision for broadcasting
• 1955- “Team teaching” at Harward university
• 1956- B.S. Bloom and USA introduced “Taxonomy of Educational objectives”
•1960 – TV is used for educational purpose
•1960- ‘Interaction model of teaching’ by N. Flander
•1965 – “Personalized system of instruction (PSI) by. Keller
•1965 – CAT – computer functions as a tutor developed by O.K.L. Moore’
1970 – self teaching machine: by Sidney L. Pressey – Ohio state university
Late 1970’s – early 1980’s: programming, drill and practice;
• 1974 – computers are used in Educational institution
Late 1980’s – early 1990’s: computer based training (CBT) with multimedia;
Early 1990’s: Internet-based training (IBT);
Late 1990’s – early 2000: e-Learning;
Late 2000: Social software + free and open content.

Evolution and development of Educational technology

Pre industrial phases
• Instruction process heavily depended upon simple things like the Slate, Book, Black Board , chair
• Educational technology was considered synonymous to simple aids like charts and pictures.
• Year 1873 considered as landmarks in the early history of technology of education or audio visual education, exhibition held at Vienna international level. (Maps, charts, teat books and other equipment)
•1920- “British broadcasting corporation” started school broadcasts
• 1952- USA – 20 states had provision for broadcasting
• 1955- “Team teaching” at Harward university
•1960 – TV is used for educational purpose
• 1956- B.S. Bloom and USA introduced “Taxonomy of Educational objectives”
•1960- ‘Interaction model of teaching’ by N. Flander
•1965 – “Personalized system of instruction (PSI) by. Keller
•1965 – CAT – computer functions as a tutor developed by O.K.L. Moore’ 1970 – self teaching machine: by Sidney L. Pressey – Ohio state university
• 1974 – computers are used in Educational institution

Late 1970’s – early 1980’s: programming, drill and practice;
Late 1980’s – early 1990’s: computer based training (CBT) with multimedia;
Early 1990’s: Internet-based training (IBT);
Late 1990’s – early 2000: e-Learning;
Late 2000: Social software + free and open content.

Dale's cone of Experience

Dale’s Cone of Experience

Background

Years ago an educator named Edgar Dale, often cited as the father of modern media in education,

Developed from his experience in teaching and his observations of learners the "cone of experience”. In his book 'Audio visual methods in teaching' - 1957,

The cone's utility in selecting instructional resources and activities is as practical today as when Dale created it.

Class room teaching dale shown in pinnacle form and called ‘cone of experience’

Interpreting the Cone

• The cone is based on the relationships of various educational experiences to reality (real life).

• The bottom level of the cone, "direct purposeful experiences," represents reality or the closest things to real, everyday life.

• The opportunity for a learner to use a variety or several senses (sight, smell, hearing, touching, movement) is considered in the cone.

• Direct experience allows us to use all senses.

• As you move up the cone, fewer senses are involved at each level.

Sensory channels possible in interacting with a resource, the better the chance that many students can learn from it.

The original labels for Dale's ten categories are: Direct, Purposeful Experiences; Contrived Experiences; Dramatic Participation; Demonstrations; Field Trips; Exhibits; Motion Pictures; Radio; Recordings; Still Pictures; Visual Symbols; and Verbal Symbols.

The experiences included in the cone are

1. Direct, purposeful experiences: An ounce of experience is better than a ton of theory
2. Contrived (plan, invent) experience: Real thing cannot be perceived directly, its simplification becomes necessary. Working model which is an editing of reality, imitation is preferred for better and easier understanding.
3. Dramatic participation: certain real events presented through play.(puppets)

Audiovisual aids

any device used to aid in the communication of an idea.

we not only use the term “Audiovisual Aids” but “Instructional Aids,” “Teaching Aids,” “Audio Aids,” and “Visual Aids” as well.

Burton: Audiovisual aids are those sensory objects or images which initiate or stimulate and reinforce learning.

Edgar dale: Audiovisual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. Those are also termed as multi- sensory materials.

Psychology of using Teaching Aids/Audio-visual aids.

People generally remember …

10% of what they read

20% of what they hear

30% of what they see

50% of what they hear and see - video

70% of what they say or write

90% of what they say as they do something

Some of the important values of the proper use of Audio-visual aids

Best motivators: students work with more interest and zeal. They are more attentive.

Antidote to the disease of verbal instruction: Help to reduce verbalism. They help in giving clear concepts and bring accuracy in learning

Clear images: formed when we see, hear, touch, taste and smell as our experiences are direct.

Vicarious experiences: first hand experience is the best type of educative experience.

Variety: ‘mere chalk and talk do not help’

Freedom: great scope for students to move about, talk, laugh and comment upon.

Opportunity to handle and manipulate: opportunity to students.

Retentive: increases retention power

Based on maxims of teaching: ‘Concrete to abstract’, ‘known to unknown’

Helping in fixing up new learning: what is gained in learning is to be fixed up in the minds of students

Saving of energy and time: of both students and teachers.

Realism: provides a touch of reality to the learning situation.

Vividness (bright, graphic): a film on Buddha, his life and teaching.

Meeting individual differences: individuals’ strong areas-hearing, visualizing, doing.

Encouragement to healthy classroom interaction:

Promotion of scientific temper:

Spread of education on a mass scale: radio and television for people living in remote areas.

Positive transfer of learning and training: solving the real problems of life.

Principles in the use of Teaching-Aids

1. Principle of Selection: Age level, Grade level, Specific educational value, True representative of the real thing.

2. Principle of preparation: Locally available materials, teachers should receive training in the preparation, students may be associate in the preparation.

3. Principle of physical control: arrangement of keeping aids properly.

4. Principle of proper presentation: carefully visualize the use of teaching aids before actual presentation, care should be taken to handle, should be displayed properly.

5. Principle of response: teachers should guide the students to respond actively to the audio visual aids stimuli.

6. Principle of evaluation; should be continuous evaluation.

Audiovisual aids

any device used to aid in the communication of an idea.

we not only use the term “Audiovisual Aids” but “Instructional Aids,” “Teaching Aids,” “Audio Aids,” and “Visual Aids” as well.

Burton: Audiovisual aids are those sensory objects or images which initiate or stimulate and reinforce learning.

Edgar dale: Audiovisual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. Those are also termed as multi- sensory materials.

Psychology of using Teaching Aids/Audio-visual aids.

People generally remember …

10% of what they read

20% of what they hear

30% of what they see

50% of what they hear and see - video

70% of what they say or write

90% of what they say as they do something

Some of the important values of the proper use of Audio-visual aids

Best motivators: students work with more interest and zeal. They are more attentive.

Antidote to the disease of verbal instruction: Help to reduce verbalism. They help in giving clear concepts and bring accuracy in learning

Clear images: formed when we see, hear, touch, taste and smell as our experiences are direct.

Vicarious experiences: first hand experience is the best type of educative experience.

Variety: ‘mere chalk and talk do not help’

Freedom: great scope for students to move about, talk, laugh and comment upon.

Opportunity to handle and manipulate: opportunity to students.

Retentive: increases retention power

Based on maxims of teaching: ‘Concrete to abstract’, ‘known to unknown’

Helping in fixing up new learning: what is gained in learning is to be fixed up in the minds of students

Saving of energy and time: of both students and teachers.

Realism: provides a touch of reality to the learning situation.

Vividness (bright, graphic): a film on Buddha, his life and teaching.

Meeting individual differences: individuals’ strong areas-hearing, visualizing, doing.

Encouragement to healthy classroom interaction:

Promotion of scientific temper:

Spread of education on a mass scale: radio and television for people living in remote areas.

Positive transfer of learning and training: solving the real problems of life.

Principles in the use of Teaching-Aids

1. Principle of Selection: Age level, Grade level, Specific educational value, True representative of the real thing.

2. Principle of preparation: Locally available materials, teachers should receive training in the preparation, students may be associate in the preparation.

3. Principle of physical control: arrangement of keeping aids properly.

4. Principle of proper presentation: carefully visualize the use of teaching aids before actual presentation, care should be taken to handle, should be displayed properly.

5. Principle of response: teachers should guide the students to respond actively to the audio visual aids stimuli.

6. Principle of evaluation; should be continuous evaluation.