MMT-2021.ppt multimedia technologies in education

•Multimedia: refers to the integration of text, image,
audio, video, graphics and animation in a variety of
application environments

 Why Multi-Media ?
 Learning Theories.
Behaviourism,
Cognitivism,
Constructivism,
Social constructivism
 Learners’ Styles-Diversity of Learners
Visual, Auditory, Kinesthetic

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

Features of a multimedia system:
 Audio – It comprises audio adopter, audio input
devices such as – microphone, amplifiers and
speakers – (output) to digitize the sound.
 Video – Delivering a live presentation, requires
high speed, high band width networks. - Cable
news networks (CNN)
 Video – conferencing – is another real time
application – VC is point to point between two
locations, include several conference points.

 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-line
tutorials, simulations, and virtual reality.
 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 of
teaching also included.

Packages:
A wrapped container
A collection of things wrapped or boxed
together.
Written programs or procedures or rules
and associated documentation pertaining
to the operation of a system and that are
stored in read/write memory.

Packages developed at NCERT:
1. The Audio Visual Computer Aided Tutor System(AVCAT)
The instructional material is composed from blocks of instructional
audio messages and their supporting Pictorial images, with questions
at the end of each block to assess the students’ progress.
The audio messages and the instructional material are stored on C90
audio cassettes.
The visual content of the lesson is held on 35 mm slides.
Both the audio and slide delivery subsystems are rapid random
access devices.

2.The Computer Audio Visual Instruction System (CAVIS)
The system provides a teaching facility that integrates the use of
video cassette,
pictures,
text,
videotext and animation,
and presents these on a single television screen with supporting
sound effects.
use in an instructional process.
In addition, a variety of Computer Based Trainings (CBT) are
available.

The complete workstation includes
a VCR,
a student keypad,
a pair of headphones,
a TV display monitor,
the author’s keyboard and a micro computer unit that is fitted with
a magnetic disc storage system which contains the control software.
This is responsible for handling the overall operation of the system
and also guides the direction in which learning progresses as a
result of student interaction with the system.

3.Computer Guided Learning System(CGLS)
students attend a ‘Guided Learning Centre’ at times when it is most
convenient for them to come.
A Guided Learning Centre course is composed of a series of modules.
Each module is self contained; the student’s objectives and text for
that module, directions to complete the module, examples, exercises
and progress checks or examinations.
Each student covers topics step-by-step and can regulate the pace and
depth of learning.
Material may be recapped or repeated until a satisfactory level of
understanding has been reached.

4. The Interactive Video Information System (IVIS)
multimedia workstation consists of
a keyboard,
high resolution colour Cathode Ray tube (CRT) display,
a pair of headphones (and/or audio speakers),
a video disc player and a microcomputer system.
The video images presented on the display monitor can be dynamic or still
frame.
Two audio channels are available.
Depending on the lesson material, being presented, the audio could consist of
narration, a life like conversation, special sound effects, music or any
combination of these.
IVIS trained students learn up to 53% faster and with better retention-than
students trained by conventional methods.

Multi-media Laboratory:(ET-Lab):
In Advanced countries the idea of educational
technology laboratory has taken practical shape.
In developing countries like India, the idea of ET-
laboratory had come into use only recently.
If we accept the philosophy of learner – centered
approach, we have to provide an environment
where students and teachers can come and learn.
Setting up of ET lab is one such step.

 A place where all the learning resources are
housed is called the Educational technology
laboratory or Multi-media lab.
 It is simply a resource centre, Resources
may comprise books, journals (print
material) two dimensional projected as well
as non- projected aids, three dimensional
aids, electronic media, including computer
software or self-instructional packages etc.

Need for Multi-media Laboratory:
 It is believed that, setting up of a MM lab will
hasten(proceed, go quickly) the spirit of see learning and
will have many beneficial spin-off.
 The existence and operation of MM lab would encourage
the introduction of flexibility in education.
 Setting up of MM lab would offer self learning opportunities
to students and teachers.
 Provides flexible models of teaching and learning.
 Provides free access to students and teacher to all
resources
 Enhances the effectiveness of teaching-learning.

Functions of MM- lab:
•Directs teaching-learning
•Acts as an information lodging centre.
•Acts as a take away resources centre
•Acts as an information exchange centre
•Acts as a promoter of ideas.
Pre-requisites for setting up a MM- lab:
•Awareness has to be created among students and teachers, emphasizing the
importance of MM lab and how to make use of them.
•Teachers and students should be told about the facilities available in the
resource centre or MM lab.
•Proper training should be given to the personnel, who are in-charge of MM
lab.
•Adequate staffing, equipment and building should be made available.

Steps to be considered while setting up of a MM lab:
•Space
•Equipments
• Hardware and Software
•Budget.
•Human resource.
Radio, Slides, Tape recorders ,
TV and VCR Cassettes
Computers, Floppies and CDS
OHP, and Transparencies
Projector ,
Films, VCD or DVD,
LCD, Laptop and
Video Cameras
Smart boards, etc.,

Separate Computer Lab
With at least 10 computers with a server and printer all multimedia
system.
Funding:
•UGC and State funds
•Management funds
•Donations
•Students contributions
•Voluntary organizations
Management:
•It is advisable to develop MM lab step wise.
•Teacher should be deputed to get ET technology for organization
and maintenance.
•All the teacher staff should be asked to involve in operating ET
equipments.

Multimedia approaches:
It is a way to achieve objectives; -well planned means.
•More than two media and communication are involved in learning
package.
•It facilitate individual variation of learner
•Self learning.
This MM approach has been tried in our country in NCERT for in-
service educators at Center for Educational Technology (CET).
This experiment involves multimedia package which has the
following component
TV programmes – 22 min,
Radio – 20 min,
Pre and post television for 1 hour.

Approach for following areas and Education:
•Distant Education for study.
•Non Formal Education .
•Correspondence Education.
•Adult Education Programme.

Procedure for adopting multimedia approach:
Stage 1 – Teacher initiates teaching-learning activities
Stage 2 – Teacher demonstrates a specific and specialized
unit.
Stage 3 – Preparation and ground work for students, to
embark on independent learning.
Stage 4 – Stage of students active participation.
Stage 5 – Integration of theory and practical.
Stage 6 – Exchange of ideas – critical analyses.

1st Stage – Teacher delivers a well prepared lesson based on objectives
formulated. He could use verities of media for presentation.
2nd Stage – By using a mix of media, Teacher may provide the learner with
programmed learning materials, cassettes, CD’s etc.
3rd Stage – The students discuss with peer group and teachers about their
plan of action.
4th Stage – student uses a variety of media and materials in his/her self-study.
5th Stage – The learner integrates his/her learning theory with practice .
6th Stage – Learner finds that teaching-learning activities have to be
organized on higher levels.
The student is involved in critical analysis, critical evaluation and exchange
and ideas.

MMT-2021.ppt multimedia technologies in education

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MMT-2021.ppt multimedia technologies in education