scholarly journals Integrating the multimedia approach in modern educational technologies

2021 ◽  
Vol XXII C ◽  
pp. 33-42
Author(s):  
Nikolay Ginchev ◽  
◽  
Krasimir Kordov
Keyword(s):  
Multimedia Learning ◽  
Educational Technologies ◽  
Learning Material ◽  
Learning Content ◽  
Positive Effect

This article reflects the positive effect of integrating multimedia learning content in students’ education. Multimedia lessons are developed and presented, that increase students' interest in the learning material and increase their knowledge and competencies.

Promoting Hybrid Learning through an Open Source EBook Approach

2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Xin Bai ◽  
Michael B. Smith
Keyword(s):  
Open Source ◽  
Building Blocks ◽  
Educational Technologies ◽  
Just In Time ◽  
Learning Modules ◽  
Learning Content ◽  
Long Run ◽  
E Learning ◽  
Teaching Efficiency ◽  
Content Design

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.

PENGEMBANGAN PEMBELAJARAN TARI LENGGOK MAK INANG MELALUI MULTIMEDIA INTERAKTIF BERBASIS E-LEARNING

2019 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
Ronni Lirahman ◽  
Yusnizar Heniwaty Heniwaty
Keyword(s):  
Field Trial ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Learning Material ◽  
Main Field ◽  
Initial Field ◽  
E Learning ◽  
Definition Of

ABSTRACT This research produced a product of the development of Lenggok Mak Inang dance learning through interactive multimedia which included appreciation learning material (Basic Competence 3) and expression (Basic Competence 4) in class X of SMK / SMA. The appreciation material contains the definition of dance, accompaniment music, clothing, patterns, while the expression material contains terms, variety and arrangement of motion in the Lenggok Mak Inang dance. From the test media experts got a score of 4,42 (Very Good), media experts got a score of 4 (Good), user trials which included an initial field trial of 4,08 (Good), main field trial 4,22 ( Very Good) and an operational field trial of 4,53 (Very Good). The results obtained indicate that the development of interactive multimedia learning Lenggok Mak Inang dance is very feasible to use or be used as a learning media for dance.                                                                                    Keywords: Interactive Multimedia, E-Learning, Lenggok Mak Inang Dance.  ABSTRAKPenelitian ini menghasilkan produk pengembangan pembelajaran tari Lenggok Mak Inang melalui multimedia interaktif yang didalamnya terdapat materi pembelajaran apresiasi (Kompetensi Dasar 3) dan ekspresi (Kompetensi Dasar 4) kelas X SMK/SMA. Materi apresiasi berisikan definisi tari, musik pengiring, busana, pola/ garis, sedangkan materi ekspresi berisikan istilah, ragam dan susunan gerak pada tari Lenggok Mak Inang. Dari uji ahli media mendapatkan skor 4,42 (Sangat Baik), ahli media mendapatkan skor 4 (Baik), uji coba pengguna yang meliputi uji coba lapangan awal 4,08 (Baik), uji coba lapangan utama 4,22 (Sangat Baik) dan uji coba lapangan operasional 4,53 (Sangat Baik). Hasil yang diperoleh menunjukkan bahwa pengembangan multimedia interaktif pembelajaran tari Lenggok Mak Inang ini Sangat Layak digunakan atau dijadikan media pembelajaran tari. Kata kunci: Multimedia Interaktif, E-Learning, Tari Lenggok Mak Inang.

Automatic Organization and Generation of Presentation Slides for E-Learning

2012 ◽  
Vol 10 (3) ◽  
pp. 35-52 ◽  
Author(s):  
K. Sathiyamurthy ◽  
T. V. Geetha
Keyword(s):  
Distance Education ◽  
Language Processing ◽  
Learning System ◽  
Learning Material ◽  
Content Creation ◽  
Learning Content ◽  
E Learning ◽  
Processing Techniques ◽  
The Web ◽  
Extract Information

The effectiveness of an e-learning system for distance education to a large extent depends on the relevancy and presentation of learning content to the learner. The ability to gather documents on a particular topic from the web and adapt the contents of the document to suit the learner is an important task from the content creation perspective of e-learning. For the developer of e-learning material the provision to automatically extract, organize, and present content material would improve its effectiveness. This paper proposes to extract information from documents using language processing techniques and organizing the content into appropriate presentation slides for learning purposes using domain ontology and learning oriented pedagogy ontology.

The Influence of Visual and Temporal Dynamics on Split Attention

2011 ◽  
pp. 944-962
Author(s):  
Florian Schmidt-Weigand
Keyword(s):  
Visual Attention ◽  
Eye Tracking ◽  
Multimedia Learning ◽  
Temporal Dynamics ◽  
User Interaction ◽  
Individual Characteristics ◽  
Learning Material ◽  
Visual Strategy ◽  
Split Attention ◽  
Design Characteristics

This chapter introduces eye tracking as a method to observe how the split of visual attention is managed in multimedia learning. The chapter reviews eye tracking literature on multirepresentational material. A special emphasis is devoted to recent studies conducted to explore viewing behavior in learning from dynamic vs. static visualizations and the matter of pacing of presentation. A presented argument is that the learners’ viewing behavior is affected by design characteristics of the learning material. Characteristics like the dynamics of visualization or the pace of presentation only slightly influence the learners’ visual strategy, while user interaction (i.e., learner controlled pace of presentation) leads to a different visual strategy compared to system-paced presentation. Taking viewing behavior as an indicator of how split attention is managed the harms of a split source format in multimedia learning can be overcome by implementing a user interaction that allows the learner to adapt the material to perceptual and individual characteristics.

A Methodology for Enhancing Mobile Learning Through Content Semantics

2013 ◽  
Vol 5 (1) ◽  
pp. 21-38
Author(s):  
Glaroudis Dimitrios ◽  
Manitsaris Athanasios ◽  
Kotini Isabella
Keyword(s):  
Mobile Learning ◽  
Web Sites ◽  
Mobile Users ◽  
Learning Material ◽  
Learning Tools ◽  
Learning Content ◽  
Increasing Demand ◽  
Web Experience ◽  
Educational Portal ◽  
Content Semantics

Mobile learning is becoming increasingly popular. Educational web sites can be used as supporting learning tools for students who wish to supplement their knowledge without restrictions of time and place. The continuously increasing demand for enhanced remote and mobile services, as well as the difficulty in easily incorporating current learning services for mobile users, renders essential the adaptation of educational material for these requirements. The objective of this work is to present and evaluate a methodology for producing content semantics from learning material. The proposed approach results in recommending links, which are relevant to the mobile users’ interests, by exploiting the recorded usage of an educational portal and the semantics of the learning content. The implementation results reveal enhanced capabilities in mobile learners’ web experience and usability.

scholarly journals MULTIMEDIA LEARNING IMPLEMENTATION AND VOCABULARY MASTERY FOR ENHANCHING STUDENTS’ JAPANESE LANGUAGE READING SKILL AT SMKN 1 PURWOKERTO

IZUMI ◽  
2014 ◽  
Vol 3 (2) ◽  
pp. 76
Author(s):  
Haryono Haryono
Keyword(s):  
Graduate Students ◽  
Reading Skills ◽  
Multimedia Learning ◽  
Education Technology ◽  
Language Education ◽  
Japanese Language ◽  
Learning Material ◽  
Rosetta Stone ◽  
Strong Relation ◽  
Japanese Companies

The present research is the implementation of the 2013 doctoral disertation report funded by DIKTI. The research is a part of IPTEKS scheme for community devotion that have strong relation to language education technology. It concern with the use of multimedia learning and vocabulary mastery on students’ Japanese language  reading skills at SMK 1 Purwokerto. The method is implemented experimentally by giving multimedia learning treatment such as Rosetta Stone and Tell Me More Japanese. Through some presentation with the use of those multimedia learning material, the purpose of this research is to know the extent to which the level of their vocabulary mastery and to encourage students in order to have an approriate skill to read Japanese documents. With the implementation of this multimedia learning training, graduate students of SMK Negeri I Purwokerto will be increased and for the future they have a good job at Japanese companies in Indonesia

scholarly journals “GENIT” AS EFFECTIVE DESIGN OF LEARNING MEDIA

2018 ◽  
Vol 42 ◽  
pp. 00043
Author(s):  
Mardiki Supriadi
Keyword(s):  
Traditional Approach ◽  
Educational Communication ◽  
Higher Learning ◽  
Educational Goals ◽  
New Approach ◽  
Learning Content ◽  
Teaching Content ◽  
Media And Technology ◽  
The Impact ◽  
Positive Effect

There are two main approaches to using media in schools: students can learn "from" Media and technology, and they can learn "with" media and technology. The basis for The use of media and technology as a "tutor" in schools is "educational communication," that is the deliberate act of communicating content (teaching content) for students by assuming that they will learn something "from" this communication, so communication is not again free but controlled and conditioned for educational purposes. Findings on the impact of technologybased instruction in education can be concluded that technology as a tutor has a positive effect on learning, one of them is the student can complete a set of educational goals in less time than necessary in a traditional approach. However, these two approaches only make the task become easier but do not activate and facilitate them to think critical and higher learning. “Media Genit” uses a new approach as an approach that can optimize perspective-based cognitive processes, constructivism, which constitutes an environment in which the student as a designer thinks creative about content combined with real-world tasks, student learning content, enjoy the learning process, and recognize that they have created something that is valuable.

Accessing Learning Content in a Mobile System

2007 ◽  
pp. 198-215 ◽  
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

Accessing Learning Content in a Mobile System

2009 ◽  
pp. 1367-1380 ◽  
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

The DEKOR System

2011 ◽  
pp. 164-186 ◽  
Author(s):  
Christian Gütl ◽  
Victor Manuel García-Barrios
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Educational Systems ◽  
Learning Material ◽  
Learner Characteristics ◽  
Web Based ◽  
Learning Content ◽  
Support Students

Due to the wide diversity of learning styles and learner characteristics, delivering learning material from modern ICT-based learning must also be conducted in a diverse manner rather than with a “one-fitsall” approach. By focusing on content aspects, the majority of adaptive Web-based educational systems are only able to deal with closed repositories and therefore only pre-defined content alternatives for limited learner characteristics are manageable. One possible solution is to enable and technologically support students’ freedom to select appropriate learning content of their own choice. The WWW as an extensive repository of diverse content has gained considerable interest as an open-ended learning environment, but most students cannot cope well with such open accessibility. To overcome this, the authors have started research towards a system of personalized access to open repositories. In this book chapter, they introduce the evolution of their linked approaches and discuss the findings in the context of learner characteristics.

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