Table of Content
Hearing and seeing: video led by the instructor
This study examined three ways in which instructional designers may create a more efficient learning environment through a better understanding of multimedia learning. First, by using the theories of multimedia learning, we examined a more efficient use of sensory memory. Second, multimedia effect, defined as using visual helps and guides with spoken and written text, was shown to assist working memory in processing new information into existing schema. Third, by using the personalization principle set forth by Clark and Mayer (2008), we will use both the video feed and multimedia together to foster a more social or conversational presentation to the learner.
Case of the University of the West Cape Podcasted for improved teaching and learning
Tool-use extends our sense of self-identity, social identity, and our experiences of social relationships within particular places. Education professionals use specific kinds of technologies (analogue and digital) and are influenced by particular characteristics of the technologies they use (Watson, 2001). Our social and cultural understanding of tools and complex digital technologies affect our ability to use them for learning (Pierson, 2001). The context and conditions of these understandings affect how we know when, where, and why ICT belongs in our educational practices. A number of advantages of using blogs, wikis and podcasts have been identified which translates to the fact that technology has brought with it more convenience, independence to students learning and enable students to reveal their natural propensity to show their creativity. This paper reports on the eLearning institutional podcast project that was undertaken at the University of the Western Cape (UWC). This large scale podcast project targeted both lecturers and students and aimed to enable learners to create podcasts; edit the recording via open source software – Audacity; export the podcast as an MP3 file; and upload it into the online environment. These eTools skills training processes are directly linked to the students’ fieldwork within their respective disciplines. The authors highlight the practical benefits of the project in various disciplines.
Mobile Learning: Improve a pre – algebra course with text messaging
This study investigated the use of text messaging as an educational tool in a pre-algebra course at a community college in the central region of North Carolina. The research was conducted in two pre-algebra classes with thirty-three students and one instructor. Data were gathered using qualitative and quantitative methods. A mixed method design utilizing surveys, focus groups, and an interview with the instructor was employed to collect data. Quantitative data were analyzed using descriptive statistics. Qualitative data analysis was employed to analyze the thoughts and perceptions of participants and the instructor. Analyses of both qualitative and quantitative data show that participants have favorable dispositions and perceptions to the use of text messaging as an educational tool.