The evaluation for educational multimedia products.docx

The evaluation for educational multimedia products.docx

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Theevaluationforeducationalmultimediaproducts

Theevaluationforeducationalmultimediaproducts

StudentName:

HUANGLuYi

Universitynumber:

2012880098

Abstract

Thisarticlesuggestsananalysisforevaluatetheeducationalmultimediaproductswiththe14pedagogicaldimensionsofcomputer-basededucation（Reeves,1998）.FourteenpedagogicaldimensionsofCBEhavethepotentialtoprovideimprovedcriteriaforunderstanding,describing,andevaluatingCBE.Inthispaper,14pedagogicaldimensionsprovideevaluatorawholeviewontheelevationofeducationalmultimediaproducts.Thisarticledescribeshowthese14dimensionscanbeusedintheevaluation.Aftertheanalysis,thisarticlewillsuggestrecommendationsforimprovingthequalityofeducationalmultimediaproductsbasedonsomepedagogicaltheories.

Keywords:

Multimediaproducts,evaluation,quality,fourteenpedagogicaldimensions

Introduction

Asthedevelopmentoftechnologyandweb2.0,moreandmoremultimediaproducthasbeendevelopedandusedineducation.Thereisaninevitabletrendthatmultimediaproductshasbeenacceptedandwidelyusedinrealclassroom.Therearemanyresearchesabouthowtointegratemultimediaproductsineducation,butthereareseldomresearchesfocusonevaluatingthequalityofeducationalmultimediaproducts.Thatraiseaseriousproblemthatwhenthequalityofeducationalmultimediaproducthasnotbeemphasized,problemswilloccurduringintegratethemintoeducation.Thisessaywouldfocusontheevaluationofeducationalmultimediaproductandsupposetogiveevaluationcriteriatoassesseducationalmultimediaproducts.

14pedagogicaldimensionsofcomputer-basededucation（CBE）

FourteenpedagogicaldimensionofCBEisconcludedascriteriaforevaluatingdifferentformsofCBE.Theirinitialattemptisusedtoprovidethesystematicevaluationtocomputer-basededucation.ThelackofevaluationofCBEproductsandtheproblemraisedintheCBEevaluationarethemainreasonstodevelopthe14pedagogicaldimensions.Theproblemsaredescribedinthepaperthatbusinessesfocusmoreonthemarketingthanontheevaluation（cf.,Cuban,1990;Siegel,1994,Shlechter,1991）.Further,sincethedataaremucheasiertocollecttomeasuretheamountofmoneyspentontheCBEandtheamountoftimestudentsspentonCBE,however，thesedatacanonlyprovethesimpleeffectivenessofCBEratherthangiveawholeevaluationtotheimplementation,motivationandlearning（Reeves,1998）.Also,theinadequateutilityoftheevaluationsbringabouttheproblemthatevaluationsofCBEarerarelycarriedouttohavesufficientimpactonthedecisionsofdevelopmentandimplementation（Scriven,1993,p.77）.Lastly,thetraditionalempiricalevaluationarelimitedbecauseitcan'topenupthe"blackboxes"ofinstructionalalternativesandrevealtherelevantpedagogicaldimension.Basedonthesefourfactorsabove,14pedagogicaldimensionsarethekeystounlockingtheblackboxesofvariousformofCBE.

ToevaluatedifferentformsofCBEandcomparetheimplementationsofthesameformofCBEisanuniversalnecessity（Scriven,1993）,fourteenpedagogicaldimensionscanbeusedasthecriteriatoconductthemorevalidandusefulcomparativeevaluationamongvariousformsofCBE（Reeves,1998）.TheintentandpotentialoffourteenpedagogicaldimensionsofCBEhasbeendiscussedfullyinReeves（1998）'spaper.Tosumup,fourteenpedagogicaldimensionsarethegreattoolsforevaluatingdifferenttypesofCBE.Inthispaper,theywouldbeusedtoevaluatetheeducationalmultimediaproductsinparticularandhowcanitprovidetheimprovesuggestionsfordevelopmentofmultimediaproducts.

Evaluatethequalityofeducationalmultimediaproducts

Whatshouldbeconsideredintheevaluationofeducationalmultimediaproduct?

Howtoevaluatethequalityofeducationalmultimediaproducts?

Asitsaidintheparagraphabove,eventhoughfurthermodificationsareinevitable,14pedagogicalstillhavepracticalpotentialonevaluatingthequalityofeducationalmultimediaproducts.Inthischapter,Iwillanalyzefourteenpedagogicaldimensionsrespectivelyanddescribehowtousethemforevaluatingthequalityofeducationalmultimediaproducts,attheend,therubricwouldbecreatedtosumupthecriteriatoevaluatetheeducationalmultimediaproducts.

Developmenttheory

Thepedagogicaldimensionsepistemology,pedagogicalphilosophyandunderlyingpsychologyarethetopthreedimensionsintheframework.Theyareconnectedandcorrespondingwitheachother,whicharethefundamentaldesigntheoryfordevelopingaeducationalmultimediaproduct.Adevelopermustchoosethesideatthebeginning,objectivismorconstructivism.Epistemologyisconcernedwithwhataboutthenatureofknowledge,Objectivistepistemology（Thorndike,1913）claimedknowledgeassomethingthatlearnercanacquireinanobjectivewaywithoutknowing.Contrasttothat,Constructivistepistemology（vonGlasersfeld,1989）describedthatknowledgecannotexistoutsidethebodiesandmindsofhumanbeingsthatlearnersconstructknowledgesubjectivelybasedontheirpriorexperience.Howdesignersregardknowledgeaffectgreatlytotheirdesignofthepedagogyofmultimediaproducts.Intheseconddimension,twodimensionsfrominstructivisttoconstructivistarecorrespondingtotheepistemology.Advocatesofobjectivistepistemologywouldtendtoadopttheinstructivistpedagogyaswell.Instructivistpedagogyviewlearnerapassiverecipientthatreceivethedirectinstruction.Ontheotherhand,educatorssupportconstructiveepistemologybelieveconstructivistviewoflearningasinvolvingtheindividualconstructionsofknowledge（Rieber,1992）,andlearningisaprocessbasedonthelearner'sintentions,experiencesandmetacognitivestrategies.Additionally,theunderlyingpsychologyarealsocorrespondingwiththeepistemologychoice.Designersleantowardanobjectivistepistemologywouldchoosebehavioralpsychologyastheunderlyingpsychology,whichinsistthatinstructionisaprocesstoshapingthedesirablebehaviorsthroughthearrangementofstimuli,responses,feedback,reinforcementandothercontingencies（Reeves,1998）.Alternatively,cognitivepsychologyisdifferingfrombehavioralpsychologythatitplacesmuchmoreemphasisoninternalmentalstates.

Whichepistemology,pedagogicalphilosophyandunderlyingpsychologydesignerschoosedeterminewhatkindofmultimediaproducttheydesign.Itinfluencesthewholedesignandlearningstrategythemultimediaproductbeingusedtoteachandlearnincludingthelearningcontent,navigationstrategy,learningtoolsandlearningactivitiesetc.Therefore,theyarethefundamentaldimensionandthemostessentialfactorineducationalmultimediaproductsdesignanddevelopment.Eventhoughbehavioralhavesomesuccessfulexamplesintheearlydaysbutitseemsconstructivistepistemologyhascapturedmoreeducatorstodayastheinformationcenturyandthecurrenteducationdevelopment.Gilber（1991）pointedoutthatdebunkingbehavioralpsychologyhasbecomequitefashionable,itseemsobjectivisthasobviousfaulttoregardlearneraspassivecontainer.Whileconstructivistpayattentiontolearner'spriorexperienceandknowledgeconstructionwithothers.Ithasbeengreatlyagreedwithmosteducatorsthatconstructivisthasmoreadvantagetorecognizethatthereisno"absolute"knowledgeandthateducationalmultimediaproductsshouldprovidemoreopportunitiesforlearnerstocollaboratetofacilitatetheconstructionofknowledge.

It'sambiguoustoassesswhetheraneducationalmultimediaproductisbasedonthebehavioristorconstructivist.However,itcanbevisualizeinthedesignoftheinstructiontheproductadopt.Aneducationalmultimediaproductthatbasedontheconstructivistshouldallowlearnerstoreconstructconcepts,schema,mentalmodelsandothercognitivestructure.Itshouldrelatethenewknowledgewithlearners'priorexperienceandpre-existingknowledge;learningenvironmentshouldberichenoughtomotivateandcapabilityindividuallearners（Reeves,1998）.Further,amultimediaproductshouldprovideopportunitiesforlearnertofinishself-directedexplorationanddiscoverylearningandcooperatelearningratherthanthedirectinstruction.Thiskindofproductsshouldberatedashigherscoreinthisitem.

Motivation

Thepedagogicaldimension9mentionedtheoriginofmotivationinReeves（1998）'spaper.Theoriginofmotivationisaprimaryfactortodeterminehowwellalearneracceptandprovetheefficacyofthemultimediaproducts.Keller（1987）hasspecifiedthatmotivationaspectsmustbeconsciouslydesignedintomultimediaandthatimplicatetheimportanceofmotivationmechanisminmultimediadesign.Inthisitem,twodimensionsofmotivationthatrangefromextrinsic（i.e.,outsidethelearningenvironment）tointrinsic（i.e.,integraltothelearningenvironment）.Intrinsicmotivationcouldmotivatestudenttoexplorenewknowledgeandseekoutthenewknowledgeinthelearningenvironment.

Therefore,theeducationalmultimediadesignershouldpayattentiontothemotivationalmechanism,providetheintrinsicmotivationintheproductssothatstudentswillbemorewillingtolearnbytheintegrationofanimations,texts,imagesandaudios,interactiveinterface.Therearemanywaystoreinforcestudents'intrinsicmotivation,theintegrationofmultipletypesofvividinterfacewouldbethebasicmethod,whiletherealtaskandcompetitionstrategycanalsomotivatestudentbytheirdesiretosuccess.Butitshouldalsobeawarethatifthetasksaretoodifficult,itmightlessontheirmotivateoncontrast.

Todrawtheconclusion,educationalmultimediaproductsthatusemultipleresourcesandinteractiveinterface,