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,